Evaluation of Formative Computer-based Assessment by Cell Biology Students with Differing Entry Qualifications and Ethnicity

Abstract

This study was carried out to examine students' responses to the use of on-line assessments that included feedback. First year BSc students taking a Cell Biology module undertook such an assessment and were then asked to evaluate the test by completing an anonymous questionnaire. Answers were analysed in light of the respondents' ethnicity and also the academic route by which they gained entry to university. Statistical analysis of the data showed that students' views of the utility of the test did not differ significantly either as a function of ethnicity or academic experience, since 80-90% of the students agreed/strongly agreed that regular tests and feedback assisted in their learning process. Generally, it was noted that non-Caucasian population, especially the Black African group strongly agreed that the test exercise benefited their earning experience. In conclusion, asynchronous on-line formative tests which provide feedback are valuable learning aids for students from a wide variety of backgrounds. (Contains 2 tables and 5 figures.)