ERG SES F 01, Parallel Session F 01
This presentation will give an overview of the design-research study, where the aim was to enhance the quality of learning by introducing self assesment tests the students can use before taking an exam on the course Statistics and Data Analysis.
The course covers descriptive statistics and basics of interferential statistics. Teaching methods on the course are based on active learning and the focus of the course is on developing students’ ability to understand practical examples from real life and statistical problems connected to them. Thus, the basic stress on the course is laid on analyzing and interpreting data from real life, as well as developing statistical thinking, while majority of the analysis is computer-based. Despite the fact that the course is systematically developed and improved over the years and the student feedback is very high, the students don’t achieve as good results on their exams as expected. Hence the basic problem of this research: how to guarantee the students better support while preparing for the exam?
According to the given central problem the aims of this research are the following:
* Describe the role of assessment, feedback and self-control tests in the process of learning;
* Compile experimental self-control tests on one topic on the course „Statistics and Data Analysis“;
* Study the efficiency of self-control tests in real context through user research;
* Formulate the results of the analysis on self-control tests and bring out suggestions for improvement for the future.
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. The instructional effect of feedback in test-like events. Review of Educational Research. 1991, 61, 213-238. Berry, R. Entwining feedback, self, and peer assessment. (impact of assessment on learning) Academic Exchange Quarterly Publication. 2005, 9 (3), 225-230. Capper, J. Testing to learn – learning to test. Newark (Del.) : International Reading Association : Washington (D.C.) : Academy for Educational Development, c1996 Dihoff, R.E., Brosvic, G.M., Epstein, M.L, Cook, M.L., Provision of feedback during preparation for academic testing: learning is enhanced by immediate but not delayed feedback. The Psychological Record, Vol. 54, 2004. Gibbs, G; Simpson, C. Does your assessment support your students' learning? Learning and Teaching in Higher Education. http://isis.ku.dk/kurser/blob.aspx?feltid=157744 Jolliffe, F.R. Assessment of the Understanding of Statistical Concepts. ICOTS 3,1990. http://www.stat.auckland.ac.nz/~iase/publications/18/BOOK1/C9-3.pdf Lipson, K. Assessing understanding in statistics. The Proceedings of the ISI / IASE Satellite on Statistics Education and the Communication of Statistics, 2007 http://www.stat.auckland.ac.nz/~iase/publications/sat07/Lipson.pdf Murphy, P. (2007). Assessing assessment: a formal study of the benefits of assessment in a final year undergraduate statistics course. The Proceedings of the ISI / IASE Satellite on Statistics Education and the Communication of Statistics, 2007. http://www.stat.auckland.ac.nz/~iase/publications/sat07/Murphy.pdf Niglas, K. Uurimismeetodid : loengukonspekt. Tallinn : Tallinna Ülikool, 2007 http://minitorn.tlu.ee/~katrin/cmsSimple/uploads/UM_loengI_IIjaIIIosa.pdf Niglas, K; Osula, K. University-Level Data Analysis Courses With The Emphasis On Understanding And Communication Of Statistics – A Ten Years Action Research Project. The Proceedings of the ISI / IASE Satellite on Statistics Education and the Communication of Statistics, Sydney, 2005. http://www.stat.auckland.ac.nz/~iase/publications/14/niglas.pdf Peer and Self Assessment. [WWW] http://www.qub.ac.uk/directorates/AcademicStudentAffairs/CentreforEducationalDeve lopment/Resources/PeerandSelfAssessment/ Schau, C; Mattern, N. Assessing Students’ Connected Understanding of Statistical Relationships. https://app.gen.umn.edu/artist/articles/Schau.pdf
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