The use of Canvas formative quizzes to improve engagement and outcomes in first-year thermodynamics and fluid mechanics.

Research output: Other contribution

Abstract

This case study describes the introduction of formative online assessment, through means of regular Canvas quizzes, in a stage one Thermodynamics and Fluid Mechanics module in the 2019/20 academic year with the aim of improving the levels of student engagement and self regulated learning. High student engagement was found with the formative assessment, with an average of 96% engagement in each quiz. Many students were motivated to strive for
higher marks in the quizzes, despite receiving no summative credit from them. Results in all summative assessments were improved compared to the previous year, and there was an increase in student satisfaction with the module. Feedback from student surveys was highly positive regarding the quizzes: “Regular, non-graded quizzes…help to identify an understanding/lack of understanding of the content being covered.”. The experience with
the new assessment format has offered opportunities for improved online delivery of the module in the 2020/21 academic year given the move to connected learning resulting from the Covid-19 pandemic.
Original languageEnglish
TypeCase study
Media of outputWebsite
Number of pages9
Publication statusPublished - 18 Jan 2021

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