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ERIC Number: EJ1028347
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1470-3297
Enhancing Learning through Formative Assessment
Jacoby, Jennifer C.; Heugh, Sheelagh; Bax, Christopher; Branford-White, Christopher
Innovations in Education and Teaching International, v51 n1 p72-83 2014
The student cohort on the University Science Extended Degree (SED) course is diverse in terms of educational experience. One of the key facets of teaching at this level is to engage and prepare students for higher levels of education in the sciences. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the SED course, with levels of student engagement. Central to this is the use of weekly on-line formative tests that students are expected to complete in their own time. Whilst over-all module pass rates remain stable, results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. Student feedback indicated that over 80% of responding students found the tests helpful. This model relating to learning and teaching encourages students to take responsibility for their own learning experience.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A