EXAMINING THE EFFECT OF AN ONLINE FORMATIVE ASSESSMENT TOOL (OFAT) OF STUDENTS’ MOTIVATION AND ACHIEVEMENT FOR A UNIVERSITY SCIENCE EDUCATION

David González-Gómez; Jin Su Jeong; Florentina Cañada-Cañada

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EXAMINING THE EFFECT OF AN ONLINE FORMATIVE ASSESSMENT TOOL (OFAT) OF STUDENTS’ MOTIVATION AND ACHIEVEMENT FOR A UNIVERSITY SCIENCE EDUCATION

Title	EXAMINING THE EFFECT OF AN ONLINE FORMATIVE ASSESSMENT TOOL (OFAT) OF STUDENTS’ MOTIVATION AND ACHIEVEMENT FOR A UNIVERSITY SCIENCE EDUCATION
Publication Type	Journal Article
Year of Publication	2020
Authors	González-Gómez, D, Jeong, JS, Cañada-Cañada, F
Journal	Journal of Baltic Science Education
Volume	19
Issue	3
Start Page	401-414
Pagination	Continuous
Date Published	June/2020
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	adaptive assignment, formative assessment, teaching/learning methodologies, university science education
Abstract	Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students’ motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students’ university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement pre- and post-test data and students’ log records. The results of multiple tier analyses exposed positive effects about students’ motivation and achievement. Based on usage measurements, students’ intensity offers the positive effects about students’ motivation and achievement. Furthermore, along with overall students’ improved performance, the effects of high-performing students’ achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs.
URL	http://oaji.net/articles/2020/987-1591087751.pdf
DOI	10.33225/jbse/20.19.401
Refereed Designation	Refereed
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