Enhancing Students’ Learning Process Through Self-Generated Tests

Sánchez-Élez, M.; Pardines, Inmaculada; Garcia, Pablo; Miñana, Guadalupe; Roman, Sara; Sanchez, Margarita; Risco, José L.

doi:10.1007/s10956-013-9447-7

Cited by 24 publications

(24 citation statements)

References 29 publications

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“…This calls for new methods of assessment based on the effort put in by students. Thus, the second dimension to be considered is continuous assessment (Sanchez-Elez et al 2013).…”

Section: Students' Performance Beyond the Average Grade Obtainedmentioning

confidence: 99%

Innovation and Teaching Technologies

Peris‐Ortiz¹,

Garrigós‐Simón²,

Pechuán³

2014

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“…This calls for new methods of assessment based on the effort put in by students. Thus, the second dimension to be considered is continuous assessment (Sanchez-Elez et al 2013).…”

Section: Students' Performance Beyond the Average Grade Obtainedmentioning

confidence: 99%

Innovation and Teaching Technologies

Peris‐Ortiz¹,

Garrigós‐Simón²,

Pechuán³

2014

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“…In fact, the impact of problem posing-based mathematics teaching on learning outcomes were investigated by a variety of studies (Akay & Boz, 2009;Cankoy & Darbaz, 2010;Güzel & Biber, 2019;Chen et al, 2015;Guvercin & Verbovskiy, 2014;Turhan & Güven, 2014). Previous research has indicated that the utilize of problem posing-based approaches in education facilitates learning of mathematical concepts (Drake & Barlow, 2008;Van Harpen & Presmeg, 2013), increased critical thinking skills (Lowrie, 2002;Singer & Voica, 2012), developed cognition and metacognition like high-level thinking skills (Rosenshine et al, 1996), offered opportunities for problem solving (El Sayed, 2002), ensured development of problem posing skills (Chen et al, 2015;English, 1997;Suarsana et al, 2019) and contributed to development of positive attitudes and beliefs related to mathematics (Akay & Boz, 2010;Barlow & Cates, 2006;Chin et al, 2002;Sanchez-Elez et al, 2014;Turhan & Güven, 2014). Indeed, problem posing becomes more important than problem solving.…”

Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of the Impact of Problem Posing Strategies on Students’ Learning of Mathematics

Kul

Çelik

2020

RREM

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This is a review of experimental research in which students have been taught to pose mathematical problems as a means of developing their learning. Hence, the aim of the research is to combine the empirical evidence regarding the functionality of problem posing strategies and to explore the aspects which could influence the integration of problem posing in mathematical education. In this direction, a metaanalysis approach was utilized in this study. 20 experimental research published between years of 2000 and 2020 are contained in this research and 31 effect sizes were computed. According to random effects model, it was found that problem posing strategy has significant impact on learners' problem-solving skills, mathematics achievement, level of problems posed, and attitudes towards mathematics (ES = 1.328; 1.142; 1.152; 0.643; p=0.05). These effects also were analyzed according to methodological and instructional variables. The findings obtained in the research was discussed in the light of the literature and suggestions were made for the future studies.

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“…Nowadays, the multiple choice exams play an important role in the evaluation process [1]. The incorporation of the students on the creation of tests, the difficulty of their conception and the importance of their correct design to act as a useful tool or resource for the teaching-learning process lead to the need of individual evaluation of the items to rationalize their selection [1].…”

Section: Introductionmentioning

confidence: 99%

Design and Application of a Computer Tool to Evaluate the Goodness of Fit for Tests Designed to Be Self-Taught

Molina‐Martínez

Andrés‐Guerrero

Bravo-Osuna

et al. 2018

The 2nd Innovative and Creative Education and Teaching International Conference

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Nowadays, multiple choice questions play an important role in the self-evaluation process. The present work undertakes the design of a computer tool—Excel® worksheet—that will allow the calculation of different parameters that are usually employed for the evaluation of tests: difficulty, discrimination index, consistency, etc. The designed tool is used to evaluate the goodness to fit of multiple-choice tests on a practical particular case: self-teaching by competencies on the academic field of Pharmaceutical Technology of the Pharmacy Degree at Complutense University of Madrid. The easy-access computer tool designed makes it possible to evaluate tests from the empirical evidence, with respect to the fulfilment of the desired psychometric requirements, aiming to be useful for the student self-learning.

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Enhancing Students’ Learning Process Through Self-Generated Tests

Cited by 24 publications

References 29 publications

Innovation and Teaching Technologies

Innovation and Teaching Technologies

A Meta-Analysis of the Impact of Problem Posing Strategies on Students’ Learning of Mathematics

Design and Application of a Computer Tool to Evaluate the Goodness of Fit for Tests Designed to Be Self-Taught

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