{"id":3099,"date":"2014-10-17T14:32:29","date_gmt":"2014-10-17T14:32:29","guid":{"rendered":"http:\/\/blogs.northampton.ac.uk\/learntech\/?p=3099"},"modified":"2014-10-17T14:32:29","modified_gmt":"2014-10-17T14:32:29","slug":"engaging-students-through-low-stakes-assessment","status":"publish","type":"post","link":"https:\/\/blogs.northampton.ac.uk\/learntech\/2014\/10\/17\/engaging-students-through-low-stakes-assessment\/","title":{"rendered":"Engaging students through low-stakes assessment"},"content":{"rendered":"<p><a href=\"http:\/\/dx.doi.org\/10.1080\/02602938.2014.881978\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-3101\" style=\"margin: 10px\" src=\"http:\/\/blogs.northampton.ac.uk\/learntech\/wp-content\/uploads\/sites\/7\/2014\/10\/cover.jpg\" alt=\"\" width=\"80\" height=\"111\" \/><\/a><strong>Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module.<\/strong><br \/>\nNaomi Holmes, School of Science and Technology<\/p>\n<p>Dr. Naomi Holmes (School of Science and Technology) undertook the use of low-stakes continuous weekly summative e-assessment with a cohort of level 5 (2nd year) students. Biggs and Tang (2011) state that it is assessment and not the curriculum that determines how and what students learn. Learning needs to be aligned with assessment as much as possible to increase engagement, even if the result is that the student is \u201clearning for the assessment\u201d, and therefore accreditation. With this in mind the use of low-stakes weekly assessments was undertaken to help support learning (formative), and lead to accreditation (summative).\u00a0 Results show that both physical and virtual engagement with this (optional) module, and students&#8217; learning and understanding of the subject increased because of this method of assessment.<\/p>\n<p><a href=\"http:\/\/dx.doi.org\/10.1080\/02602938.2014.881978\" target=\"_blank\">Follow this link to view the full paper<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p><a href=\"http:\/\/dx.doi.org\/10.1080\/02602938.2014.881978\"><\/a>Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module.<br \/> Naomi Holmes, School of Science and Technology<\/p>\n<p>Dr. Naomi Holmes (School of Science and Technology) undertook the use of low-stakes continuous weekly summative e-assessment with a cohort of level 5 (2nd year) students. [&#8230;]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[3,9,11],"tags":[35,135,177],"class_list":["post-3099","post","type-post","status-publish","format-standard","hentry","category-un-case-studies","category-conferences-and-publications","category-learning-design","tag-assessment-design","tag-nile","tag-shed-2"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Engaging students through low-stakes assessment - Learning Technology Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"http:\/\/blogs.northampton.ac.uk\/learntech\/2014\/10\/17\/engaging-students-through-low-stakes-assessment\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Engaging students through low-stakes assessment - Learning Technology Blog\" \/>\n<meta property=\"og:description\" content=\"Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Naomi Holmes, School of Science and Technology Dr. Naomi Holmes (School of Science and Technology) undertook the use of low-stakes continuous weekly summative e-assessment with a cohort of level 5 (2nd year) students. 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