Students in both classes reported low satisfaction with the traditional summative assessment model¶

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? Satisfaction with the assessment model was low and nearly identical in both classes (means 2.95 and 2.93), which the article reads as the summative model being incompatible with flipped learning and ineffective even traditionally. → Deng 2018

Evidence¶

Deng 2018¶

Lijun Deng. (2018). The Project-Based Flipped Learning Model in Business English Translation Course: Learning, Teaching and Assessment. English Language Teaching, 11(9). https://doi.org/10.5539/elt.v11n9p118

q2 · i? · causal · r1

Questionnaire assessment-satisfaction domain from the post-experiment survey of both classes; the printed means of 2.95 and 2.93 on a 1-to-5 scale are the finding. Descriptive statistics only.

"The two relatively low means of 2.95 and 2.93 with standard deviations of 0.20 and 0.34 clearly indicate that the traditional summative assessment model is not only incompatible with the new project-based flipped learning model but also ineffective even in the traditional teaching model."

Discussion¶

Related Claims¶

• Mastery of translation skills showed little difference between the flipped and traditional classes, suggesting traditional teaching still delivers basic skills effectively — related
• Flipped classrooms are associated with higher learner satisfaction in medical education (pooled SMD = 0.69), with residents showing larger improvement than undergraduates (SMD 1.69 vs 0.37) — related
• Undergraduate health professional students report more positive satisfaction with flipped class learning than with traditional class learning (SMD = 0.48), at low certainty — related