Can online course-based assessment methods be fair and equitable? Relationships between students' preferences and performance within online and offline assessments.
To address concerns raised regarding the use of online course-based summative assessment methods, a quasi-experimental design was implemented in which students who completed a summative assessment either online or offline were compared on performance scores when using their self-reported preferred o...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 5; pp. 488 - 499 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Oct2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104417658&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104417658 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2012 vid: 28 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104417658 80025803 10.1111/j.1365-2729.2011.00473.x 104417658 ppf: 488 ppct: 11 formats: tig: atl: Can online course-based assessment methods be fair and equitable? Relationships between students' preferences and performance within online and offline assessments. aug: au: Hewson, C. affil: Psychology Department, The Open University, Milton Keynes, UK sug: subj: Learning Methods Ethical Issues World Wide Web Academic Performance Student Attitudes Human United Kingdom Male Female Young Adult Adult Middle Age Quasi-Experimental Studies Summated Rating Scaling Chi Square Test T-Tests Achievement Tests Funding Source Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: To address concerns raised regarding the use of online course-based summative assessment methods, a quasi-experimental design was implemented in which students who completed a summative assessment either online or offline were compared on performance scores when using their self-reported preferred or non-preferred modes. Performance scores were found not to differ depending on whether the assessment was completed in the preferred or non-preferred mode. These findings provide preliminary support for the validity of online assessment methods. Future studies could help determine the extent to which this finding generalizes beyond the assessment procedures and type of sample used here. Suggestions for follow-up studies are offered, including exploring the validity of more complex computer-related online assessment tasks and investigating the impact of using preferred and non-preferred modes upon the quality of the student experience. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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