The Effectiveness of Formative E-assessment with DingTalk on Academic Achievement, Engagement and Satisfaction of Advertising Copywriting Course Students
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Abstract
Integrating technology into formative assessment is currently a focal point in educational research. This research aims to analyze the role of utilizing formative e-assessment with DingTalk in advertising copywriting class for students’ academic achievement, engagement and satisfaction. Students from the Advertising Copywriting course in a university of China have participated as the sample for the study. Through quasi-experimental research, the effectiveness of formative e-assessment with DingTalk was tested by comparing the differences of improving score of four groups which obtained through the pretest and post-test. At the end of the quasi-experiment period, an engagement survey was used to compare students' engagement level between the experimental and the control groups, as well as a satisfaction survey was administered to determine students’ perspective of the class introducing formative e-assessment with DingTalk. The results revealed that there was a statistically significant difference among groups on improving score, F (3, 150) = 26.539, p =.000. It indicated that formative e-assessment with DingTalk as the treatment had a significant effect on improving academic achievement. The creativity, writing ability and conceptual knowledge of academic achievement were all significantly improved (p <0.05). Among them, creativity increased the most. Based on the analysis of surveys, the data suggests that students’ engagement scores between the experimental and control groups were statistically significant different, t(152) = 2.693, p = .008. In addition, students in the experimental group expressed their high level of satisfaction towards the intervention—formative e-assessment with DingTalk (M=4.48). The experiment revealed that this intervention could improve students' academic achievement and engagement in the course, as well as students' satisfaction. This finding contributes to the understanding of effective strategies of technology integration, enriching the field of formative e-assessment and guiding future research and practices.
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