Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success

Formative assessment (FA) techniques, such as pre-class assignments, in-class activities, and post-class homework, have been shown to improve student learning. While many students find these techniques beneficial, some students may not understand how they support learning or may resist their impleme...

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Autores principales:	Kathleen R. Brazeal, Brian A. Couch
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2017
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/13ef26f250c645408f0856cfa33aea01
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spelling	oai:doaj.org-article:13ef26f250c645408f0856cfa33aea012021-11-15T15:04:11ZStudent Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success10.1128/jmbe.v18i1.12351935-78851935-7877https://doaj.org/article/13ef26f250c645408f0856cfa33aea012017-04-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i1.1235https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Formative assessment (FA) techniques, such as pre-class assignments, in-class activities, and post-class homework, have been shown to improve student learning. While many students find these techniques beneficial, some students may not understand how they support learning or may resist their implementation. Improving our understanding of FA buy-in has important implications, since buy-in can potentially affect whether students fully engage with and learn from FAs. We investigated FAs in 12 undergraduate biology courses to understand which student characteristics influenced buy-in toward FAs and whether FA buy-in predicted course success. We administered a mid-semester survey that probed student perceptions toward several different FA types, including activities occurring before, during, and after class. The survey included closed-ended questions aligned with a theoretical framework outlining key FA objectives. We used factor analysis to calculate an overall buy-in score for each student and general linear models to determine whether certain characteristics were associated with buy-in and whether buy-in predicted exam scores and course grades. We found that unfixed student qualities, such as perceptions, behaviors, and beliefs, consistently predicted FA buy-in, while fixed characteristics, including demographics, previous experiences, and incoming performance metrics, had more limited effects. Importantly, we found that higher buy-in toward most FA types predicted higher exam scores and course grades, even when controlling for demographic characteristics and previous academic performance. We further discuss steps that instructors can take to maximize student buy-in toward FAs.Kathleen R. BrazealBrian A. CouchAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 1 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Kathleen R. Brazeal Brian A. Couch Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success
description	Formative assessment (FA) techniques, such as pre-class assignments, in-class activities, and post-class homework, have been shown to improve student learning. While many students find these techniques beneficial, some students may not understand how they support learning or may resist their implementation. Improving our understanding of FA buy-in has important implications, since buy-in can potentially affect whether students fully engage with and learn from FAs. We investigated FAs in 12 undergraduate biology courses to understand which student characteristics influenced buy-in toward FAs and whether FA buy-in predicted course success. We administered a mid-semester survey that probed student perceptions toward several different FA types, including activities occurring before, during, and after class. The survey included closed-ended questions aligned with a theoretical framework outlining key FA objectives. We used factor analysis to calculate an overall buy-in score for each student and general linear models to determine whether certain characteristics were associated with buy-in and whether buy-in predicted exam scores and course grades. We found that unfixed student qualities, such as perceptions, behaviors, and beliefs, consistently predicted FA buy-in, while fixed characteristics, including demographics, previous experiences, and incoming performance metrics, had more limited effects. Importantly, we found that higher buy-in toward most FA types predicted higher exam scores and course grades, even when controlling for demographic characteristics and previous academic performance. We further discuss steps that instructors can take to maximize student buy-in toward FAs.
format	article
author	Kathleen R. Brazeal Brian A. Couch
author_facet	Kathleen R. Brazeal Brian A. Couch
author_sort	Kathleen R. Brazeal
title	Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success
title_short	Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success
title_full	Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success
title_fullStr	Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success
title_full_unstemmed	Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success
title_sort	student buy-in toward formative assessments: the influence of student factors and importance for course success
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/13ef26f250c645408f0856cfa33aea01
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Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success

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