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Continuous Summative Assessment Sessions as a Motivational Tool for STEM students: a Case Study

While using a classical approach to summative assessment that was based on mid-term exams, it was observed that overall results for each consecutive generation of STEM students at the end of the semester failed to improve. To promote a deep learning approach among STEM students, that can be achieved through a continuous approach to learning, activities for continuous summative assessment were introduced. Students have been given the opportunity to take the test for each of the parts of the course twice in two week period with the best of the two results used for grading. A comparison of the obtained results and results of the previous generations of students was made and it showed that students that participated in the experiment achieved significantly better overall results and understanding of the course materials at the end of the semester. In order to expand the experiment into the online environment, a model for an Education Recommender System with assessment capabilities for STEM education was proposed. Based on the proposed model of the system, the prototype of the system was built, and online summative assessment sessions based on the offline experiment were designed for the next cycle of the research.

summative assessment ; STEM ; Education Recommender System, ELARS

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