Student-generated Questions: Developing Mathematical Competence through Online-Assessment

Caspari-Sadeghi, Sima; Forster-Heinlein, Brigitte; Maegdefrau, Jutta; Bachl, Lena

doi:10.20429/ijsotl.2021.150108

Cited by 12 publications

(6 citation statements)

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“…Other studies focused on the self-regulation of students. Methods for increasing self-regulation by assessing students formatively included question generating and giving students responsibility for their assessment (Caspari-Sadeghi et al, 2021), possible interaction of students with formative questions (Chen et al, 2018), as well as the influence of journaling, self-assessment, and peer-sharing on cognition regulation strategies of students (Hwang et al, 2015). Other key publications focused on the increase of students' engagement through formative assessment, including online assessment through formative quizzes (Holmes, 2018;Hughes et al, 2020), formative portfolio assessment (Nicholson, 2018), or peer assessment (Chen et al, 2021;Sullivan & Watson, 2015;Vaughan, 2014).…”

Section: Summary Of Results For Rq1mentioning

confidence: 99%

Online Assessment in Higher Education: A Systematic Review

Joana

2023

OLJ

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Online assessment is defined as a systematic method of gathering information about a learner and learning processes to draw inferences about the learner’s dispositions. Online assessments provide opportunities for meaningful feedback and interactive support for learners as well as possible influences on the engagement of learners and learning outcomes. The purpose of this systematic literature review is to identify and synthesize original research studies focusing on online assessments in higher education. Out of an initial set of 4,290 publications, a final sample of 114 key publications was identified, according to predefined inclusion criteria. The synthesis yielded four main categories of online assessment modes: peer, teacher, automated, and self-assessment. The synthesis of findings supports the assumption that online assessments have promising potential in supporting and improving online learning processes and outcomes. A summary of success factors for implementing online assessments includes instructional support as well as clear-defined assessment criteria. Future research may focus on online assessments harnessing formative and summative data from stakeholders and learning environments to facilitate learning processes in real-time and help decision-makers to improve learning environments, i.e., analytics-

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Section: Summary Of Results For Rq1mentioning

confidence: 99%

Online Assessment in Higher Education: A Systematic Review

Joana

2023

OLJ

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Section: Summary Of Results For Rq1mentioning

confidence: 99%

OLJ March 2023 27(1)

Rice¹

2023

OLJ

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“…Benzer, Sefer, Oren, and Konuk (2016) believe that having students write summaries helps them determine the main point of the text and recall material. The Student-Generated Questions technique promotes self-regulated learning by shifting the evaluation from the teacher to the students (Caspari-Sadeghi, Forster-Heinlein, Maegdefrau, & Bachl, 2021). This activity encourages students to engage in deeper and more active learning, and provides a framework for their ideas and comprehension of scientific concepts (Chin & Brown, 2002).…”

Section: Types Of Classroom Assessment Techniques (Cats)mentioning

confidence: 99%

Positive impact of formative assessment on science subject learning: A case study of an international private school

Nor,

Wider

2023

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Addressing challenges in science education and enhancing students' learning experiences requires a comprehensive understanding of effective formative assessment practices. This study aims to investigate students' perspectives on formative assessment, particularly Classroom Assessment Techniques (CATs), in science education and explore their positive impact. Two research objectives were established: (1) to explore students' perspectives on CATs and (2) to identify students' reasoning on CATs. Students at an international private school who had been introduced to CATs and had used these techniques throughout their learning sessions were the focus of this qualitative research. In this study, 15 students participated in an online survey, out of whom three participants were randomly selected to participate in individual, in-depth, semi-structured interviews conducted. The students also signed informed consent forms, indicating their agreement to participate in the study. A series of interview protocols were designed. Regarding the perspectives on CATs, participants' responses were categorized into two common themes: (i) the ability to relate science to daily life and (ii) enhancement of understanding of science subject. Meanwhile, students' reasoning behind CATs was categorized into three common themes: (i) self-directed learning, (ii) aid in memorization, and (iii) reduction of feelings of isolation. The findings can provide both educators and students with a deeper understanding of the benefits derived from implementing CATs and how these techniques contribute significantly to the progress of teaching and learning processes.

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Student-generated Questions: Developing Mathematical Competence through Online-Assessment

Cited by 12 publications

References 0 publications

Online Assessment in Higher Education: A Systematic Review

Online Assessment in Higher Education: A Systematic Review

OLJ March 2023 27(1)

Positive impact of formative assessment on science subject learning: A case study of an international private school

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