Abstract
Assessing the effectiveness of a course design in higher education is an almost unfeasible task. The practical inability to conduct randomised controlled trials in a natural setting limits teachers who want to interpret their design choices to non causal evaluation. With at least a moderate amount of common sense these evaluations could be useful in gathering insight into what works and what does not work in education. In our blended learning course we wanted to assess the role of formative assessment while also taking lecture attendance into account. There are certainly many confounds for which we cannot control. We found no effect of lecture attendance but formative assessments did predict a substantial amount of course outcome. This was probably due to not including the formative performance in the final grading and our emphasis in the course that to err is to be student. The validity of the formative assessment paves the way for diagnostic use and remedial teaching.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Black, P., Wiliam, D.: Developing the theory of formative assessment. Educ. Assess. Eval. Account. 21(1), 5–31 (2009)
Bos, N., Groeneveld, C., Bruggen van, J Brand-Gruwel, S.: The use of recorded lectures in education and the impact on lecture attendance and exam performance. Br. J. Educ. Technol. (2015)
Dweck, C.S.: Self-theories: Their Role in Motivation Personality and Development. Psychology Press, Philadelphia (2000)
Freeman, S., Eddy, S.L., Mcdonough, E., Mcdonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.: Active learning increases student performance in science, engineering, and mathematics. In: Proceedings of the National Academy of Sciences of the United States of America (2014)
R. Core Team: R: a language and environment for statistical computing (2016)
Tversky, A., Kahneman, D.: The framing of decisions and the psychology of choice. Science 211, 453–458 (1981)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Klinkenberg, S. (2017). The Role of Formative Assessment in a Blended Learning Course. In: Joosten-ten Brinke, D., Laanpere, M. (eds) Technology Enhanced Assessment. TEA 2016. Communications in Computer and Information Science, vol 653. Springer, Cham. https://doi.org/10.1007/978-3-319-57744-9_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-57744-9_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-57743-2
Online ISBN: 978-3-319-57744-9
eBook Packages: Computer ScienceComputer Science (R0)