Quantifying participation in, and the effectiveness of, remediating assessment in a university mathematics module
Bibliographic Data
| ID | 19377787 |
|---|---|
| Authors | Emma Howard (0000-0003-0108-1220, University College Dublin, corresponding author), Maria Meehan (0000-0001-8970-8790, University College Dublin), Andrew Parnell (0000-0001-7956-7939, University College Dublin) |
| Year | 2019 |
| Volume | 44 |
| Issue | 1 |
| Pages | 97-110 |
| Publication date | 2019-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2018.1476670 |
| OpenAlex | W2903908074 |
| Language | EN |
| References cited | 25 |
In Maths for Business, a large first-year mathematics module, the continuous assessment component comprises 10 weekly quizzes which combine to contribute 40% of the final module mark. If students did not receive the full five marks on their weekly quiz, they were provided with the opportunity to resubmit their corrected weekly quiz with an explanation of their error(s) for one additional mark. We refer to this process as ‘remediation’. Of the students who had the opportunity to remediate, ∼70% did. Through examining learning management system data, we show that the remediation process encouraged students to access module resources. Furthermore, by using a Bayesian hierarchical model to account for students’ level of participation, achievement and prior knowledge, we show that participation in the remediation process positively impacted the final examination marks of moderate to high-achieving students (based on initial continuous assessment marks). However, participation in the remediation process provided limited benefit to low-achieving students. We conjecture this is because these students had not achieved a level of understanding whereby participation in the remediation process could progress their knowledge
Environmental remediation · Mathematics education · Computer Science · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics · Psychology · Student Assessment and Feedback
Data Analysis Using Regression and Multilevel/Hierarchical Models
Formative assessment
Prior distributions for variance parameters in hierarchical models (comment on article by Browne and Draper)
Developing the theory of formative assessment
Making Sense of Assessment Feedback in Higher Education
Beyond ‘doing time’
Formative assessment and the design of instructional systems
Focus on Formative Feedback
Assisting transition to university
Assessment terms half a century in the making and unmaking
Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve
The 2 Sigma Problem
Formative assessment and self-regulated learning
Feedback
Differing perceptions in the feedback process
Developing sustainable feedback practices
| Highly cited | No |
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