ERIC Number: EJ988869
Record Type: Journal
Publication Date: 2012-Jul
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: N/A
E-Mail-Based Formative Assessment: A Chronicle of Research-Inspired Practice
Doige, Carl Anthony
Journal of College Science Teaching, v41 n6 p32-39 Jul 2012
The importance of using systematic formative assessment to guide students toward meaningful learning has gained more recognition in the education community in recent years. This form of assessment is characterized by task-oriented feedback in a low-risk environment, which is believed to promote mastery goal orientation and self-regulated learning. In spite of these apparent benefits, formative assessment strategies are generally underutilized in the science disciplines. In this article, I describe an e-mail-based formative assessment program, which was established to encourage students to revisit first-year general chemistry material regularly in a low-risk and supportive environment. Because the aim was to foster a mastery goal orientation, no grades were assigned to students' responses, and participation in the program was optional. I describe the academic profile of students who participated regularly and their patterns of participation over the course of five years of implementation of this program. (Contains 2 tables and 4 figures.)
Descriptors: Student Motivation, Goal Orientation, Feedback (Response), Formative Evaluation, Electronic Mail, Chemistry, Student Reaction, Program Implementation, Participation, Summative Evaluation
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A