Online summative assessment with feedback as an aid to effective learning at a distance

Jordan, Sally and Swithenby, Stephen (2005). Online summative assessment with feedback as an aid to effective learning at a distance. In: Proceedings of the 12th International Symposium on Improving Student Learning : Diversity and inclusivity., 06-08 Sep 2004, Birmingham.

URL: http://www.brookes.ac.uk/services/ocsld/isl/isl200...

Abstract

This paper describes the development and evaluation an on-line assessment strategy for distance taught students within the analytical context of the 11 conditions for effective formative assessment described by Gibbs and Simpson (2004). The assessment accompanies a course of short duration with attendant issues in providing effective feedback. A single summative assignment, supported by a practice assignment, awards marks that decrease with the degree of assistance required, and combines summative with formative capability. Feedback is instantaneous, detailed and targeted in response to the answer given by the student, thus prompting student action that promotes learning. Data on student perceptions, performance and study pattern have identified ways of optimising the assessment strategy to increase learning and, in so doing, to meet more closely the 11 conditions of the framework. Feedback from students has identified weaknesses in the distribution of student effort that are being addressed.

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