Scaffolding: Relationships Among Online Quiz Parameters and Classroom Exam Scores
Scaffolding: Relationships Among Online Quiz Parameters and Classroom Exam Scores
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DOI：
10.1177/0098628312456629
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发表时间：
2012-01-01
影响因子：
0.9
通讯作者：
Adams, Lisa
中科院分区：
文献类型：
--
作者：
Anthis, Kristine;Adams, Lisa
目前的研究探讨了在线测验参数和学生的课堂考试成绩之间的关系。作者分析了四个学期的本科课程数据。结果表明，无论在线测验设置的参数如何，学生尝试测验的次数与他们的课堂考试成绩无关，而他们花在测验上的时间与他们的课堂考试成绩呈负相关。结果还显示，学生在网上测验中的成绩预测了他们的课堂考试成绩，超过了尝试的次数，测验的时间长度，以及他们的SAT阅读和SAT数学成绩。随后讨论这些结果的影响。未来的研究人员可能希望提供经验证据，说明不将所有学生的在线测验分数计入最终成绩可能会影响学生的测验成绩，因为时间限制可能会培养焦虑。
The current study examined relationships among online quiz parameters and students' classroom exam scores. The authors analyzed data from undergraduate courses across four semesters. The results revealed that regardless of the different parameters set for the online quizzes, the number of attempts that students made on quizzes was unrelated to their classroom exam scores, yet the amount of time they spent on quizzes was correlated negatively with their classroom exam scores. The results also revealed that students' scores on the online quizzes predicted their classroom exam scores, above and beyond the number of attempts, length of time allowed on quizzes, as well as their SAT Reading and SAT Math scores. The implications of these results are discussed subsequently. Future researchers may wish to provide empirical evidence on how not counting all of students' online quiz scores toward their final grade may influence students' quiz performance, given the anxiety that time limits can foster.