The Effects of an Online Student-Constructed Tests Strategy on Knowledge Construction

• In Event: 35.057 - Online and Collaborative Learning Spaces in Instructional Technology

Abstract

The differential effects of student-constructed tests (SCT) and student-generated questions (SQG) strategies on knowledge construction, specifically, the breadth, depth, interconnectivity and elaboration of knowledge, were examined via the quasi-experimental research method. Two classes of undergraduates (N=65) were randomly assigned to two treatment groups. An online system supporting the associated learning activities was developed. The results showed that the SCT group generated questions that covered significantly more key concept, involved significantly more subordinate concepts, and built significantly more links between clusters of topics, as compared to those in the SQG group. Moreover, significantly more students in the SCT group engaged in item-revision behaviors than those of the SQG group, and a majority of students in the SCT group exhibited item-sequencing behaviors.

Authors

• Fu-Yun Yu, National Cheng Kung University

• Chun-Ping Wu, TamKang University