Show simple record

dc.contributor.authorNehring, Natalia
dc.contributor.authorDacey, Simon
dc.contributor.authorBaghaei, Nilufar
dc.contributor.editorChen, W.
dc.date.accessioned2018-02-15T00:07:33Z
dc.date.available2018-02-15T00:07:33Z
dc.date.issued2017-12
dc.identifier.urihttps://hdl.handle.net/10652/4092
dc.description.abstractFormal feedback on assessments is given to students half way through the semester for a lot of tertiary level courses. For some students, it can be too late to change their study habits and they might not have realised that they were struggling before getting the feedback. Receiving late feedback can also result in lowering learner’s motivation as well. The aim of this study is to determine the effect of providing regular feedback on students’ academic achievement. The sample group included 92 students from semester 2 2016 and 57 students from semester 1 2017. They were the first-year Bachelor Computer Science students at UNITEC Institute of Technology, New Zealand, doing an introductory database course. The course had three assessments in 2016 including two computers based tests and a final exam on paper. Weekly quizzes were introduced in 2017 with the aim of providing early regular feedback to students. Preliminary results show that providing this feedback early on did not significantly improve the results of their first formal assessment. More studies are needed to examine the effectiveness of weekly quizzes on students’ performance throughout the semester. Subjective evaluation showed that majority of students liked getting regular feedback in form of quizzes and found it valuable for their learning.en_NZ
dc.language.isoenen_NZ
dc.subjectregular feedbacken_NZ
dc.subjectdesigning quizen_NZ
dc.subjectquiz as formal assessmenten_NZ
dc.subjectlearning management system (LMS)en_NZ
dc.subjectBachelor Computer Science (Unitec)en_NZ
dc.subjectUnitec coursesen_NZ
dc.subjectassessmenten_NZ
dc.subjectMoodleen_NZ
dc.titleProviding regular assessments and earlier feedback on Moodle in an introductory computer science course : a user studyen_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.date.updated2017-08-23T14:30:00Z
dc.subject.marsden130303 Education Assessment and Evaluationen_NZ
dc.identifier.bibliographicCitationNehring, N., Dacey, S., & Baghaei, N. (2017, 4-8 December). Providing Regular Assessments and Earlier Feedback on Moodle in an Introductory Computer Science Course: A User Study. Chen, W. (Ed.), International Conference on Computers in Education (ICCE'17), Christchurch, NZ (pp.721-723). Available at: http://icce2017.canterbury.ac.nz/proceedings_main.en_NZ
unitec.publication.titleInternational Conference on Computers in Education (ICCE'17)en_NZ
unitec.conference.titleInternational Conference on Computers in Education (ICCE'17), Christchurch, NZen_NZ
unitec.conference.locationChristchurch, New Zealanden_NZ
unitec.conference.sdate2017-12-04
unitec.conference.edate2017-12-08
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.identifier.roms60310en_NZ
unitec.identifier.roms60327
unitec.relation.urihttps://tinyurl.com/y8q4u5zoen_NZ
unitec.institution.studyareaEducation


Files in this item

Thumbnail

This item appears in

Show simple record


© Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142