Students' Preferences and Behaviors Across Different Scenarios for Short Assessments

In hybrid learning environments, designing effective assessment strategies is particularly challenging due to the need to engage students across synchronous and asynchronous modalities while promoting self-regulated learning. This study examines the effect of two sequencing strategies on short assessments, utilizing an educational tool designed to support both in-class and at-home assessments. The intervention was implemented in a 16-week undergraduate web development course at the Costa Rica Institute of Technology. Two in-class scenarios were compared: end-of-class (Scenario 1) versus start-of-class (Scenario 2). A total of 14 students participated in the study. The research employed a mixed-methods approach, collecting log data from the interactions between students and the tool, as well as students' preferences and learning behaviors, through a focus group and individual interviews. Results indicate that students perceived in-class and at-home assessments as complementary and expressed distinct preferences for assessment timing based on cognitive and motivational factors. In particular, the majority favored start-of-class short assessments due to increased focus and the opportunity to review prior material. Findings suggest that the sequencing of formative assessments can influence student engagement and metacognitive behaviors. They also highlight the importance of carefully designing the timing of such assessments, as these moments can have meaningful effects on students' learning experiences.