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Let's go formative: continuous student ratings with Web 2.0 application Twitter.

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  • Author(s): Stieger S;Stieger S; Burger C
  • Source:
    Cyberpsychology, behavior and social networking [Cyberpsychol Behav Soc Netw] 2010 Apr; Vol. 13 (2), pp. 163-7.
  • Publication Type:
    Journal Article
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Mary Ann Liebert, Inc Country of Publication: United States NLM ID: 101528721 Publication Model: Print Cited Medium: Internet ISSN: 2152-2723 (Electronic) Linking ISSN: 21522715 NLM ISO Abbreviation: Cyberpsychol Behav Soc Netw Subsets: MEDLINE
    • Publication Information:
      Original Publication: New Rochelle, NY : Mary Ann Liebert, Inc.
    • Subject Terms:
    • Abstract:
      Student ratings have been a controversial but important method for the improvement of teaching quality during the past several decades. Most universities rely on summative evaluations conducted at the end of a term or course. A formative approach in which each course unit is evaluated may be beneficial for students and teachers but has rarely been applied. This is most probably due to the time constraints associated with various procedures inherent in formative evaluation (numerous evaluations, high amounts of aggregated data, high administrative investment). In order to circumvent these disadvantages, we chose the Web 2.0 Internet application Twitter as evaluation tool and tested whether it is useful for the implementation of a formative evaluation. After a first pilot and subsequent experimental study, the following conclusions were drawn: First, the formative evaluation did not come to the same results as the summative evaluation at the end of term, suggesting that formative evaluations tap into different aspects of course evaluation than summative evaluations do. Second, the results from an offline (i.e., paper-pencil) summative evaluation were identical with those from an online summative evaluation of the same course conducted a week later. Third, the formative evaluation did not influence the ratings of the summative evaluation at the end of the term. All in all, we can conclude that Twitter is a useful tool for evaluating a course formatively (i.e., on a weekly basis). Because of Twitter's simple use and the electronic handling of data, the administrative effort remains small.
    • Publication Date:
      Date Created: 20100610 Date Completed: 20100903 Latest Revision: 20191111
    • Publication Date:
      20200827
    • Accession Number:
      20528272
  • Citations
    • ABNT:
      STIEGER, S.; BURGER, C. Let’s go formative: continuous student ratings with Web 2.0 application Twitter. Cyberpsychology, behavior and social networking, [s. l.], v. 13, n. 2, p. 163–167, 2010. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=20528272. Acesso em: 20 out. 2020.
    • AMA:
      Stieger S, Burger C. Let’s go formative: continuous student ratings with Web 2.0 application Twitter. Cyberpsychology, behavior and social networking. 2010;13(2):163-167. Accessed October 20, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=20528272
    • APA:
      Stieger, S., & Burger, C. (2010). Let’s go formative: continuous student ratings with Web 2.0 application Twitter. Cyberpsychology, Behavior and Social Networking, 13(2), 163–167.
    • Chicago/Turabian: Author-Date:
      Stieger, Stefan, and Christoph Burger. 2010. “Let’s Go Formative: Continuous Student Ratings with Web 2.0 Application Twitter.” Cyberpsychology, Behavior and Social Networking 13 (2): 163–67. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=20528272.
    • Harvard:
      Stieger, S. and Burger, C. (2010) ‘Let’s go formative: continuous student ratings with Web 2.0 application Twitter’, Cyberpsychology, behavior and social networking, 13(2), pp. 163–167. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=20528272 (Accessed: 20 October 2020).
    • Harvard: Australian:
      Stieger, S & Burger, C 2010, ‘Let’s go formative: continuous student ratings with Web 2.0 application Twitter’, Cyberpsychology, behavior and social networking, vol. 13, no. 2, pp. 163–167, viewed 20 October 2020, .
    • MLA:
      Stieger, Stefan, and Christoph Burger. “Let’s Go Formative: Continuous Student Ratings with Web 2.0 Application Twitter.” Cyberpsychology, Behavior and Social Networking, vol. 13, no. 2, Apr. 2010, pp. 163–167. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=20528272.
    • Chicago/Turabian: Humanities:
      Stieger, Stefan, and Christoph Burger. “Let’s Go Formative: Continuous Student Ratings with Web 2.0 Application Twitter.” Cyberpsychology, Behavior and Social Networking 13, no. 2 (April 2010): 163–67. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=20528272.
    • Vancouver/ICMJE:
      Stieger S, Burger C. Let’s go formative: continuous student ratings with Web 2.0 application Twitter. Cyberpsychology, behavior and social networking [Internet]. 2010 Apr [cited 2020 Oct 20];13(2):163–7. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=mdc&AN=20528272