This project is designed to improve achievement and equity in undergraduate biology by characterizing how students interact with online formative assessments (FAs). It also aims to determine how external factors affect a student's ability to access and learn from related resources, and to develop a supplemental curriculum to support student engagement.
By providing students with an opportunity to demonstrate their understandings and receive feedback, FAs represent an instructional practice with documented potential to enhance student learning.
Incorporation of FAs provides structure that improves course achievement, particularly for students from underserved groups. However, instructors often give students FAs as online assignments for completion outside of class time, which creates particular barriers to their effectiveness.
As learning environments increasingly rely on asynchronous formats, improving student interactions with online assignments represents a critical step to ensuring that students have equitable opportunities for success.