Matching Items (3)
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- All Subjects: education technology
- All Subjects: Feedback
- All Subjects: Blended Instruction Classes
- Creators: Arnold, Madison
- Creators: Aucejo, Esteban
- Member of: Theses and Dissertations
- Status: Published
Web-Based Programming Grading Assistant: An Investigation of the Role of Students Reviewing Behavior
Description
Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool that connects paper-based assessments to digital space. I designed a classroom study and collected data from ASU computer science classes. I tracked and modeled students' reviewing and reflecting behaviors based on the use of WPGA. I analyzed students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances. Results showed that students put extra emphasis in reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance or for attendance. In addition, all students paid more attention on reviewing quizzes and exams toward the end of semester.
ContributorsHuang, Po-Kai (Author) / Hsiao, I-Han (Thesis advisor) / Nelson, Brian (Committee member) / VanLehn, Kurt (Committee member) / Arizona State University (Publisher)
Created2017
Description
This dissertation studies the differences in how men and women react to feedback or information about their performance in educational settings and how these differences might impact women’s decisions to stay away from traditionally male-dominated fields. The first chapter analyzes the gender differences in reaction to low performance during high school. I focus on the decision of North Carolina public high school students to enroll in advanced math or English classes after learning about their performance on statewide standardized tests in each subject. I find that women are more responsive to low-performing than men. Women that perform poorly on their tests are less likely than their higher-performance peers to enroll in advanced classes, while men's likelihood is the same regardless of performance. It has been documented that the probability of women continuing their studies in male-dominated fields -- like Science, Technology, Engineering, and Mathematics (STEM) and business -- is more sensitive to their performance in relevant courses at the beginning of college relative to men. The second chapter studies these gender differences in grade sensitivity during college. Using novel survey data, I estimate students' sensitivity to grades and find that women value an extra grade point average (GPA) unit more than men. I find that anticipated discrimination in the labor market of male-dominated fields is important to understand this gender gap in grade sensitivity. I further provide evidence of the gender differences in beliefs about labor market discrimination in different fields. The last chapter investigates the dynamic effects of feedback in an experimental setting. I explore how individuals update their beliefs and choices in response to good or bad news over time in two domains: verbal skills and math. I find significant gender gaps in beliefs and choices before feedback: men are more optimistic about their performance and more willing to compete than women in both domains, but the gaps are significantly larger in math. Feedback significantly shifts individuals' beliefs and choices immediately after receiving it. However, there is substantial persistence of gender gaps over time. This is particularly true among the set of individuals who receive negative feedback.
ContributorsUgalde Araya, Maria Paola (Author) / Aucejo, Esteban (Thesis advisor) / Zafar, Basit (Thesis advisor) / Larroucau, Tomas (Committee member) / Arizona State University (Publisher)
Created2023
Description
This paper outlines a responsible innovation framework to evaluate technologies designed for education. Traditionally, technologies being implemented for development of education come from foreign nations with less cultural understanding of the needs of the country they are trying to serve. This framework outlines categories that impact the success or failure of an educational technology. The framework is explained and then applied to the SolarSPELL case; an offline digital library designed to bring information to resource constrained areas around the world. The purpose of this research is to explore the factors determining success and failure of educational technology projects and design a framework that can be used moving forward to assess projects prior to the final implementation stage to encourage more successful projects. The framework designed in this research proved useful for evaluating educational technology designed for resource constrained areas.
ContributorsArnold, Madison (Author) / Parmentier, Mary Jane (Thesis director) / Hosman, Laura (Committee member) / School for the Future of Innovation in Society (Contributor) / Walter Cronkite School of Journalism & Mass Comm (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12