Impact of Formative and Summative e-Assessment on the Active Learning Process

Bilquis Ferdousi

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Conference: 2024 ASEE North Central Section Conference
Location: Kalamazoo, Michigan
Publication Date: March 22, 2024
Start Date: March 22, 2024
End Date: March 23, 2024
Page Count: 8
DOI: 10.18260/1-2--45622
Permanent URL: https://peer.asee.org/45622
Download Count: 17

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Bilquis Ferdousi Eastern Michigan University

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Dr. Bilquis Ferdousi is a Professor of Cybersecurity and Information Technology in the School of Information Security & Applied Computing in the GameAbove College of Engineering and Technology at Eastern Michigan University. She holds PhD and Master’s in Information Systems. She also has a Master's in Sociology. Since 2001 she has been teaching as full-time faculty of Information Technology, Information Systems, and Cybersecurity programs. During her over twenty-three years of academic profession, Dr. Ferdousi developed many undergraduate and graduate curriculum, and served as program coordinator. Dr. Ferdousi serves as adviser of her PhD students and supervises as chair of doctoral dissertation committees. She also supervises Master’s Thesis and Projects Design in Cybersecurity program.
Dr. Ferdousi’s current research interest mainly focuses on: Artificial Intelligence in Cybersecurity, Human-computer interaction and usability of digital device interface, Social engineering as scheme to break cybersecurity, Effect of advanced technology such as Internet of Thing (IoT) and Cloud Computing on data security and privacy, Impact of social media on cybersecurity, Gender gaps and underrepresentation of minority groups in computer technology programs, Effect of psychological factors in technology adoption, Use of mobile apps and emerging digital technology for interactive academic learning, and interdisciplinary and transdisciplinary research. She is also a founding member of The International Association FOR Transdisciplinary Communication (AFTC).

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Abstract

Assessment, one of the most important elements of students’ effective learning process, plays a vital role in the efficient instruction to enhance students’ learning achievement. Since the assessment process is an active part of curriculum that enables students to achieve their planned learning objectives; therefore, it is important to know the impact of assessment on the learning process, especially in the active learning environment. In active learning students learn by interacting with their peers and instructors in a well-designed active exercise. Assessment, which facilitates the learning process and summarizes the level of students’ knowledge achieved, can be mainly two different types: Formative assessment and Summative assessment. Formative assessments aim to enhance support for students’ learning achievement by helping them to understand what learning concepts they are having difficulties or deficiencies in comprehending before their final learning assessment. Providing feedback, formative assessment helps students in their learning progress. Summative assessment, on the other hand, evaluates what knowledge students have learned at the end of the semester or a particular learning period. Thus, summative assessment measures how much students have finally learned over a certain time period. Based on the goal of assessment – formative assessment called as the assessment for learning, whereas summative assessment called as the assessment of learning. Innovative technology can enhance the effectiveness of both types of assessment. In this context, this paper focuses on studying the impact of formative and summative e-assessment on students' learning process, especially in an active learning environment. The paper examines the current scope of e-assessment, especially the probable efficacy and challenges it brings in the formative and summative e-assessment. For that purpose, the paper analyzed the authentic formative and summative e-assessments of active learning in the classes delivered in asynchronous and synchronous methods where students' interactive participation is required. Reviewing the current literature related to formative and summative e-assessment practices, this paper focuses on the impact of formative and summative e-assessment on students’ individual and group assignments in active learning. The purpose of this analysis is to understand the potential of formative assessment that offers feedback in improving students' learning process. Furthermore, the summative assessment, which measures how much students have learned over a certain period of time, is also being reviewed. Consequently, both the formative and summative e-assessment in active learning situations, especially in the group settings where active interactions among group members is crucial, is discussed. Finally, students' learning situations in formative and summative e-assessments to achieve learning objectives have been reviewed. The in-depth understanding of the impact of formative and summative e-assessments on students’ active learning can be beneficial for instructors, students, and curriculum developers in higher education institutions.

Citation
Format

Ferdousi, B. (2024, March), Impact of Formative and Summative e-Assessment on the Active Learning Process Paper presented at 2024 ASEE North Central Section Conference, Kalamazoo, Michigan. 10.18260/1-2--45622

TY - CPAPER
AB - Assessment, one of the most important elements of students’ effective learning process, plays a vital role in the efficient instruction to enhance students’ learning achievement. Since the assessment process is an active part of curriculum that enables students to achieve their planned learning objectives; therefore, it is important to know the impact of assessment on the learning process, especially in the active learning environment. In active learning students learn by interacting with their peers and instructors in a well-designed active exercise.

Assessment, which facilitates the learning process and summarizes the level of students’ knowledge achieved, can be mainly two different types: Formative assessment and Summative assessment. Formative assessments aim to enhance support for students’ learning achievement by helping them to understand what learning concepts they are having difficulties or deficiencies in comprehending before their final learning assessment. Providing feedback, formative assessment helps students in their learning progress. Summative assessment, on the other hand, evaluates what knowledge students have learned at the end of the semester or a particular learning period. Thus, summative assessment measures how much students have finally learned over a certain time period. Based on the goal of assessment – formative assessment called as the assessment for learning, whereas summative assessment called as the assessment of learning. Innovative technology can enhance the effectiveness of both types of assessment.

In this context, this paper focuses on studying the impact of formative and summative e-assessment on students&#39; learning process, especially in an active learning environment. The paper examines the current scope of e-assessment, especially the probable efficacy and challenges it brings in the formative and summative e-assessment. For that purpose, the paper analyzed the authentic formative and summative e-assessments of active learning in the classes delivered in asynchronous and synchronous methods where students&#39; interactive participation is required. Reviewing the current literature related to formative and summative e-assessment practices, this paper focuses on the impact of formative and summative e-assessment on students’ individual and group assignments in active learning. The purpose of this analysis is to understand the potential of formative assessment that offers feedback in improving students&#39; learning process. Furthermore, the summative assessment, which measures how much students have learned over a certain period of time, is also being reviewed. Consequently, both the formative and summative e-assessment in active learning situations, especially in the group settings where active interactions among group members is crucial, is discussed. Finally, students&#39; learning situations in formative and summative e-assessments to achieve learning objectives have been reviewed. The in-depth understanding of the impact of formative and summative e-assessments on students’ active learning can be beneficial for instructors, students, and curriculum developers in higher education institutions.

AU - Bilquis Ferdousi
CY - Kalamazoo, Michigan
DA - 2024/03/22
PB - ASEE Conferences
TI - Impact of Formative and Summative e-Assessment on the Active Learning Process
UR - https://peer.asee.org/45622
DO - 10.18260/1-2--45622
ER -