Peer reviewed
Direct linkERIC Number: EJ930294
Record Type: Journal
Publication Date: 2011-Feb-28
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1473-0111
EISSN: N/A
An Analysis of How Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity
Flesch, Michael; Ostler, Elliott
International Journal for Mathematics Teaching and Learning, Feb 2011
This paper presents the results of a study focused on the issue of how proctored testing affects the learning outcomes and integrity in an Intermediate Algebra course setting. The study follows a model of assessment where students in one group have taken two of their five unit exams as proctored tests along with a proctored Comprehensive Final Exam, compared to a second group who take all unit tests online, but who do complete a proctored Comprehensive Final Exam. (Contains 7 tables and 6 figures.)
Descriptors: Algebra, College Instruction, Mathematics Tests, Supervision, Computer Assisted Testing, Comparative Analysis, Scores, Outcomes of Education, Context Effect, Student Evaluation, Integrity, Mastery Learning, Accountability
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska
Grant or Contract Numbers: N/A
