Quality or Quantity: Completion Rewards and Formative Assessments in Flipped Instruction Classes

Flipped instruction shifts the burden for engaging course content to the students. Moving these activities outside the classroom creates motivational challenges. This study investigates the role of formative assessments and completion rewards. Definitions are provided for flipped instruction and for...

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Bibliographic Details
Published inInternational journal for the scholarship of teaching and learning Vol. 13; no. 3
Main Author Schmitz, Kurt
Format Journal Article
LanguageEnglish
Published Centers for Teaching & Technology at Georgia Southern University 25.11.2019
Georgia Southern University
Subjects
College Students
completion rewards
Educational Technology
flipped instruction
formative assessment
Formative Evaluation
Homework
Learner Engagement
motivation
Program Effectiveness
Rewards
Scores
Student Motivation
Student Participation
Teaching Methods
Technology Uses in Education
Tests
Video Technology
Online AccessGet full text
ISSN1931-4744
1931-4744
DOI10.20429/ijsotl.2019.130304

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Summary:Flipped instruction shifts the burden for engaging course content to the students. Moving these activities outside the classroom creates motivational challenges. This study investigates the role of formative assessments and completion rewards. Definitions are provided for flipped instruction and formative assessments. A classification of reward scores is offered to guide data collection in two field experiments. The study seeks to provide an empirical basis to guide use of completion rewards for flipped instruction classes. This study finds that completion rewards can increase quantity of formative assessment engagement. However, this change in quantity does not improve exam scores. The data suggests completion rewards may undermine the quality of engagement.
ISSN:1931-4744
1931-4744
DOI:10.20429/ijsotl.2019.130304