Formative and Summative Assessment in University Programming Course: Mediation of Problem-Based Learning and Moderation of Peer Evaluation

Abstract

This study contributed to our understanding of the mediating and moderating process through which students’ formative assessment was related to summative assessment results. A moderated mediation model was developed and tested in the context of a problem-based learning (PBL) programming course, in which formative assessment were classified as general performance, PBL performance and peer evaluation. We proposed that the effect of students’ general performance on summative assessment is mediated by their performance in PBL project, and the indirect effect of general performance on summative assessment is moderated by peer evaluation. Overall, data from 74 students enrolled in the PBL programming course were collected and the hypothesized model was supported. Furthermore, implications for practice and directions for future research were discussed.