دانلود رایگان مقاله استفاده از ارزیابی آنلاین برای تحریک راهبردها و دستیابی به اهداف یادگیری

Abstract

The main goals of this research are: (i) to explore the influence that announcement of certain type of online assessment has on students' learning strategies and (ii) to explore the influence of stimulated learning strategies on achievement levels that students exhibit during assessments. Research has been conducted by testing and surveying 351 students from higher education institutions. Results indicate that students' learning strategies can be influenced in a relatively short period of time by announcing various types of online assessments and that steering to more desirable deep learning strategies has positive impact on both formal and perceived levels of success in achieving the desired learning goals. These findings can be used to create a novel adaptive online assessment system that incorporates the elements of adaptivity within a series of assessments and uses post-assessment feedback to steer students’ learning strategies.

8. Conclusion

This paper has shown that types of online assessment used in the assessment process influence the occurence of particular learning strategies. Specifically, an announcement and application of online tests with multiple-chioce questions stimulates the occurrence of a surface learning strategy and to the lesser extent the occurrence of deep learning strategy. An announcement and application of online assessment in a form of an essay stimulates the occurrence of deep learning strategy and to the lesser extent occurrence of surface learning strategy. Furthermore, it is proven that learning strategies stimulated by particular types of online assessments have influence on the level of learning goals achieved. Roscoe et al. (2013) similarly report that use of the SRL-supportive (Self-Regulated Learning) tools positively correlate with learning goals, due to the promising learning strategy patterns that students have developed when they started to use the tools. However, they also report negative effects of shallow (surface) strategy that began to develop during prolonged usage of those tools. Hartley's (1998) findings that learning strategies are variable in time and conditioned by task at hand additionaly support these conclusions and confirm the validity of the decision to focus this research on learning strategies, instead of learning styles, which are difficult to manipulate. By announcing and administering appropriate types of online knowledge assessment, it is possible to stimulate desirable learning strategies, as well as, consequentially, to influence the rejection of undesireble learning strategies. The results of this paper can be useful to educational institutions for designing and implementing online classes and knowledge assessments. Research results suggest that improvement in the achievement of required learning goals’ can be influenced by appropriate learning strategies, which are, in turn, stimulated by announcing and conducting appropriate types of online assessments.