TY - GEN
T1 - Identifying students' test-taking behavioral patterns in an online Chinese reading assessment system
AU - Han, Xiaoxue
AU - Tian, Xiuyun
AU - Cheng, Hercy N.H.
AU - Chang, Wang Chen
AU - Liao, Calvin C.Y.
AU - Liu, Sanya
N1 - Funding Information:
ACKNOWLEDGMENT The authors would like to thank the National Social Science Fund Project of China (grant number: 14BGL131) and Central China Normal University for financial support (grant numbers: CCNU16A02022, CCNU15A06073).
Funding Information:
the National Social Science Fund Project of China (grant number: 14BGL131) and Central China Normal University for financial support (grant numbers: CCNU16A02022, CCNU15A06073).
Publisher Copyright:
© 2017 IEEE.
PY - 2017/8/8
Y1 - 2017/8/8
N2 - This study attempts to identify the online test process of students with different proficiency and gender from the perspective of behavior, aiming to help teachers understand the valuable information about what the students hide behind their reading test behaviors and guide follow-up reading teaching strategies. The study records the students' test-taking behaviors in an online Chinese reading assessment system, and uses lag sequence analysis to explore and compare their behavioral patterns. The results show that the high proficiency students tend to quickly browse all the articles before the test and spend less time reading articles, but spend more time thinking when changing options. By contrast, the low proficiency students tend to read articles slowly as well as change options, suggesting their low confidence. The study also shows that girls use the mark function more often and tend to check the test before submitting it. In addition, compared with boys, girls spend more time on reading and answering the questions. These results demonstrate that girls pay more attentions than boys. Finally, this paper summaries the study limitations and provides suggestions for the future research and teacher teaching.
AB - This study attempts to identify the online test process of students with different proficiency and gender from the perspective of behavior, aiming to help teachers understand the valuable information about what the students hide behind their reading test behaviors and guide follow-up reading teaching strategies. The study records the students' test-taking behaviors in an online Chinese reading assessment system, and uses lag sequence analysis to explore and compare their behavioral patterns. The results show that the high proficiency students tend to quickly browse all the articles before the test and spend less time reading articles, but spend more time thinking when changing options. By contrast, the low proficiency students tend to read articles slowly as well as change options, suggesting their low confidence. The study also shows that girls use the mark function more often and tend to check the test before submitting it. In addition, compared with boys, girls spend more time on reading and answering the questions. These results demonstrate that girls pay more attentions than boys. Finally, this paper summaries the study limitations and provides suggestions for the future research and teacher teaching.
KW - Evaluation system
KW - Lag sequence analysis
KW - Primary school language reading
KW - Test-taking behavior pattern
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U2 - 10.1109/ISET.2017.44
DO - 10.1109/ISET.2017.44
M3 - Conference contribution
AN - SCOPUS:85034448382
T3 - Proceedings - 2017 International Symposium on Educational Technology, ISET 2017
SP - 158
EP - 162
BT - Proceedings - 2017 International Symposium on Educational Technology, ISET 2017
A2 - Kwan, Reggie
A2 - Wang, Fu Lee
A2 - Shang, Junjie
A2 - Au, Oliver
A2 - Ng, Kwan Keung
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2017 International Symposium on Educational Technology, ISET 2017
Y2 - 27 June 2017 through 29 June 2017
ER -