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Students' evaluation of the use of online summative assessment on an undergraduate financial accounting module
Author(s) -
Marriott Pru
Publication year - 2009
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2008.00924.x
Subject(s) - summative assessment , formative assessment , agency (philosophy) , psychology , focus group , medical education , variety (cybernetics) , process (computing) , higher education , qualitative property , quality (philosophy) , mathematics education , quality assurance , pedagogy , computer science , engineering , sociology , medicine , social science , philosophy , epistemology , artificial intelligence , machine learning , anthropology , political science , law , operating system , operations management , external quality assessment
According to the Quality Assurance Agency, ‘Assessment describes any processes that appraise an individual's knowledge, understanding, abilities or skills’, and is inextricably linked to a course or programme's intended learning outcomes. It also has a fundamental effect on students' learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. E‐assessment offers opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. The paper reports the findings of a qualitative study undertaken in the academic years 2006–07 and 2007–08 where a series of online summative assessments were introduced into a 1st‐year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation and engagement.