Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
Hybrid and Blended instructional approaches are increasingly being applied to University level curriculum. These techniques shift a significant burden for engaging course content to the students as an outside-the-classroom activity. This study of contrasting hybrid classrooms (two medium size and two large size) investigates the efficacy of completion scores in an open gradebook to motivate student engagement with formative assessments. Definitions are provided for hybrid instruction, and formative assessment to establish clear measures for data collection in this field experiment. A between-groups ANOVA analysis is presented with conclusions and recommendations.
Session Format
Presentation
Location
Room 2
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Schmitz, Kurt, "Motivating Formative Assessment Engagement for Flipped Instruction Content" (2019). SoTL Commons Conference. 15.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/15
PDF version of Powerpoint
Motivating Formative Assessment Engagement for Flipped Instruction Content
Room 2
Hybrid and Blended instructional approaches are increasingly being applied to University level curriculum. These techniques shift a significant burden for engaging course content to the students as an outside-the-classroom activity. This study of contrasting hybrid classrooms (two medium size and two large size) investigates the efficacy of completion scores in an open gradebook to motivate student engagement with formative assessments. Definitions are provided for hybrid instruction, and formative assessment to establish clear measures for data collection in this field experiment. A between-groups ANOVA analysis is presented with conclusions and recommendations.
