PERCEPTIONS OF FUTURE ENGINEERING TEACHERS ON FORMATIVE E-ASSESSMENT USING THE CLASSROOM RESPONSE SYSTEM
PERCEPTIONS OF FUTURE ENGINEERING TEACHERS ON FORMATIVE E-ASSESSMENT USING THE CLASSROOM RESPONSE SYSTEM

PERCEPTIONS OF FUTURE ENGINEERING TEACHERS ON FORMATIVE E-ASSESSMENT USING THE CLASSROOM RESPONSE SYSTEM

Summary/Abstract: The new culture of higher education emphasizes the importance of integrating assessment into the training process. E-assessment, a term used to describe technology-facilitated assessment, can be useful and efficient in terms of cost and time, but also of providing an immediate feedback to improve the teaching and learning process. This study investigates students' perception of the effectiveness of using formative e-assessment in teaching activities and the usefulness of implementing a Classroom Response System (CRS) in improving students’ learning as future engineer teachers. The study employed quantitative and qualitative research methods by two questionnaires to collect data from 75 second-year students in initial teacher training program, Technical University of Cluj-Napoca, Romania. The results were very encouraging and practically all students engaged in this process felt the e-assessment added value to their learning and they would like to see it implemented in other courses. By encouraging students to correct errors and to receive award marks, it has improved students’ learning experience. The results are discussed considering relevant research to suggest recommendations for improving e-learning implementations in initial teacher training.

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