Iqbal, A., & Lawanto, O. (2022, August), Work in Progress: Improving Students’ Achievement on Summative Exams in Large Undergraduate Engineering Classes: Taking Advantage of Online Formative Assessments  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40994

\bibitem{asee_peer_40994}
  Iqbal, A., \& Lawanto, O. (2022, August), \emph{Work in Progress: Improving Students’ Achievement on Summative Exams in Large Undergraduate Engineering Classes: Taking Advantage of Online Formative Assessments}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40994

Assad Iqbal and Oenardi Lawanto.  "Work in Progress: Improving Students’ Achievement on Summative Exams in Large Undergraduate Engineering Classes: Taking Advantage of Online Formative Assessments".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40994 Internet.  30 Jun, 2024

\bibitem{asee_peer_40994}
  Assad Iqbal and Oenardi Lawanto.
  "Work in Progress: Improving Students’ Achievement on Summative Exams in Large Undergraduate Engineering Classes: Taking Advantage of Online Formative Assessments".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40994 Internet.  30 Jun, 2024

@INPROCEEDINGS{asee_peer_40994
author = "Assad Iqbal and Oenardi Lawanto"
title = "Work in Progress: Improving Students’ Achievement on Summative Exams in Large Undergraduate Engineering Classes: Taking Advantage of Online Formative Assessments"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40994}
number = {10.18260/1-2--40994}
}

TY  - CPAPER
AB  - The positive effects of testing in retention of studied information and potentiation of new learning coupled with the problem of anxiety associated with high stake testing make formative assessment (i.e., no stake, optional testing for the purpose of identifying and correcting misconceptions through feedback) as the most favorable intervention to help students’ learning. Since the enrollment heavy fundamental courses in undergraduate engineering present a challenge for the instructor to administer, evaluate and provide personalized feedback on frequent formative assessments. This research investigates the students’ participation in optional, online canvas administered formative assessments and its relationship with their learning achievement (exam scores) in an undergraduate Fundamentals of Electronics course. Sample includes of 820 students enrolled in the course over 7 semesters (spring 2018 – spring 2021). Data includes participation of students in 12 formative assessment quizzes with minimal automatic feedback, and their scores on three midterm and one final (summative) exams.
Preliminary findings suggest that female students had higher formative assessment participation (FAP) compared to male students. The analysis also showed significant positive correlations between students’ FAP and their learning achievement. Both FAP as well as its relationship with students’ exam scores favored female students, however some of the relationships were not statistically significant which might be attributed to smaller group sizes of females. Future work includes an investigation into how task value beliefs drive students’ FAP and learning achievement. Furthermore, qualitative investigation into students’ reasons and motivations for differential FAP and its impact on their learning achievement will be carried out within a purposively selected sample of students. This study has implications for students’ self-regulated and self-directed life-long learning.
AU  - Assad Iqbal
AU  - Oenardi Lawanto
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work in Progress: Improving Students’ Achievement on Summative Exams in Large Undergraduate Engineering Classes: Taking Advantage of Online Formative Assessments
UR  - https://peer.asee.org/40994
DO  - 10.18260/1-2--40994
ER  -