This document discusses formative assessment in blended learning and its potential to effectively monitor student learning. It presents the results of a study on using self-assessment quizzes in a learning management system (LMS) in a blended learning curriculum unit. The study found that completing the optional self-assessments on the LMS was correlated with higher approval rates. Students who completed the self-assessments also received higher average final grades that were statistically significant. Additionally, self-assessment grades strongly predicted final grades. Thus, the study concludes self-assessment quizzes can be a good tool for monitoring student learning when implemented through an LMS.
2. BOLOGNA PROCESS
Student centred approaches and methodologies
Learner actively engaged in his own learning
Taking responsibility for learning
Self-directed learning
7. BLENDED LEARNING
Aulas teóricas: vídeos + ficha de acompanhamento
Aulas teóricas: self-assessment quizzes
Formative assessment (self-assessment)
Not considered for final grade
Not mandatory
Multiple choice questions
General implicit solution questions (Leclercq, 2001)
facultativos feedback imediato
não contribuem para a classificação final
8. THE STUDY
2nd year 1st semester curricular unit
1st cycle engineering degree
474 students enrolled
Day 1st time+ Day not 1st time + Night
BLENDED LEARNING
10. STUDY OBJECTIVES
To check…
1) If the completion of self-assessment activities in LMS favours the
approval in the curricular unit.
2) If the final grades of students who did the self-assessment
activities in LMS are statistically different from those who did not.
3) For the existence of a correlation between self-assessment
grades and final grades.
11. RESULTS
The completion of self-assessment activities in LMS favours the
approval in the curricular unit?
N=132 (27,8% of students enrolled)
Approval is not independent of self-assessment
(2(2)=7,464; p=0,006; N=132)
12. RESULTS
The final grades of students who did the self-assessment activities
in LMS are statistically different from those who did not?
N=132 (27,8% of students enrolled)
The differences between average final grades are
statistically different in the two groups.
(t(130)=-2,867; p=0,005)
13. RESULTS
Is there a correlation between self-assessment grades and final
grades?
N=113 (23,8% of students enrolled)
Self-assessment final grade is a significant predictor of the final
grade (=0,940; t(108)=28,383; p<0,001)
CL_FINAL=2,394+0,527xCL_AUTO
(F(1)=805,589; p<0,001; R2=0,883)
14. CONCLUSIONS
Self-assessment quizzes are a good predictor of the
final grade, thus allowing its use to monitor students
learning
Learning Management Systems allows its use widely,
even in traditional and more conventional learning
environments as a complement.