The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students
The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students
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DOI：
10.1080/02602938.2017.1401976
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发表时间：
2018-01-01
影响因子：
4.4
通讯作者：
Walet, Niels R.
中科院分区：
文献类型：
--
作者：
Acosta-Gonzaga, Elizabeth;Walet, Niels R.
本研究探讨了学生对使用需要数学答案的实质性在线评估的态度。由于在大学环境中使用电子评估的指导有限，我们的目标是了解学生接受电子评估的重要方面，以支持高等教育中数学科目的学习。为此，我们使用详细的调查问卷，分析了英国大学一年级学生中各种态度因素对此类评估的影响。这些学生之前都接受过包含大量数学工作的在线评估，包括根据这些答案背后可识别的误解对其答案的代数结构进行测试和反馈。由于学生收到了高度定制的反馈，因此期望这些反馈的有用性将成为他们使用教育技术的关键驱动力。结果确实表明，学生发现在线反馈比传统反馈更令人愉快和有用，但享受和态度是两个最重要的因素。
This study explores student attitudes to the use of substantive on-line assessments that require mathematical answers. Since there is limited guidance available for their use in a university setting, our goal is to learn what are the important aspects in student acceptance of e-assessments that support learning of mathematical subjects in higher education. To that end we analyse the effects of a variety of attitudinal factors towards such assessments amongst a cross-section of first year students in an English university, using a detailed questionnaire. These students were all previously exposed to on-line assessments containing substantial mathematical work, including testing of and feedback on the algebraic structure of their answers, based on identifiable misconceptions underlying these answers. Since students received highly tailored feedback, the expectation was that the usefulness of this feedback would be the key driver in their usage of educational technology. The results indeed suggest that students find on-line feedback more enjoyable and useful than conventional feedback, but enjoyment and attitude are the two most important factors.