TY - GEN
T1 - Designing an Online Self-assessment for Informed Study Decisions: The User Perspective
AU - Delnoij, Laurie
AU - Janssen, J.P.W.
AU - Dirkx, K.J.H.
AU - Martens, R.L.
N1 - European Conference on Technology Enhanced Learning 2020 : Addressing Global Challenges and Quality Education, ECTEL 2020 ; Conference date: 14-09-2020 Through 18-09-2020
PY - 2020/9/1
Y1 - 2020/9/1
N2 - This paper presents the results of a study, carried out as part of the design-based development of an online self-assessment for prospective students in higher online education. The self-assessment consists of a set of tests – predictive of completion – and is meant to improve informed decision making prior to enrolment. The rationale being that better decision making will help to address the ongoing concern of non-completion in higher online education. A prototypical design of the self-assessment was created based on an extensive literature review and correlational research, aimed at investigating validity evidence concerning the predictive value of the tests. The present study focused on investigating validity evidence regarding the content of the self-assessment (including the feedback it provides) from a user perspective. Results from a survey among prospective students (N = 66) indicated that predictive validity and content validity of the self-assessment are somewhat at odds: three out of the five tests included in the current prototype were considered relevant by prospective students. Moreover, students rated eleven additionally suggested tests – currently not included – as relevant concerning their study decision. Expectations regarding the feedback to be provided in connection with the tests include an explanation of the measurement and advice for further preparation. A comparison of the obtained scores to a reference group (i.e., other test-takers or successful students) is not expected. Implications for further development and evaluation of the self-assessment are discussed.
AB - This paper presents the results of a study, carried out as part of the design-based development of an online self-assessment for prospective students in higher online education. The self-assessment consists of a set of tests – predictive of completion – and is meant to improve informed decision making prior to enrolment. The rationale being that better decision making will help to address the ongoing concern of non-completion in higher online education. A prototypical design of the self-assessment was created based on an extensive literature review and correlational research, aimed at investigating validity evidence concerning the predictive value of the tests. The present study focused on investigating validity evidence regarding the content of the self-assessment (including the feedback it provides) from a user perspective. Results from a survey among prospective students (N = 66) indicated that predictive validity and content validity of the self-assessment are somewhat at odds: three out of the five tests included in the current prototype were considered relevant by prospective students. Moreover, students rated eleven additionally suggested tests – currently not included – as relevant concerning their study decision. Expectations regarding the feedback to be provided in connection with the tests include an explanation of the measurement and advice for further preparation. A comparison of the obtained scores to a reference group (i.e., other test-takers or successful students) is not expected. Implications for further development and evaluation of the self-assessment are discussed.
U2 - 10.1007/978-3-030-57717-9_6
DO - 10.1007/978-3-030-57717-9_6
M3 - Conference article in proceeding
SN - 9783030577162
T3 - Lecture Notes in Computer Science
SP - 74
EP - 86
BT - Addressing Global Challenges and Quality Education
A2 - Alario-Hoyos, Carlos
A2 - Jesús Rodríguez-Triana, María
A2 - Scheffel, Maren
A2 - Arnedillo-Sánchez, Immaculada
A2 - Dennerlein, Sebastian Maximilian
PB - Springer Nature Switzerland AG
CY - Switzerland
ER -