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Perspectives Of Future Teachers On Formative E-Assessment Using The Classroom Response System

Table 1:

Items Means SD
1. Formative e-assessment must be an integral part of teaching-learning process in higher education. 1.70 0.63
2. Formative e-assessment is appropriate for engineering modules. 1.85 0.55
3. Using formative e-assessment can add value to my learning. 2.39 0.95
4. Formative e-assessment helps me to identify the meanings of difficult concepts that I am struggling to understand. 2.49 0.82
5. Formative e-assessment helps me to identify the skills that I acquired with difficulty. 2.58 0.81
6. Formative e-assessment provides the necessary information to adjust teaching and learning while it happens. 2.23 0.77
7. Formative e-assessment guides teachers and students in decision-making on how to advance in achieving their goals. 2.26 0.78
8. Technical problems can make formative e-assessment impractical. 2.63 0.84
9. The technology used in formative e-assessment should be reliable. 2.11 0.88
10. Formative e-assessment is more affordable than paper-based assessment. 2.43 1.04
11. Marking is more accurate, because computers don’t suffer from human error. 2.32 1.07
12. Feedback given is fast. 1.50 0.61
13. Formative e-assessment favours some students more than others. 3.47 1.08
14. Formative e-assessment goes hand in hand with e-learning (e.g. using Moodle). 2.30 0.67
OVERALL 2.30 0.38
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