Howard, Emma and Meehan, Maria and Parnell, Andrew (2018) Quantifying participation in, and the effectiveness of, remediating assessment in a university mathematics module. Assessment & Evaluation in Higher Education, 44 (1). pp. 97-110. ISSN 0260-2938

Preview

Download (1MB) | Preview

Abstract

In Maths for Business, a large first-year mathematics module, the continuous assessment component comprises 10 weekly quizzes which combine to contribute 40% of the final module mark. If students did not receive the full five marks on their weekly quiz, they were provided with the opportunity to resubmit their corrected weekly quiz with an explanation of their error(s) for one additional mark. We refer to this process as ‘remediation’. Of the students who had the opportunity to remediate, ∼70% did. Through examining learning management system data, we show that the remediation process encouraged students to access module resources. Furthermore, by using a Bayesian hierarchical model to account for students’ level of participation, achievement and prior knowledge, we show that participation in the remediation process positively impacted the final examination marks of moderate to high achieving students (based on initial continuous assessment marks). However, participation in the remediation process provided limited benefit to low-achieving students. We conjecture this is because these students had not achieved a level of understanding whereby participation in the remediation process could progress their knowledge.

Item Type:	Article
Additional Information:	Cite as: Emma Howard, Maria Meehan & Andrew Parnell (2019) Quantifying participation in, and the effectiveness of, remediating assessment in a university mathematics module, Assessment & Evaluation in Higher Education, 44:1, 97-110, DOI: 10.1080/02602938.2018.1476670
Keywords:	Undergraduate mathematics; assessment; feedback; resubmission intervention;
Academic Unit:	Faculty of Science and Engineering > Mathematics and Statistics Faculty of Science and Engineering > Research Institutes > Hamilton Institute
Item ID:	14022
Identification Number:	https://doi.org/10.1080/02602938.2018.1476670
Depositing User:	Andrew Parnell
Date Deposited:	16 Feb 2021 16:04
Journal or Publication Title:	Assessment & Evaluation in Higher Education
Publisher:	Routledge
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

Repository Staff Only(login required)

Item control page

Downloads

Origin of downloads