Evaluating the effectiveness of digital midterm assessments in enhancing student learning
File(s)
Accepted version
Author(s)
Akhtar, Zohaib
Ntonia, Iro
Type
Journal Article
Abstract
This paper investigates the effectiveness of digital midterm assessments in enhancing student learning in engineering education. This mixed-methods study combines quantitative performance data with lecturer interviews. The study examines whether digital midterms predict final outcomes, promote engagement, and support learning. Quantitative results reveal strong correlations between midterm and final exam performance in most modules (correlation coefficients between 0.4 and 0.75), especially for high- and low-performing students. For students in the middle range, predictive value was more variable. Qualitative findings highlight digital midterms as diagnostic tools that motivate engagement and support early intervention. Lecturers valued their role in prompting timely feedback and maintaining student momentum. The study concludes that, when used within a balanced assessment strategy, digital midterms enhance learning and engagement. Recommendations include refining design, enhancing feedback, and personalising assessment.
Date Acceptance
2025-11-17
Citation
Innovations in Education and Teaching International
ISSN
1470-3297
Publisher
Taylor and Francis Group
Journal / Book Title
Innovations in Education and Teaching International
Copyright Statement
Subject to copyright. This paper is embargoed until publication. Once published the Version of Record (VoR) will be available on immediate open access.
Publication Status
Accepted