The Effect of Collaborative Formative Assessment on Student Learning in an Online Classroom

ID: 17834 Type: Brief Paper
  1. Beverly Klecker, Morehead State University, United States

Tuesday, March 27 2:15-2:35 PM Location: Exec. Salon 3

Presider: Ayako Hoshino, University of Tokyo, Japan

Abstract: This exploratory research study examined the impact of using feedback from weekly multiple-choice tests on final exam scores and students’ IDEA course ratings. The teacher researcher taught two sections (N=33; N=34) of a graduate-level, semester long, online course in advanced human growth and development. Each section had identical course materials on separate electronic Blackboard sites. The treatment, 20 item multiple choice tests, was randomly assigned to one section. The other section had no weekly multiple-choice tests. Identical final examinations and IDEA course evaluations were used to measure differences in learning and student course satisfaction. Students in the course with the weekly formative tests had statistically significantly (p.<.05) higher final exam scores. There was no statistically significant difference in the students’ course ratings.


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