Assessing the usefulness of integrated curriculum assessment as a formative assessment tool for first year students

Abstract

This study explored the usefulness of integrated curriculum assessment as a formative assessment tool for first year students. Two research questions from a higher education perspective were explored, namely how useful lecturers find Integrated Curriculum Engagement as an assessment tool to encourage student engagement and academic development, and what lecturers think Integrated Curriculum Engagement tasks have (value) to encourage students to actively engage with the learning content? The primary data for this study was generated from questionnaires distributed to 20 higher education respondents (lecturers). Findings that emerged were that the majority of respondents found value in the use of Integrated Curriculum Engagement (ICE) tasks within the classroom environment. Case studies, class tests and revision type questions encouraged the most engagement of students and students are generally more engaged and motivated when ICE tasks assist them with their preparation for assessments. The study provides recommendations for the development of a guide to provide clarity on the ICE requirements and expectations for lecturers