Learning benefits of online formative self-assessments

摘要

In this paper results of a study investigating the effects of formative self-assessments on students' learning achievements are presented. Formative online self-assessments were made available to students enrolled in a digital signal processing university course. Students' access logs and results were used to support or reject hypotheses regarding students' perception of formative self-assessments, as well as to analyze their influence on learning outcomes, when compared with previous generation of students with no formative assessments available. The analysis of obtained data suggests formative self-assessments are beneficial for learning outcomes and are positively perceived by students. However, this data alone is insufficient to model the summative assessments' results.