Session Information
24 SES 01, STEM
Paper Session
Contribution
Introduction
A review of STEM provision in Ireland (McCraith, 2015) at primary and post-primary level raised issues concerning, transition to 3rd level, the use of ICT and international performance and comparison. Research provides evidence that similar issues are also pertinent in Finland (Kinnari, 2010; Rinneheimo, 2010) suggesting that PISA results differ from ‘teachers experiences of students’.
The importance of the role of assessment and ICT is well documented within the literature. An extensive review of e-assessment, focusing on online computer-marked quizzes conducted by Jordan (2013), highlighted the increasing role of eAssessment technologies within the learning environment and how this environment may be optimised beyond simple quizzing (Johnson, Becker, Cummins, Estrada & Freeman, 2015).
This paper presents the findings from a recent research project to gather information on the conceptions and expectations that first year engineering mathematics students have in relation to online assessment and their reflections immediately following online assessment. Analysis of anecdotal observations gathered over several years, from formal and informal feedback media, suggests that many students may inadvertently experience negative behavioural attributes in advance of, or following, the online assessment. Recent research (Gallimore & Stewart, 2014; Tempel & Newman, 2014; Gill, Mac an Bhaird & Ni Fhlionn, 2010) suggests that negative attributes may be more deeply embedded resulting in the need to introduce additional mathematical support at third level.
The outputs from the research will provide an evidenced data source for discussion in the design of new programmes as they expand their online provision. The evidence will help designers frame their understanding of the effects of the technology on the learning process, examining pedagogical barriers and support, and examining how this relates to levels of interaction and engagement online.
The project was designed within a socio-cognitive theoretical framework of self-efficacy (Bandura, 1977) to help the researchers understand the experiences and perceptions that learners bring in their transition to third level engineering mathematics. The main thrust of self-efficacy theory is that the actions of the learner and their subsequent reactions are influenced by their observations and experiences. Within this framework the research focused on pre-existing attributes, perceived barriers and self-confidence, and the awareness of existing support mechanisms for learners.
Method
Expected Outcomes
References
References Ashton, H.S., Beevers, C.E., Korabinski, A.A. & Youngson, M.A., 2006, Incorporating partial credit in computer-aided assessment of Mathematics in secondary education, Br J Educ Technol, 37(1), pp. 93-119 Bandura, A., 1977, Self-efficacy: Toward a Unifying Theory of Behavioral Change, Psychological Review, 84(2), pp. 191-215. Gallimore, M. & Stewart, J., 2014, Increasing the impact of mathematics support on aiding student transition in higher education, Teaching Mathematics and its Applications, 33(2), pp. 98-109. Gill, O., Mac An Bhaird, C. & Ni Fhloinn, E., 2010, The Origins, Development and Evaluation of Mathematics Support Services, Irish Maths Society, 66, pp. 51 – 63. Jordan, S., 2013, E-assessment: Past, present and future, New Directions, 9(1), pp. 87-106. Kinnari, H., 2010, A study of the mathematics proficiency, 1st intl workshop on maths and ICT: Education, Research and Applications, Bucharest, pp. 35-39. McCraith, B., 2015, Average is no longer good enough – it’s time for a step change in STEM education in Ireland, in Education Matters, Yearbook 2016 – 2016, pp. 13-18. Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., and Freeman, A., 2015, NMC Technology Outlook for Higher Education in Ireland: A Horizon Project Regional Report. Austin, Texas: The New Media Consortium. Rinneheimo, K., 2010, Methods for teaching mathematics case Tampere University of Applied Sciences, 1st intl workshop on maths and ICT: Education, Research and Applications, Bucharest, pp. 48-55. Sangwin, C., Hunt, T. & Butcher, P., 2013, Embedding and enhancing eAssessment in the leading open source VLE, The Higher Education Academy. Tempel, T. & Neumann, R., 2014, Stereotype threat, test anxiety, and mathematics performance, Social Psychology of Education, 17(3), pp. 491-501.
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