Continuous Use of Computer-Adaptive Formative Assessment and Interest as Predictors for Learning Achievement

• In Event: Student Resilience and Engagement in Higher Education

Abstract

Pedagogical knowledge (PK) is a pivotal dimension of professional competence in teacher education but is often taught in large lectures. In creating learning environments that foster continuous and self-regulated learning, computer-adaptive formative assessments (FA) provide students with individualized progress-information and allow for immediate feedback. In this study, FA was implemented as a voluntary learning opportunity in a lecture on PK. We evaluated students’ (N= 512) FA-use and whether interest in PK influenced their usage and performance. We found higher interest in PK at the beginning of the semester to significantly predict learning achievement. This relationship was partially and significantly mediated by a continuous use of the assessment. Implications for the implementation of computer-adaptive FA in teacher education are discussed.

Authors

• S. Franziska C. Wenzel, Goethe University

• Sabine Fabriz, Goethe University

• Claudia Krille, Goethe University

• Holger Horz, Goethe-Universität Frankfurt