E-assessment in mathematics in higher education: a student perspective

Divjak, Blaženka; Žugec, Petra; Aničić, Katarina Pažur

doi:10.1080/0020739x.2022.2117659

Cited by 6 publications

(4 citation statements)

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“…For example, if average students' results related to a particular LO are far below the ideal LO weight (especially if this occurs in various groups or generations of students), this may point to assessment which is not acceptable from the students' perspective. It can mean that the assessment type is not inappropriate, feedback not timely or purposeful, or instructions not clear, which may result in students perceiving assessment as unfair (Divjak, Pažur, et al, 2022). Moreover, LA may point to specific student groups who are struggling with particular LOs, calling for tailored educational interventions, considering the needs of various, including underrepresented and vulnerable groups of students.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, it should be noted that students are involved in the continuous improvement of the DMGT course in several ways, which include providing feedback on assessment and reflections on student workload (eg, via questionnaires, semi-structured interviews). However, such aspects of student involvement are subject to other studies (eg, Divjak, Pažur, et al, 2022). Finally, in ensuring the positive impact of improvements and the closure of "the feedback loop", ongoing monitoring of course performance is essential (Shah et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

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Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design

Divjak

Svetec

Horvat

et al. 2022

Brit J Educational Tech

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To ensure the validity of an assessment programme, it is essential to align it with the intended learning outcomes (LO). We present a model for ensuring assessment validity which supports this constructive alignment and uses learning analytics (LA). The model is based on LA that include a comparison between ideal LO weights (expressing the prioritization of LOs), actual assessment weights (maximum assessment points per LO), and student assessment results (actually obtained assessment points per LO), as well as clustering and trace data analysis. These analytics are part of a continuous improvement cycle, including strategic planning and learning design (LD) supported by LO prioritization, and monitoring and evaluation supported by LA. To illustrate and test the model, we conducted a study on the example of a graduate‐level higher education course in applied mathematics, by analysing student assessment results and activity in a learning management system. The study showed that the analyses provided valuable insights with practical implications for the development of sound LD, tailored educational interventions, databases of assessment tasks, recommendation systems, and self‐regulated learning. Future research should investigate the possibilities for automation of such LA, to enable full exploitation of their potential and use in everyday teaching and learning. Practitioner notesWhat is already known about this topic To develop sound, student‐centred learning design (LD), it is essential to ensure that assessment is constructively aligned with the intended learning outcomes (LO). This constructive alignment is crucial for ensuring the validity of an assessment program. Learning analytics (LA) can provide insights that help develop valid assessment programs. What this paper adds As not all LOs are equally important, assessment programs should reflect the prioritization of LOs, which can be determined by using various multi‐criteria decision‐making (MCDM) methods. This article presents and illustrates, based on an empirical case, a model of continuous improvement of LD, which uses LA to compare how LOs are reflected in (actual) students' results, in an (actual) assessment program, and in the (ideal) prioritization of LOs based on MCDM. The study presents how clustering of students based on their assessment results can be used in LA to provide insights for educational interventions better targeted to students' needs. Implications for practice and/or policy The proposed LA can provide important insights for the development (or improvement) of LD in line with the intended course LOs, but also study program LOs (if course and study program LOs are properly aligned). The LA can also contribute to the development of databases of assessment tasks aligned with course LOs, with ensured validity, supporting sharing and reusing, as well as to the development of tailored educational interventions (eg, based on clustering). The proposed LA can also contribute to the development of recommendation systems, with recommendations for the improvement of LD for teachers or learning suggestions for students, as well as students' meta‐cognition and self‐regulated learning.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design

Divjak

Svetec

Horvat

et al. 2022

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

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“…Transparency in teaching is an approach that emphasizes the importance of clearly communicating course expectations, learning outcomes, and assessment criteria to students. The high evaluation scores may indicate a successful attempt by the course instructor to apply transparency in teaching, which can lead to improved student engagement, motivation, and success [59,60].…”

Section: Figurementioning

confidence: 99%

New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics

Nilimaa

2023

Trends in Higher Education

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This paper presents a new and innovative examination method designed to foster creativity, problem-solving, and collaboration in mathematics education. Traditional assessment practices often focus on rote memorization and fail to engage students in the exploration of mathematical concepts and connect the content to real-world problems. In contrast, the proposed examination approach requires students to invent and solve their own mathematical tasks based on their personal interests and experiences. By actively engaging with mathematical concepts and relationships, students deepen their understanding while developing essential skills such as communication, self-assessment, and peer feedback. Anonymized peer correction is also introduced as a means of minimizing bias and promoting objectivity and a wider understanding. The study investigates student perceptions of the examination based on their experiences regarding its effects on creativity and problem-solving skills. The findings suggest that the new way of examining may not only enhance students’ mathematical understanding and problem-solving abilities but also foster a collaborative learning environment that encourages communication and peer support. The paper concludes that the adoption of this new method has the potential to transform traditional assessment practices and promote more engaged, creative, and collaborative learning experiences for students in a wide range of subjects.

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“…Electronic academic assessment offers several advantages, including increased flexibility for both faculty members and students (Alotaibi, 2021), the ability to provide immediate feedback (Divjak et al, 2022), the capacity to deal with a large number of students (Howe, 2020), and a faster evaluation process (Kundu & Bej, 2021). However, electronic assessment also has certain disadvantages, including the requirement that students must have specific technological skills (St-Onge et al, 2022), the need for device availability (Bashitialshaaer et al, 2021), and issues related to academic dishonesty (Appiah-Adjei, 2022).…”

Section: Electronic Academic Assessmentmentioning

confidence: 99%

The Relationship Between Academic Self-Efficacy and Undergraduate Students’ Perceptions of Electronic Assessment: A Mediation Analysis

Asfahani

2023

IJLTER

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Recently, in response to unstable global environmental factors, there has been a widespread shift towards online education. Drawing on Bandura’s social learning theory, this study examines the mediating role of academic self-efficacy in the relationship between students’ learning styles and their perceptions of electronic assessment. The research design utilized in this study involved a cross-sectional survey conducted via a web-based questionnaire administered to 342 undergraduate students enrolled in online courses at a private university in Jeddah, Saudi Arabia. The instruments employed included the student perceptions of electronic assessment scale, the academic self-efficacy scale and the student learning style scale, which assessed students’ perceptions of e-assessment, their confidence in learning and completing e-assessment tasks, and their preferred learning styles, respectively. The findings revealed that students held neutral perceptions of electronic assessment and exhibited a moderate level of academic self-efficacy. The contributory learning style emerged as the most favored, while the avoidant style was the least preferred. Importantly, the results demonstrated statistically significant direct and indirect effects of learning styles on students’ perceptions of electronic assessment, mediated by academic self-efficacy. This study has theoretical and practical implications, provides recommendations and highlights opportunities for future research in the field of online learning and electronic assessment.

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E-assessment in mathematics in higher education: a student perspective

Cited by 6 publications

References 50 publications

Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design

Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design

New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics

The Relationship Between Academic Self-Efficacy and Undergraduate Students’ Perceptions of Electronic Assessment: A Mediation Analysis

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