Publication Date

8-2018

Date of Final Oral Examination (Defense)

5-1-2018

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education In Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Jui-long Hung, Ed.D.

Supervisory Committee Member

Kerry Lynn Rice, Ed.D.

Supervisory Committee Member

Youngkyun Baek, Ph.D.

Abstract

The quantitative study presented here evaluates the effects of formative and summative assessment on student’s connectedness, satisfaction, learning and academic performance within a university three-credit 400 level online healthcare course. Literature exploring the role that formative assessment plays within an online environment is currently lacking. Additionally, understanding how assessment practices can help support the goals of online healthcare education is vitally important given the rise in popularity of this delivery format.

This study investigated student outcomes in the form of connectedness, satisfaction, learning and academic performance. Four cohorts of students were included in this study. Two cohorts were provided with formative assessment procedures while the other two cohorts were provided with primarily summative assessment. A survey-based tool was created and delivered to students’ post-course completion which gathered information on a students’ sense of connectedness, satisfaction, and learning, whereas academic performance equated to final course grade earned.

A one-way ANOVA was performed utilizing SPSS to identify statistical differences between formative and summative assessment cohorts. Analysis results indicated that the formative cohorts were higher in all areas explored and statistically significantly higher in the areas of learning and academic performance. Additional discussion regarding the results as well as future research recommendations are provided at the conclusion of this quantitative study within chapter five.

DOI

10.18122/td/1450/boisestate

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