This document discusses formative assessment in blended learning and its potential to effectively monitor student learning. It presents the results of a study on using self-assessment quizzes in a learning management system (LMS) in a blended learning curriculum unit. The study found that completing the optional self-assessments on the LMS was correlated with higher approval rates. Students who completed the self-assessments also received higher average final grades that were statistically significant. Additionally, self-assessment grades strongly predicted final grades. Thus, the study concludes self-assessment quizzes can be a good tool for monitoring student learning when implemented through an LMS.

1. FORMATIVE ASSESSMENT
IN B-LEARNING
EFFECTIVELY MONITORING STUDENTS
LEARNING
MARINA DUARTE

2. BOLOGNA PROCESS
 Student centred approaches and methodologies
 Learner actively engaged in his own learning
 Taking responsibility for learning
 Self-directed learning

3. LEARNER AUTONOMY
 Taking responsibility for learning
 Self-directed learning

4. LEARNER AUTONOMY
 Creating opportunities
LEARNING MANAGEMENT SYSTEMS

5. STUDY OBJECTIVES
To check to what extent formative self-assessment
activities implemented in a LMS have potential as a
learning monitoring tool

6. SELF-ASSESSMENT
“the factor that influences most academic
achievement is self-assessement”
Hattie (2009)

7. BLENDED LEARNING
Aulas teóricas: vídeos + ficha de acompanhamento
Aulas teóricas: self-assessment quizzes
Formative assessment (self-assessment)
Not considered for final grade
Not mandatory
Multiple choice questions
General implicit solution questions (Leclercq, 2001)
facultativos feedback imediato
não contribuem para a classificação final

8. THE STUDY
2nd year 1st semester curricular unit
1st cycle engineering degree
474 students enrolled
Day 1st time+ Day not 1st time + Night
BLENDED LEARNING

9. BLENDED LEARNING
Theoretical classes: videos + worksheet
Theoretical classes: self-assessment quizzes
immediate feedback
TUTORIAL SESSIONS
BLENDED LEARNING

10. STUDY OBJECTIVES
To check…
1) If the completion of self-assessment activities in LMS favours the
approval in the curricular unit.
2) If the final grades of students who did the self-assessment
activities in LMS are statistically different from those who did not.
3) For the existence of a correlation between self-assessment
grades and final grades.

11. RESULTS
The completion of self-assessment activities in LMS favours the
approval in the curricular unit?
N=132 (27,8% of students enrolled)
Approval is not independent of self-assessment
(2(2)=7,464; p=0,006; N=132)

12. RESULTS
The final grades of students who did the self-assessment activities
in LMS are statistically different from those who did not?
N=132 (27,8% of students enrolled)
The differences between average final grades are
statistically different in the two groups.
(t(130)=-2,867; p=0,005)

13. RESULTS
Is there a correlation between self-assessment grades and final
grades?
N=113 (23,8% of students enrolled)
Self-assessment final grade is a significant predictor of the final
grade (=0,940; t(108)=28,383; p<0,001)
CL_FINAL=2,394+0,527xCL_AUTO
(F(1)=805,589; p<0,001; R2=0,883)

14. CONCLUSIONS
Self-assessment quizzes are a good predictor of the
final grade, thus allowing its use to monitor students
learning
Learning Management Systems allows its use widely,
even in traditional and more conventional learning
environments as a complement.

15. Thank you very much.
mic@isep.ipp.pt