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

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Collett, P and Giles, N and Hrasky, S (2007) Optional formative assessment tasks and class attendance: their impact on student performance. Global Perspectives on Accounting Education, 4. pp. 41-59. ISSN 1543-2955

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Abstract

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 multiple choice 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: Article
Journal or Publication Title: Global Perspectives on Accounting Education
Page Range: pp. 41-59
ISSN: 1543-2955
Date Deposited: 28 Jul 2008 04:33
Last Modified: 18 Nov 2014 03:47
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