当前位置: X-MOL 学术Comput. Educ. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Self-assessing one’s test with a possible bonus enhances low performers’ academic performance
Computers & Education ( IF 12.0 ) Pub Date : 2021-01-01 , DOI: 10.1016/j.compedu.2020.104036
Jiangmei Yuan , Siddharth Savadatti , Guoguo Zheng

Abstract Students tend not to review test feedback or process it cognitively. We examined whether and how self-assessment enhanced engineering students’ engagement in test feedback and academic performance, and whether and how it had different impacts on high- and low-performers’ engagement and academic performance. We also investigated whether peer assessment and bonus points added to the effect of selfassessment. Engineering students in the three experimental groups received different interventions: self-assessing their test (SA), self-assessing their test with a bonus (SAI), and assessing their own and peer’s test with a bonus (PSAI). A video detailing the solutions and how to grade each test was provided to guide students to assess tests. There were no statistically significant differences between the control and experimental groups in students’ engagement and academic performance, but lowperforming, SAI’s score change from Test 2 to the final exam was bigger than low performers in the control group. Reflections suggested one possible reason for why high performers did not benefit as much as the low performers was the ceiling effect. That is, high performers already understood the concepts before the self-assessment.Students liked self-assessing tests, thought that it was of value, and thought about why they lost points. Our study contributes to the literature on how to improve the effectiveness of test feedback and the literature indicating that providing differentiating feedback based on students’ prior knowledge can be beneficial. It also shows

中文翻译:

用可能的奖金对自己的考试进行自我评估可以提高低绩效者的学习成绩

摘要 学生往往不会回顾测试反馈或以认知方式处理它。我们研究了自我评估是否以及如何提高工程专业学生对测试反馈和学业成绩的参与度,以及它是否以及如何对高绩效和低绩效者的参与度和学业成绩产生不同的影响。我们还调查了同伴评估和奖励积分是否增加了自我评估的效果。三个实验组的工程专业学生接受了不同的干预:自我评估他们的测试(SA),自我评估他们的测试有奖励(SAI),以及评估他们自己和同伴的测试有奖励(PSAI)。提供了详细介绍解决方案以及如何为每个测试评分的视频,以指导学生评估测试。对照组和实验组在学生的参与度和学习成绩方面没有统计学上的显着差异,但低表现,SAI从测试2到期末考试的分数变化大于对照组的低表现者。反思表明,高绩效者受益不如低绩效者多的一个可能原因是天花板效应。即高分者在自测之前就已经理解了概念。学生喜欢自测,认为它有价值,并思考为什么他们会掉分。我们的研究对有关如何提高测试反馈有效性的文献以及表明根据学生的先验知识提供差异化​​反馈可能是有益的文献做出了贡献。它还显示 反思表明,高绩效者受益不如低绩效者多的一个可能原因是天花板效应。即高分者在自测之前就已经理解了概念。学生喜欢自测,认为它有价值,并思考为什么他们会掉分。我们的研究对有关如何提高测试反馈有效性的文献以及表明根据学生的先验知识提供差异化​​反馈可能是有益的文献做出了贡献。它还显示 反思表明,高绩效者受益不如低绩效者多的一个可能原因是天花板效应。即高分者在自测之前就已经理解了概念。学生喜欢自测,认为它有价值,并思考为什么他们会掉分。我们的研究对有关如何提高测试反馈有效性的文献以及表明根据学生的先验知识提供差异化​​反馈可能是有益的文献做出了贡献。它还显示 并思考他们为什么失去积分。我们的研究对有关如何提高测试反馈有效性的文献以及表明根据学生的先验知识提供差异化​​反馈可能是有益的文献做出了贡献。它还显示 并思考他们为什么失去积分。我们的研究对有关如何提高测试反馈有效性的文献以及表明根据学生的先验知识提供差异化​​反馈可能是有益的文献做出了贡献。它还显示
更新日期:2021-01-01
down
wechat
bug