Monitoring large class practice in a virtual learning environment: online formative assessment experience

This paper focuses on a formative assessment approach supported by a virtual learning environment (VLE) for a large post-graduate taught class, studying for the MSc Software Development degree, and delivered as a part-time distance course at the School of Electronics, Electrical Engineering and Computer Science, Queen’s University of Belfast. The paper provides a summary and analysis of statistics and students’ experiences with the online formative assessment components delivered in the VLE.We discuss and review the impact of the proposed assessment regime on class performance and learning outcomes for the MSc Computing Foundations module, comparing and contrasting supported and unsupported exam cases on a formative assessment basis. We observed a sustained level of student engagement with the formative assessment component based on data collected from student interactions with online module content and assessment in the VLE. The analysis of the data has indicated that students who attempted the mock exam multiple times, namely those with the highest number of attempts, showed a strong correlation with the highest scores on the final exam. An added benefit of using statistics was the item analysis carried out by the instructor, which has led to improvements in exam design, changes to some of the questions, and adjustments to the marking schemeEnd-of-term student feedback indicates that the mock exam, formative assessment feedback and repetitive practicing were very well received by the students. This experience reflects how students learn through online content delivery and make use of available technologies for self-directed learning and practice in computing. Frequent access to an online formative assessment tool followed by immediate feedback has helped to create a supportive learning environment and accommodate learners in the large class. The use of innovative VLE technologies for formative assessment has proven to be effective learning practice, that enhances student experience and promotes reflection and self-assessment in learning.