Imagen de Portada

Identifying students’ solution strategies in digital mathematics assessment using log data

Guardado en:
Publicado en:Large-Scale Assessments in Education vol. 13, no. 1 (Dec 2025), p. 23
Autor principal: de Schipper, Eva
Otros Autores: Feskens, Remco, Salles, Franck, Keskpaik, Saskia, dos Santos, Reinaldo, Veldkamp, Bernard, Drijvers, Paul
Publicado:
Springer Nature B.V.
Materias:
Problem solving
Behavior
Students
Educational evaluation
Data processing
Data analysis
Mathematics
Algebra
Distance learning
Tutoring
Time on Task
Computer Assisted Testing
Influence of Technology
Learning Processes
Student Behavior
Academic Achievement
Educational Technology
Network Analysis
Mathematics Education
Error Patterns
At Risk Students
Eye Movements
Test Construction
Feedback (Response)
Student Records
Electronic Learning
Educational Assessment
Summative Evaluation
Mathematical Concepts
Game Based Learning
Acceso en línea:Citation/Abstract
Full Text
Full Text - PDF
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Resumen:BackgroundStudents take many tests and exams during their school career, but they usually receive feedback about their test performance based only on an analysis of the item responses. With the increase in digital assessment, other data have become available for analysis as well, such as log data of student actions in online assessment environments. This paper explores how we can use log data to extend performance-related feedback with information related to the applied solution strategy.MethodsFirst, we performed an exploratory model-based cluster analysis in order to identify the solution strategy of 802 students with a modal age of 14 in a pre-algebra item from the French national assessment CEDRE. Second, we related the students’ solution strategies to their mathematical ability based on the entire assessment.ResultsFive distinct groups of students with different in-assessment behavior were identified, of which one group had a significantly lower estimated mathematics ability than the other groups.ConclusionThese findings can provide a basis for more in-depth feedback and further instruction on the level of an individual student and can inform teaching practices at the class level.
ISSN:2196-0739
DOI:10.1186/s40536-025-00259-6
Fuente:Education Database