Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module

HOLMES, Naomi (2014). Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment and Evaluation in Higher Education, 40 (1), 1-14.

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Official URL: http://www.tandfonline.com/doi/abs/10.1080/0260293...
Link to published version:: 10.1080/02602938.2014.881978

Abstract

Student engagement is an important issue in higher education, and is related to the quality of the student experience. Increasing student engagement is one way of enhancing quality at a higher education institution. An institution is able to influence student engagement in a number of ways, one being through curriculum design. The use of a low-stakes continuous weekly summative e-assessment had a positive influence on student engagement in an optional level 5 (second year) undergraduate geography module. Students considered their increased engagement was a direct consequence of this assessment method. It was also found that students thought they improved their learning, particularly their understanding, as a result of the continuous assessment. This study suggests that carefully designed assessments can be used to increase student engagement and learning, and, as a result, contribute to improving the quality of the overall student experience. Keywords : continuous assessment, student engagement, student views

Item Type: Article
Identification Number: 10.1080/02602938.2014.881978
Depositing User: Naomi Holmes
Date Deposited: 23 Feb 2016 13:10
Last Modified: 20 Oct 2016 04:31
URI: http://shura.shu.ac.uk/id/eprint/11581

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