Evaluating students with online testing modules in engineering economics: A comparision of student performance with online testing and with traditional assessments

Rane, Vrishtee; MacKenzie, Cameron A.

doi:10.1080/0013791x.2020.1784336

Cited by 8 publications

(15 citation statements)

References 24 publications

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“…Namely, they stated that the scores do not reflect their actual learning levels, since they did not answer the questions on their own. This situation can be considered as a confirmation that students use resources (Brallier, et al, 2015) and cheating behaviors (Rane & MacKenzie, 2020) in the remote testing. Students also criticize the instructors and the assessment system by conveying the opinion that high grades can be obtained without studying hard.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 72%

“…This increase may be attributed to the increased access to resources such as books and study notes in remote non-proctored exams (Brallier, et al, 2015). At the same time, students' tendency to cheating, which they also describe as helping each other (Rane & MacKenzie, 2020), can be considered as another possible factor for the increase in scores. On the other hand, the effect size in remote programs (g=.29) was not found as high as the one calculated for daytime education (g=.51) and evening education (g=.59) regarding the increase in scores.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

“…Expectations and opinions of students and instructors may differ due to their different roles with ERT (Bork & Rucks-Ahidiana, 2013). For example, the student may attribute the increase in grades to external help when responding to the difficult questions (Eastman et al, 2008) or the increase in study time for classes (Hansen et al, 2020) while the instructors may attribute it to cheating behavior (Rane & MacKenzie, 2020). It is important to examine views of students and lecturers, who are the most important stakeholders of higher education, about the possible change in their achievement scores during this period and the underlying factors in order to gain a multi-faceted insight into the concrete outcomes of ERT.…”

Section: Introductionmentioning

confidence: 99%

“…Some of them were experimental studies that were conducted with a focus on a single course for which the test setting was differentiated in the pre-pandemic period (Alexander et al, 2001;Brallier et al, 2015;Stowell & Bennett, 2010;Yağcı, 2012). Other studies have investigated the views of students and instructors on e-tests (Wibowo et al, 2016), and compared achievement scores of students and reported on students' views on e-tests (Al Salmi et al, 2019;Ilgaz & Afacan-Adanır, 2020;Rane & MacKenzie, 2020). Further studies have been mostly intended to compare achievement scores obtained pre-pandemic period when the courses were taught face-to-face and those obtained during the pandemic when the courses were delivered in the form of remote education (Gonzalez et al, 2020;El Said, 2021;Hansen et al, 2020;Iglesias-Pradas et al, 2021;Tinjić & Halilić, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The effect of emergency remote teaching on the university students’ end-of-term achievement

Yakar

2021

Journal of Educational Technology and Online Learning

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This study aimed to examine the effect of emergency remote teaching (ERT) on the endof-term achievement of university students. Accordingly, two sets of end-of-term achievement scores of all students attending Kahramanmaraş Sütçü İmam University, a Turkish state university were compared in terms of educational modality. More specifically, the first set was comprised of scores the students obtained from the tests at the end of 2019-2020 academic year when the courses were delivered via face-to-face education while the second set consisted of scores they obtained from the tests at the end of 2020-2021 academic year when the courses were virtually conducted due to ERT exerted by Covid-19 pandemic. In addition, the views of students and instructors about the differences between the achievement scores driven by ERT and reflection of actual learning in scores during this period were analyzed. The findings indicated that the achievement scores obtained in associate degree and undergraduate degree programs were significantly increased during ERT while no statistically significant difference was found in the scores obtained in graduate degree programs. The findings also showed that the students and instructors are well aware of the increase in achievement scores, which they attributed to various factors such as lack of exam security and devoting more time to the lesson. They generally agreed that the achievement scores obtained in ERT do not reflect the actual learning level of students. Finally, it was revealed that the subjective perceptions about the change in the achievement scores largely overlapped with the objective statistical results. Research Article

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 72%

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The effect of emergency remote teaching on the university students’ end-of-term achievement

Yakar

2021

Journal of Educational Technology and Online Learning

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“…Online assessment has been increasingly widely used in STEM since the 2000 s (e.g., Brouwer et al, 2009 ; Engelbrecht & Harding, 2004 ; Escudier et al, 2011 ; Jones & Long, 2013 ). In the internet age, it is asserted that traditional assessment is not the best way to evaluate students’ learning outputs (Rane & MacKenzie, 2020 ). Moreover, many researchers argue that online assessment is more useful than traditional paper-pencil assessments since individuals may take their exams whenever and wherever they want using online assessments which give them more flexibility (e.g., Engelbrecht & Harding, 2004 ; Rane & MacKenzie, 2020 ).…”

Section: Potential Moderators Of the Effectiveness Of Wbmi On Mathema...mentioning

confidence: 99%

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

Akın

2022

Educ Inf Technol

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Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the past two decades. The COVID-19 pandemic has led to an urgent transition from traditional mathematics instruction (TMI) to web-based mathematics instruction (WBMI) at all levels of mathematics education. At this point, it is crucial to scrutinize the effects of WBMI on K-16 students’ mathematics learning comprehensively. This meta-analysis research contained a total of 63 studies with 115 effect sizes, which aimed to investigate the effectiveness of WBMI on K-16 students’ mathematics learning by incorporating potential moderators, namely mathematics topics, mathematical content standards, feedback status, type of instructional features, age (i.e., grade level), and assessment methods. Based on findings, WBMI has a significantly strong effect on K-16 students’ mathematics learning ( g = 1.10, p = 0.01, 95% CI [0.95, 1.27]). Moderator analyses reveal that the effect sizes of WBMI on K-16 students’ mathematics learning varied significantly depending on all these potential moderators. Additionally, higher-level mathematical concepts, statistics and probability, WBMI with providing feedback, tutorial systems, undergraduate students, and traditional paper-pencil assessment are the strongest moderators in their context. The most notable results of this research are that WBMI is significantly more effective on students’ mathematics learning than TMI, while even in the context of WBMI, traditional paper-pencil assessment is significantly more effective than online assessment. This meta-analytic research provides a comprehensive and up-to-date perspective on the effectiveness of WBMI on K-16 students’ mathematics learning.

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Design principles for final answer assessment in linear algebra: implications for digital testing

Veale

Craig

2022

Teaching Mathematics and Its Applications: An International Journal of the IMA

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Digital testing, such as multiple-choice questions and final answer items, offers many advantages in higher educational assessment practices. Well-designed digital grading is more reliable and faster than hand grading and is scalable to larger classes. The validity of digital grading is open to criticism, particularly in mathematics where much of mathematics is based on processes and reasoning and not on the final answer achieved. At a technical university in the Netherlands, we have been increasing our use of digital short answer testing in calculus and linear algebra for service mathematics. To assess the validity of this mode of assessment, we graded a linear algebra test in two ways: short answer grading (where answers were considered either correct or incorrect) and the so-called ‘hypothetical grading’, where we assigned a grade based on the fully worked solution. Certain types of items proved to be more suitable for short answer (and hence digital) testing than others. We concluded our analysis with a set of design principles for digital or short answer testing in linear algebra.

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Evaluating students with online testing modules in engineering economics: A comparision of student performance with online testing and with traditional assessments

Cited by 8 publications

References 24 publications

The effect of emergency remote teaching on the university students’ end-of-term achievement

The effect of emergency remote teaching on the university students’ end-of-term achievement

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

Design principles for final answer assessment in linear algebra: implications for digital testing

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