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This study investigates the impact of class attendance and the use of optional formative assessment tasks on student performance. We hypothesise that a positive relationship exists between students’ attendance rates and their success on assessment tasks. We also hypothesise a positive relationship between the extent to which students use formative assessment tasks (in the form of on-line multiplechoice question sets) and their success on summative assessment tasks. The question of whether attendance and the use of formative assessment have a complementary or substitutional impact on results is also investigated. The results indicate that after controlling for other factors likely to affect student performance, attendance at class and use of on-line formative assessment tasks do affect student performance. However, there is no further synergistic performance improvement to be achieved from both being a good attendee and a high user of the self-assessment quizzes.Further, attendance and self-assessment opportunities do not act as substitutes for each other. That is, students cannot compensate for poor attendance by making greater use of the self- assessment opportunities and vice versa.

Item Type:	Refereed Article
Keywords:	formative assessment, summative assessment, attendance
Research Division:	Commerce, Management, Tourism and Services
Research Group:	Accounting, auditing and accountability
Research Field:	Accounting, auditing and accountability not elsewhere classified
Objective Division:	Education and Training
Objective Group:	Other education and training
Objective Field:	Other education and training not elsewhere classified
UTAS Author:	Collett, PH (Mr Peter Collett)
UTAS Author:	Hrasky, S (Dr Susan Hrasky)
ID Code:	51410
Year Published:	2007
Deposited By:	Accounting and Corporate Governance
Deposited On:	2007-08-01
Last Modified:	2010-05-28
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