Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment
1National Research Centre for Foreign Language Education, Beijing Foreign Studies University, Beijing 100089, China.
Behavioral Sciences (Basel, Switzerland)
|July 25, 2022
Summary
For effective online assessment, teachers should use moderate-intensity follow-up interactions during interactive self-reporting. This approach optimizes the accuracy and efficiency of behavioral cues in online classrooms.
Area of Science:
- Educational Technology
- Online Learning Assessment
- Classroom Interaction
Background:
- Eliciting behavioral cues is crucial for effective online classroom assessment.
- Interactive self-reporting is a key method for gathering these cues.
- Optimizing this method requires understanding interaction dynamics.
Purpose of the Study:
- To investigate how interaction intensity in self-reporting affects online assessment data quality.
- To determine the role of teacher's professional experience in this process.
- To enhance interactive self-reporting as a behavioral cue elicitor.
Main Methods:
- Large-scale questionnaire survey.
- Investigated the effects of interaction intensity and teacher experience.
- Focused on data quality in online teaching assessment.
Main Results:
- Only the intensity of teacher's follow-up interaction significantly impacted assessment data quality.
- Moderate interaction intensity in self-reporting yielded optimal results.
- High or low intensity led to a 'wax-and-wane' relationship between accuracy and efficiency.
Conclusions:
- Moderate teacher follow-up interaction is key for effective interactive self-reporting in online assessments.
- This optimizes the synergy between accuracy and efficiency of behavioral cue elicitation.
- Avoid extreme interaction levels to prevent reduced data quality.
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