Assessment & Evaluation in Higher Education最新文献_第8页

Factors associated with online examination cheating 与网络考试作弊有关的因素

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-11-11 DOI: 10.1080/02602938.2022.2144802

Michael Henderson, Jennifer Chung, R. Awdry, Matthew Mundy, Mike Bryant, Cliff Ashford, K. Ryan

{"title":"Factors associated with online examination cheating","authors":"Michael Henderson, Jennifer Chung, R. Awdry, Matthew Mundy, Mike Bryant, Cliff Ashford, K. Ryan","doi":"10.1080/02602938.2022.2144802","DOIUrl":"https://doi.org/10.1080/02602938.2022.2144802","url":null,"abstract":"Abstract Online examinations are a common experience in higher education. Their security is a key concern for education communities, and has resulted in a variety of cheating countermeasures. There is broad consensus in the literature that there is no one measure, including proctoring, which eradicates cheating behaviours. As a result, this study is exploratory, seeking to add to our understanding of the range of factors that may interact with frequency of cheating behaviour in online examinations. This large-scale study (N = 7839) is based in one Australian university which pivoted to online examinations during the 2021 Covid-19 lockdowns. Students who reported cheating (n = 216) revealed a wide range of factors that may have influenced their behaviours. A key observation is that cheating, although less frequent than reported elsewhere, occurred regardless of the security measure, assessment design, examination condition, and across the spectrum of student demographic variables. However, there were statistically significant differences in relation to frequency of cheating according to certain demographics, examination conditions, motivations, attitudes and perceptions. Although some forms of proctoring did demonstrate reduced frequencies in self-reported cheating, they are demonstrably incomplete solutions due to the complexity of other variables.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"1 1","pages":"980 - 994"},"PeriodicalIF":4.4,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82909071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy 学习者反馈素养心理结构的双因素模型：反馈、反馈信任和自我效能概念

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-11-10 DOI: 10.1080/02602938.2022.2042187

B. Song

{"title":"Bifactor modelling of the psychological constructs of learner feedback literacy: conceptions of feedback, feedback trust and self-efficacy","authors":"B. Song","doi":"10.1080/02602938.2022.2042187","DOIUrl":"https://doi.org/10.1080/02602938.2022.2042187","url":null,"abstract":"Abstract In contemporary feedback research, effective feedback does not depend on merely the characteristics of feedback but also on learners’ ability to understand, manage and use the information. Known as feedback literacy, it refers to learners’ social cognitive capacity, affective capacity and disposition prior to substantial engagement with feedback. In addition, feedback literacy is said to be developed in social learning settings. Despite the importance of the learner feedback literacy construct, little is known about its quantitative conceptualization or the specific psychological variables underpinning it. The purpose of this paper is to propose and validate a bifactor model of learner feedback literacy consisting of (1) conceptions of feedback, (2) feedback trust and (3) self-efficacy. Drawing from data on 923 learners from a polytechnic in Singapore that practices the social constructivist learning approach, results from Rasch and bifactor modelling analyses revealed that the learner feedback literacy model is psychometrically sound and robust with the potential to be developed further. Limitations and future research directions in the use of this model are discussed in the paper.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"47 1","pages":"1444 - 1457"},"PeriodicalIF":4.4,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49365570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Talking during a test?! Embracing mobile instant messaging during assessment 考试时说话?在评估期间采用移动即时消息

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-11-10 DOI: 10.1080/02602938.2022.2041545

Cecile Janse van Rensburg, S. Coetzee, Astrid Schmulian

{"title":"Talking during a test?! Embracing mobile instant messaging during assessment","authors":"Cecile Janse van Rensburg, S. Coetzee, Astrid Schmulian","doi":"10.1080/02602938.2022.2041545","DOIUrl":"https://doi.org/10.1080/02602938.2022.2041545","url":null,"abstract":"Abstract This study reports on the incorporation of mobile instant messaging (MIM) in assessments, as a collaborative learning tool, to enable students to socially construct knowledge and develop their collaborative problem solving competence, while being assessed individually. In particular, this study explores: what is the extent and timing of students’ use of MIM to communicate with other students while being assessed individually? What communicative activities are evident in the content of students’ MIM communications while being assessed individually? How do students experience being able to use MIM while being assessed individually? The results of this study’s analysis of the messages sent during various assessments suggests that when incorporating MIM into assessments, instructors should consider the objective of those assessments together with the nature (e.g. essay style) and the stakes of the assessments as these appear to influence the extent, timing and content of the instant messaging communications by the students during the assessment. A survey of the students suggested that their experiences of being able to use MIM during assessments were largely positive due to the learning opportunities, collaboration and teamwork, authenticity and equity that the introduction of instant messaging during assessment enabled.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"47 1","pages":"1388 - 1400"},"PeriodicalIF":4.4,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42131707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention 培养培训翻译人员的评估素养:作为干预手段的脚手架式自我评估和同行评估

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-11-07 DOI: 10.1080/02602938.2022.2142515

Guangjiao Chen, Xiangling Wang, Lyu Wang

{"title":"Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention","authors":"Guangjiao Chen, Xiangling Wang, Lyu Wang","doi":"10.1080/02602938.2022.2142515","DOIUrl":"https://doi.org/10.1080/02602938.2022.2142515","url":null,"abstract":"Abstract Recent growth in research on assessment has focused on the importance of university students’ assessment literacy, yet few studies have investigated how self and peer assessment combined with scaffolding can develop student assessment literacy. To address this, we developed scaffolding self and peer assessment (SSPA) as an intervention to build student assessment literacy. A quasi-experimental design was implemented to test its usefulness; one class (N = 21) received the intervention and the other (N = 23) did not. The findings indicated that SSPA had a positive effect on the trainee translators’ assessment literacy levels. Consistent across the time points, the intervention group demonstrated significant improvements in self and peer feedback provision. In contrast, no such trend was noticed among the non-intervention group. The intervention group also significantly outperformed the non-intervention group in translation performance. Students were generally positive about SSPA, showing its feasibility in translation instruction. This study highlights the role that teacher scaffolding can play in helping trainee translators develop assessment literacy to meet language service industry requirements.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"888 - 902"},"PeriodicalIF":4.4,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42909214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A practical approach to overcoming biases in comparing student performance in higher education 在比较高等教育学生表现时克服偏见的实用方法

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-11-03 DOI: 10.1080/02602938.2022.2134841

Kai Pastor, Thorsten Schank, O. Troitschanskaia, K. Wälde

引用次数: 0

A review of the changes in higher education assessment and grading policy during covid-19 新冠肺炎期间高等教育评估和分级政策的变化

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-11-03 DOI: 10.1080/02602938.2022.2140780

C. Chan

{"title":"A review of the changes in higher education assessment and grading policy during covid-19","authors":"C. Chan","doi":"10.1080/02602938.2022.2140780","DOIUrl":"https://doi.org/10.1080/02602938.2022.2140780","url":null,"abstract":"Abstract The Covid-19 pandemic has not only brought about sociocultural, psychological and economic challenges, but also educational problems that have entailed radical policy changes to allow universities and colleges to fulfil their role. Before the pandemic, the majority of university courses were designed for face-to-face settings; but under the social distancing policies since Covid-19, institutions have had to react quickly, revising their teaching and assessment policies to ensure that education continues for all students and accommodate the new remote reality of education. This paper provides a review of the changes in educational assessment and grading policies of universities around the world in response to the Covid-19 pandemic, where five key themes were identified: covid-19 binary grading system, revised regulations governing the final degree award, relaxed academic progression policies, revised extension, deferral and exceptional circumstances policies, and mark adjustments. This review will serve as a useful summary for institutions to reflect upon and inform planning strategies for subsequent unexpected future events.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"874 - 887"},"PeriodicalIF":4.4,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44534424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Exploring the relationship between personalized feedback models, learning design and assessment outcomes 探索个性化反馈模型、学习设计和评估结果之间的关系

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-10-27 DOI: 10.1080/02602938.2022.2139351

Fatemeh Salehian Kia, Abelardo Pardo, S. Dawson, Heather O’Brien

{"title":"Exploring the relationship between personalized feedback models, learning design and assessment outcomes","authors":"Fatemeh Salehian Kia, Abelardo Pardo, S. Dawson, Heather O’Brien","doi":"10.1080/02602938.2022.2139351","DOIUrl":"https://doi.org/10.1080/02602938.2022.2139351","url":null,"abstract":"Abstract The increasing use of technology in education has brought new opportunities for the systematic collection of student data. Analyzing technology-mediated trace data, for example, has enabled researchers to bring new insights into student learning processes and the factors involved to support learning and teaching. However, many of these learning analytic studies have drawn conclusions from limited data sets that are derived from a single course or program of study. This impacts the generalizability of noted outcomes and calls for research on larger institutional data sets. The institutional adoption and analysis of learning technology can provide deeper insights into a wide range of learning contexts in practice. This study focused on examining how instructors used the learning tool, OnTask, to provide personalized feedback for students in large classes. We collected usage data from 99 courses and 19,385 students to examine how the instructors customized feedback to different groups of students. The findings reveal that there is a significant association between the topics of feedback and students with different performance. The results also demonstrated that instructors most frequently provided feedback related to student assessment. The study emphasizes the importance of teacher and student feedback literacy for creating effective feedback loops.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"860 - 873"},"PeriodicalIF":4.4,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47365731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Mark distribution is affected by the type of assignment but not by features of the marking scheme in a biomedical sciences department of a UK university 在英国一所大学的生物医学科学系中，分数分布受作业类型的影响，而不受评分方案特征的影响

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-10-22 DOI: 10.1080/02602938.2022.2134552

M. Daw

引用次数: 0

Program-level assessment planning in Australia: the considerations and practices of university academics 澳大利亚项目级评估规划:大学学术界的思考与实践

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-10-22 DOI: 10.1080/02602938.2022.2134553

N. Charlton, R. Newsham-West

{"title":"Program-level assessment planning in Australia: the considerations and practices of university academics","authors":"N. Charlton, R. Newsham-West","doi":"10.1080/02602938.2022.2134553","DOIUrl":"https://doi.org/10.1080/02602938.2022.2134553","url":null,"abstract":"Abstract Quality assessment in higher education needs to drive learning to produce graduates with disciplinary knowledge and employable skills. Performance-based funding requires universities to focus on graduate outcomes and future employment status. Research was conducted to investigate how program-level assessment planning is occurring within Australian universities, to determine academics understanding what aspects they consider and the assessment practice they identify as essential at the program-planning level. Constructivist grounded theory underpins the methodological approach and 18 academics were interviewed. Participants included Associate Deans and Program Directors (or equivalent roles) from seven Australian universities, in the accredited disciplines of dietetics and physiotherapy and non-accredited degrees in biomedical science and science. The results indicate that academics consider a myriad of factors including policies, curriculum, skills, and accreditation. Assessment practices identified as essential incorporate constructive alignment, a range of assessment tasks, authentic, and continuous assessments. The goal of program-level assessment planning is to holistically sequence assessment tasks to enhance students’ employability, so they become successful graduates and secure employment, which enables universities to acquire future funding.","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"48 1","pages":"820 - 833"},"PeriodicalIF":4.4,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43703318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing engineering students’ perspectives of entrepreneurship education within higher education: a comparative study in Hong Kong 评估高等教育中工科学生的创业教育观点:香港的比较研究

IF 4.4 2区教育学

Assessment & Evaluation in Higher Education Pub Date : 2022-10-22 DOI: 10.1080/02602938.2022.2137103

Hannah Y. H. Wong, Cecilia K. Y. Chan

引用次数: 0