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Morrell, Lesley J. – Studies in Higher Education, 2021
Feedback is critically important to student learning, but the reduced frequency of assignments combined with isolated or stand-alone tasks reduces the opportunity for students to engage with feedback and use it effectively to enhance their learning. Here, I evaluate student attainment during a module consisting of eight iterated tasks where the…
Descriptors: Formative Evaluation, Summative Evaluation, Feedback (Response), Student Improvement
Rajabalee, Yousra Banoor; Santally, Mohammad Issack; Rennie, Frank – International Journal of Distance Education Technologies, 2020
This paper reports the findings of a research using marks of students in learning activities of an online module to build a predictive model of performance for the final assessment of the module. The objectives were (1) to compare the performances of students of two cohorts in terms of continuous learning assessment marks and final learning…
Descriptors: Performance Factors, Electronic Learning, Learning Analytics, Learning Activities
Dejene, Wondifraw – Cogent Education, 2019
The purpose of this study was to assess the implementation of modularization in Ethiopian higher education institutions with particular reference to the instructional process (active learning and continuous assessment). Mixed research design was employed. Three universities were focus of the study. Three hundred and eight undergraduate students…
Descriptors: Foreign Countries, Higher Education, Active Learning, Teaching Methods
Hilliam, Rachel; Calvert, Carol – Open Learning, 2019
Students from many different subject areas are required to study statistics as part of their qualification. The Open University developed a statistics module which could simultaneously be studied by students from a variety of different disciplines, by engaging them with topics which are of interest to everyone, namely money, education and health,…
Descriptors: Interdisciplinary Approach, Statistics, Student Diversity, Learning Modules
Hughes, Gwyneth; Smith, Holly; Creese, Brian – Assessment & Evaluation in Higher Education, 2015
This paper considers feedback in the context of modularised programmes in higher education in the UK. It is argued that the self-contained nature of modular assessment may limit feedback dialogue between staff and students to assignment-specific issues, and may impede student progress towards holistic programme-level aims and outcomes. A feedback…
Descriptors: Foreign Countries, Feedback (Response), Student Evaluation, Assignments
Hirst, Nicky – Practitioner Research in Higher Education, 2016
The discourses around feedback and assessment within higher education are often proliferated as critical to student learning, and attention to student (dis)"satisfaction" is often high on the agenda. As academics spend extensive time and effort on the production of summative feedback, this paper draws on the initial findings from a…
Descriptors: Undergraduate Students, Public Speaking, Visual Aids, Formative Evaluation
Lowe, Tim W. – Teaching Mathematics and Its Applications : An International Journal of the IMA, 2015
In this article, the use of formative and summative online quizzes within a distance learning introductory mathematics module at the UK Open University is described. The rational for introducing such quizzes is outlined, together with how the quizzes are embedded within the module. The use of the quizzes by students is analysed, in terms of the…
Descriptors: Distance Education, Tests, Electronic Learning, Online Courses
Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat – Educational Studies, 2016
This paper describes a randomised controlled trial conducted with 10 secondary schools in England to evaluate the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy. Fresh Start is a synthetic phonics programme for small groups of pupils, here implemented three times per week over 22 weeks. The…
Descriptors: Foreign Countries, Reading Programs, Intervention, Program Evaluation
Drechsel, Barbara; Breunig, Katharina; Thurn, Daniela; Basten, Johanna – Psychology Learning and Teaching, 2014
The report portrays a theory-practice psychology course on reading education in a German teacher education programme. Having completed a theoretical course phase that is largely based on knowledge from cognitive and educational psychology, pre-service student-teachers applied their acquired knowledge by working with a fifth-grader in five…
Descriptors: Foreign Countries, Reading Instruction, Teacher Education Programs, Higher Education
Wesson, Caroline J. – Psychology Teaching Review, 2013
Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work…
Descriptors: Social Psychology, Learning Modules, Feedback (Response), Formative Evaluation
Moll, Mark; Bordeaux, Janice; Kavraki, Lydia E. – Computer Science Education, 2013
Motion planning is a core problem in robotics concerned with finding feasible paths for a given robot. Motion planning algorithms perform a search in the high-dimensional continuous space of robot configurations and exemplify many of the core algorithmic concepts of search algorithms and associated data structures. Motion planning algorithms can…
Descriptors: Computer Software, Active Learning, Student Projects, Robotics
Pagano, Rosane; Paucar-Caceres, Alberto – Innovations in Education and Teaching International, 2013
Providing high quality formative feedback to large and very diverse cohorts of students taking short intensive blocks of teaching (block release) has become crucial in management education provision. The paper proposes the exploitation of classroom response technology (CRT) to evaluate learning activities of students taking block release modules.…
Descriptors: Audience Response Systems, Feedback (Response), Foreign Countries, Higher Education
Barker, Martin; Pinard, Michelle – Assessment & Evaluation in Higher Education, 2014
We evaluate the case for using feedback iteratively, to improve student engagement and learning. In this model, students were invited to respond to tutor feedback with students' own responses. Among the three courses/modules (three tutors) studied, differences in feedback styles were evident from: (a) thematic analysis of tutor comments and, for…
Descriptors: Feedback (Response), Course Evaluation, Student Participation, Student Improvement
Abeywardena, Ishan Sudeera – Open Praxis, 2013
The constant emphasis on maintaining a high level of quality in the Open Distance Learning (ODL) self directed courses delivered at Wawasan Open University (WOU) demands the accurate assessment of course learning outcomes (CLO). The summative and formative assessment components of each course module are, in theory, designed to effectively measure…
Descriptors: Case Studies, Open Education, Distance Education, Open Universities
Hulett, Heather; Corbin, Jenny; Karasmanis, Sharon; Robertson, Tracy; Salisbury, Fiona; Peseta, Tai – Australian Academic & Research Libraries, 2013
La Trobe University Library has embarked on an institution-wide project with the objective of enabling students to engage with scholarly and credible information from the first year. This initiative by the library is in response to La Trobe curriculum reform. In particular, it aligns information literacy with the inquiry/research graduate…
Descriptors: Information Literacy, Guidelines, Academic Libraries, Program Effectiveness
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