Online assessment, adaptive feedback and the importance of visual learning for students. The advantages, with a few caveats, of using MapleTA

Pezzino, Mario

doi:10.1016/j.iree.2018.03.002

Cited by 19 publications

(17 citation statements)

References 10 publications

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“…Students can practice several times with similar questions, and at the same time students could get an immediate feedback. In this regard, the use of online assessment in learning is part of a critical constructivist teaching tool (Pezzino, 2018). However, there are several drawbacks when using online scoring systems.…”

Section: Strenghths and Weaknesses Of Online Learning Assessmentsmentioning

confidence: 99%

Alternative Assessments in Online Learning during Covid-19 Pandemic: The Strenghths and Weaknesses

Arifuddin

Turmudi

Rokhmah³

2021

IJEE

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Currently, online learning becomes a new trend in the Indonesian education. But, the educators are not ready to adapt to online learning, especially in online learning assessments. This study aims to describe the alternative assessments in online learning that can be implemented at elementary education along with its advantages and disadvantages. This study employed a qualitative approach with the literature review method. Researchers collected a number of reputable national and international journal articles, textbooks, handbooks, regulations, and so on from the google scholar database, science direct, eric, and others related to research problems and objectives. The analysis of the literature review uses the critical appraisal method. The results of this study showed that online learning assessments that can be implemented in elementary education were formative and summative assessments. It included cognitive assessments, performance assessments, portfolios, writings and journals, self-assessment and peers-assessments. The use of online learning assessments has many advantages such as the availability to conduct tests on demand and at any time, provides direct feedback to users, the students’ quick access to the test results, and a more accurate measurement of student learning. However, online assessment systems also have several drawbacks, such as students who have low information technology (IT) skills might be disadvantaged. For this reason, in implementing online learning and assessment, teachers and students should master information and communication technology skills.

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Section: Strenghths and Weaknesses Of Online Learning Assessmentsmentioning

confidence: 99%

Alternative Assessments in Online Learning during Covid-19 Pandemic: The Strenghths and Weaknesses

Arifuddin

Turmudi

Rokhmah³

2021

IJEE

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“…Kozhevnikov et al [32] show that object visualization relates to artistic creativity and spatial visualization relates to scientific creativity, while both are distinct from verbal creativity. Visual material is very useful to support students' learning; it allows students to experience information and new concepts in a sensorial way and puts them in a position to be able to process more abstract reasoning [33]. So, a thematic approach must be used, and this is why multiple creativity-oriented visual tools have been used in multiple fields in bachelor degrees: In engineering [34][35][36], in chemistry [37], in informatics [38], in economics [39][40][41], and in microbiology [42]; Reference [43] used visual tools in the framework of medicine in order to efficiently communicate the key elements of the research article.…”

Section: Review Of the Literaturementioning

confidence: 99%

Collaborative Learning Communities for Sustainable Employment through Visual Tools

2020

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Higher education institutions must enable students to acquire skills and capacities that prepare them for working life and enhance their employability. This will lead to an applied learning- and teaching-enhancement-oriented sustainable Higher Education System. This research aims to contribute to that goal by analyzing student interactions in a collaborative learning community. It assesses the impact of visual tools on academic performance and student satisfaction in employment-focused blended studies, in which enrollees were geographically dispersed undergraduates with a diversity of profiles. A financial studies learning community was created to test students’ interactions in a model conducive to participation as visual content creators and users. Three surveys (pre-project, appraisal of classmates’ visual exercises, and post-project) were conducted to assess project impact. First, we used a univariate approach, focused on students’ characteristics, course and project appraisals, and the effects of the project on academic performance and expectations. Secondly, a bivariate approach was conducted to detect relationships between respondents’ appraisals and personal characteristics and to determine whether their mean scores were the same irrespective of such characteristics. The findings showed that: (1) Students’ preferences concur with those of their employers; (2) participation in innovative initiatives improves students’ perception of course procedures; (3) visual tools have a positive impact on learning, in terms of both academic performance and student satisfaction. The study concludes by providing support for educational institutions´ decision-making around courses and the overall curricula by defining the factors determining academic performance and student satisfaction.

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“…There are several research studies that propose models and tools with a similar approach in mathematics, such as ViLLE [10], MathDIP [13], Numbas [23], [24], Math-CAL [25], MapleTA. [13], [26]- [29], STACK [30], [31] (which is a Moodle plugin), WeBWorK [32]- [34], WebMathematica [35] and Petite [36]. However, this paper is differentiated from these in three respects.…”

Section: Introductionmentioning

confidence: 99%

A Framework for Automated Formative Assessment in Mathematics Courses

Moreno

Pineda

2020

IEEE Access

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In general terms, the aims of formative assessment are to gather and analyze information about the progress of students, with the intention of improving instruction in real time. This can also help teachers to identify those elements that students are struggling with, and therefore to determine where adjustments must be made. There are, however, some issues that must be addressed before this approach can become more widespread. In this research, and with mathematics as our specific scope, we focus on two of these issues: we present a framework to help teachers implement assessment items that are highly dynamic and flexible, but that allows them at the same time to model common misconceptions and to provide suitable feedback. Following this, we carried out an experiment to determine (i) whether the students perceived such feedback to be useful; (ii) whether they actually used it; and ultimately (iii) whether it produced a difference in their performance. To find the answers to these questions, we used an online 'pre-calculus' course with 458 students and collected data directly from those students via both a perception survey and from their interaction with the LMS. Based on these data, we performed several analyses, including process mining and statistical hypothesis tests. The results demonstrated that although many of the students had a positive opinion of the feedback received, it was not always followed. Nevertheless, when it was (or at least when students said it was), the students performed better.

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Online assessment, adaptive feedback and the importance of visual learning for students. The advantages, with a few caveats, of using MapleTA

Cited by 19 publications

References 10 publications

Alternative Assessments in Online Learning during Covid-19 Pandemic: The Strenghths and Weaknesses

Alternative Assessments in Online Learning during Covid-19 Pandemic: The Strenghths and Weaknesses

Collaborative Learning Communities for Sustainable Employment through Visual Tools

A Framework for Automated Formative Assessment in Mathematics Courses

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