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Auflistung nach Autor:in "Kasakowskij, Regina"

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  • Konferenzbeitrag
    Accuracy of self-assessments in higher education
    (DELFI 2021, 2021) Haake, Joerg M.; Seidel, Niels; Burchart, Marc; Karolyi, Heike; Kasakowskij, Regina
    Self-assessment serves to improve learning through timely feedback on one's solution and iterative refinement as a way to incrementally improve one's competence. The SelfAssess-plugin developed in Moodle provides unlimited opportunities for students to create and assess solutions to self-assessment questions. A field study examined how 131 students used voluntary self-assessment questions in an online course in B.Sc. Computer Science, how accurate they were able to self-assess their solutions on instructor-defined criteria, and which question-related characteristics influence the ability of self-assessment. Results show the potential for providing scalable learning support. Fine-grained assessment criteria and freedom of solution input are recommended; a limited complexity of the expected solution is still a challenge.
  • Konferenzbeitrag
    Interaction of reading and assessment behavior
    (20. Fachtagung Bildungstechnologien (DELFI), 2022) Menze, Dennis; Seidel, Niels; Kasakowskij, Regina
    Reading and assessment are elementary activities for knowledge acquisition in online learning. Assessments represented as quizzes can help learners to identify gaps in their knowledge and understanding, which they can then overcome by reading the corresponding text-based course material. Reversely, quizzes can be used to evaluate reading comprehension. In this paper, we examine the interactions between reading and quiz activities using scroll and log data from an online undergraduate course (N=142). By analyzing processes and sequential patterns in user sessions, we identified six session clusters for characteristic reading and quiz patterns potentially relevant for adaptive learning support. Using these session clusters, we further clustered students by their reading and quiz behavior over six time periods within the semester. The results hypothesize a personalization for seven groups of learners characterized by their temporal activity and predominant quiz and reading behavior.