TY - GEN
T1 - CONVERGENT VALIDITY OF INVIGILATED, SUMMATIVE ONLINE ASSESSMENTS IN BUSINESS MATHEMATICS COURSES AND STUDENTS’ COMPARATIVE PERFORMANCE IN ONLINE AND OFFLINE ASSESSMENTS
AU - Chan, Victor K.Y.
AU - Lei, Hio Man
N1 - Publisher Copyright:
© Proceedings of the International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022. All rights reserved.
PY - 2022
Y1 - 2022
N2 - The validity and specifically the convergent validity of a course’s online assessments (i.e. the extent to which the online assessments really measure what is measured by other assessments meant to measure the constructs of the course’s learning outcomes) so far receive little attention, especially for business mathematics courses. Based on a business mathematics course at the authors’ university, this article aims to verify the convergent validity of an invigilated, summative online assessment by evaluating the extent to which the online assessment measures what is measured by an invigilated, summative offline assessment meant to measure the construct of the course’s learning outcomes. In addition, this article attempts to deduce whether the students performed better in the online assessment than in the offline assessment or vice versa. Findings was that such convergent validity was just scarcely acceptable and that students in the online assessment drastically outperformed themselves in the offline assessment. Reasons are proposed for the findings, for example, students’ computer anxiety, perceptions of and attitudes towards online assessments as well as some distinctive features of online assessments in mathematical courses.
AB - The validity and specifically the convergent validity of a course’s online assessments (i.e. the extent to which the online assessments really measure what is measured by other assessments meant to measure the constructs of the course’s learning outcomes) so far receive little attention, especially for business mathematics courses. Based on a business mathematics course at the authors’ university, this article aims to verify the convergent validity of an invigilated, summative online assessment by evaluating the extent to which the online assessment measures what is measured by an invigilated, summative offline assessment meant to measure the construct of the course’s learning outcomes. In addition, this article attempts to deduce whether the students performed better in the online assessment than in the offline assessment or vice versa. Findings was that such convergent validity was just scarcely acceptable and that students in the online assessment drastically outperformed themselves in the offline assessment. Reasons are proposed for the findings, for example, students’ computer anxiety, perceptions of and attitudes towards online assessments as well as some distinctive features of online assessments in mathematical courses.
KW - Comparative Performance
KW - Invigilated
KW - Mathematics Courses
KW - Offline Assessment
KW - Summative Online Assessment
UR - http://www.scopus.com/inward/record.url?scp=85142264364&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85142264364
T3 - Proceedings of the International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022
SP - 127
EP - 133
BT - Proceedings of the International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022
A2 - Nunes, Miguel Baptista
A2 - Isaias, Pedro
A2 - Rodrigues, Luis
PB - IADIS Press
T2 - 16th International Conference on E-Learning 2022, EL 2022 - Part of the Multi Conference on Computer Science and Information Systems 2022, MCCSIS 2022
Y2 - 19 July 2022 through 22 July 2022
ER -