The impact on learning outcomes in mathematics of mobile-enhanced, combined formative and summative assessment

This paper presents the results of a study done on an introductory mathematics course for engineering students at a university college in Norway, in which a web-based assessment and classroom response system called Peer Learning Assessment System (PeLe) was used to run multiple choice tests encompassing both formative and summative elements. Using a between-subjects design and a mixed method approach, we have conducted both qualitative studies of students' attitudes towards combined formative and summative assessments, as well as quantitative studies of the effect of mobile-enhanced learning on learning outcomes. Students perceive the combination of formative and summative assessment as highly beneficial to their learning and they identify key factors for how both formative and summative aspects of assessments should be carried out to maximise learning. We also present quantitative data that support the conclusion that mobile-enhanced assessment can improve learning outcomes, with effect sizes around 0.5.