Abstract

Using additional learning materials positively influences student performance. The literature focuses mainly on learning outcomes, whereas the present study investigates whether two intermediate (take-home) tests are a successful tool to increase student use of online formative assessments (OFAs). This study is a between-subjects quasi-experiment, administered in an undergraduate accounting course. Measures are used to capture both the intensity and the timing of OFA use. Results show that more students begin using OFA when intermediate tests are introduced. In addition, students use OFA more intensively and indications are present that students also begin their OFA use earlier. This paper contributes to the higher education literature by illustrating how online take-home tests can prevent procrastination. Its advantage lies in stimulating the use of online formative assessment and providing students with immediate feedback. Results are discussed for both blended and online learning.

摘要

使用额外的学习材料会对学生的表现产生积极影响。文献主要关注学习成果，而本研究调查两个中间（带回家）测试是否是增加学生使用在线形成性评估（OFA）的成功工具。这项研究是一项跨学科的准实验，在本科会计课程中进行。测量用于捕捉 OFA 使用的强度和时间。结果表明，当引入中间测试时，更多的学生开始使用 OFA。此外，学生更密集地使用 OFA，并且有迹象表明学生也更早地开始使用 OFA。本文通过说明在线带回家测试如何防止拖延，为高等教育文献做出了贡献。它的优势在于鼓励使用在线形成性评估并为学生提供即时反馈。讨论了混合学习和在线学习的结果。