Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2022 Jul 14;12(7):232.
doi: 10.3390/bs12070232.

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

Hao Xu  1
Affiliations

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

Hao Xu. Behav Sci (Basel). .

Abstract

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.

Keywords: assessment data; behavioural cues; classroom assessment; intensity of interaction; interactive self-reporting; online teaching.

PubMed Disclaimer

Conflict of interest statement

The author declares no conflict of interest.

References

    1. Yu S.L., Xu H. Feedback and assessment in second language education during the COVID-19 and beyond. Asia-Pac. Educ. Res. 2021;30:483–486. doi: 10.1007/s40299-021-00631-4. - DOI
    1. Yeh Y.C. Analyzing online behaviors, roles, and learning communities via online discussions. Educ. Technol. Soc. 2010;13:140–151.
    1. Pu S., Xu H. Examining changing assessment practices in online teaching: A multiple-case study of EFL school teachers in China. Asia-Pac. Educ. Res. 2021;30:553–561. doi: 10.1007/s40299-021-00605-6. - DOI
    1. Mitchell O., Morales M. The effect of switching to mandatory online course assessments on response rates and course ratings. Assess. Eval. High. Educ. 2018;43:629–639. doi: 10.1080/02602938.2017.1390062. - DOI
    1. Veeraiyan D.N., Varghese S.S., Rajasekar A., Karobari M.I., Thangavelu L., Marya A., Messina P., Scardina G.A. Comparison of interactive teaching in online and offline platforms among dental undergraduates. Int. J. Environ. Res. Public Health. 2022;19:3170. doi: 10.3390/ijerph19063170. - DOI - PMC - PubMed

LinkOut - more resources