In search of helpful group awareness metrics in closed-type formative assessment tools

Pantelis M. Papadopoulos; Antonis Natsis; Nikolaus Obwegeser

In search of helpful group awareness metrics in closed-type formative assessment tools

Pantelis M. Papadopoulos, Antonis Natsis, Nikolaus Obwegeser

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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Abstract

For 4 weeks, a total of 91 sophomore students started their classes with a short multiple-choice quiz. The students had to answer the quiz individually, view feedback on class activity, revise their initial answers, and discuss the correct answers with the teacher. The percentage of students that selected each question choice and their self-reported confidence and preparation were the three metrics included in the feedback. Results showed that students were relying mainly on the percentage metric. However, statistical analysis also revealed a significant main effect for confidence and preparation metrics in questions where the percentage metric was ambiguous (i.e., several choices with high percentages).

Original language	English
Title of host publication	Making a Difference
Subtitle of host publication	Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings
Editors	Brian K. Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim
Publisher	International Society of the Learning Sciences (ISLS)
Pages	791-792
Number of pages	2
Volume	2
ISBN (Electronic)	9780990355021
Publication status	Published - 1 Jan 2017
Externally published	Yes
Event	12th International Conference on Computer Supported Collaborative Learning, CSCL 2017: Making a Difference: Prioritizing Equity and Access - Philadelphia, United States Duration: 18 Jun 2017 → 22 Jun 2017 Conference number: 12

Publication series

Name	Computer-Supported Collaborative Learning Conference, CSCL
Volume	2
ISSN (Print)	1573-4552

Conference

Conference	12th International Conference on Computer Supported Collaborative Learning, CSCL 2017
Abbreviated title	CSCL
Country/Territory	United States
City	Philadelphia
Period	18/06/17 → 22/06/17

Keywords

Confidence
Formative assessment
Group awareness
Preparation
Quiz

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Papadopoulos, P. M., Natsis, A., & Obwegeser, N. (2017). In search of helpful group awareness metrics in closed-type formative assessment tools. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings (Vol. 2, pp. 791-792). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).

Papadopoulos, Pantelis M. ; Natsis, Antonis ; Obwegeser, Nikolaus. / In search of helpful group awareness metrics in closed-type formative assessment tools. Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings. editor / Brian K. Smith ; Marcela Borge ; Emma Mercier ; Kyu Yon Lim. Vol. 2 International Society of the Learning Sciences (ISLS), 2017. pp. 791-792 (Computer-Supported Collaborative Learning Conference, CSCL).

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title = "In search of helpful group awareness metrics in closed-type formative assessment tools",

abstract = "For 4 weeks, a total of 91 sophomore students started their classes with a short multiple-choice quiz. The students had to answer the quiz individually, view feedback on class activity, revise their initial answers, and discuss the correct answers with the teacher. The percentage of students that selected each question choice and their self-reported confidence and preparation were the three metrics included in the feedback. Results showed that students were relying mainly on the percentage metric. However, statistical analysis also revealed a significant main effect for confidence and preparation metrics in questions where the percentage metric was ambiguous (i.e., several choices with high percentages).",

keywords = "Confidence, Formative assessment, Group awareness, Preparation, Quiz",

author = "Papadopoulos, {Pantelis M.} and Antonis Natsis and Nikolaus Obwegeser",

year = "2017",

month = jan,

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language = "English",

volume = "2",

series = "Computer-Supported Collaborative Learning Conference, CSCL",

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pages = "791--792",

editor = "Smith, {Brian K.} and Marcela Borge and Emma Mercier and Lim, {Kyu Yon}",

booktitle = "Making a Difference",

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Papadopoulos, PM, Natsis, A & Obwegeser, N 2017, In search of helpful group awareness metrics in closed-type formative assessment tools. in BK Smith, M Borge, E Mercier & KY Lim (eds), Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings. vol. 2, Computer-Supported Collaborative Learning Conference, CSCL, vol. 2, International Society of the Learning Sciences (ISLS), pp. 791-792, 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017, Philadelphia, Pennsylvania, United States, 18/06/17.

In search of helpful group awareness metrics in closed-type formative assessment tools. / Papadopoulos, Pantelis M.; Natsis, Antonis; Obwegeser, Nikolaus.

Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings. ed. / Brian K. Smith; Marcela Borge; Emma Mercier; Kyu Yon Lim. Vol. 2 International Society of the Learning Sciences (ISLS), 2017. p. 791-792 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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AU - Natsis, Antonis

AU - Obwegeser, Nikolaus

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PY - 2017/1/1

Y1 - 2017/1/1

N2 - For 4 weeks, a total of 91 sophomore students started their classes with a short multiple-choice quiz. The students had to answer the quiz individually, view feedback on class activity, revise their initial answers, and discuss the correct answers with the teacher. The percentage of students that selected each question choice and their self-reported confidence and preparation were the three metrics included in the feedback. Results showed that students were relying mainly on the percentage metric. However, statistical analysis also revealed a significant main effect for confidence and preparation metrics in questions where the percentage metric was ambiguous (i.e., several choices with high percentages).

AB - For 4 weeks, a total of 91 sophomore students started their classes with a short multiple-choice quiz. The students had to answer the quiz individually, view feedback on class activity, revise their initial answers, and discuss the correct answers with the teacher. The percentage of students that selected each question choice and their self-reported confidence and preparation were the three metrics included in the feedback. Results showed that students were relying mainly on the percentage metric. However, statistical analysis also revealed a significant main effect for confidence and preparation metrics in questions where the percentage metric was ambiguous (i.e., several choices with high percentages).

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KW - Formative assessment

KW - Group awareness

KW - Preparation

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Papadopoulos PM, Natsis A, Obwegeser N. In search of helpful group awareness metrics in closed-type formative assessment tools. In Smith BK, Borge M, Mercier E, Lim KY, editors, Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings. Vol. 2. International Society of the Learning Sciences (ISLS). 2017. p. 791-792. (Computer-Supported Collaborative Learning Conference, CSCL).

In search of helpful group awareness metrics in closed-type formative assessment tools

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Publication series

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Keywords

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