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Measuring Learner Satisfaction with Formative e-Assessment Strategies
University of Rwanda, Rwanda.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
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2019 (English)In: International Journal: Emerging Technologies in Learning, ISSN 1868-8799, E-ISSN 1863-0383, Vol. 14, no 7, p. 61-79Article in journal (Refereed) Published
Abstract [en]

The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the study recommends a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) in the context of hybrid courses. Further studies that would widen, diversify both the scope and the research instruments to investigate learner satisfaction with formative e-assessment strategies were also suggested.

Place, publisher, year, edition, pages
2019. Vol. 14, no 7, p. 61-79
Keywords [en]
formative e-assessment, student engagement, feedback, learner satisfaction
National Category
Computer and Information Sciences
Research subject
Information Society
Identifiers
URN: urn:nbn:se:su:diva-165069DOI: 10.3991/ijet.v14i07.9120ISI: 000464200700005OAI: oai:DiVA.org:su-165069DiVA, id: diva2:1281191
Funder
Sida - Swedish International Development Cooperation Agency, 1932395Available from: 2019-01-21 Created: 2019-01-21 Last updated: 2019-04-29Bibliographically approved
In thesis
1. Technology-enhanced formative assessment in higher education: An intervention design of scaffolding student self-regulated learning
Open this publication in new window or tab >>Technology-enhanced formative assessment in higher education: An intervention design of scaffolding student self-regulated learning
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

As online learning is increasingly adopted in higher education institutions, many instructors are faced with the challenges of devising and implementing effective pedagogical practices that advance student learning. One of the challenges points to the design and development of assessment activities that truly inform the teaching and learning process. Despite the fact that both formative and summative assessment are important in teaching and learning, summative assessment has been dominating instructional processes in higher education at the expense of formative assessment. In higher education, in many countries including Rwanda, efforts that are made to practice formative assessment are hampered by a variety of factors that lead to ill-practices. Using technology-enhanced instructional interventions, this study attempted to address these factors. The study aimed at developing technology-enhanced instructional interventions to support student-based formative assessment that promote self-regulated learning. Additionally, this study proposes the design guidelines for the development of such instructional interventions. The study was guided by the following general research question: What are the characteristics of technology-enhanced formative assessment activities that promote student self-regulated learning? This research question was addressed using three specific research questions: (1) How do lecturers and students understand and practice formative assessment and feedback? (2) How can technology-enhanced formative assessment activities help student develop self-regulated learning skills? (3) What design guidelines should be followed in order to develop technology-enhanced formative assessment activities that promote student self-regulated learning? This study used Educational Design Research approach. Technology-enhanced instructional interventions were formatively developed, iteratively tested and evaluated in order to help students develop their self-regulated learning skills. Based on the findings of this study, three improved formative e-assessment packages are proposed as a practical research contribution: online knowledge survey, online peer-scaffolding through student-generated questions and peer-responses, and electronic reflective journals. In addition, based on the findings, this dissertation suggests a set of design guidelines and lessons learned in order to inform other educational practitioners who would like to develop technology-enhanced formative assessment activities that promote student-regulated learning.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2019. p. 105
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 19-003
Keywords
Technology-enhanced learning, formative e-assessment, self-regulated learning, blended learning
National Category
Learning
Research subject
Information Society
Identifiers
urn:nbn:se:su:diva-165086 (URN)978-91-7797-592-2 (ISBN)978-91-7797-593-9 (ISBN)
Public defence
2019-03-11, L50, NOD-huset, Borgarfjordsgatan 12, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Accepted.

Available from: 2019-02-14 Created: 2019-01-21 Last updated: 2019-01-31Bibliographically approved

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