Online student-constructed tests with citing capability: Perceived uses, usage, and considerations

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Students' perceived uses, usage, and considerations with regard to citing versus no citing peers' work during online student-constructed tests (SCT) activities were examined. A total of 84 fifth-grade students from three classes (N=84) were invited to participate in an online SCT activity during their regular science class. One online system was adopted to support the associated learning activities, where students experienced SCT with both citing (i.e., SCT based on both self-And peer-generated questions) and no citing conditions (i.e., SCT based on entirely self-generated questions). Three major findings were obtained. First, predominate percentage of the participants rooted for 'citing' for promoting learning over 'no citing' during online SCT. Second, data from perceived uses and revealed citing usage both supported the potential of citing for providing an observational learning space for imitation, comparison-making, and learning from peers, despite that a handful of the participants casted doubts upon the worth of the effort and work involved in locating and editing items. Third, the quality and the author of the item are the two determining factors affecting citing decisions. Suggestions for system developers and instructors were provided.

Original languageEnglish
Title of host publicationWorkshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015
EditorsYing-Tien Wu, Tomoko Kojiri, Siu Cheung Kong, Feiyue Qiu, Hiroaki Ogata, Thepchai Supnithi, Yonggu Wang, Weiqin Chen
PublisherAsia-Pacific Society for Computers in Education
Pages534-538
Number of pages5
ISBN (Electronic)9784990801472
Publication statusPublished - 2015
Event23rd International Conference on Computers in Education, ICCE 2015 - Hangzhou, China
Duration: 2015 Nov 302015 Dec 4

Publication series

NameWorkshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015

Other

Other23rd International Conference on Computers in Education, ICCE 2015
CountryChina
CityHangzhou
Period15-11-3015-12-04

All Science Journal Classification (ASJC) codes

  • Computer Science Applications
  • Human-Computer Interaction
  • Education

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