EVALUATING DIFFERENT ASSESSMENT TYPES IN AN ONLINE GEOSCIENCE COURSE

Abstract

This study investigated the effect of different assessment types on overall success in an online geoscience course covering energy’s impact on the environment. Two groups took either the slower 1-credit or the faster 3-credit version of the course, which utilized the same content. Self-assessment questions developed using H5P, quizzes, summative assessment labs, and a capstone project were used to assess students. Independent samples t-test, multiple regression analysis, and repeated measures ANOVA were conducted for data analyses. Quiz success significantly differed between groups. Quiz, capstone, and lab assignment successes were significant positive predictors of overall success. The total frequency of answering H5P questions was a significant positive predictor of quiz and lab assignment successes. Frequencies for answering H5P questions and time spent on H5P questions in each module showed significant differences.