Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment

How teachers should elicit and draw on behavioural cues for online-classroom assessment is of much interest to both researchers and practising teachers. Aiming to explore how to enhance interactive self-reporting as a behavioural cue elicitor for online-classroom assessment, this study adopted a lar...

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Main Author: Hao Xu
Format: Article
Language:English
Published: MDPI AG 2022-07-01
Series:Behavioral Sciences
Subjects:
Online Access:https://www.mdpi.com/2076-328X/12/7/232
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author Hao Xu
author_facet Hao Xu
author_sort Hao Xu
collection DOAJ
description How teachers should elicit and draw on behavioural cues for online-classroom assessment is of much interest to both researchers and practising teachers. Aiming to explore how to enhance interactive self-reporting as a behavioural cue elicitor for online-classroom assessment, this study adopted a large-scale questionnaire survey to investigate the effects of the intensity of interaction in interactive self-reporting and teachers’ professional experience on the quality of assessment data in online teaching. Results showed that only the intensity of teacher’s follow-up interaction regarding interactive self-reporting had a significant impact on the quality of the assessment data. Specifically, as a behavioural cue elicitor, interactive self-reporting may be best utilised when interaction of a moderate intensity is employed by the teacher following students’ self-report. The accuracy and efficiency of interactive self-reporting as a means to obtain assessment data in online teaching can only, thus, be best synergised. Otherwise, the accuracy and efficiency may be reduced to a wax-and-wane relationship, i.e., each one increases at the expense of the other.
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spelling doaj.art-6adc94cb0f3a4e59a7973025e74f771e2023-12-03T14:40:13ZengMDPI AGBehavioral Sciences2076-328X2022-07-0112723210.3390/bs12070232Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom AssessmentHao Xu0National Research Centre for Foreign Language Education, Beijing Foreign Studies University, Beijing 100089, ChinaHow teachers should elicit and draw on behavioural cues for online-classroom assessment is of much interest to both researchers and practising teachers. Aiming to explore how to enhance interactive self-reporting as a behavioural cue elicitor for online-classroom assessment, this study adopted a large-scale questionnaire survey to investigate the effects of the intensity of interaction in interactive self-reporting and teachers’ professional experience on the quality of assessment data in online teaching. Results showed that only the intensity of teacher’s follow-up interaction regarding interactive self-reporting had a significant impact on the quality of the assessment data. Specifically, as a behavioural cue elicitor, interactive self-reporting may be best utilised when interaction of a moderate intensity is employed by the teacher following students’ self-report. The accuracy and efficiency of interactive self-reporting as a means to obtain assessment data in online teaching can only, thus, be best synergised. Otherwise, the accuracy and efficiency may be reduced to a wax-and-wane relationship, i.e., each one increases at the expense of the other.https://www.mdpi.com/2076-328X/12/7/232interactive self-reportingintensity of interactionbehavioural cuesclassroom assessmentonline teachingassessment data
spellingShingle Hao Xu
Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment
Behavioral Sciences
interactive self-reporting
intensity of interaction
behavioural cues
classroom assessment
online teaching
assessment data
title Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment
title_full Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment
title_fullStr Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment
title_full_unstemmed Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment
title_short Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment
title_sort interactive self reporting as behavioural cue elicitor for online classroom assessment
topic interactive self-reporting
intensity of interaction
behavioural cues
classroom assessment
online teaching
assessment data
url https://www.mdpi.com/2076-328X/12/7/232
work_keys_str_mv AT haoxu interactiveselfreportingasbehaviouralcueelicitorforonlineclassroomassessment