An Investigation of a Two-Tier Test Strategy in a University Calculus Course: Causes versus Consequences

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Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107269

Title:	An Investigation of a Two-Tier Test Strategy in a University Calculus Course: Causes versus Consequences
Authors:	陳攸華;Yang, Tzu Chi;Chen, Sherry Y.;Chen, Meng Chang
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Behavior Patterns;Calculus;College Students;Computer Assisted Testing;Control Groups;Education;Foreign Countries;Higher Education;Instruments;Lag sequential analysis;Learning Activities;Learning systems;Mathematics Instruction;Mathematics Tests;Pretests Posttests;Psychological Patterns;Qualitative Research;Questionnaires;Reliability;Sequential analysis;Skill Development;Statistical Analysis;Student Attitudes;Students;Teaching Methods;Thinking Skills;Two-tier test;Web Based Instruction
Date:	2016-04-01
Issue Date:	2026-04-23 14:04:05 (UTC+8)
Publisher:	Institute of Electrical and Electronics Engineers Inc.;Piscataway: IEEE
Abstract:	摘要： Online tests have been identified as a core learning activity in higher education. Unlike conventional online tests, which cannot completely reflect students' learning status, two-tier tests not only consider students' answers, but also take into account reasons for their answers. Due to such significance, research into the two-tier tests had mushroomed but few studies examined why the two-tier test approach was effective. To this end, we conducted an empirical study, where a lag sequential analysis was used to analyze behavior patterns while qualitative data from the questionnaire were applied to explain why these behavior patterns were happened. The results indicated students with a two-tier test tended to realize the rationale of a concept, instead of relying on their memories. In other words, the two-tier test can facilitate students to develop deep thinking skills. This may be because they considered the two-tier test as a learning tool, instead of an assessment tool only. 其他題名： TLT 出版者： Piscataway: IEEE 出版日期： 2016-04-01 出處： IEEE transactions on learning technologies, 2016-04, Vol.9 (2), p.146-156 資源來源： IEEE Xplore 版權： Copyright The Institute of Electrical and Electronics Engineers, Inc. (IEEE) 2016 識別號： ISSN: 1939-1382 識別號： EISSN: 2372-0050 識別號： DOI: 10.1109/TLT.2015.2510003 識別號： CODEN: ITLTAT
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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