Web-Based Formative Assessment and Students’ Learning Outcomes PROCEEDINGS
Somboon Chetchumlong, Faculty of Humanities and Social Sciences, Burapha University, Thailand, Thailand
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This quasi-experimental research aimed to examine whether web-based formative assessment (WBFA) would be a better method to promote students’ learning outcomes than conventional paper-and-pencil formative assessment (CPFA). Participants were 158 first-year undergraduate students who enrolled on a compulsory foundation English as a foreign language (EFL) course in a Thai university in the second semester of the 2009 academic year. One class of 85 students was assigned to use WBFA in a treatment group, whereas the other class of 73 students was allocated to employ CPFA in a control group. A pretest-posttest design was administered to both groups. Means, independent t-test, dependent t-test and ANCOVA were utilized for within-group and between-group comparisons. It was anticipated that the findings would be of great help to pedagogies, learning and online formative assessment in large-enrolment EFL classes.
Chetchumlong, S. (2010). Web-Based Formative Assessment and Students’ Learning Outcomes. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 1639-1645). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2010 AACE