Paths from Formative Assessment to Learning Outcomes: A Between-Course Approach Study of Undergraduate Freshmen in Two

Authors

  • Takeshi Kushimoto Tohoku University
  • Yuki Watanabe Tokyo Institute of Technology

Keywords:

Higher Education, Assessment

Abstract

This study considers the relationship between formative assessment and learning outcomes by comparing students’ responses on courses with and without formative assessment. Path analysis of 220 courses reveals that (1) the relevance of formative assessment to course objectives has a larger effect on learning outcomes than experience or feedback of the assessment; (2) time distribution has a greater impact on learning outcomes than the length of independent learning; and (3) the type of formative assessment causes a variation in terms of the paths to the length and distribution of learning time.

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Published

2017-06-01

How to Cite

Kushimoto, T., & Watanabe, Y. (2017). Paths from Formative Assessment to Learning Outcomes: A Between-Course Approach Study of Undergraduate Freshmen in Two. Journal of Higher Education Theory and Practice, 17(3). Retrieved from https://mail.articlegateway.com/index.php/JHETP/article/view/1557

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Section

Articles