Examining the Effect of an Online Formative Assessment Tool (OFAT) of Students' Motivation and Achievement for a University Science Education

Autor/inn/en	González-Gómez, David; Jeong, Jin Su; Cañada-Cañada, Florentina
Titel	Examining the Effect of an Online Formative Assessment Tool (OFAT) of Students' Motivation and Achievement for a University Science Education
Quelle	In: Journal of Baltic Science Education, 19 (2020) 3, S.401-414 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (González-Gómez, David) ORCID (Jeong, Jin Su) ORCID (Cañada-Cañada, Florentina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Internet; Formative Evaluation; Student Motivation; Science Achievement; College Science; Undergraduate Students; Feedback (Response); Student Evaluation; Foreign Countries; Educational Technology; Electronic Learning; Assignments; Student Attitudes; Spain + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulnote; Studentische Bewertung; Ausland; Unterrichtsmedien; Assignment; Auftrag; Zuweisung; Schülerverhalten; Spanien
Abstract	Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students' motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students' university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement pre- and post-test data and students' log records. The results of multiple tier analyses exposed positive effects about students' motivation and achievement. Based on usage measurements, students' intensity offers the positive effects about students' motivation and achievement. Furthermore, along with overall students' improved performance, the effects of high-performing students' achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01