Author: Pru Marriott, pmarriott@glam.ac.uk

JISC e-Learning Activity Area: e-Assessment

Higher Education Academy Subject Centre: Business, Management, Accountancy and Finance

This case study illustrates...an effect on learning, an effect on exam results, an effect on student personal development, student satisfaction with e-learning, innovation in learning and teaching, use of resources

Tangible Benefits

What tangible benefits did this e-learning approach produce?

In order to collect data on students' attitude towards the introduction of online phased summative assessment a self-administered feedback form was distributed to all students in attendance at the end of the first semester. In addition to the feedback form focus groups were conducted to elicit opinions on the new system of phased online assessment.

The results for the academic year 2006-07 showed the mean pass rate for the module to be greater than the mean pass rate for the three accounting related modules for the first time since 2003-04.

Also, when comparing the grade point average across each of the three accounting related modules for each year, the performance on Financial Accounting in 2006-07 has seen the most improvement.

In addition to these positive improvements in performance, the results for 2007 show a return to the alignment of coursework and examination performance last experienced in 2003-04.

From the analysis of student results, there is prima facie evidence that students' performance on the financial accounting module has improved as a result of changing the method of assessment.

From the feedback sheets and focus group interviews it was evident that the students prefer to be assessed online rather than by traditional methods and expressed a preference for phased online assessment testing small areas of the syllabus rather than one test covering many topics. Also the students considered that the phased assessment improved their learning by encouraging them to allocate their study time appropriately throughout the year. Students considered the phased testing and the feedback they receive to be timely and useful in the learning process which facilitated opportunities for self-assessment, evaluation and reflection at an early stage and throughout the year. This provided opportunities to perform better in future assessments by focussing on topic areas where weaknesses exist.

The following are a sample of quotes taken from the focus group interviews:

'I think it is easier to do a test every now and then because you are revising throughout the year, so when it comes to your last final exams you will find it a lot easier because you would have done the work all through the year.' (Group 1, Student 4)

'I think it's good for the first year though, the idea of the first year is to ease you into Uni life and I think these tests help you integrate the work easier than bombarding you with big assessments and exams...' (Group 1, Student 3)

'Yeah, the instant feedback is good cos normally you have to wait for weeks for feedback. I mean they give you a deadline to hand in the work but they don't give you the mark back for ages.' (Group 2, Student 7)

'With these exams [tests] at least you know how and where you are and what you are capable of doing so by the end of the year, you know you can revise on the stuff that you are no good at.' (Group 2, Student 4)

'Say, if you revise a topic and do a test and have a bad mark then you know you have to go back to revise that topic... They make you learn more throughout the year rather than doing it at the end.' (Group 2, Student 7)

'If you failed in one test, it pushes you more to do better on the next one.' (Group 1, Student 5)

'Yeah, if you take the tests away I don't think I will keep doing the same things to be honest with you. I wouldn't work through the year to the same extent.' (Group 2, Student 2)

Did implementation of this e-learning approach have any disadvantages or drawbacks?

There were no drawbacks from the tutor's perspective other than the time that was expended in creating the question bank, setting up the tests and inputting the detailed feedback on the system. This initial effort, however, will not be required to be repeated and the benefits will be available for many years. From an institutional perspective, there was a cost associated with the acquisition of the QMP software which was piloted on this case study. As a result of the positive feedback from the case study the system will be used on modules across the university.

How did this e-learning approach accord with or differ from any relevant departmental and/or institutional strategies?

The university, through its Centre for Excellence in Learning and Teaching (CELT), promotes the development and support of excellent learning experiences for students and staff and works with faculties to promote the embedding of blended learning into modules. Blended learning relates to the enhancing of current learning opportunities using supporting technologies.

The introduction of phased online assessment using QMP was fully supported by the faculty and CELT as its adoption accords with the principles of enhancing the student learning experience.

The success of the e-assessment introduced in this case study provides evidence to support its integration into other module across the university. This assessment method will be adopted by other first year modules within the Business School in the next academic year.