Revisiting the impact of formative assessment opportunities on student learning

  • Mary Peat University of Sydney
  • Sue Franklin University of Sydney
  • Marcia Devlin Swinburne University of Technology
  • Margaret Charles University of Sydney

Abstract

This project developed as a result of some inconclusive data from an investigation of whether a relationship existed between the use of formative assessment opportunities and performance, as measured by final grade. We were expecting to show our colleagues and students that use of formative assessment resources had the potential to improve performance of first year students. This first study, undertaken in semester 1 2002, indicated that there was no apparent relationship between the two, even though the students reported how useful they found the formative assessment resources. This led us to ask if there was a transition effect such that students were not yet working in an independent way and making full use of the resources, and/or whether in order to see an effect we needed to persuade non-users of the resources to become users, before investigating if use can be correlated with improvement in performance. With the 2002-3 NextEd ASCILITE Research Grant we set out to repeat our project and to look at use and usefulness of resources in both first and second semester, to encourage non-users to become users and to investigate the relationship between use and performance. Now our story has a different ending.

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Published
2005-03-24
How to Cite
Peat, M., Franklin, S., Devlin, M., & Charles, M. (2005). Revisiting the impact of formative assessment opportunities on student learning. Australasian Journal of Educational Technology, 21(1). https://doi.org/10.14742/ajet.1345