Assessment for learning significantly improves pre-medical ESP students' final exam achievement compared with summative assessment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After 16 weeks, the experimental group taught with assessment for learning scored significantly higher on the final ESP achievement exam than the control group taught with summative assessment. → Al-Tayib Umar 2018

Evidence¶

Al-Tayib Umar 2018¶

Abdul Majeed Al-Tayib Umar. (2018). The Impact of Assessment for Learning on Students' Achievement in English for Specific Purposes: A Case Study of Pre-Medical Students at Khartoum University: Sudan. English Language Teaching, 11(2). https://doi.org/10.5539/elt.v11n2p15

q2 · i? · causal · r1

Quasi-experiment with two pre-medical classes at Khartoum University (control n = 26, experimental n = 27) taught the same ESP material for one term; the experimental instructor used assessment-for-learning techniques. Final exam means were 77% (control) versus 84.4% (experimental); the t-test was significant at the 0.05 level in favor of the experimental group.

"The independent sample t-test to the final scores of students shows that there is a significant difference between the experimental and the control group in favor of the experimental group. The t-value is (3.9)."

Discussion¶

Related Claims¶

• Experimental-group students report predominantly positive attitudes toward assessment for learning, especially immediate feedback and reduced exam anxiety — related
• In a 16-week quasi-experiment, A-Level STEM students receiving high-frequency automated marking scored 16.8 percentage points higher on a blind-graded final mock exam than control students with human marking — related