Abstract
The aim of this investigation was to compare two differently designed e-assessments (formative assessments) which supported the same engineering courses for two academic years. In this investigation two group of students participated (Control Group: CG and Experimental Group: EG). The teachers followed exactly the same teaching approach using the same learning tools (apart from the e-assessments) in the same learning environment. The first group of students (CG) had the opportunity to timely receive grades along with the correct answers, when they submitted the e-assessments on-line. The teachers themselves designed these e-assessments in BlackBoard Vista© learning environment. The second group of students (EG) had the opportunity to receive feedback each on their own individual responses having unlimited attempts to participate in the e-assessments designed by PhD students. We will demonstrate that the addition of individual feedback and the unlimited attempts increased the EG group performance at the end of the courses (summative assessment) in comparison to the CG group of students.
Similar content being viewed by others
References
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D., & CTGV. (1998). Doing with understanding: lessons from research on problem-and project-based learning. The Journal of the Learning Sciences, 7(3&4), 271–312.
Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.
Black, P., & William, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
Bloom, B. S. (1956). The taxonomy of educational objectives. New York: David Mackay Company Inc.
Bloxham, S., & Boyd, S. (2007). Developing effective assessment in higher education-a practical guide. Maidenhead. McGraw Hill: Open University Press.
Bocij, P. & Greasley, A. (1999). Can computer-based testing achieve quality and efficiency in assessment? International Journal of Educational Technology, 1(1). http://www.ed.uiuc.edu/ijet/v1n1/bocij/index.html. Accessed 11 July 1999.
Boud, D. (1995). Assessment and learning: contradictory or complementary? In P. Knight (Ed.), Assessment for learning in higher education (pp. 35–48). London: Kogan Page.
Bourne, J., Harris, D., & Mayadas, F. (2005). On-line engineering education: learning anywhere, anytime. Journal of Engineering Education, 9(1), 131–146.
Bransford, J. D., Brown, A., & Cocking, R. (2000). How people learn: Mind, brain, experience and school (expandedth ed.). Washington, DC: National Academy Press.
Brown, G. T. L., Lake, R., & Matters, G. (2011). Queensland teachers’ conceptions of assessment: the impact of policy priorities on teacher attitudes. Teaching and Teacher Education, 27(1), 210–220.
Buchanan, T. (2000). The efficacy of a World-Wide Web mediated formative assessment. Journal of Computer Assisted Learning, 16(3), 193–200.
Burrow, M., Evdorides, H., Hallam, B., & Freer-Hewish, R. (2005). Developing formative assessments for postgraduate students in engineering. European Journal of Engineering Education, 30(2), 255–263.
Dermo, J. (2009). E-assessment and the student learning experience: a survey of students perceptions of e-assessment. British Journal of Educational Technology, 40(2), 203–214.
Dopper, S. M., & Sjoer, E. (2004). Implementing formative assessment in engineering education: the use of the on-line assessment system Etude. European Journal of Engineering Education, 29(2), 259–266.
Draper, S. W. (2009). Catalytic assessment: understanding how MCQs and EVS can foster deep learning. British Journal of Educational Technology, 40(2), 285–293.
Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessment: the limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Research & Evaluation, 14(7), 1–11.
Elgamal, A. E., Abas, H. A., & Baladoh, E.-S. M. (2011). An interactive e-learning system for improving web programming skills. Educational and Information Technologies. doi:10.1007/s1063901191757.
Farrell, G., & Leung, Y. K. (2004). Innovative on-line assessment using confidence measurement. education and information technologies, 9(1), 5–19.
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674–681.
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). On-line formative assessment in higher education: a review of the literature. Computers & Education, 57(4), 2333–2351.
Gipps, C. V. (2005). What is the role of ICT-bases assessment in universities? Studies in Higher Education, 30(2), 171–180.
Hansen, S. (2004). A constructivist approach to project assessment. European Journal of Engineering Education, 29(2), 211–220.
Hassan, O. A. B. (2011). Learning theories and assessment methodologies-an engineering educational perspective. European Journal of Engineering Education, 36(4), 327–339.
Heap, N. W., Kear, K. L., & Bissell, C. C. (2004). An overview of ICT-based assessment for engineering education. European Journal of Engineering Education, 29(2), 241–250.
Heaton-Shrestha, C., Edirisingha, P., Burke, L., & Linsey, T. (2005). Introducing a VLE into campus-based undergraduate teaching: staff perspectives on its impact on teaching. International Journal of Educational Research, 43(6), 370–386.
Heaton-Shrestha, C., Gripps, C., Edirisingha, P., & Linsey, T. (2007). Learning and e-learning in HE: the relationship between student learning and VLE use. Research Papers in Education, 22(4), 443–464.
Higher Education Funding Council for England (HEFCE) (2009). National Student Survey. http://www.hefce.ac.uk/news/hefce/2009/nss.htm. Accessed 6 August 2009.
Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: a case of the Blackboard system. Computers & Education, 51(2), 864–873.
Limniou, M., & Smith, M. (2010). Teachers’ and students’ perspectives on teaching and learning through Virtual Learning Environments. European Journal of Engineering Education, 35(6), 645–653.
McDowell, L., White, S., & Davis, H. C. (2004). Changing assessments practice in engineering: how can understanding lecturer perspectives help? European Journal of Engineering Education, 29(2), 173–181.
Nicol, D. (2007). E-assessment by design: using multiple-choice tests to good effect. Journal of Further and Higher Education, 31(1), 53–64.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
Pachler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: practitioner cases. Computers & Education, 54(3), 715–721.
Roselli, R. J., & Brophy, S. P. (2006). Experiences with formative assessment in engineering classrooms. Journal of Engineering Education, 95(4), 325–333.
Sadler, D. R. (1998). Formative assessment: revisiting the territory. Assessment in Education, 5(1), 77–84.
Samuelowicz, K., & Bain, J. (2002). Identifying academics’ orientations to assessment practice. Higher Education, 43(2), 173–201.
Smith, G. (2007). How does student performance on formative assessments relate to learning assessed by exam? Journal of College Science Teaching, 36(7), 28–34.
Vogel, J. J., Greenwood-Ericksen, A., Cannon-Brower, J., & Bowers, C. A. (2006). Using virtual reality with and without gaming attributes for academic achievement. Journal of Research on Technology in Education, 39(1), 105–118.
Wang, T. H. (2008). Web-based quiz-game-like formative assessment: development and evaluation. Computers & Education, 51(3), 1247–1263.
Wanous, M., Procter, B., & Murshid, K. (2009). Assessment for learning and skills development: the case of large classes. European Journal of Engineering Education, 34(1), 77–85.
William, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah: Erlbaum.
Yorke, M. (2001). Formative assessment and its relevance to retention. Higher Education Research & Development, 20(2), 115–126.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Limniou, M., Smith, M. The role of feedback in e-assessments for engineering education. Educ Inf Technol 19, 209–225 (2014). https://doi.org/10.1007/s10639-012-9200-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-012-9200-5