Using Interactive Simulations in Assessment: The use of Computer-Based Interactive Simulations in the Assessment of Statistical Concepts

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Author(s)
Neumann, David
Griffith University Author(s)
Year published
2010
Metadata
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Interactive computer-based simulations have been applied in several contexts to teach statistical concepts in university level courses. In this report, the use of interactive simulations as part of summative assessment in a statistics course is described. Students accessed the simulations via the web and completed questions relating to the simulations. Importantly, the questions could only be answered by combining declarative knowledge of statistics with the experiences resulting from actively engaging with the simulation. In this way, the assessment approach was able to assess functional knowledge related to procedural ...
View more >Interactive computer-based simulations have been applied in several contexts to teach statistical concepts in university level courses. In this report, the use of interactive simulations as part of summative assessment in a statistics course is described. Students accessed the simulations via the web and completed questions relating to the simulations. Importantly, the questions could only be answered by combining declarative knowledge of statistics with the experiences resulting from actively engaging with the simulation. In this way, the assessment approach was able to assess functional knowledge related to procedural concepts and skills in application. The answers were submitted on-line and students received immediate feedback on the grade obtained. The interactive assessment tool was used by a large proportion of the students in the course. Feedback given by the students is discussed to give an indication of the benefits and limitations to its use.
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View more >Interactive computer-based simulations have been applied in several contexts to teach statistical concepts in university level courses. In this report, the use of interactive simulations as part of summative assessment in a statistics course is described. Students accessed the simulations via the web and completed questions relating to the simulations. Importantly, the questions could only be answered by combining declarative knowledge of statistics with the experiences resulting from actively engaging with the simulation. In this way, the assessment approach was able to assess functional knowledge related to procedural concepts and skills in application. The answers were submitted on-line and students received immediate feedback on the grade obtained. The interactive assessment tool was used by a large proportion of the students in the course. Feedback given by the students is discussed to give an indication of the benefits and limitations to its use.
View less >
Journal Title
The International Journal for Technology in Mathematics Education
Volume
17
Issue
1
Publisher URI
Copyright Statement
© 2010 Research Information Ltd. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Pure mathematics
Educational psychology