TY - CONF
T1 - Designing an Online Self-Assessment for Informed Study Decisions in Higher Online Education
AU - Delnoij, L.E.C.
AU - Janssen, J.P.W.
AU - Dirkx, K.J.H.
AU - Martens, R.L.
N1 - This abstract and the aligned presentation were part of the following symposium: Improving Study Success in Higher Education by Self-Assessments for Informed Study Decisions; EARLI 2021 ; Conference date: 23-08-2021 Through 27-08-2021
PY - 2021/8/26
Y1 - 2021/8/26
N2 - An online self-assessment for informed study decisions in higher online education is being developed following a design-based research approach. The rationale behind the self-assessment is that better decision making will address the ongoing concern of non-completion in higher online education. In the process of designing the self-assessment, five sources of validity evidence are collected: evidence on content, predictive value, internal structure, response processes, and consequences. Evidence on the content, internal structure and predictive value of the subtests was collected by means of a literature study and correlational research. Subsequently, in a user study, prospective students’ opinions were investigated regarding the content of the self-assessment and the feedback provided aligned to the subtest. Based on the validity evidence collected so far, the prototypical self-assessment consists of four constituent tests – numerical skills, discipline, social support, and study intentions – and related feedback. The feedback consists of information on the obtained score, including a visualization, information on what was measured and why, and an advice for further preparation. At the conference, an interactive demonstration of the current prototypical self-assessment is provided and futures steps in collecting validity evidence, on users’ response processes and the consequential validity of the self-assessment are to be discussed.
AB - An online self-assessment for informed study decisions in higher online education is being developed following a design-based research approach. The rationale behind the self-assessment is that better decision making will address the ongoing concern of non-completion in higher online education. In the process of designing the self-assessment, five sources of validity evidence are collected: evidence on content, predictive value, internal structure, response processes, and consequences. Evidence on the content, internal structure and predictive value of the subtests was collected by means of a literature study and correlational research. Subsequently, in a user study, prospective students’ opinions were investigated regarding the content of the self-assessment and the feedback provided aligned to the subtest. Based on the validity evidence collected so far, the prototypical self-assessment consists of four constituent tests – numerical skills, discipline, social support, and study intentions – and related feedback. The feedback consists of information on the obtained score, including a visualization, information on what was measured and why, and an advice for further preparation. At the conference, an interactive demonstration of the current prototypical self-assessment is provided and futures steps in collecting validity evidence, on users’ response processes and the consequential validity of the self-assessment are to be discussed.
M3 - Abstract
ER -