Um Estudo de Caso sobre um Teste Adaptativo baseado no conhecimento tácito do professor sob o ponto de vista da motivação do estudante
Resumo
Este artigo descreve um estudo de caso sobre um Teste Adaptativo Estratificado, baseado no conhecimento tácito do professor e aplicado em duas turmas de Redes de Computadores. Foram coletados dados relacionados à motivação dos alunos, após a execução de cinco exercícios. Na análise de dados, buscou-se identificar correlações entre os fatores de motivação e, também, algum comportamento que se destacasse. Os resultados apresentaram correlação entre o fator Interesse e outros três fatores: Probabilidade de Sucesso, Desafio e Tempo de Dedicação. Além disso, apesar de não atingirem o esperado para um Teste Adaptativo Informatizado (TAI), apresentaram benefícios do ponto de vista da motivação do estudante, o que indica ser recomendável a utilização da metodologia em sala de aula, considerando-se sua facilidade de implementação.
Palavras-chave:
Teste Adaptativo, Motivação do Estudante, Redes de Computadores
Referências
Csikszentmihalyi, M. (2000). Beyond Boredom and Anxiety: Experiencing Flow in Work and Play. Jossey-Bass, 25th anniversary edition.
Eggen, T.J.M. and Verschoor, A.J. (2006). Optimal testing with easy or difficult items in computerized adaptive testing. Applied psychological measurement. volume 30, pages 379–393.
Eklöf, H. (2010). Student motivation and effort in the swedish timss advanced field study. In 4th IEA International Research Conference. Gothenburg.
Finley, J.R., Benjamin, A.S., Hays, M.J., Bjork, R.A., and Kornell, N. (2011). Benefits of accumulating versus diminishing cues in recall. Journal of Memory and Language, 64(4): 289–298.
Freund, P.A. and Holling, H. (2011). Who wants to take an intelligence test? personality and achievement motivation in the context of ability testing. Personality and Individual Differences, 50(5): 723–728.
González-Sacristán, C., Molins-Ruano, P., Díez, F., Rodríguez, P., and Sacha, G.M. (2013). Computer-assisted assessment with item classification for programming skills. In Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality, TEEM’13, pages 111–117, New York, NY, USA. ACM.
Hornke, L.F., Küppers, A., and Etzel, S. (2000). Design and evaluation of an adaptive matrices test. Diagnostica, 46: 182–188.
Huang, S.X. (1996). A content-balanced adaptive testing. in computer aided learning and instruction in science and engineering. CALISCE-Computer Aided Learning and Instruction in Science and Engineering, pages 29–31.
Meijer, R.R. and Nering, M.L. (1999). Computerized adaptive testing: Overview and introduction. Applied Psychological Measurement, 23(3): 187–194.
Ortner, T., Weißkopf, E., and Gerstenberg, F. (2013). Skilled but unaware of it: Cat undermines a test taker’s metacognitive competence. European Journal of Psychology of Education, 28(1): 37–51.
Ortner, T.M., Weißkopf, E., and Koch, T. (2014). I will probably fail: Higher ability students motivational experiences during adaptive achievement testing. European Journal of Psychological Assessment, 30: 48–56.
Penk, C. and Schipolowski, S. (2015). Is it all about value? bringing back the expectancy component to the assessment of test-taking motivation. Learning and Individual Differences, 42: 27–35.
Piton-Gonçalves, J., Monzón, A.J.B., and Aluísio, S.M. (2009). Métodos de avaliação informatizada que tratam o conhecimento parcial do aluno e geram provas individualizadas. In Proceedings of the SBIE Conference on Simpósio Brasileiro de Informática na Educação, Florianópolis, SC, Brazil. Sociedade Brasileira de Computação.
Vollmeyer, R. and Rheinberg, F. (2006). Motivational effects on self-regulated learning with different tasks. Educational Psychology Review, 18(3): 239–253.
Weiss, D.J. and Betz, N.E. (1973). Ability measurement: conventional or adaptive? Minneapolis, MN: University of Minnesota, Department of Psychology.
Yeh, D.D. and Park, Y.S. (2015). Improving learning efficiency of factual knowledge in medical education. Journal of Surgical Education, 72: 882–889.
Eggen, T.J.M. and Verschoor, A.J. (2006). Optimal testing with easy or difficult items in computerized adaptive testing. Applied psychological measurement. volume 30, pages 379–393.
Eklöf, H. (2010). Student motivation and effort in the swedish timss advanced field study. In 4th IEA International Research Conference. Gothenburg.
Finley, J.R., Benjamin, A.S., Hays, M.J., Bjork, R.A., and Kornell, N. (2011). Benefits of accumulating versus diminishing cues in recall. Journal of Memory and Language, 64(4): 289–298.
Freund, P.A. and Holling, H. (2011). Who wants to take an intelligence test? personality and achievement motivation in the context of ability testing. Personality and Individual Differences, 50(5): 723–728.
González-Sacristán, C., Molins-Ruano, P., Díez, F., Rodríguez, P., and Sacha, G.M. (2013). Computer-assisted assessment with item classification for programming skills. In Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality, TEEM’13, pages 111–117, New York, NY, USA. ACM.
Hornke, L.F., Küppers, A., and Etzel, S. (2000). Design and evaluation of an adaptive matrices test. Diagnostica, 46: 182–188.
Huang, S.X. (1996). A content-balanced adaptive testing. in computer aided learning and instruction in science and engineering. CALISCE-Computer Aided Learning and Instruction in Science and Engineering, pages 29–31.
Meijer, R.R. and Nering, M.L. (1999). Computerized adaptive testing: Overview and introduction. Applied Psychological Measurement, 23(3): 187–194.
Ortner, T., Weißkopf, E., and Gerstenberg, F. (2013). Skilled but unaware of it: Cat undermines a test taker’s metacognitive competence. European Journal of Psychology of Education, 28(1): 37–51.
Ortner, T.M., Weißkopf, E., and Koch, T. (2014). I will probably fail: Higher ability students motivational experiences during adaptive achievement testing. European Journal of Psychological Assessment, 30: 48–56.
Penk, C. and Schipolowski, S. (2015). Is it all about value? bringing back the expectancy component to the assessment of test-taking motivation. Learning and Individual Differences, 42: 27–35.
Piton-Gonçalves, J., Monzón, A.J.B., and Aluísio, S.M. (2009). Métodos de avaliação informatizada que tratam o conhecimento parcial do aluno e geram provas individualizadas. In Proceedings of the SBIE Conference on Simpósio Brasileiro de Informática na Educação, Florianópolis, SC, Brazil. Sociedade Brasileira de Computação.
Vollmeyer, R. and Rheinberg, F. (2006). Motivational effects on self-regulated learning with different tasks. Educational Psychology Review, 18(3): 239–253.
Weiss, D.J. and Betz, N.E. (1973). Ability measurement: conventional or adaptive? Minneapolis, MN: University of Minnesota, Department of Psychology.
Yeh, D.D. and Park, Y.S. (2015). Improving learning efficiency of factual knowledge in medical education. Journal of Surgical Education, 72: 882–889.
Publicado
24/10/2016
Como Citar
YOSHIOKA, Sérgio R. I.; TEIXEIRA, Alexandre; ISHITANI, Lucila.
Um Estudo de Caso sobre um Teste Adaptativo baseado no conhecimento tácito do professor sob o ponto de vista da motivação do estudante. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 27. , 2016, Uberlândia/MG.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2016
.
p. 966-975.
DOI: https://doi.org/10.5753/cbie.sbie.2016.966.
