Exploring the Relationships between Formative Feedback and Affective Factors in Technology-Integrated Learning Contexts

• In Event: Assessment in a Multi-cultural Setting

Short Description

The purpose of this study is to explore the use of formative assessment to facilitate learning and support affective factors, such as motivation and emotions, in academic contexts. The focus of this study lies in (1) whether the technology-enhanced formative assessment process improves students’ academic achievement and (2) whether the formative assessment process promotes student motivation and academic emotions.

Authors

• Presenter: Hyewon Lee, The University of Georgia

• Presenter: Robert Maribe Branch, University of Georgia