Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    An articulated approach to the development and evaluation of automated feedback for online MCQ quizzes in Human Biology

    Access Status
    Fulltext not available
    Authors
    Meyer, J.
    Fyfe, Susan
    Fyfe, Georgina
    Ziman, M.
    Plastow, K.
    Sanders, K.
    Hill, Julie
    Date
    2007
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Meyer, Jan and Fyfe, Susan and Fyfe, Georgina and Ziman, Mel and Plastow, Kayty and Sanders, Kathy and Hill, Julie. 2007. An articulated approach to the development and evaluation of automated feedback for online MCQ quizzes in Human Biology, in K Placing (ed), UniServe Science: Science Teaching and Learning Research including Threshold Concepts, Sep 27 2007, pp. 52-57. University of Sydney: UniServe Science.
    Source Title
    Proceedings of the Assessment in Science Teaching and Learning Symposium
    Source Conference
    UniServe Science: Science Teaching and Learning Research including Threshold Concepts
    ISBN
    978-1-74210-005-0
    Faculty
    Faculty of Health Sciences
    School of Public Health
    URI
    http://hdl.handle.net/20.500.11937/41092
    Collection
    • Curtin Research Publications
    Abstract

    This paper describes an articulated programme of development and evaluation of automatically-presented explanatory feedback comments for online, enriched-multiple choice style quizzes in Human Biology for first year university courses. The degree of articulation of the separate components of the programme arose almost unintentionally from the inclusion of common sets of demographic questions in several of the components of the work, and fromcontinuity of logon identities, but proved to be a powerful means of reaching an understanding of the dynamics of student engagement with the online learning process and of the effectiveness of the product we were testing. In particular, links were established between expectations of academic performance and the amount of paid employment in which students were engaged, and between expected and achieved levels of performance. Students who expected lower levels ofperformance at the outset were also less convinced of the potential of feedback to help them with their studies. Analysis of the patterns of use of the online test revealed a serious disadvantage to working students of current accessibility to online summative assessments, and that the standard duration of the summative tests was approximately three times the preferred online work span of the younger students. ‘Dose’ and ‘decay’-graded selective improvements in end of semester assessments in the topics covered by the feedback comments could be demonstrated.

    Related items

    Showing items related by title, author, creator and subject.

    • A pilot study of e-quiz and e-review programs in the online blended learning of first-year engineering mechanics
      Dong, Yu; Lucey, Anthony; Leadbeater, Garry (2012)
      Background: In traditional teaching philosophy, large-class units such as First-Year Engineering Mechanics have experienced significant challenges with respect to a lack of close lecturer-student interaction, prompt ...
    • Effective online learning experiences: exploring potential relationships between Voice-over-Internet-Protocol (VoIP) learning environments and adult learners’ motivation, multiple intelligences, and learning styles
      Scott, Donald E. (2009)
      This study was a 360 degree exploration of the effectiveness of online learning experiences facilitated via Voice-over-Internet-Protocol (VoIP) by incorporating the insights afforded by students, their lecturers, and the ...
    • Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory
      Garratt-Reed, David; Roberts, Lynne ; Heritage, B. (2016)
      There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.