Advertisement

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.

Keywords

Assessment Student assessment Learning management systems LMS Rubric Alignment 

References

  1. 1.
    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
  2. 2.
    Biggs, J.: Teaching for Quality Learning at University. SRHW and Open University Press, Philadelphia, PA (1999)Google Scholar
  3. 3.
    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)Google Scholar
  4. 4.
    Ramsden, P.: Learning to Teach in Higher Education. Routledge, London (1992)CrossRefGoogle Scholar
  5. 5.
    Garrett, J. (ed.): Efficient and effective feedback in the online classroom. White Paper. Magna Publications Inc., Madison, WI (2014)Google Scholar
  6. 6.
    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)Google Scholar
  7. 7.
    Haskell, C.: Mechanics of Game Based Learning. Game-based, quest-based learning pedagogy. 3D Gamelab. https://portal.3dgamelab.org/. Accessed August 14, 2011
  8. 8.
    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)Google Scholar
  9. 9.
    Andrade, H.: What is a rubric? 4Teachers.org from: http://rubistar.4teachers.org/index.php?screen=WhatIs. Accessed September 19, 2013
  10. 10.
    Shuell, T.J.: Cognitive conceptions of learning. Rev. Educ. Res. 56, 411–436 (1986)CrossRefGoogle Scholar
  11. 11.
    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)
  12. 12.
    Sims, R., Dobbs, G., Hand, T.: Enhancing quality in online learning: scaffolding planning and design through proactive evaluation. Distance Educ. 23, 135–148 (2002)CrossRefGoogle Scholar

Copyright information

© Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2016

Authors and Affiliations

  1. 1.University of AkronAkronUSA

Personalised recommendations