Self-assessment as an effective learning strategy in e-learning: Promoting learner contribution
Abstract
Enhancing learners’ performance is a common goal in many academic projects and research papers. The contributing student approach suggests that active immersion in the core of the course improves language learners’ performance. Focused on exploiting this concept in assessment, this research argues that promoting self-testing and creating a question bank for the summative tests motivates learners to get more engaged in the course and attain good levels of autonomy and performance. The learners’ progress in performance was evaluated according to the scores in the pre-test, which is the average of their formative tests, compared to the post-test, which is a summative test. The course objectivists and orientations of the assessment were clarified to students to know the course demands. The tasks were electronically performed and open to all students, including the saved study questions, the discussion board, the edited group work, and the feedback. The results showed significant improvements in the performance of the students in the post-test. The study concludes that encouraging self-testing and utilizing a contributing student approach in assessment motivated most students to enhance their performance in e-learning courses.
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