THE INFLUENCE OF FORMATIVE ASSESSMENT PRACTICES ON STUDENTS’ BEHAVIOURAL ENGAGEMENT AND LEARNING OUTCOMES IN ONLINE HIGHER EDUCATION

Abstract

The study explored the relationship between formative assessment practices, student's behavioural engagement and learning outcomes in online higher education. Secondary data were used and a quantitative, non-experimental, correlational research design was used. There were no common student identifiers, so two datasets were statistically matched, resulting in a final analytical sample of 3,948 student-course records. The measures of formative assessment practices included assessment completion, assessment type, weighted assessment performance, and on-time submission rate. Behavioural engagement was measured in terms of virtual learning environment (VLE) clicks and active days of learning, while learning outcomes were measured using weighted scores, learning-outcome index and final course results. Descriptive statistics, one-way analysis of variance, Pearson correlations and multiple linear regression with robust HC3 standard errors were used. A total of seven or more assessments resulted in significantly more platform activity, more active learning days, higher weighted scores, and higher percentage of successful final products of the students who completed this number of assessments compared to those who completed fewer. There was also a positive relationship between on-time submission and engagement and academic performance. These relationships were also statistically significant when demographic, academic and course related characteristics were considered. The results indicate that there is a significant relationship between regular engagement in formative assessment and consistent academic achievement and between timely submission and consistent academic achievement and behavioural engagement. The study, however, was observational and statistically matched, and the findings should be viewed as associations and not causal findings.