Open Access Repository

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


Downloads per month over past year

Collett, P, Giles, N and Hrasky, S 2007 , 'Optional formative assessment tasks and class attendance: their impact on student performance' , Global Perspectives on Accounting Education, vol. 4, no. 4 , pp. 41-59 .

WarningThere is a more recent version of this item available.
[img] PDF
7190.pdf | Request a copy
Full text restricted


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
Authors/Creators:Collett, P and Giles, N and Hrasky, S
Journal or Publication Title: Global Perspectives on Accounting Education
ISSN: 1543-2955
Item Statistics: View statistics for this item

Available Versions of this Item

Actions (login required)

Item Control Page Item Control Page