Measuring Learner Satisfaction with Formative e-Assessment Strategies

Authors

  • Bernard Bahati University of Rwanda
  • Uno Fors Stockholm University
  • Preben Hansen Stockholm University
  • Jalal Nouri Stockholm University
  • Evode Mukama University of Rwanda

DOI:

https://doi.org/10.3991/ijet.v14i07.9120

Keywords:

formative e-assessment, student engagement, feedback, learner satisfaction

Abstract


The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the results indicated that a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) should be used in the context of hybrid courses. The study also suggests further studies that would widen, diversify both the scope and research instruments to investigate learner satisfaction with formative e-assessment strategies.

Author Biographies

Bernard Bahati, University of Rwanda

Bernard BAHATI is Lecturer in the Department of Foundations, Management and Curriculum Studies at the School of Education of the University of Rwanda-College of Education. He is currently a PhD candidate at Stockholm University, Department of Computer and Systems Sciences (DSV). His research interests encompass a broad area of pedagogical integration of ICTs in teaching and learning. His current research project focuses on technology-enhanced formative assessment. He can be reached at bahatib@dsv.su.se

Uno Fors, Stockholm University

Uno Fors is a Professor in IT and Learning at Stockholm University, Department of Computer and Systems Sciences (DSV). He is also the Head of the same department. His research interests focus on Simulation and Visualization for learning and assessment. He is especially focused on virtual patients and other virtual encounters for learning in eg. law, teacher education etc. Fors has published more than 150 research publications and has been leading several international and national research projects within these fields. He can be reached at uno@dsv.su.se.

Preben Hansen, Stockholm University

Preben Hansen is an Associate Professor in Human-Computer Interaction and Information Seeking at Stockholm University, Department of Computer and Systems Sciences in the unit of Interaction Design and Design for Learning. He is also the Head of the Design and Collaborative Technologies Group and a Honorary Research Fellow at the University of Illinois, Urbana-Champaign. He can be reached at preben@dsv.su.se

Jalal Nouri, Stockholm University

Jalal Nouri currently works at the Department of Computer and Systems Sciences (DSV) at Stockholm University as an Associate Professor (docent). He also coordinates the learning analytics group at the same department. His research belongs to the research field of Technology Enhanced Learning. His current research interests are: learning analytics, artificial intelligence for education, programming education (computational thinking), mixed reality environments for learning, and 21st century skills. He can be reached at jalal@dsv.su.se

Evode Mukama, University of Rwanda

Evode Mukama holds a Ph.D in Education with a specialization in ICT in education. Mukama is currently an Associate Professor at the University of Rwanda, College of Education. His research interests include knowledge building in computer-supported social practice, Open Distance Learning, educational change and curriculum development with ICT as a pedagogical tool. He can be reached at emukama01@gmail.com

Downloads

Published

2019-04-11

How to Cite

Bahati, B., Fors, U., Hansen, P., Nouri, J., & Mukama, E. (2019). Measuring Learner Satisfaction with Formative e-Assessment Strategies. International Journal of Emerging Technologies in Learning (iJET), 14(07), pp. 61–79. https://doi.org/10.3991/ijet.v14i07.9120

Issue

Vol. 14 No. 07 (2019)

Section

Papers

License

The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.