A Mixed-Methods Investigation of Involvement in Technology-Enhanced Formative Assessment Within Higher Education Learning Environments

• In Event: 42.083 - Roundtable Session 17
  In Roundtable Session: 42.083-11 - Mixed-Methods Research and Technology

Abstract

Technology-enhanced formative assessment (TEFA) represents strategies for improving student learning and motivation yet researchers point to issues underpinning claims of effectiveness. To generate a comprehensive understanding of influences to and effects of involvement in TEFA, I conducted a case study bounded by an 8-week undergraduate course across three terms. An embedded mixed methods research design offset the weaknesses inherent to either qualitative or quantitative data to guide collection, analysis, and integration of 175 classroom-based observations, 26 instructional team meeting summaries, and 276 end-of-course student questionnaires. A qualitative dominant cross-over mixed analysis strategy generated novel insights about effects on instruction and learning with educational significance for assessing evidence central to promoting involvement in TEFA within higher education teaching and learning contexts.

Author

• Cheryl-Anne Nadine Poth, University of Alberta