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1 Economics Students Approaches to Learning in Different Assessment Regimes Economics Students Approaches to Learning in Different Assessment Regimes Tommy.

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Presentation on theme: "1 Economics Students Approaches to Learning in Different Assessment Regimes Economics Students Approaches to Learning in Different Assessment Regimes Tommy."— Presentation transcript:

1 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 2 Outline 1.Introduction Input-output approach and its limitations Biggs 3-P Model of Learning 2.The study 3.Findings & Discussions 4. Conclusion

3 3 Introduction Input-output Approach Q = f(X 1, X 2, X 3, … ) whereQ = Learning output (marks) X 1 = Aptitude X 2 = Age X 3 = Parental occupation … Limitations

4 4 Biggs 3-P Model of Learning Student characteristics Teaching context Learning approach Learning outcome Feedback PresageProcess Product (Biggs 1989, modified)

5 5 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 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 groups Student surveys The Study

7 7 Subjects: Students in: Economics 1 Economics 2 Business cycles & economic growth Sample size Week 1: n = 1146 Week 2: n = 648

8 8 Findings & Discussions

9 9 Exploratory Factor Analysis (EFA) MCQ Essay Assignment Essay Exam (KMO=0.747) (KMO = 0.805) (KMO = 0.793) HighLow RW2_MCQ.709 CRIT_MCQ.603 DU2_MCQ.560 INTG_MCQ.528 RHI_MCQ.483 RW1_MCQ.461 FDBK_MCQ.387 RLOW_MCQ MEM3_MCQ.792 MEM1_MCQ.685 MEM2_MCQ.570 MEM4_MCQ DU1_MCQ.222 HighLow RW2_ASS.756 DU2_ASS.649 INTG_ASS.576 CRIT_ASS.568 RW1_ASS.543 FDBK_ASS.525 RHI_ASS.501 RLOW_ASS MEM3_ASS.759 MEM1_ASS.641 MEM2_ASS.515 MEM4_ASS DU1_ASS HighLow RW2_EX.657 DU2_EX.586 CRIT_EX.545 RW1_EX.513 INTG_EX.497 FDBK_EX.494 RHI_EX MEM3_EX.711 MEM2_EX.706 MEM1_EX.587 RLOW_EX MEM4_EX DU1_EX Perceptions of Assessment

10 10 Confirmatory Factor Analysis (CFA) The final model MCQEssayExam 2 /df CFI RMSEA

11 11 Learning Strategies for Assessment UnderstandingReproducingIntegration Rote- memorising U6.529 R6.509 U3.496 U1.463 U2.400 U4.383 S S6.473 S S7.453 S8.406 U R2.726 R1.716 R5.623 R4.448 R3.239 S4.683 S3.594 S S1.434 KMO = EFA

12 12 CFA ( 2 /df = 2.22, CFI = and RMSEA = 0.034) The final model

13 13 CFA – 2 nd order factor model ( 2 /df = 2.610, CFI = 0.938, RMSEA = )

14 14 Assessment type Level of intellectual skill NMean Std. dev. MCQ LOW HIGH Essay Exam LOW HIGH Essay Assignment LOW HIGH Perceptions of Assessment

15 15 Approaches Assessment type NMeanStd. Dev. Understanding MCQ Essay Assignm Essay Exam Integrating MCQ Essay Assignm Essay Exam Reproducing MCQ Essay Assignm Essay Exam Rote- memorising MCQ Essay Assignm Essay Exam Learning Approaches for Assessment

16 16 LOW_mcqLOW_exLOW_assHIGH_mcqHIGH_exHIGH_ass LOW_mcq 1 (578) LOW_ex.472** 1 (560)(613) LOW_ass.105*.178** 1 (576)(613)(641) HIGH_mcq **1 (563)(546)(562)(565) HIGH_ex.107* *.329** 1 (546)(599) (543)(600) HIGH_ass.151**.166** *.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 17 ApproachAssessment Pre-course factors Conclusion Implication for Future Research (Stability)


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