Formative vs summative quizzes as regular feedback on Moodle in computer science courses: Which do students prefer?

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Nehring, N. (2021).pdf (1.08 MB)
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Authors
Nehring, Natalia
Dacey, Simon
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Date
2021-11-18
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Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand
Bachelor of Computer Science (BCS)
computer students
regular feedback
formative quiz
summative quiz
Moodle
student success
ANZSRC Field of Research Code (2020)
130212 Science, Technology and Engineering Curriculum and Pedagogy
Citation
Nehring, N., Dacey, S. (2021). Formative vs summative quizzes as regular feedback on Moodle in computer science courses: Which do students prefer?, Occasional and discussion paper series, 2021(3). ISSN 2324-3635 http://www.unitec.ac.nz/epress.
Abstract
Deferred 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.
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Unitec ePress
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https://hdl.handle.net/10652/5420
Link to ePress publication
https://www.unitec.ac.nz/epress/index.php/formative-vs-summative-quizzes-as-regular-feedback-on-moodle-in-computer-science-courses-which-do-students-prefer/
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Formative 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 License
Attribution-NonCommercial-NoDerivatives 4.0 International
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http://creativecommons.org/licenses/by-nc-nd/4.0/
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