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Phone: (843) 722-7550
West Ashley Library
9 a.m. - 6 p.m.
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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
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John's Island Library
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Hurd/St. Andrews Library
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Phone: (843) 805-6930
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Phone: (843) 805-6909
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Analysing Students' Self-Assessment Practice in a Distance Education Environment: Student Behaviour, Accuracy, and Task-Related Characteristics
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- Author(s): Slaviša Radovic (ORCID
Slaviša Radovic (ORCID 0000-0001-8840-6053 ); Niels Seidel (ORCIDNiels Seidel (ORCID 0000-0003-1209-5038 ); Joerg M. Haake (ORCIDJoerg M. Haake (ORCID 0000-0001-9720-3100 ); Regina Kasakowskij (ORCIDRegina Kasakowskij (ORCID 0000-0003-2368-9851 )- Language:
English- Source:
Journal of Computer Assisted Learning. 2024 40(2):654-666.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
- Peer Reviewed: Y
- Source: 13
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Accession Number: 10.1111/jcal.12907
- ISSN: 0266-4909
1365-2729 - Abstract: Background: Self-assessment serves to improve learning through timely feedback on one's solution and iterative refinement as a way to improve one's competence. However, the complexity of the self-assessment process is widely recognized, as well as that students can benefit from it only if their assessment is accurate enough. Objectives: In order to gain more insight into the self-assessment process we analysed students' behaviour, accuracy, and question-related characteristics that influence the capability of self-assessment in two studies. Methods: The initial study examined 131 undergraduate students using voluntary self-assessment questions in an online course in a B.Sc. Computer Science program while a year later a replication study with the same research settings was applied to a different cohort of 264 undergraduate students with minor modifications to the question design, in the light of the original findings. Results and Conclusions: Results from both studies show that similar patterns could be observed for usage and of accuracy and score distribution for almost all questions. Item difficulty and comprehensiveness of the sample solution were identified as features of self-assessment questions affecting student's self-assessment capability. The replication study showed that task design can be modified to affect students' accuracy. Recommendations to make self-assessment tasks effective and efficient for learning are provided.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1416561
- Availability:
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