Formative E-Assessment in PAD College English Class

DOI

10.2991/assehr.k.210609.069How to use a DOI?

Keywords

Formative e-assessment, effectiveness, Presentation-Assimilation-Discussion (PAD), College English

Abstract

This article reports on the implementation of formative e-assessments in a Presentation-Assimilation-Discussion (PAD) College English class taken by second-year students after 3 terms. The aim is to measure the effectiveness of the formative e-assessments with reference to the student voice. Students engaged with the formative e-assessments and the data gathered via questionnaires show that students perceived that formative e-assessments helped them to develop good learning habits; encouraged autonomous learning and promoted their learning and understanding. The findings also allowed academics to reflect on the benefits of adopting formative e-assessments in the PAD class to foster student engagement.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Yang Yanping
AU  - Cui Zhenhua
PY  - 2021
DA  - 2021/06/10
TI  - Formative E-Assessment in PAD College English Class
BT  - Proceedings of the 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021)
PB  - Atlantis Press
SP  - 345
EP  - 349
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210609.069
DO  - 10.2991/assehr.k.210609.069
ID  - Yanping2021
ER  -