Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success

Journal of Microbiology & Biology Education
Kathleen R Brazeal, Brian A Couch

Abstract

Formative assessment (FA) techniques, such as pre-class assignments, in-class activities, and post-class homework, have been shown to improve student learning. While many students find these techniques beneficial, some students may not understand how they support learning or may resist their implementation. Improving our understanding of FA buy-in has important implications, since buy-in can potentially affect whether students fully engage with and learn from FAs. We investigated FAs in 12 undergraduate biology courses to understand which student characteristics influenced buy-in toward FAs and whether FA buy-in predicted course success. We administered a mid-semester survey that probed student perceptions toward several different FA types, including activities occurring before, during, and after class. The survey included closed-ended questions aligned with a theoretical framework outlining key FA objectives. We used factor analysis to calculate an overall buy-in score for each student and general linear models to determine whether certain characteristics were associated with buy-in and whether buy-in predicted exam scores and course grades. We found that unfixed student qualities, such as perceptions, behaviors, and beliefs, ...Continue Reading

References

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Dec 3, 2016·CBE Life Sciences Education·Kathleen R BrazealBrian A Couch
Dec 3, 2016·CBE Life Sciences Education·Andrew J CavanaghMark J Graham

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Citations

Jul 5, 2018·Advances in Physiology Education·Barbara E GoodmanJames E Cooke
Oct 14, 2017·FEMS Microbiology Letters·Beatrix Fahnert
May 13, 2017·FEMS Microbiology Letters·Amy Siegesmund

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