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

Autor/inn/en	Yang, Tzu Chi; Chen, Sherry Y.; Chen, Meng Chang
Titel	An Investigation of a Two-Tier Test Strategy in a University Calculus Course: Causes versus Consequences
Quelle	In: IEEE Transactions on Learning Technologies, 9 (2016) 2, S.146-156 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2015.2510003
Schlagwörter	Higher Education; Calculus; Mathematics Instruction; Mathematics Tests; Questionnaires; Learning Activities; Thinking Skills; Skill Development; Student Attitudes; Qualitative Research; Teaching Methods; Computer Assisted Testing; Web Based Instruction; College Students; Control Groups; Pretests Posttests; Statistical Analysis; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Fragebogen; Lernaktivität; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Web Based Training; Collegestudent; Statistische Analyse; Ausland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01