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1
Economics Students’ Approaches to
Learning in
Different Assessment Regimes
Economics Students’ Approaches to
Learning in
Different Assessment Regimes
Tommy Tang & Tim Robinson
Queensland University of Technology, Australia
Paper presented at the Third International Conference in Developments in Economics and Business Education, Cambridge, UK 1-2 Sept 2005.
2
Outline1. Introduction
Input-output approach and its limitations
Biggs’ 3-P Model of Learning
2. The study
3. Findings & Discussions
4. Conclusion
3
Introduction
Input-output Approach
Q = f(X1, X2, X3, … )
where Q = Learning output (marks)X1 = AptitudeX2 = AgeX3 = Parental occupation…
Limitations
4
Biggs 3-P Model of LearningBiggs 3-P Model of Learning
Student characteristics
Teaching context
Learning approach
Learning outcome
Feedback
Feedback
Presage Process Product
(Biggs 1989, modified)
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“An econometric approach which assesses the impact
of easily measurable independent variables on a
single dependent variable may simply ‘miss’ important
responses to teaching change.”
(Shanahan et al., 1997)
“An econometric approach which assesses the impact
of easily measurable independent variables on a
single dependent variable may simply ‘miss’ important
responses to teaching change.”
(Shanahan et al., 1997)
6
Research Objective:Construct instruments to investigate
students’ perceptions of assessment, and learning strategies for assessment
Construction of Instrument:SPQ (Biggs), ASI (Entwistle & Ramsden), MSLQ (Pintrich et al), LAQ (Thomas)Focus groupsStudent surveys
The Study
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Subjects:Students in:
Economics 1 Economics 2Business cycles & economic growth
Sample size Week 1: n = 1146Week 2: n = 648
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Findings & Discussions
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Exploratory Factor Analysis (EFA)
MCQ Essay Assignment Essay Exam
(KMO=0.747) (KMO = 0.805) (KMO = 0.793)
High Low
RW2_MCQ .709
CRIT_MCQ .603
DU2_MCQ .560
INTG_MCQ .528
RHI_MCQ .483
RW1_MCQ .461
FDBK_MCQ .387
RLOW_MCQ .333 .311
MEM3_MCQ .792
MEM1_MCQ .685
MEM2_MCQ .570
MEM4_MCQ .231 .306
DU1_MCQ .222
High Low
RW2_ASS .756
DU2_ASS .649
INTG_ASS .576
CRIT_ASS .568
RW1_ASS .543
FDBK_ASS .525
RHI_ASS .501
RLOW_ASS .379 .341
MEM3_ASS .759
MEM1_ASS .641
MEM2_ASS .515
MEM4_ASS .261 .357
DU1_ASS
High Low
RW2_EX .657
DU2_EX .586
CRIT_EX .545
RW1_EX .513
INTG_EX .497
FDBK_EX .494
RHI_EX .417 .322
MEM3_EX .711
MEM2_EX .706
MEM1_EX .587
RLOW_EX .288 .548
MEM4_EX .236 .347
DU1_EX
Perceptions of Assessment
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Confirmatory Factor Analysis (CFA)
The final model
MCQ Essay Exam
2 /df 2.116 2.424 2.458
CFI 0.963 0.964 0.961
RMSEA 0.044 0.047 0.048
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Learning Strategies for AssessmentUnderstanding
Reproducing Integration
Rote-memorising
U6 .529 R6 .509
U3 .496 U1 .463 U2 .400 U4 .383 S10 .518 S6 .473
S11 .456 S7 .453 S8 .406 U5 .245 .318 -.295R2 .726 R1 .716 R5 .623 R4 .448 R3 .239 S4 .683S3 .594S2 .225 .497S1 .434
KMO = 0.835
EFA
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CFA (2/df = 2.22, CFI = 0.949 and RMSEA = 0.034)
The final model
13
CFA – 2nd order factor model(2/df = 2.610, CFI = 0.938, RMSEA = 0.038 )
14
Assessment type
Level of intellectual skill
N MeanStd. dev.
MCQLOW 578 3.898 0.7953
HIGH 565 3.063 0.6495
Essay ExamLOW 613 3.736 0.7932
HIGH 600 3.591 0.5613
Essay Assignment
LOW 641 2.601 0.8137
HIGH 630 3.896 0.6012
Perceptions of Assessment
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ApproachesAssessment
typeN Mean Std. Dev.
Understanding
MCQ 570 3.469 0.6489
Essay Assignm 628 3.513 0.6194
Essay Exam 604 3.624 0.5937
Integrating
MCQ 566 3.563 0.7558
Essay Assignm 624 3.721 0.7185
Essay Exam 598 3.709 0.7257
Reproducing
MCQ 570 3.640 0.6921
Essay Assignm 630 3.258 0.7144
Essay Exam 603 3.542 0.7073
Rote-memorising
MCQ 572 3.318 0.7802
Essay Assignm 628 3.071 0.8059
Essay Exam 603 3.263 0.7742
Learning Approaches for Assessment
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LOW_mcq LOW_ex LOW_ass HIGH_mcq HIGH_ex HIGH_ass
LOW_mcq 1
(578)
LOW_ex .472** 1
(560) (613)
LOW_ass .105* .178** 1
(576) (613) (641)
HIGH_mcq
-.063 -.068 .224** 1
(563) (546) (562) (565)
HIGH_ex
.107* .050 .089* .329** 1
(546) (599) (599) (543) (600)
HIGH_ass
.151** .166** -.043 .093* .499** 1
(564) (601) (628) (562) (599) (630)
** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed).
Stability of Perceptions
17
ApproachAssessment
Pre-course factors
Conclusion
Implication for Future Research
(Stability)