Abstract
Feedback is important to student progress. Formative assessments allow the student to adjust or improve their learning progress, but take valuable time. This paper describes how using available LMS tools can assist faculty in assessing student work and provide helpful feedback to students. The research measures the results of formative assessments on students’ grades. The tools available for faculty to use can be set up to save time for the faculty during assessments. Students have the opportunity for multiple attempts at assignments and receive feedback on each to help measure their learning. The rubric tool was used to not only grade student papers but also to provide appropriate feedback for student performance on the levels of achievement. Quizzes can be automatically graded. Results from this study show the benefits of multiple attempts at quizzes and written assignments. Future research is discussed to help further this pedagogical approach.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Lepi, K.: The 6 Types Of Assessments (And How They’re Changing). Edudemic. http://www.edudemic.com/the-6-types-of-assessments-and-how-theyre-changing/. Accessed March 25, 2013
Biggs, J.: Teaching for Quality Learning at University. SRHW and Open University Press, Philadelphia, PA (1999)
Jones, M.G., Harmon, S.W.: What professors need to know about technology to assess on- line student learning. In: Anderson, R.S., Bauer, J.F., Speck, B.W. (eds.) Assessment Strategies for the On-line Class: From Theory to Practice, pp. 19–30. Jossey-Bass, San Francisco (2002)
Ramsden, P.: Learning to Teach in Higher Education. Routledge, London (1992)
Garrett, J. (ed.): Efficient and effective feedback in the online classroom. White Paper. Magna Publications Inc., Madison, WI (2014)
Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (eds.): Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. David McKay Co. Inc., New York (1956)
Haskell, C.: Mechanics of Game Based Learning. Game-based, quest-based learning pedagogy. 3D Gamelab. https://portal.3dgamelab.org/. Accessed August 14, 2011
Grey, R.: Assessing students’ written projects. In: Anderson, R.S., Bauer, J.F., Speck, B.W. (eds.) Assessment Strategies for the On-line Class: From Theory to Practice, pp. 37–42. Jossey-Bass, San Francisco (2002)
Andrade, H.: What is a rubric? 4Teachers.org from: http://rubistar.4teachers.org/index.php?screen=WhatIs. Accessed September 19, 2013
Shuell, T.J.: Cognitive conceptions of learning. Rev. Educ. Res. 56, 411–436 (1986)
Casey, M.M., Bates, S.P., Galloway, K.W., Galloway, R.K., Hardy, J.A., Kay, A.E., Kirsop, P., McQueen, H.A.: Scaffolding student engagement via online peer learning. European Journal of Physics 35. doi:10.1088/0143-0807/35/4/045002 (2014)
Sims, R., Dobbs, G., Hand, T.: Enhancing quality in online learning: scaffolding planning and design through proactive evaluation. Distance Educ. 23, 135–148 (2002)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
About this paper
Cite this paper
Turner, D. (2016). Utilizing LMS Tools to Help with Student Assessment. In: Vincenti, G., Bucciero, A., Vaz de Carvalho, C. (eds) E-Learning, E-Education, and Online Training. eLEOT 2015. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 160. Springer, Cham. https://doi.org/10.1007/978-3-319-28883-3_26
Download citation
DOI: https://doi.org/10.1007/978-3-319-28883-3_26
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-28882-6
Online ISBN: 978-3-319-28883-3
eBook Packages: Computer ScienceComputer Science (R0)