Experiences of using student workbooks for formative and summative assessment

Sean Wellington, Bob Collier

Research output: Contribution to journalArticlepeer-review

Abstract

In response to poor student attainment rates, the teaching, learning and assessment strategy of a Level 1 circuit theory unit has been revised to emphasise the importance of regular attendance at teaching sessions, and also to provide regular formative feedback. As part of the assessment scheme a tutorial workbook has been used for both formative and summative assessment. The workbook is assessed regularly during scheduled teaching sessions. The use of objective questions has reduced the time taken to assess the work, while the regular assessments help with student motivation, provide formative feedback, and help students to structure and pace their learning.
Original languageEnglish
Pages (from-to)263-268
Number of pages6
JournalInternational Journal of Electrical Engineering Education
Volume39
Issue number3
Publication statusPublished - 1 Jul 2002
Externally publishedYes

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