Literaturnachweis - Detailanzeige
| Autor/inn/en | Moro, Sérgio; Martins, António; Ramos, Pedro; Esmerado, Joaquim; Costa, Joana Martinho; Almeida, Daniela |
|---|---|
| Titel | Unfolding the Drivers of Student Success in Answering Multiple-Choice Questions about Microsoft Excel |
| Quelle | In: Computers in the Schools, 37 (2020) 2, S.55-73 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0738-0569 |
| DOI | 10.1080/07380569.2020.1749127 |
| Schlagwörter | Multiple Choice Tests; Test Items; Spreadsheets; Computer Software; Instructional Effectiveness; Difficulty Level; Performance Factors; Public Colleges; Test Format; Undergraduate Students; Scores; Learning Analytics; College Curriculum; Foreign Countries; Portugal |
| Abstract | Many university programs include Microsoft Excel courses given their value as a scientific and technical tool. However, evaluating what is effectively learned by students is a challenging task. Considering multiple-choice written exams are a standard evaluation format, this study aimed to uncover the features influencing students' success in answering these types of questions. The empirical experiments were based on Excel evaluation exams containing questions answered by 526 students between 2012 and 2016, with a total of 3,340 answers characterized by 17 features. Through data mining, a neural network was developed that accurately modeled students' choices. A sensitivity analysis was applied to the model to assess the most relevant features. Findings identified four highly relevant features for students' success: number of words of the question, topic, difficulty degree, and number of similar choices. This study helps to guide the design of future exams by quantifying the individual influence of each feature. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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