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dc.contributor.authorNehring, Natalia
dc.contributor.authorDacey, Simon
dc.date.accessioned2021-11-30T19:35:45Z
dc.date.available2021-11-30T19:35:45Z
dc.date.issued2021-11-18
dc.identifier.issn2324-3635
dc.identifier.urihttps://hdl.handle.net/10652/5420
dc.description.abstractDeferred feedback on summative assessments can demotivate students and affect their overall learning performance, and it can change their study routines. The aim of this study is to compare and analyse students’ perceptions about summative and formative regular feedback: whether they are better motivated by being given marks, or by regular feedback without any marks. All participants were students from a Bachelor of Computer Science (BCS) degree at a New Zealand tertiary institute. Three courses were selected across three different levels of the BCS, and the sample group included 272 students from five different semesters. Summative (with marks) and formative (with feedback only) weekly quizzes were introduced in 2017, with the aim of providing early, regular feedback to students. Participants in the study were divided into two groups: students who were doing formative, and those who were doing summative quizzes.en_NZ
dc.language.isoenen_NZ
dc.publisherUnitec ePressen_NZ
dc.rightsFormative vs Summative Quizzes as Regular Feedback on Moodle in Computer Science Courses: Which do Students Prefer? by Natalia Nehring and Simon Dacey is licensed under a Creative Commons Attribution-NonCommercial 4.0 International Licenseen_NZ
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectNew Zealanden_NZ
dc.subjectBachelor of Computer Science (BCS)en_NZ
dc.subjectcomputer studentsen_NZ
dc.subjectregular feedbacken_NZ
dc.subjectformative quizen_NZ
dc.subjectsummative quizen_NZ
dc.subjectMoodleen_NZ
dc.subjectstudent successen_NZ
dc.titleFormative vs summative quizzes as regular feedback on Moodle in computer science courses: Which do students prefer?en_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderAuthorsen_NZ
dc.subject.marsden130212 Science, Technology and Engineering Curriculum and Pedagogyen_NZ
dc.identifier.bibliographicCitationNehring, N., Dacey, S. (2021). Formative vs Summative Quizzes as Regular Feedback on Moodle in Computer Science Courses: Which do Students Prefer? (Unitec ePress Occasional and Discussion Paper Series 2021/3).http://www.unitec.ac.nz/epress.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage1en_NZ
unitec.publication.lpage13en_NZ
unitec.publication.volume2021(3)en_NZ
unitec.publication.titleUnitec ePress Occasional & Discussion Paper Seriesen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.relation.epresshttps://www.unitec.ac.nz/epress/index.php/formative-vs-summative-quizzes-as-regular-feedback-on-moodle-in-computer-science-courses-which-do-students-prefer/en_NZ
unitec.publication.placeMount Albert, Auckland, New Zealanden_NZ


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