Influence of the students’ learning strategy on the evaluation scores

P. Molins-Ruano, F. Jurado, P. Rodríguez, S. Atrio and G. M. Sacha

In a few seconds, I will be talking about…

• the application that we have used to develop this wonderful work.

• the idea.• the experiment.• our results.• several conclusions and thoughts.• (near) future work.

The application: e-valUAM

Students see: Teachers get:

It is an online application that allows students to make tests that were previously developed by teachers

Other e-valUAM tools

Online test development Statistical analysis of the items

Underneath: A numerical model shows different questions to the students taken into account their previous answers

E-valUAM levels: designed following teachers’ methodology

Students learn:

Students do not care about:

F=ma

Student Test typeLevel

1 2 3

GoodCompletion 90% 80% 70%

Multiple Choice

95% 95% 95%

BadCompletion 20% 20% 20%

Multiple Choice

33.33% 33.33% 33.33%

DirectCompletion 90% 50% 10%

Multiple Choice

95% 70% 45%

InverseCompletion 10% 50% 90%

Multiple Choice

45% 70% 95%

The idea:e-valUAM as a tool for data acquisition about

students’ learning strategies

Why?1) Because e-valUAM records many different parameters from any single access to the application, both in self-evaluation and evaluation stages.2) Because, if we are able to develop a model or methodology to detect wrong learning strategies, we can give some feedback to the students in real time and correct deficiencies.

The experiment:Target: a set of 44 students from the fourth course of the Degree in Early Childhood Education at the UAM University. Test: four levels, with 10 questions per level (i.e. students had to answer 40 questions). students had 60 minutes to complete the test. Self-evaluation tests had same format/different items and was available one month before.

Results 1: Scores vs Attempts

Conclusion 1: Using the application many times does not give better results

Why not? Because of the way you use it?

Results 2: Self-evaluation dynamicsOur analytical model does not take into account the time when the students have been using the application

How can we take it into account?

No students here!

Conclusions and thoughts1) You do not get better scores

just by using a self evaluation tool many times.

2) You do it when you use it properly.

3) We could not develop an analytical model to give immediate feedback to the students.

Future workThe quest for the analytical model