Assessment Formats and Student Learning Performance: What is the Relation?

Abstract

Although compelling assessments have been examined in recent years, more studies are required to yield a better understanding of the several methods where assessment techniques significantly affect student learning process. Most of the educational research in this area does not consider demographics data, differing methodologies, and notable sample size. To address these drawbacks, the objective of our study is to analyse student learning outcomes of multiple assessment formats for a web-facilitated in-class section with an asynchronous online class of a core data communications course in the Undergraduate IT program of the Information Sciences and Technology (IST) Department at George Mason University (GMU). In this study, students were evaluated based on course assessments such as home and lab assignments, skill-based assessments, and traditional midterm and final exams across all four sections of the course. All sections have equivalent content, assessments, and teaching methodologies. Student demographics such as exam type and location preferences are considered in our study to determine whether they have any impact on their learning approach. Large amount of data from the learning management system (LMS), Blackboard (BB) Learn, had to be examined to compare the results of several assessment outcomes for all students within their respective section and amongst students of other sections. To investigate the effect of dissimilar assessment formats on student performance, we had to correlate individual question formats with the overall course grade. The results show that collective assessment formats allow students to be effective in demonstrating their knowledge.