An Analysis of How Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity

Autor/inn/en	Flesch, Michael; Ostler, Elliott
Titel	An Analysis of How Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity
Quelle	In: International Journal for Mathematics Teaching and Learning, (2011), (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Algebra; College Instruction; Mathematics Tests; Supervision; Computer Assisted Testing; Comparative Analysis; Scores; Outcomes of Education; Context Effect; Student Evaluation; Integrity; Mastery Learning; Accountability; Nebraska + Suchen Sie Ihr Suchwort? Hochschullehre; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Integrität; Verantwortung
Abstract	This paper presents the results of a study focused on the issue of how proctored testing affects the learning outcomes and integrity in an Intermediate Algebra course setting. The study follows a model of assessment where students in one group have taken two of their five unit exams as proctored tests along with a proctored Comprehensive Final Exam, compared to a second group who take all unit tests online, but who do complete a proctored Comprehensive Final Exam. (Contains 7 tables and 6 figures.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10