Designing an Online Self-assessment for Informed Study Decisions: The User Perspective

L.E.C. Delnoij; J.P.W. Janssen; K.J.H. Dirkx; R.L. Martens

doi:10.1007/978-3-030-57717-9_6

Designing an Online Self-assessment for Informed Study Decisions: The User Perspective

L.E.C. Delnoij^*, J.P.W. Janssen, K.J.H. Dirkx, R.L. Martens

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

Abstract

This paper presents the results of a study, carried out as part of the design-based development of an online self-assessment for prospective students in higher online education. The self-assessment consists of a set of tests – predictive of completion – and is meant to improve informed decision making prior to enrolment. The rationale being that better decision making will help to address the ongoing concern of non-completion in higher online education. A prototypical design of the self-assessment was created based on an extensive literature review and correlational research, aimed at investigating validity evidence concerning the predictive value of the tests. The present study focused on investigating validity evidence regarding the content of the self-assessment (including the feedback it provides) from a user perspective. Results from a survey among prospective students (N = 66) indicated that predictive validity and content validity of the self-assessment are somewhat at odds: three out of the five tests included in the current prototype were considered relevant by prospective students. Moreover, students rated eleven additionally suggested tests – currently not included – as relevant concerning their study decision. Expectations regarding the feedback to be provided in connection with the tests include an explanation of the measurement and advice for further preparation. A comparison of the obtained scores to a reference group (i.e., other test-takers or successful students) is not expected. Implications for further development and evaluation of the self-assessment are discussed.

Original language	English
Title of host publication	Addressing Global Challenges and Quality Education
Subtitle of host publication	15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14–18, 2020, Proceedings
Editors	Carlos Alario-Hoyos, María Jesús Rodríguez-Triana, Maren Scheffel, Immaculada Arnedillo-Sánchez, Sebastian Maximilian Dennerlein
Place of Publication	Cham
Publisher	Springer Nature Switzerland AG
Chapter	6
Pages	74-86
Number of pages	13
ISBN (Electronic)	9783030577179
ISBN (Print)	9783030577162
DOIs	https://doi.org/10.1007/978-3-030-57717-9_6
Publication status	Published - Sept 2020
Event	European Conference on Technology Enhanced Learning 2020: Addressing Global Challenges and Quality Education - Online, PH Heidelberg, Heidelberg, Germany Duration: 14 Sept 2020 → 18 Sept 2020 Conference number: 15 https://link.springer.com/chapter/10.1007%2F978-3-030-57717-9_46#citeas http://www.ec-tel.eu/index.php?id=957

Publication series

Series	Lecture Notes in Computer Science
Volume	12315
ISSN	0302-9743

Conference

Conference	European Conference on Technology Enhanced Learning 2020
Abbreviated title	ECTEL 2020
Country/Territory	Germany
City	Heidelberg
Period	14/09/20 → 18/09/20
Internet address	https://link.springer.com/chapter/10.1007%2F978-3-030-57717-9_46#citeas http://www.ec-tel.eu/index.php?id=957

Access to Document

10.1007/978-3-030-57717-9_6Licence: CC BY

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Delnoij, L. E. C., Janssen, J. P. W., Dirkx, K. J. H., & Martens, R. L. (2020). Designing an Online Self-assessment for Informed Study Decisions: The User Perspective. In C. Alario-Hoyos, M. Jesús Rodríguez-Triana, M. Scheffel, I. Arnedillo-Sánchez, & S. M. Dennerlein (Eds.), Addressing Global Challenges and Quality Education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14–18, 2020, Proceedings (pp. 74-86). Springer Nature Switzerland AG. Lecture Notes in Computer Science Vol. 12315 https://doi.org/10.1007/978-3-030-57717-9_6

Delnoij, L.E.C. ; Janssen, J.P.W. ; Dirkx, K.J.H. et al. / Designing an Online Self-assessment for Informed Study Decisions : The User Perspective. Addressing Global Challenges and Quality Education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14–18, 2020, Proceedings. editor / Carlos Alario-Hoyos ; María Jesús Rodríguez-Triana ; Maren Scheffel ; Immaculada Arnedillo-Sánchez ; Sebastian Maximilian Dennerlein. Cham : Springer Nature Switzerland AG, 2020. pp. 74-86 (Lecture Notes in Computer Science, Vol. 12315).

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title = "Designing an Online Self-assessment for Informed Study Decisions: The User Perspective",

abstract = "This paper presents the results of a study, carried out as part of the design-based development of an online self-assessment for prospective students in higher online education. The self-assessment consists of a set of tests – predictive of completion – and is meant to improve informed decision making prior to enrolment. The rationale being that better decision making will help to address the ongoing concern of non-completion in higher online education. A prototypical design of the self-assessment was created based on an extensive literature review and correlational research, aimed at investigating validity evidence concerning the predictive value of the tests. The present study focused on investigating validity evidence regarding the content of the self-assessment (including the feedback it provides) from a user perspective. Results from a survey among prospective students (N = 66) indicated that predictive validity and content validity of the self-assessment are somewhat at odds: three out of the five tests included in the current prototype were considered relevant by prospective students. Moreover, students rated eleven additionally suggested tests – currently not included – as relevant concerning their study decision. Expectations regarding the feedback to be provided in connection with the tests include an explanation of the measurement and advice for further preparation. A comparison of the obtained scores to a reference group (i.e., other test-takers or successful students) is not expected. Implications for further development and evaluation of the self-assessment are discussed.",

author = "L.E.C. Delnoij and J.P.W. Janssen and K.J.H. Dirkx and R.L. Martens",

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booktitle = "Addressing Global Challenges and Quality Education",

address = "Switzerland",

note = "European Conference on Technology Enhanced Learning 2020 : Addressing Global Challenges and Quality Education, ECTEL 2020 ; Conference date: 14-09-2020 Through 18-09-2020",

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Delnoij, LEC, Janssen, JPW, Dirkx, KJH & Martens, RL 2020, Designing an Online Self-assessment for Informed Study Decisions: The User Perspective. in C Alario-Hoyos, M Jesús Rodríguez-Triana, M Scheffel, I Arnedillo-Sánchez & SM Dennerlein (eds), Addressing Global Challenges and Quality Education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14–18, 2020, Proceedings. Springer Nature Switzerland AG, Cham, Lecture Notes in Computer Science, vol. 12315, pp. 74-86, European Conference on Technology Enhanced Learning 2020, Heidelberg, Germany, 14/09/20. https://doi.org/10.1007/978-3-030-57717-9_6

Designing an Online Self-assessment for Informed Study Decisions : The User Perspective. / Delnoij, L.E.C.; Janssen, J.P.W.; Dirkx, K.J.H. et al.

Addressing Global Challenges and Quality Education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14–18, 2020, Proceedings. ed. / Carlos Alario-Hoyos; María Jesús Rodríguez-Triana; Maren Scheffel; Immaculada Arnedillo-Sánchez; Sebastian Maximilian Dennerlein. Cham : Springer Nature Switzerland AG, 2020. p. 74-86 (Lecture Notes in Computer Science, Vol. 12315).

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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T2 - European Conference on Technology Enhanced Learning 2020

AU - Delnoij, L.E.C.

AU - Janssen, J.P.W.

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AU - Martens, R.L.

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AB - This paper presents the results of a study, carried out as part of the design-based development of an online self-assessment for prospective students in higher online education. The self-assessment consists of a set of tests – predictive of completion – and is meant to improve informed decision making prior to enrolment. The rationale being that better decision making will help to address the ongoing concern of non-completion in higher online education. A prototypical design of the self-assessment was created based on an extensive literature review and correlational research, aimed at investigating validity evidence concerning the predictive value of the tests. The present study focused on investigating validity evidence regarding the content of the self-assessment (including the feedback it provides) from a user perspective. Results from a survey among prospective students (N = 66) indicated that predictive validity and content validity of the self-assessment are somewhat at odds: three out of the five tests included in the current prototype were considered relevant by prospective students. Moreover, students rated eleven additionally suggested tests – currently not included – as relevant concerning their study decision. Expectations regarding the feedback to be provided in connection with the tests include an explanation of the measurement and advice for further preparation. A comparison of the obtained scores to a reference group (i.e., other test-takers or successful students) is not expected. Implications for further development and evaluation of the self-assessment are discussed.

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Delnoij LEC, Janssen JPW, Dirkx KJH, Martens RL. Designing an Online Self-assessment for Informed Study Decisions: The User Perspective. In Alario-Hoyos C, Jesús Rodríguez-Triana M, Scheffel M, Arnedillo-Sánchez I, Dennerlein SM, editors, Addressing Global Challenges and Quality Education: 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Heidelberg, Germany, September 14–18, 2020, Proceedings. Cham: Springer Nature Switzerland AG. 2020. p. 74-86. (Lecture Notes in Computer Science, Vol. 12315). doi: 10.1007/978-3-030-57717-9_6

Designing an Online Self-assessment for Informed Study Decisions: The User Perspective

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