Stimulating higher education students to use online formative assessments: the case of two mid-term take-home tests

• Published in: Assessment and evaluation in higher education Vol. 47; no. 2; pp. 297 - 312
• Main Authors: Blondeel, Eva, Everaert, Patricia, Opdecam, Evelien
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01.01.2022; Taylor & Francis Ltd
• Subjects: Between-subjects design; Blended learning; Computer Uses in Education; Distance learning; Educational evaluation; Electronic Learning; Feedback; Foreign Countries; Formative Evaluation; Higher education; Instructional Materials; Intermediate tests; Learning outcomes; Literature; online formative assessment; procrastination; Student Behavior; Students; Tests; Time Management; Undergraduate Students; Belgium
• ISSN: 0260-2938; 1469-297X
• DOI: 10.1080/02602938.2021.1908516

Using additional learning materials positively influences student performance. The literature focuses mainly on learning outcomes, whereas the present study investigates whether two intermediate (take-home) tests are a successful tool to increase student use of online formative assessments (OFAs). This study is a between-subjects quasi-experiment, administered in an undergraduate accounting course. Measures are used to capture both the intensity and the timing of OFA use. Results show that more students begin using OFA when intermediate tests are introduced. In addition, students use OFA more intensively and indications are present that students also begin their OFA use earlier. This paper contributes to the higher education literature by illustrating how online take-home tests can prevent procrastination. Its advantage lies in stimulating the use of online formative assessment and providing students with immediate feedback. Results are discussed for both blended and online learning.