ABSTRACT
Student assessment is typically separated into its formative and summative components. Formative components take the form of Self-Assessment Questions or Activities; they are not graded. Summative components may be Tutor Marked Assignments (TMAs), work-place assessment or examinations; they are graded. The balance between these two components and their various forms are many; however, in general, Activities tend to dominate ongoing study of a course whilst TMAs constitute the ongoing grading. These two elements were adopted as representative of the formative and summative elements in typical open and distance learning courses. In a qualitative study data were collected by interview, questionnaire and self-recorded audio-tape (Lockwood, 1991); these elements were explored, with the findings providing insights into students’ perception and response to assessment material (Lockwood, 1992).
