Stimulating Reflection through Self-Assessment: Certainty-Based Marking (CBM) in Online Mathematics Learning

Autor/inn/en	Caspari-Sadeghi, Sima; Mille, Elena; Epperlein, Hella; Forster-Heinlein, Brigitte
Titel	Stimulating Reflection through Self-Assessment: Certainty-Based Marking (CBM) in Online Mathematics Learning
Quelle	In: Mathematics Teaching Research Journal, 14 (2022) 2, S.145-156 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Graduate Students; Masters Programs; College Mathematics; Mathematics Education; Computer Science Education; Electronic Learning; Web Based Instruction; Self Evaluation (Individuals); Peer Evaluation; Student Evaluation; Reflection; Student Attitudes; Interrater Reliability; Evaluation Methods; Questioning Techniques; Multiple Choice Tests; Student Centered Learning + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Mathematische Bildung; Computer science lessons; Informatikunterricht; Web Based Training; Schulnote; Studentische Bewertung; Schülerverhalten; Interrater-Reliabilität; Befragungstechnik; Fragetechnik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	This collaborative action research highlights the need for developing students' evaluative competence and self-reflection by embedding self-and-peer assessment into online instruction. Over the course of a semester in an online master program in mathematics and computer sciences, students conducted research on assigned topics, held presentations, formulated meaningful questions for peer-assessment, and finally engaged in Certainty-based Marking (CBM) by rating how certain they are that their answer is correct. The goal of using CBM was to foster students' careful reflection and provide feedback to teachers about students' status of knowledge. A mixed-method approach was used to triangulate data from two sources: (a) assessment artifacts, i.e., student-generated questions and CBM, as evidence of learning, and (b) students' attitude captured through 'Task Perception Questionnaire'. Assessment data were analyzed by three domain experts based on their judgement of 'quality' and Kappa measure was used to assess inter-rater consistency. Quantitative analysis of questionnaire data, coupled with instructors' observation, indicated positive attitudes (engaging and useful) towards CBM among students. We conclude with a discussion of limitations as well as implications of this classroom research project. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01