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Conference Paper/Proceeding/Abstract 547 views

Formative vs summative assessment: Does motivation for continuous learning lead to better results?

Samantha Burvill Orcid Logo, Kate Organ Orcid Logo, Sarah Owens Orcid Logo

Swansea University Authors: Kate Organ Orcid Logo, Sarah Owens Orcid Logo, Samantha Burvill Orcid Logo

Abstract

Encouraging students to engage in learning throughout the entire module is challenging for many educators. Students often chunk their revision and centre learning around assessment dates. This results in students learning purely for assessment, rather than absorbing, critically evaluating and unders...

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Published: Manchester 8th Annual Learning, Teaching and Student Experience Conference 2019
URI: https://cronfa.swan.ac.uk/Record/cronfa49156
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first_indexed 2019-03-11T14:02:03Z
last_indexed 2019-11-01T19:07:49Z
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spelling 2019-10-11T16:38:03.5576333 v2 49156 2019-03-11 Formative vs summative assessment: Does motivation for continuous learning lead to better results? d6406a28a60bc77b8ecf7e0df7f0cfc3 0000-0003-1731-6119 Kate Organ Kate Organ true false f0cb401078f55f6d7a5fdb1ba5cd3709 0000-0002-1487-5962 Sarah Owens Sarah Owens true false bedfd86256ce4984ab246a3228bb1da2 0000-0003-4893-3371 Samantha Burvill Samantha Burvill true false 2019-03-11 BBU Encouraging students to engage in learning throughout the entire module is challenging for many educators. Students often chunk their revision and centre learning around assessment dates. This results in students learning purely for assessment, rather than absorbing, critically evaluating and understanding concepts. This paper discusses the use of an interactive e-book (Revel) to overcome this. Revel was adopted for two masters degree cohorts. One used Revel voluntarily, the other awarded students marks for completing the activities. The study provides insights into whether or not this innovative method of summative assessment, which can be facilitated on a mass scale, enriches the learning experience and improves marks. Conference Paper/Proceeding/Abstract 8th Annual Learning, Teaching and Student Experience Conference Manchester Formative assessment, summative assessment, e-learning, interactive e-book, student motivation 19 6 2019 2019-06-19 COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2019-10-11T16:38:03.5576333 2019-03-11T10:10:08.6674561 Samantha Burvill 0000-0003-4893-3371 1 Kate Organ 0000-0003-1731-6119 2 Sarah Owens 0000-0002-1487-5962 3
title Formative vs summative assessment: Does motivation for continuous learning lead to better results?
spellingShingle Formative vs summative assessment: Does motivation for continuous learning lead to better results?
Kate, Organ
Sarah, Owens
Samantha, Burvill
title_short Formative vs summative assessment: Does motivation for continuous learning lead to better results?
title_full Formative vs summative assessment: Does motivation for continuous learning lead to better results?
title_fullStr Formative vs summative assessment: Does motivation for continuous learning lead to better results?
title_full_unstemmed Formative vs summative assessment: Does motivation for continuous learning lead to better results?
title_sort Formative vs summative assessment: Does motivation for continuous learning lead to better results?
author_id_str_mv d6406a28a60bc77b8ecf7e0df7f0cfc3
f0cb401078f55f6d7a5fdb1ba5cd3709
bedfd86256ce4984ab246a3228bb1da2
author_id_fullname_str_mv d6406a28a60bc77b8ecf7e0df7f0cfc3_***_Kate, Organ
f0cb401078f55f6d7a5fdb1ba5cd3709_***_Sarah, Owens
bedfd86256ce4984ab246a3228bb1da2_***_Samantha, Burvill
author Kate, Organ
Sarah, Owens
Samantha, Burvill
format Conference Paper/Proceeding/Abstract
publishDate 2019
institution Swansea University
publisher 8th Annual Learning, Teaching and Student Experience Conference
document_store_str 0
active_str 0
description Encouraging students to engage in learning throughout the entire module is challenging for many educators. Students often chunk their revision and centre learning around assessment dates. This results in students learning purely for assessment, rather than absorbing, critically evaluating and understanding concepts. This paper discusses the use of an interactive e-book (Revel) to overcome this. Revel was adopted for two masters degree cohorts. One used Revel voluntarily, the other awarded students marks for completing the activities. The study provides insights into whether or not this innovative method of summative assessment, which can be facilitated on a mass scale, enriches the learning experience and improves marks.
published_date 2019-06-19T20:56:55Z
_version_ 1663345009671274496
score 11.016235

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