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Optional formative assessment and class attendance: their impact on student performance

journal contribution
posted on 2023-05-16, 21:27 authored by Collett, PH, Gyles, N, Hrasky, S
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.

History

Publication title

Global Perspectives on Accounting Education

Volume

4

Issue

2007

Pagination

41-59

ISSN

1543-2955

Department/School

TSBE

Publisher

Not supplied

Rights statement

Copyright 2007, Global Perspectives on Accounting Education.

Repository Status

  • Restricted

Socio-economic Objectives

Other education and training not elsewhere classified

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