Formative e-assessment in economics

Formative e-assessment in Economics

http://www.jiscinfonet.ac.uk/case-studies/tangible/derby/index_html/view

Problems
- high failure rates because:
SS haven't studied economics before and lack the necessary skills for model
building approach
SS have inadequate self-regulated learning skills in first year
Lectures don't promote self-regulating skills
- subject requires regular practice and development of knowledge and skills over short time span
- low retention rate

Solution
'... to reduce failure rates amongst full-time students through improving self-regulating learning through computer-based formative private study.'

Challenges
- need to use computers with a lot of memory: programme accessible from univ. only.
- part time and distance SS would not easily access the materials
- many SS never consider the online element: advertising was needed
- many SS would use the formative materials instead of going to lectures

What was included in the materials:
- extensive feedback loops( errors generate more explanations+ examples+ return )
- interactive learning activities and interactive formative assessment
- conceptual knowledge
- automated advice and activities for improvement,
- multiple attempts,
- staged development and continuous formative grades

Method
- simulations, drag and pull diagrams, recognition exercises,
- calculation activities,
- and concept identification activities,

Activities were linked to lectures (before as preparation and after as reinforcement and additional learning), other materials and summative assessment. They kept the student active and provide continuous feedback whilst building knowledge and skills.

Monitoring
Student engagement was monitored (number of times they accessed, the time spent at each access, the level of progression at each access and a summary score) Inactive students were contacted and offered a clinic.

Advantages
- increase in mean scores for all assessments relative to both 2003 and 2004
- rise in the top end performance at A and B grades and a fall in the failure rates in the final assessment
- positive informal feedback (materials help understand and apply the information and prepares for the exam) and formal feedback (incerased interest in topic, gave them confidence)
- reduced drop out rate
- no negative effect on attendance
- weak students spotted and helped early
- supported students whose first language is not English
- promoted staff development
- e-learning was adopted by other department as a result
-the formative materials lead directly to a new computer-based final assessment
- reduction in marking time; more time for materials development and monitoring

Disadvantages
- materials development, error resolution, evaluation time consuming
- possible only with a very good IT support team and large number of students
- materials need continuous development
- coursework results not affected

The materials now form the central component of the teaching and learning strategy for first year economics and data analysis within the business school.

Notes/lessons learned
- changes in self-regulated learning were not seen (inappropriately measures) yet these were the real objectives!
-SS must see a direct and obvious benefit or they will not use the materials
- essential to discuss benefits/ dissemination in class