Response Time and Learning Progress: Teaching Perspective

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Authors

Eugene Gvozdenko, Dianne Chambers, Kaye Stacey, Vicki Steinle, The University of Melbourne, Australia

Global Learn, Mar 28, 2011 in Melbourne, Australia ISBN 978-1-880094-85-3

• Conference Info
• Proceedings Book

Abstract

The study analysed the utility of data from logging response times of students on a computerised basic mathematics test to monitor cognitive progress of a group of pre-service teacher education students over a semester. The results suggest that the magnitude of reduction in mean response time can be a useful indicator of the impact of teaching and learning. Response time was found to be especially valuable to monitor the progress of high achievers whose answers were correct both at the beginning and at the end of the semester. The findings of the study will enhance the pedagogical practice of Assessment For Learning (formative assessment) which stands in the centre of the current education assessment reform.

Citation

Gvozdenko, E., Chambers, D., Stacey, K. & Steinle, V. (2011). Response Time and Learning Progress: Teaching Perspective. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 400-408). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved August 8, 2024 from https://www.learntechlib.org/p/37203.

© 2011 AACE