Show simple item record

dc.contributor.authorFergus, Suzanne
dc.contributor.authorHirani, Ektaa
dc.contributor.authorParkar, Nawal
dc.contributor.authorKirton, Stewart
dc.date.accessioned2021-03-11T16:00:01Z
dc.date.available2021-03-11T16:00:01Z
dc.date.issued2021-02-28
dc.identifier.citationFergus , S , Hirani , E , Parkar , N & Kirton , S 2021 , ' Strategic Engagement: Exploring student buy-in across a formative and summative online assessment ' , All Ireland Journal of Higher Education , vol. 13 , no. 1 . < https://ojs.aishe.org/index.php/aishe-j/article/view/441 >
dc.identifier.issn2009-3160
dc.identifier.otherPURE: 24783731
dc.identifier.otherPURE UUID: 1842faf6-d49a-4f02-9385-85053314419d
dc.identifier.otherORCID: /0000-0002-7134-0665/work/90530953
dc.identifier.urihttp://hdl.handle.net/2299/24073
dc.descriptionThis article is released under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 licence. https://creativecommons.org/licenses/by-nc-sa/3.0/
dc.description.abstractAssessment greatly influences the approaches students take in their learning. The nature of the assessment task, its educational value, outcomes and perceived importance can influence student engagement. PeerWise, a freely available online tool enables a highly interactive student-led assessment activity that promotes independent learning and peer-feedback. The level and quality of student engagement across a formative and summative PeerWise assignment in two 1st year chemistry modules across three academic years was evaluated. Detailed analysis reports the level of student participation in the task, time-resolved engagement during the assignment window, classification of the student question type (using a revised Bloom’s taxonomy), quality of model answers/student comments and occurrence of errors. The level of participation was extremely high in both formative and summative cohorts. There was enhanced engagement from the formative cohorts in answering questions and engaging in PeerWise beyond the assignment deadline. The quality of student work was comparable irrespective of the summative/formative assignment and the majority of questions created tested beyond simple recall. Strategic engagement across both formative and summative cohorts is evident with a greater number of short cuts detected in the formative cohorts. This research study provides insights into some of the common concerns expressed by academics when planning the assessment portfolio within a programme of study.en
dc.format.extent24
dc.language.isoeng
dc.relation.ispartofAll Ireland Journal of Higher Education
dc.titleStrategic Engagement: Exploring student buy-in across a formative and summative online assessmenten
dc.contributor.institutionCentre for Health Services and Clinical Research
dc.contributor.institutionPsychopharmacology, Drug Misuse and Novel Psychoactive Substances Unit
dc.contributor.institutionNatural Product Chemistry and Drug Design
dc.contributor.institutionDepartment of Clinical, Pharmaceutical and Biological Science
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionCentre for Research into Topical Drug Delivery and Toxicology
dc.description.statusPeer reviewed
dc.identifier.urlhttps://ojs.aishe.org/index.php/aishe-j/article/view/441
rioxxterms.versionVoR
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record