An Investigation of a Two-Tier Test Strategy in a University Calculus Course: Causes versus Consequences

Tzu-Chi Yang, Sherry Y. Chen, Meng Chang Chen

Research output: Contribution to journalArticle

Abstract

Online tests have been identified as a core learning activity in higher education. Unlike conventional online tests, which cannot completely reflect students' learning status, two-tier tests not only consider students' answers, but also take into account reasons for their answers. Due to such significance, research into the two-tier tests had mushroomed but few studies examined why the two-tier test approach was effective. To this end, we conducted an empirical study, where a lag sequential analysis was used to analyze behavior patterns while qualitative data from the questionnaire were applied to explain why these behavior patterns were happened. The results indicated students with a two-tier test tended to realize the rationale of a concept, instead of relying on their memories. In other words, the two-tier test can facilitate students to develop deep thinking skills. This may be because they considered the two-tier test as a learning tool, instead of an assessment tool only.

Original languageEnglish
Article number7360189
Pages (from-to)146-156
Number of pages11
JournalIEEE Transactions on Learning Technologies
Volume9
Issue number2
DOIs
StatePublished - 1 Apr 2016

Keywords

  • Lag sequential analysis
  • Two-tier test
  • higher education

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