Evaluation and Modeling of Students' Persistence and Wheel-Spinning Propensities in Formative Assessments

Autor/inn/en	Yang, Albert C. M.; Ogata, Hiroaki
Titel	Evaluation and Modeling of Students' Persistence and Wheel-Spinning Propensities in Formative Assessments
Quelle	In: Smart Learning Environments, 10 (2023), Artikel 63 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Albert C. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40561-023-00283-5
Schlagwörter	Academic Persistence; Formative Evaluation; Item Response Theory; High School Students; Mathematics Instruction; Mathematics Tests; Scores; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Item-Response-Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Ausland
Abstract	Persistence represents a crucial trait in learning. A lack of persistence prevents learners from fully mastering their current skills and makes it difficult for them to acquire new skills. It further hinders the administration of effective interventions by learning systems. Although most studies have focused on identifying non-persistence and unproductive persistence behaviors, few have attempted to model students' persistence propensity in learning. In the present study, we evaluated students' persistence propensity in formative assessments by using an item response theory model with their attempt data. In addition, we modeled their wheel-spinning propensity. The students (N = 115) of first-level mathematics classes at a high school in Japan underwent the aforementioned formative assessments; their log data were collected. Persistence propensity was found to be correlated with frequency-related statistics, and wheel-spinning propensity was correlated with correctness-related statistics. However, persistence and wheel-spinning propensities were not correlated. A comparison of the students' scores with various persistence and wheel-spinning propensities revealed that both traits considerably influenced their academic performance. The present study provides insights into the use of attempt data to evaluate various characteristics crucial for learning, which are otherwise difficult to evaluate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01