Exploring differences and relationships between online formative and summative assessments in Mississippi career and technical education
| Autor: | Ben Alexander, Cliff B. Thames, Sean Owen |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Medical education
media_common.quotation_subject 05 social sciences 050401 social sciences methods 050301 education General Medicine Test (assessment) Formative assessment 0504 sociology Summative assessment Originality Test score Vocational education Accountability Observational study Psychology 0503 education media_common |
| Zdroj: | Asian Association of Open Universities Journal. 15:335-349 |
| ISSN: | 2414-6994 |
| DOI: | 10.1108/aaouj-06-2020-0037 |
| Popis: | PurposeThis study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.Design/methodology/approachThis study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.FindingsThe results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.Originality/valueThese results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding. |
| Databáze: | OpenAIRE |
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