Can Using Online Formative Assessment Boost the Academic Performance of Business Students? An Empirical Study

2015 ◽  
Vol 8 (3) ◽  
pp. 535-546
Author(s):  
S.W. Oellermann ◽  
A. van der Merwe
Keyword(s):  
Academic Performance ◽  
Empirical Study ◽  
Formative Assessment ◽  
Business Students ◽  
Online Formative Assessment

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

scholarly journals A Joint Assessment of Reasoning about General Statements in Mathematics and Biology

2021 ◽  
Vol 14 (4) ◽  
pp. 270-287
Author(s):  
Libuše Samková ◽  
Lukáš Rokos ◽  
Lukáš Vízek
Keyword(s):  
Empirical Study ◽  
Formative Assessment ◽  
Deductive Reasoning ◽  
Professional Preparation ◽  
Arithmetic Geometry ◽  
Primary School Teachers ◽  
School Subjects ◽  
Conversion Table ◽  
And Mathematics ◽  
Joint Coding

This contribution belongs to a larger empirical study that focuses on issues related to the implementation of inquiry-based learning and formative assessment in science and mathematics education, while it also refers to the issue of STEM education. Here, we discuss the two topics from the perspective of professional preparation of primary school teachers. We employ an educational tool called Concept Cartoons and perceive it as a common diagnostic tool for investigating modes of reasoning about general statements in arithmetic, geometry and biology. The presented qualitative exploratory empirical study maps and codes various kinds of reasoning that can be identified with the tool and investigates possibilities of a joint coding procedure. As a result, it provides a conversion table between various modes of reasoning in the three subject domains. The arisen code categories cover the field of generic examples, including the initial stages so that they can be used for scaffolding the process of learning the foundations of deductive reasoning. The joint approach to reasoning in mathematics and biology shows how argumentation and formative assessment can be understood equally and developed simultaneously in both school subjects. It helps us to see how the two school subjects can be integrated didactically.

scholarly journals Using Kahoot! As A Formative Assessment Tool in Science Teacher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
Noluthando Mdlalose ◽  
Sam Ramaila ◽  
Umesh Ramnarain
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Science Teacher Education ◽  
Game Based Learning ◽  
Physical Sciences ◽  
Learning Platform ◽  
Motivation And Engagement

The development of 21st century competencies and skills in science teaching and learning is a key strategic imperative. Game-based learning platforms can be used to promote pedagogic innovation in various educational settings. Game-based applications such as Kahoot! have been increasingly used in education to facilitate meaningful enactment of formative assessment practices. Within the realm of science education, formative assessment is largely perceived as an assessment practice with pedagogic potential to enhance students’ academic performance, motivation and engagement during the teaching and learning process. Kahoot! is an interactive game-based learning platform which can essentially be utilised to enhance students’ academic performance, motivation and engagement in the classroom. This paper explores the role of Kahoot! as a formative assessment tool to enhance students’ academic performance, motivation and engagement with a view to help students to achieve stipulated learning outcomes during remote teaching and learning in undergraduate Physical Sciences teacher education. The research study adopted a generic qualitative design and involved 21 purposively selected preservice Physical Sciences teachers at a South African university. Data was collected through semi-structured interviews and the administration of qualitative user-generated online quizzes with the participants. The findings demonstrated that Kahoot! plays a significant role in enhancing students’ academic performance, motivation and active engagement during remote teaching and learning. Theoretical implications for technology-enhanced teaching and learning are discussed.

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