Universities need to respond to a change in the mix of student profiles from a majority of the traditional academically committed student to a majority of the students who seek a qualification for a job. The latter type of student lacks study skills such as an ability to structure his learning experience and to engage actively and continuously with the material to be learnt. This study reports on the application of one formative assessment strategy in response to the change in the mix of student profiles. The aims were to encourage students to engage in deep learning; increase a student's responsibility for learning by providing a structure for the learning effort; and encouraging continuous study. The results indicate that the aims were to some extent achieved. Consideration of formative assessment, alternatives that might improve our response to the change, and areas for further research are identified.
|Cite as: Box, I. (2003). Assessing the Assessment: an Empirical Study of an Information Systems Development Subject. In Proc. Fifth Australasian Computing Education Conference (ACE2003), Adelaide, Australia. CRPIT, 20. Greening, T. and Lister, R., Eds. ACS. 149-158. |
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