What is it about?
In lay terms, this article evaluates non-invigilated, formative online assessments' (e.g., online home assignments') capability to really measure how well students learn in a Business Mathematics course by comparing students' scores in such online assessments with those in an invigilated, summative offline assessment (i.e., the Final Examination). It was found to be moderately acceptable. Also, students tend to perform better in such online assessment than in such an offline assessment.
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Why is it important?
In professional or scientific parlance, this is to evaluate the convergent validity of online assessments in a Business Mathematics course. To the best of the author, this study is the first of its kind ever. The favourable results lend support to such online assessments being equitable instruments to gauge students' performance in such a course.
Read the Original
This page is a summary of: Convergent Validity of Non-Invigilated, Formative Online Assessments in Business Mathematics Courses and Students’ Comparative Performance in Online and Offline Assessments, July 2022, ACM (Association for Computing Machinery),
DOI: 10.1145/3551708.3551760.
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