Can computer aided formative assessment impact on student performance?
This project aimed to investigate the effect of formative (and diagnostic) assessment exercises on modules associated with disappointing performance in summative assignments, attendance and motivation. A range of formative assessment tasks giving high levels of feedback were developed and primarily delivered via the Blackboard (Bb) virtual learning environment. In addition to expanding the scope of learning beyond time-tabled sessions this was intended to provide a means by which students could manage their own learning at their own pace, whilst receiving formative and diagnostic feedback which would enable them to spot gaps in their understanding before summative assessment.
