NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1047583
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0260-2938
Student Perceptions of Their Learning and Engagement in Response to the Use of a Continuous E-Assessment in an Undergraduate Module
Holmes, Naomi
Assessment & Evaluation in Higher Education, v40 n1 p1-14 2015
Student engagement is an important issue in higher education, and is related to the quality of the student experience. Increasing student engagement is one way of enhancing quality at a higher education institution. An institution is able to influence student engagement in a number of ways, one being through curriculum design. The use of a low-stakes continuous weekly summative e-assessment had a positive influence on student engagement in an optional level 5 (second year) undergraduate geography module. Students considered their increased engagement was a direct consequence of this assessment method. It was also found that students thought they improved their learning, particularly their understanding, as a result of the continuous assessment. This study suggests that carefully designed assessments can be used to increase student engagement and learning, and, as a result, contribute to improving the quality of the overall student experience.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom