An Investigation of a Two-Tier Test Strategy in a University Calculus Course: Causes versus Consequences

Tzu Chi Yang, Sherry Y. Chen, Meng Chang Chen

研究成果: 雜誌貢獻期刊論文同行評審

2 引文 斯高帕斯(Scopus)

摘要

Online tests have been identified as a core learning activity in higher education. Unlike conventional online tests, which cannot completely reflect students' learning status, two-tier tests not only consider students' answers, but also take into account reasons for their answers. Due to such significance, research into the two-tier tests had mushroomed but few studies examined why the two-tier test approach was effective. To this end, we conducted an empirical study, where a lag sequential analysis was used to analyze behavior patterns while qualitative data from the questionnaire were applied to explain why these behavior patterns were happened. The results indicated students with a two-tier test tended to realize the rationale of a concept, instead of relying on their memories. In other words, the two-tier test can facilitate students to develop deep thinking skills. This may be because they considered the two-tier test as a learning tool, instead of an assessment tool only.

原文???core.languages.en_GB???
文章編號7360189
頁(從 - 到)146-156
頁數11
期刊IEEE Transactions on Learning Technologies
9
發行號2
DOIs
出版狀態已出版 - 1 4月 2016

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