Use of web-based formative assessment to support student learning in metabolism/nutrition unit

Henly, Debra C. Henly (2003) Use of web-based formative assessment to support student learning in metabolism/nutrition unit. European Journal of Dental Education, 7 3: 116-122. doi:10.1034/j.1600-0579.2003.00310.x

Author Henly, Debra C. Henly
Title Use of web-based formative assessment to support student learning in metabolism/nutrition unit
Journal name European Journal of Dental Education   Check publisher's open access policy
ISSN 1396-5883
Publication date 2003-08-01
Sub-type Article (original research)
DOI 10.1034/j.1600-0579.2003.00310.x
Open Access Status Not Open Access
Volume 7
Issue 3
Start page 116
End page 122
Total pages 7
Place of publication Oxford, United Kingdom
Publisher Blackwell Munksgaard
Language eng
Subject C1
330199 Education Studies not elsewhere classified
740301 Higher education
Abstract In 2002, an integrated basic science course was introduced into the Bachelor of Dental Sciences programme at the University of Queensland, Australia. Learning activities for the Metabolism and Nutrition unit within this integrated course included lectures, problem-based learning tutorials, computer-based self-directed learning exercises and practicals. To support student learning and assist students to develop the skills necessary to become lifelong learners, an extensive bank of formative assessment questions was set up using the commercially available package, WebCT®. Questions included short-answer, multiple-choice and extended matching questions. As significant staff time was involved in setting up the question database, the extent to which students used the formative assessment and their perceptions of its usefulness to their learning were evaluated to determine whether formative assessment should be extended to other units within the course. More than 90% of the class completed formative assessment tasks associated with learning activities scheduled in the first two weeks of the block, but this declined to less than 50% by the fourth and final week of the block. Patterns of usage of the formative assessment were also compared in students who scored in the top 10% for all assessment for the semester with those who scored in the lowest 10%. High-performing students accessed the Web-based formative assessment about twice as often as those who scored in the lowest band. However, marks for the formative assessment tests did not differ significantly between the two groups. In a questionnaire that was administered at the completion of the block, students rated the formative assessment highly, with 80% regarding it as being helpful for their learning. In conclusion, although substantial staff time was required to set up the question database, this appeared to be justified by the positive responses of the students.
Keyword assessment
Q-Index Code C1

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
2004 Higher Education Research Data Collection
School of Dentistry Publications
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Citation counts: Scopus Citation Count Cited 53 times in Scopus Article | Citations
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Created: Wed, 15 Aug 2007, 11:33:58 EST