Analysing students' self‐assessment practice in a distance education environment: Student behaviour, accuracy, and task‐related characteristics.
Background: Self‐assessment serves to improve learning through timely feedback on one's solution and iterative refinement as a way to improve one's competence. However, the complexity of the self‐assessment process is widely recognized, as well as that students can benefit from it only if their asse...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 2; pp. 654 - 667 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2024
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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=176012472&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176012472 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2024 vid: 40 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 176012472 173619019 176012472 176012472 10.1111/jcal.12907 176012472 ppf: 654 ppct: 13 formats: tig: atl: Analysing students' self‐assessment practice in a distance education environment: Student behaviour, accuracy, and task‐related characteristics. aug: au: Radović, Slaviša Seidel, Niels Haake, Joerg M. Kasakowskij, Regina affil: Center of Advanced Technology for Assisted Learning and Predictive Analytics (CATALPA), FernUniversität in Hagen, Hagen, Germany sug: subj: Students Psychosocial Factors Self Assessment Education, Non-Traditional Student Attitudes Task Performance and Analysis Human Prospective Studies Feedback Learning Environment Male Female Young Adult Adult Middle Age Aged Descriptive Statistics Funding Source Adult: 19-44 years Middle Aged: 45-64 years Aged: 65+ years Male Female ab: Background: Self‐assessment serves to improve learning through timely feedback on one's solution and iterative refinement as a way to improve one's competence. However, the complexity of the self‐assessment process is widely recognized, as well as that students can benefit from it only if their assessment is accurate enough. Objectives: In order to gain more insight into the self‐assessment process we analysed students' behaviour, accuracy, and question‐related characteristics that influence the capability of self‐assessment in two studies. Methods: The initial study examined 131 undergraduate students using voluntary self‐assessment questions in an online course in a B.Sc. Computer Science program while a year later a replication study with the same research settings was applied to a different cohort of 264 undergraduate students with minor modifications to the question design, in the light of the original findings. Results and Conclusions: Results from both studies show that similar patterns could be observed for usage and of accuracy and score distribution for almost all questions. Item difficulty and comprehensiveness of the sample solution were identified as features of self‐assessment questions affecting student's self‐assessment capability. The replication study showed that task design can be modified to affect students' accuracy. Recommendations to make self‐assessment tasks effective and efficient for learning are provided. Lay Description: What is already known about this topic: Students should be given the opportunity to self‐assess their knowledge during the learning process.Self‐assessment can increase students' motivation to learn and promotes academic achievement and self‐efficacy. What this paper adds: Both, the initial and replication, studies provide better understanding of learners' behaviour and task design characteristics to afford better learning support and maximize the potential for desirable outcomes.Task design (task complexity, scope and transfer requirements as well as quantitative measures such as text length and number of evaluation criteria) can be modified to affect students' accuracy. Implications for practice: Supporting students learning is not a one‐off activity, but part of a curriculum improvement and lifelong learning initiative, therefore we recommend that self‐assessment tasks are continuously monitored and, if necessary, improved to suit the needs of learners in a specific context.Self‐assessment should become a habit of the learning process rather than only a superficial and mandatory part of course design.Five practical suggestions are designed and discussed to help practitioners successfully facilitate an effective and efficient self‐evaluation process during learning. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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