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The Role of Feedback in E-Assessments for Engineering Education


Education and Information Technologies Volume 19, Number 1, ISSN 1360-2357


The aim of this investigation was to compare two differently designed e-assessments (formative assessments) which supported the same engineering courses for two academic years. In this investigation two group of students participated (Control Group: CG and Experimental Group: EG). The teachers followed exactly the same teaching approach using the same learning tools (apart from the e-assessments) in the same learning environment. The first group of students (CG) had the opportunity to timely receive grades along with the correct answers, when they submitted the e-assessments on-line. The teachers themselves designed these e-assessments in BlackBoard Vista[C] learning environment. The second group of students (EG) had the opportunity to receive feedback each on their own individual responses having unlimited attempts to participate in the e-assessments designed by PhD students. We will demonstrate that the addition of individual feedback and the unlimited attempts increased the EG group performance at the end of the courses (summative assessment) in comparison to the CG group of students.


Limniou, M. & Smith, M. (2014). The Role of Feedback in E-Assessments for Engineering Education. Education and Information Technologies, 19(1), 209-225. Retrieved February 24, 2020 from .

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