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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Format: | Article |
Language: | English |
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MDPI AG
2022-07-01
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Series: | Behavioral Sciences |
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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. |
first_indexed | 2024-03-09T03:41:27Z |
format | Article |
id | doaj.art-6adc94cb0f3a4e59a7973025e74f771e |
institution | Directory Open Access Journal |
issn | 2076-328X |
language | English |
last_indexed | 2024-03-09T03:41:27Z |
publishDate | 2022-07-01 |
publisher | MDPI AG |
record_format | Article |
series | Behavioral Sciences |
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 |