Innovative Online Assessment Using Confidence Measurement
Education and Information Technologies
Web-based quiz-game-like formative assessment: Development and evaluation
Computers & Education
Formative e-assessment: Practitioner cases
Computers & Education
Online formative assessment in higher education: A review of the literature
Computers & Education
An interactive e-learning system for improving web programming skills
Education and Information Technologies
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The aim of this investigation was to compare two differently designed e-assessments (formative assessments) which supported the same engineering courses for two academic years. In this investigation two group of students participated (Control Group: CG and Experimental Group: EG). The teachers followed exactly the same teaching approach using the same learning tools (apart from the e-assessments) in the same learning environment. The first group of students (CG) had the opportunity to timely receive grades along with the correct answers, when they submitted the e-assessments on-line. The teachers themselves designed these e-assessments in BlackBoard Vista© learning environment. The second group of students (EG) had the opportunity to receive feedback each on their own individual responses having unlimited attempts to participate in the e-assessments designed by PhD students. We will demonstrate that the addition of individual feedback and the unlimited attempts increased the EG group performance at the end of the courses (summative assessment) in comparison to the CG group of students.