Formative vs summative quizzes as regular feedback on Moodle in computer science courses: Which do students prefer?
Nehring, Natalia; Dacey, Simon
View fulltext online
Citation:Nehring, 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.
Permanent link to Research Bank record:https://hdl.handle.net/10652/5420
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.
Keywords:New Zealand, Bachelor of Computer Science (BCS), computer students, regular feedback, formative quiz, summative quiz, Moodle, student success
ANZSRC Field of Research:130212 Science, Technology and Engineering Curriculum and Pedagogy
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International
Copyright Notice: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
Rights:This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
MetadataShow detailed record
This item appears in
The following license files are associated with this item: