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Assessing the Benefits of Online Formative Assessments on Student Performance

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Bibliographic Details
Title: Assessing the Benefits of Online Formative Assessments on Student Performance
Language: English
Authors: Daniel King
Source: Journal of Learning Development in Higher Education. 2023 (27).
Availability: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Assisted Testing, Formative Evaluation, Student Evaluation, Introductory Courses, Accounting, Objective Tests, Performance Based Assessment, Undergraduate Students, Online Courses
ISSN: 1759-667X
Abstract: This paper investigates the impact of online formative assessments on students' performance in an introductory accounting module. The online formative assessments were objective tests and a regression model was developed to test the relationship between formative assessment usage and exam performance. The statistical analysis shows a statistically significant correlation between formative assessment usage and examination performance while controlling for different variables. These findings lead to the conclusion that formative assessments are useful tools that can support students' learning. Implications and recommendations for further research are covered.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447309
Database: ERIC
Description
Abstract:This paper investigates the impact of online formative assessments on students' performance in an introductory accounting module. The online formative assessments were objective tests and a regression model was developed to test the relationship between formative assessment usage and exam performance. The statistical analysis shows a statistically significant correlation between formative assessment usage and examination performance while controlling for different variables. These findings lead to the conclusion that formative assessments are useful tools that can support students' learning. Implications and recommendations for further research are covered.
ISSN:1759-667X