dc.contributor |
Universitat Ramon Llull. IQS |
dc.contributor.author |
Cuadros, Jordi |
dc.contributor.author |
Martori Adrian, Francesc de Paula |
dc.contributor.author |
Serrano Molinero, Vanessa |
dc.contributor.author |
Calvo, Miquel (Calvo Llorca) |
dc.contributor.author |
Carnicer González, Arturo |
dc.contributor.author |
Miñarro Alonso, Antonio |
dc.date.accessioned |
2020-03-25T18:57:11Z |
dc.date.available |
2020-03-25T18:57:11Z |
dc.date.issued |
2019-04-12 |
dc.identifier.uri |
http://hdl.handle.net/2072/374122 |
dc.format.extent |
13 p. |
dc.language.iso |
eng |
dc.publisher |
Modestum |
dc.relation.ispartof |
EURASIA Journal of Mathematics Science and Technology Education. Vol. 15, n.9 (2019), p. em1743 |
dc.rights |
© L'autor/a |
dc.rights |
L'accés als continguts d'aquest document queda condicionat a l'acceptació de les condicions d'ús establertes per la següent llicència Creative Commons:http://creativecommons.org/licenses/by/4.0/ |
dc.source |
RECERCAT (Dipòsit de la Recerca de Catalunya) |
dc.subject.other |
Ensenyament assistit per ordinador |
dc.subject.other |
Estadística |
dc.subject.other |
Autonomia de l'alumne |
dc.subject.other |
Computer-assisted assessment |
dc.subject.other |
Learning analytics |
dc.subject.other |
Open-ended activity |
dc.subject.other |
R commander |
dc.subject.other |
Statistics education |
dc.title |
Computer-assisted assessment in open-ended activities through the analysis of traces: a proof of concept in statistics with R commander |
dc.type |
info:eu-repo/semantics/article |
dc.type |
info:eu-repo/semantics/publishedVersion |
dc.subject.udc |
311 - Estadística |
dc.embargo.terms |
cap |
dc.relation.projectID |
info:eu-repo/grantAgreement/UB/REDICE/REDICE121743-01, REDICE-14-50 |
dc.relation.projectID |
info:eu-repo/grantAgreement/ACM/Ayudas a Proyectos de Investigación/ACM2016_26 |
dc.identifier.doi |
https://doi.org/10.29333/ejmste/108456 |
dc.rights.accessLevel |
info:eu-repo/semantics/openAccess |
dc.description.abstract |
Open-ended tasks are common in Science, Technology, Engineering and Mathematics (STEM) education. However, as far as we know, no tools have been developed to assist in the assessment of the solution process of open-ended questions. In this paper, we propose the use of analysis of traces as a tool to address this need. To illustrate this approach, we developed a modified version of R Commander that collects traces of students’ actions and described a way to analyze them by using regular expressions. We used this tool in an undergraduate introductory statistics course. The traces were analyzed by comparing them to predefined problem-solving steps, arranged by the instructor. The analyses provide information about the time students spent on the activity, their work intensity and the choices they made when solving open-ended questions. This automated assessment tool provides grades highly correlated to those obtained by a traditional test and traditional grading scheme. |