Comment on: creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study

Belshaw, Alex; Mackie, Adam; Phillips, Hannah Kay; Rodrigues, Hannah; Russell, Andrew

doi:10.1080/10872981.2019.1709277

Cited by 3 publications

(9 citation statements)

References 1 publication

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“…Since launch, 2143 fourth year students have used the site, yet only one interaction was flagged as inappropriate and removed. Providing face-to-face training in question writing should improve students' confidence in authoring, would result in a larger question bank, and has been requested by other UK medical students 12. Medical students who received in-person training in question writing reported that it gave them insights into how to strategically approach MCQs which they believed improved their test taking aptitude 50 ; these are perceived benefits also noted by authors in this study.…”

supporting

confidence: 57%

“…Quantitative analysis corroborated the perception that answering Most published studies have integrated PeerWise as a taught, compulsory component of the curriculum with engagement contributing to summative assessment to encourage student participation. 12,36,37 Lower participation has been found when no marks were awarded. 15,47 We introduced PeerWise as a non-taught, noncompulsory component of the curriculum, and in contrast, observed high participation, at least with regards to question answering.…”

Section: Discussionmentioning

confidence: 99%

“…Constructivist learning theory posits that active self-construction of meaning and understanding through engagement with authentic learning tasks leads to better learning, with new knowledge built on previous knowledge. 11,12 Incorporating PeerWise into a course of study creates several active learning opportunities rooted in constructivist learning theory. Writing questions for example, engages higher order thinking processes, engages students deeply in course content, and choosing distractors raises awareness of misconceptions and plausible alternative interpretations of content.…”

Section: Pedagogical Principlesmentioning

confidence: 99%

“…26,31,32 Most interventions used PeerWise as a compulsory component of the curriculum, with engagement manipulated through inclusion of PeerWise exercises in summative assessment. 12,36,37 There remain contradictory reports, however, over whether medical students find compulsory MCQ writing exercises of educational benefit. 38,39 In this paper, we explore medical students' use of PeerWise and their perceptions of the value of PeerWise as a learning tool, and investigate the relationship between PeerWise use and assessment results, controlling for previous academic performance.…”

Section: Pedagogical Principlesmentioning

confidence: 99%

“…Results from qualitative studies suggest that students found PeerWise an enjoyable learning experience which improved their learning competency, engagement with the materials, and motivation to learn 26,31,32 . Most interventions used PeerWise as a compulsory component of the curriculum, with engagement manipulated through inclusion of PeerWise exercises in summative assessment 12,36,37 . There remain contradictory reports, however, over whether medical students find compulsory MCQ writing exercises of educational benefit 38,39 .…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Answering questions in a co‐created formative exam question bank improves summative exam performance, while students perceive benefits from answering, authoring, and peer discussion: A mixed methods analysis of PeerWise

Guilding

Pye

Butler

et al. 2021

Pharmacology Res & Perspec

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supporting

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Section: Pedagogical Principlesmentioning

confidence: 99%

Section: Pedagogical Principlesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Answering questions in a co‐created formative exam question bank improves summative exam performance, while students perceive benefits from answering, authoring, and peer discussion: A mixed methods analysis of PeerWise

Guilding

Pye

Butler

et al. 2021

Pharmacology Res & Perspec

View full text Add to dashboard Cite

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Objective Assessment in Java Programming Language Using Rubrics

Priyanka¹,

Mehrotra²

2022

JITE:IIP

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Aim/Purpose: This paper focuses on designing and implementing the rubric for objective JAVA programming assessments. An unsupervised learning approach was used to group learners based on their performance in the results obtained from the rubric, reflecting their learning ability. Background: Students' learning outcomes have been evaluated subjectively using a rubric for years. Subjective assessments are simple to construct yet inconsistent and biased to evaluate. Objective assessments are stable, reliable, and easy to conduct. However, they usually lack rubrics. Methodology: In this study, a Top-Down assessment approach is followed, i.e., a rubric focused on the learning outcome of the subject is designed, and the proficiency of learners is judged by their performance in conducting the task given. A JAVA rubric is proposed based on the learning outcomes like syntactical, logical, conceptual, and advanced JAVA skills. A JAVA objective quiz (with multiple correct options) is prepared based on the rubric criteria, comprising five questions per criterion. The examination was conducted for 209 students (100 from the MCA course and 109 from B.Tech. course). The suggested rubric was used to compute the results. K-means clustering was applied to the results to classify the students according to their learning preferences and abilities. Contribution: This work contributes to the field of rubric designing by creating an objective programming assessment and analyzing the learners’ performance using machine learning techniques. It also facilitates a reliable feedback approach offering various possibilities in student learning analytics. Findings: The designed rubric, partial scoring, and cluster analysis of the results help us to provide individual feedback and also, group the students based on their learning skills. Like on average, learners are good at remembering the syntax and concepts, mediocre in logical and critical thinking, and need more practice in code optimization and designing applications. Recommendations for Practitioners: The practical implications of this work include rubric designing for objective assessments and building an informative feedback process. Faculty can use this approach as an alternative assessment measure. They are the strong pillars of e-assessments and virtual learning platforms. Recommendation for Researchers: This research presents a novel approach to rubric-based objective assessments. Thus, it provides a fresh perspective to the researchers promising enough opportunities in the current era of digital education. Impact on Society: In order to accomplish the shared objective of reflective learning, the grading rubric and its accompanying analysis can be utilized by both instructors and students. As an instructional assessment tool, the rubric helps instructors to align their pedagogies with the students’ learning levels and assists students in updating their learning paths based on the informative topic-wise scores generated with the help of the rubric. Future Research: The designed rubric in this study can be extended to other programming languages and subjects. Further, an adaptable weighted rubric can be created to execute a flexible and reflective learning process. In addition, outcome-based learning can be achieved by measuring and analyzing student improvements after rubric evaluation.

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A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research

Chang

2022

Front. Psychol.

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Graduate students’ failure to graduate is of great concern, with the failure to graduate due to the dissertation being the most influential factor. However, there are many factors that influence the writing of a dissertation, and research on these factors that influence graduate students’ learning through emotion and cognition is still quite rare. A review of past research revealed that the main factor causing graduate students to drop out midway is not completing their thesis, followed by factors including insufficient achievement motivation, lack of learning strategy, and low confidence. The graduation rate of graduate students has been emphasized by the academic community; therefore, this study investigated the correlation between graduate students’ achievement motivation, active learning, and academic confidence in writing research. The study invited graduated students from two universities of science and technology situated in the northern region of Taiwan to complete the questionnaire. In this study, valid data for validation analysis were collected from 173 respondents, and the results showed that achievement motivation positively influenced active learning (higher-order learning, integrative learning, reflective learning) and that active learning (higher-order learning, integrative learning, reflective learning) positively influenced academic confidence. From the above findings, it can be seen that to help graduate students from University of Science and Technology to effectively complete their graduate studies, students should develop good motivation to adopt active learning strategies to enhance their academic self-confidence.

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Comment on: creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study

Cited by 3 publications

References 1 publication

Answering questions in a co‐created formative exam question bank improves summative exam performance, while students perceive benefits from answering, authoring, and peer discussion: A mixed methods analysis of PeerWise

Answering questions in a co‐created formative exam question bank improves summative exam performance, while students perceive benefits from answering, authoring, and peer discussion: A mixed methods analysis of PeerWise

Objective Assessment in Java Programming Language Using Rubrics

A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research

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