The relationship between ICT based formative assessment and academic achievement in a Mechanics of Materials course

Formative assessment can be understood as assessment for learning rather than of learning. Research has demonstrated that formative assessment/feedback is strongly and causally related to students’ achievement in higher education. At Avans University of Applied Sciences, the first-year course Mechanics of Materials 2 (MoM2) does not contain formative assessment due to constrained personnel and financial resources. In this study, we introduced formative assessment in the MoM2 course using an innovative ICT tool. This tool provides students with personalized feedback on both task and process level to improve their learning and to enhance adaptive teacher class instruction.