FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2273411271> ?p ?o ?g. }

• W2273411271 abstract "Feedback to learners about their work is an important part of the teaching andlearning process for any subject. Feedback should ensure students are clear onwhere they went wrong and what they can improve in the future. Without usefulfeedback students continue to make similar mistakes. However mathematicalsubjects such as Statistics appear to place less emphasis on feedback comparedto other subjects. Statistics has made steady pedagogic progress and now usesa variety of assessment methods, but producing effective feedback for thesemethods has not made the same progress. This thesis investigates the feedbackcurrently given to some Statistics classes for students who are studying Statisticsas part of a degree in another subject, proposes a set of useable guidelines forproducing effective feedback and reports on the creation and piloting of amultiple choice, computer-aided assessment system that provides immediatefeedback to learners in Statistics courses.The first chapter of the thesis discusses the background of the subject. Keyfeatures include the Quality Assurance Agency’s code of practice, whichinstitutions should be following with regards to assessment, the National StudentSurvey, in which results for assessment and feedback are generally notfavourable, and the various models for Statistics assessment suggested by Galand Garfield in their book The Assessment Challenge in Statistics Education. Aninteresting thing about this book is that, though the whole book focuses onassessment, there is little mention of how to give feedback for any of the models.Chapter two reviews the literature on feedback. This reveals that feedback canimprove or impair performance depending on various factors. A summary isgiven of the most repeated guiding principles for constructing feedback. Howstudents use feedback, including guidelines for receiving feedback, is alsodiscussed. The final part of the chapter looks at the advice given for constructing8multiple choice tests and the lack of guidance for feedback relating to multiplechoice questions.Chapter three describes student questionnaires that were implemented inStatistics courses at the University of Glasgow to survey student attitudes to thefeedback they received. A questionnaire and follow up questionnaire based onthe guiding principles was piloted with a small group of second year Statisticsstudents. Before issuing the follow up questionnaire, the way feedback wasproduced was changed in line with the guiding principles. When thequestionnaires were compared, students were more satisfied with how quicklyfeedback was returned, the amount of feedback, the detail and the overallusefulness of the feedback after the intervention. The questionnaire was thenadjusted to fit with a larger first year class. This included adding the Rosenbergself esteem scale to measure students self esteem. These results showed thatthe detail of the feedback given needs to be improved more than the amount.The most common reasons given for why the feedback was not detailed enoughwere that there was no suggestion for improvement, it was unclear where themark was lost and the feedback was too vague. There may also be a relationshipbetween students self esteem and the attention they pay to feedback. It appearsthose with a lower self esteem pay less attention to feedback. At the end ofchapter three a briefing document is presented that can be used to help trainmarkers. This is a summary of the guiding principles and includes good and badexamples of feedback.Chapter four discusses the construction of a multiple choice testing system andthe creation of specific tests for use in a level one Statistics course. First thechapter describes the piloting of another computer-aided assessment systemcalled Model Choice. The results of this were very positive, with all studentsagreeing the system was easy to use and appreciating the immediate feedback.Next a similar system was created for use with the Statistics class forPsychologists and Social Scientists. Multiple choice questions were constructed9for four of this course’s labs, on sampling and interval estimation, multipleregression, experimental design and categorical data. For each question, threeincorrect options and a correct option were produced. Feedback was also writtenfor each option explaining why the chosen answer was either correct or incorrect.Students getting the answer wrong first time were then given a second attempt.The literature on constructing multiple choice assessments was consulted duringthis process.Chapter five focuses on piloting the computer-aided assessment system. Thesystem was initially trialled with postgraduates and staff. The program receivedan excellent response and a group discussion revealed plenty of constructiveideas to improve the system. The program was then trialled with new third yearStatistics students.The final chapter summarises and discusses the results obtained to date andmakes suggestions for further work." @default.
• W2273411271 created "2016-06-24" @default.
• W2273411271 creator A5064493808 @default.
• W2273411271 date "2009-01-01" @default.
• W2273411271 modified "2023-09-27" @default.
• W2273411271 title "Good practice for formativeassessment and feedback in statisticscourses" @default.
• W2273411271 hasPublicationYear "2009" @default.
• W2273411271 type Work @default.
• W2273411271 sameAs 2273411271 @default.
• W2273411271 citedByCount "0" @default.
• W2273411271 crossrefType "dissertation" @default.
• W2273411271 hasAuthorship W2273411271A5064493808 @default.
• W2273411271 hasConcept C105795698 @default.
• W2273411271 hasConcept C108170787 @default.
• W2273411271 hasConcept C111472728 @default.
• W2273411271 hasConcept C111919701 @default.
• W2273411271 hasConcept C136197465 @default.
• W2273411271 hasConcept C138885662 @default.
• W2273411271 hasConcept C145420912 @default.
• W2273411271 hasConcept C154945302 @default.
• W2273411271 hasConcept C15744967 @default.
• W2273411271 hasConcept C161191863 @default.
• W2273411271 hasConcept C177264268 @default.
• W2273411271 hasConcept C182109673 @default.
• W2273411271 hasConcept C199360897 @default.
• W2273411271 hasConcept C2777855551 @default.
• W2273411271 hasConcept C2779530757 @default.
• W2273411271 hasConcept C33923547 @default.
• W2273411271 hasConcept C41008148 @default.
• W2273411271 hasConcept C98045186 @default.
• W2273411271 hasConceptScore W2273411271C105795698 @default.
• W2273411271 hasConceptScore W2273411271C108170787 @default.
• W2273411271 hasConceptScore W2273411271C111472728 @default.
• W2273411271 hasConceptScore W2273411271C111919701 @default.
• W2273411271 hasConceptScore W2273411271C136197465 @default.
• W2273411271 hasConceptScore W2273411271C138885662 @default.
• W2273411271 hasConceptScore W2273411271C145420912 @default.
• W2273411271 hasConceptScore W2273411271C154945302 @default.
• W2273411271 hasConceptScore W2273411271C15744967 @default.
• W2273411271 hasConceptScore W2273411271C161191863 @default.
• W2273411271 hasConceptScore W2273411271C177264268 @default.
• W2273411271 hasConceptScore W2273411271C182109673 @default.
• W2273411271 hasConceptScore W2273411271C199360897 @default.
• W2273411271 hasConceptScore W2273411271C2777855551 @default.
• W2273411271 hasConceptScore W2273411271C2779530757 @default.
• W2273411271 hasConceptScore W2273411271C33923547 @default.
• W2273411271 hasConceptScore W2273411271C41008148 @default.
• W2273411271 hasConceptScore W2273411271C98045186 @default.
• W2273411271 hasLocation W22734112711 @default.
• W2273411271 hasOpenAccess W2273411271 @default.
• W2273411271 hasPrimaryLocation W22734112711 @default.
• W2273411271 hasRelatedWork W1031001288 @default.
• W2273411271 hasRelatedWork W1153143673 @default.
• W2273411271 hasRelatedWork W128845807 @default.
• W2273411271 hasRelatedWork W1484972073 @default.
• W2273411271 hasRelatedWork W151076469 @default.
• W2273411271 hasRelatedWork W1570577365 @default.
• W2273411271 hasRelatedWork W1597625570 @default.
• W2273411271 hasRelatedWork W1632357127 @default.
• W2273411271 hasRelatedWork W1971852370 @default.
• W2273411271 hasRelatedWork W2011242385 @default.
• W2273411271 hasRelatedWork W2051889041 @default.
• W2273411271 hasRelatedWork W2308408909 @default.
• W2273411271 hasRelatedWork W2584275451 @default.
• W2273411271 hasRelatedWork W2971969158 @default.
• W2273411271 hasRelatedWork W3204150401 @default.
• W2273411271 hasRelatedWork W49536718 @default.
• W2273411271 hasRelatedWork W4963309 @default.
• W2273411271 hasRelatedWork W611970653 @default.
• W2273411271 hasRelatedWork W91330711 @default.
• W2273411271 hasRelatedWork W2800765546 @default.
• W2273411271 isParatext "false" @default.
• W2273411271 isRetracted "false" @default.
• W2273411271 magId "2273411271" @default.
• W2273411271 workType "dissertation" @default.