Online formative assessment in Higher Education

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Online formative assessment in Higher Education by Mind Map: Online formative assessment in Higher Education

1. Key to themes 1. Formative assessment 2. Online learning 3. Innovative pedagogical strategy 4. Higher education 5. Blended learning

2. orange means look for more recent work

3. Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351. doi: http://dx.doi.org/10.1016/j.compedu.2011.06.004

3.1. Crisp, V., & Ward, C. (2008). The development of a formative scenario-based computer assisted assessment tool in psychology for teachers: The PePCAA project. Computers & Education, 50(4), 1509-1526. doi: http://dx.doi.org/10.1016/j.compedu.2007.02.004

3.2. Oosterhof, A., Conrad, R. M., & Ely, D. P. (2008). Assessing learners online. New Jersey: Pearson

3.3. Chung, G. K. W. K., Shel, T., & Kaiser, W. J. (2006). An exploratory study of a novel online formative assessment and instructional tool to promote students’ circuit problem solving. Journal of Technology, Learning, and Assessment, 5(6), 1–27.

4. Research trends in online education as background

5. Journal of Technology, Learning, and Assessment discontinued 2010

5.1. Rupp, A. A., Gushta, M., Mislevy, R. J., & Shaffer, D. W. (2010). Evidence-centered Design of Epistemic Games: Measurement Principles for Complex Learning Environments. The Journal of Technology, Learning and Assessment, 4(8). http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1623/1467

5.2. Mislevy, R. J., Behrens, J. T., Bennett, R. E., Demark, S. F., Frezzo, D. C., Levy, R., . . . Winters, F. I. (2010). On the Roles of External Knowledge Representations in Assessment Design. The Journal of Technology, Learning and Assessment, 2(8). http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1623/1467

6. purple means see if they have additonal insight or references - not sure how many themes align

7. Web of Science search 050915 GIKANDI, 2011 -> citations using this source

7.1. Ardid, M., Gomez-Tejedor, J. A., Meseguer-Duenas, J. M., Riera, J., & Vidaurre, A. (2015). Online exams for blended assessment. Study of different application methodologies. Computers & Education, 81, 296-303. doi: 10.1016/j.compedu.2014.10.010

7.2. Baleni, Z. G. (2014). Online Formative Assessment in Higher Education: Its Pros and Cons. Proceedings of the 13th European Conference on E-Learning (Ecel 2014), 43-47.

7.3. Balter, O., Enstrom, E., & Klingenberg, B. (2013). The effect of short formative diagnostic web quizzes with minimal feedback. Computers & Education, 60(1), 234-242. doi: 10.1016/j.compedu.2012.08.014

7.4. Berns, A., Palomo-Duarte, M., Manuel Dodero, J., & Cejas, A. (2014). Guess It! Using Gamificated Apps to Support Students Foreign Language Learning by Organic Community-Driven Peer-Assessment. In C. Rensing, S. DeFreitas, T. Ley & P. J. MunozMerino (Eds.), Open Learning and Teaching in Educational Communities (Vol. 8719, pp. 482-485).

7.5. Borrego, M., Foster, M. J., & Froyd, J. E. (2015). What Is the State of the Art of Systematic Review in Engineering Education? Journal of Engineering Education, 104(2), 212-242. doi: 10.1002/jee.20069

7.6. Borup, J., West, R. E., & Thomas, R. (2015). The impact of text versus video communication on instructor feedback in blended courses. Etr&D-Educational Technology Research and Development, 63(2), 161-184. doi: 10.1007/s11423-015-9367-8

7.7. Bouwmeester, R. A. M., De Kleijn, R. A. M., Freriksen, A. W. M., Van Emst, M. G., Veeneklaas, R. J., Van Hoeij, M. J. W., . . . Van Rijen, H. V. M. (2013). Online formative tests linked to microlectures improving academic achievement. Medical Teacher, 35(12), 1044-1046. doi: 10.3109/0142159x.2013.818633

7.8. Chao, K. J., Hung, I. C., & Chen, N. S. (2012). On the design of online synchronous assessments in a synchronous cyber classroom. Journal of computer assisted learning, 28(4), 379-395. doi: 10.1111/j.1365-2729.2011.00463.x

7.9. Chen, S.-C., She, H.-C., Chuang, M.-H., Wu, J.-Y., Tsai, J.-L., & Jung, T.-P. (2014). Eye movements predict students' computer-based assessment performance of physics concepts in different presentation modalities. Computers & Education, 74, 61-72. doi: 10.1016/j.compedu.2013.12.012

7.10. Chu, H.-C. (2014). Potential Negative Effects of Mobile Learning on Students' Learning Achievement and Cognitive Load-A Format Assessment Perspective. Educational Technology & Society, 17(1), 332-344.

7.11. Coll, C., Rochera, M. J., & de Gispert, I. (2014). Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation. Computers & Education, 75, 53-64. doi: 10.1016/j.compedu.2014.01.015

7.12. Comer, D. K., Clark, C. R., & Canelas, D. A. (2014). Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs. International Review of Research in Open and Distance Learning, 15(5), 26-82.

7.13. Cukusic, M., Garaca, Z., & Jadric, M. (2014). Online self-assessment and students' success in higher education institutions. Computers & Education, 72, 100-109. doi: 10.1016/j.compedu.2013.10.018

7.14. De Kleijn, R. A. M., Bouwmeester, R. A. M., Ritzen, M. M. J., Ramaekers, S. P. J., & Van Rijen, H. V. M. (2013). Students' motives for using online formative assessments when preparing for summative assessments. Medical Teacher, 35(12), E1644-E1650. doi: 10.3109/0142159x.2013.826794

7.15. Deutsch, T., Herrmann, K., Frese, T., & Sandholzer, H. (2012). Implementing computer-based assessment - A web-based mock examination changes attitudes. Computers & Education, 58(4), 1068-1075. doi: 10.1016/j.compedu.2011.11.013

7.16. Dias, S. B., & Diniz, J. A. (2012). Blended learning in Higher Education: different needs, different profiles. Proceedings of the 4th International Conference on Software Development for Enhancing Accessibility and Fighting Info-Exclusion (Dsai 2012), 14. doi: 10.1016/j.procs.2012.10.050

7.17. Dias, S. B., & Diniz, J. A. (2013). From Blended to Inclusive Learning: Accessibility, Profiles, Openness, and Higher Education. Journal of Universal Computer Science, 19(18), 2722-2742.

7.18. Dias, S. B., & Diniz, J. A. (2014). Towards an Enhanced Learning Management System for Blended Learning in Higher Education Incorporating Distinct Learners' Profiles. Educational Technology & Society, 17(1), 307-319.

7.19. Erguzen, A., Erel, S., Uzun, I., Bilge, H. S., & Unver, H. M. (2012). KUZEM LMS: A new learning management system for online education. Energy Education Science and Technology Part B-Social and Educational Studies, 4(3), 1865-1878.

7.20. Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1), 70-120. doi: 10.3102/0034654312474350

7.21. Feitosa, D., Yoshikuni, A., Lucas, E., & Albertin, A. (2014). Um estudo sobre o uso de tecnologias de informação no processo de ensino e aprendizagem learning process enseñanza y el aprendizaje. Revista Portuguesa e Brasileira de Gestão, 13(4), 30-42.

7.22. Garcia Muniz, A., & Moreno Cuartas, B. (2013). UNDERSTANDING ASSESSMENT ACTIVITIES UTILITY. A PROPOSAL OF MEASUREMENT. 6th International Conference of Education, Research and Innovation (Iceri 2013), 1174-1180.

7.23. Gloria Sanchez-Torrubia, M., Trivino, G., Trivino, G., & Ieee. (2013). Formative Criterion-Based Assessment for Moodle Quizzes using Intelligent Computing 2013 Ieee Global Engineering Education Conference (pp. 940-946).

7.24. Hainey, T., Connolly, T., Baxter, G., Boyle, L., & Beeby, R. (2012). Assessment Integration in Games-Based Learning: A Preliminary Review of the Literature. Proceedings of the 6th European Conference on Games Based Learning, 174-183.

7.25. Lafuente Martinez, M., Alvarez, I. M., & Remesal Ortiz, V. A. (2015). Making learning more visible through e-assessment: implications for feedback. Journal of Computing in Higher Education, 27(1), 10-27. doi: 10.1007/s12528-015-9091-8

7.26. Lemus-Zuniga, L. G., Montanana, J. M., Buendia-Garcia, F., Poza-Lujan, J. L., Posadas-Yaguee, J. L., & Benlloch-Dualde, J. V. (2015). Computer-assisted method based on continuous feedback to improve the academic achievements of first-year students on computer engineering. Computer Applications in Engineering Education, 23(4), 610-620. doi: 10.1002/cae.21633

7.27. Llamas-Nistal, M., Fernandez-Iglesias, M. J., Gonzalez-Tato, J., & Mikic-Fonte, F. A. (2013). Blended e-assessment: Migrating classical exams to the digital world. Computers & Education, 62, 72-87. doi: 10.1016/j.compedu.2012.10.021

7.28. McCaslin, S., Brown, F., & Asme. (2013). MODERN CHALLENGES IN CONVERTING A TRADITIONAL ENGINEERING CLASS INTO A FULLY ONLINE COURSE.

7.29. McKenzie, W. A., Perini, E., Rohlf, V., Toukhsati, S., Conduit, R., & Sanson, G. (2013). A blended learning lecture delivery model for large and diverse undergraduate cohorts. Computers & Education, 64, 116-126. doi: 10.1016/j.compedu.2013.01.009

7.30. Pamplona, S., Medinilla, N., & Flores, P. (2015). Assessment for Learning: A Case Study of an Online Course in Operating Systems. International Journal of Engineering Education, 31(2), 541-552.

7.31. Reilly, E. D., Stafford, R. E., Williams, K. M., & Corliss, S. B. (2014). Evaluating the Validity and Applicability of Automated Essay Scoring in Two Massive Open Online Courses. International Review of Research in Open and Distance Learning, 15(5), 83-98.

7.32. Saleh, S. M., Asi, Y. M., & Hamed, K. M. (2013). Effectiveness of integrating case studies in online and face-to-face instruction of pathophysiology: a comparative study. Advances in Physiology Education, 37(2), 201-206. doi: 10.1152/advan.00169.2012

7.33. Salome Garcia, A., & Moreno, B. (2012). ASSESSMENT TOOLS IN TEACHING INTRODUCTION TO ECONOMIC STATISTICS: EXPERIENCES OF THE FIRST YEAR IN THE CONTEXT OF BOLOGNA PROCESS. Edulearn12: 4th International Conference on Education and New Learning Technologies, 6356-6365.

7.34. Salome Garcia, A., Teresa Garcia-Alvarez, M., & Moreno, B. (2014). Analysis of assessment opportunities of learning spaces: On-line versus face to face methodologies. Computers in Human Behavior, 30, 372-377. doi: 10.1016/j.chb.2013.04.024

7.35. Sek, Y.-W., Law, C.-Y., Liew, T.-H., Hisham, S. B., Lau, S.-H., & Pee, A. N. B. C. (2012). E-assessment As A Self-test Quiz Tool: The Setting Features and Formative Use. International Congress on Interdisciplinary Business and Social Sciences 2012 (Icibsos 2012), 65, 737-742. doi: 10.1016/j.sbspro.2012.11.192

7.36. Vidaurre, A., Ardid, M., Gimenez, M. H., Gomez-Tejedor, J. A., Javier Manjon, F., Meseguer, J. M., . . . Riera, J. (2012). DESIGNING QUESTIONS FOR ON-LINE EVALUATION OF PHYSICS IN ENGINEERING DEGREES IN A GRADED MULTILINGUAL FORMAT. 5th International Conference of Education, Research and Innovation (Iceri 2012), 784-788.

7.37. Williams, P., Wray, J., Farrall, H., & Aspland, J. (2014). Fit for purpose: traditional assessment is failing undergraduates with learning difficulties. Might eAssessment help? International Journal of Inclusive Education, 18(6), 614-625. doi: 10.1080/13603116.2013.802029

7.38. Yuan, J., & Kim, C. (2015). Effective Feedback Design Using Free Technologies. Journal of Educational Computing Research, 52(3), 408-434. doi: 10.1177/0735633115571929

8. Green means initially relevant on keywords

9. ERIC "online assessment" +formative "higher education" “blended learning” +effective +evidence + peer reviewed + since 2011

9.1. M. L. Shirley and K. E. Irving, Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice, 24

9.2. J. L. Fernandez Aleman, D. Palmer-Brown and C. Jayne, Effects of Response-Driven Feedback in Computer Science Learning, 54

9.3. N. Y. Marden, L. G. Ulman, F. S. Wilson and G. M. Velan, Online Feedback Assessments in Physiology: Effects on Students' Learning

9.4. T.-L. Chen and Y.-L. Lan, 2013, Using a Personal Response System as an In-Class Assessment Tool in the Teaching of Basic College Chemistry

9.5. J. Hudesman, S. Crosby, B. Flugman, S. Issac, H. Everson and D. B. Clay, Using Formative Assessment and Metacognition to Improve Student Achievement

10. Science Direct “online assessment" AND formative AND "higher education" AND “blended learning” AND effective AND evidence + 2011 – present

10.1. J. W. Gikandi, D. Morrow and N. E. Davis 2011 Online formative assessment in higher education: A review of the literature

10.2. K. Litherland, P. Carmichael and A. Martínez-García 2013 Ontology-based e-assessment for accounting: Outcomes of a pilot study and future prospects

10.3. A. Wyllie 2011 Eager ‘weavers’: Designing assessment for an online environment

11. Wilson, M., & Pellegrino, J. W. (2015). Assessment of Complex Cognition: Commentary on the Design and Validation of Assessments. Theory Into Practice, 54(3), 263-273. doi: 10.1080/00405841.2015.1044377

11.1. not formative, not online

12. ProQuest “online assessment" +formative "higher education" “blended learning” +effective +evidence + peer reviewed + since 2011 + “scholarly journals” 01/01/2011 to present

12.1. P. Clutterbuck and O. Seamons, 2014, ENRICHING STUDENT ENGAGEMENT AND OUTCOMES VIA ONLINE FORMATIVE ASSESSMENT WITHIN A VIRTUAL LEARNING ENVIRONMENT

12.2. A. Sammel, K. Weir and C. Klopper, 2014, The Pedagogical Implications of Implementing New Technologies to Enhance Student Engagement and Learning Outcomes

12.3. D. M. Glassmeyer, R. A. Dibbs and R. T. Jensen, 2011, DETERMINING UTILITY OF FORMATIVE ASSESSMENT THROUGH VIRTUAL COMMUNITY: Perspectives of Online Graduate Students