发表机构
Indian Institute of Technology Ropar（印度技术研究所罗帕尔分校）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究通过2023年大型编程课程中203名学生的11,093项任务口试验证，发现自我报告与展示掌握高度一致（98.1%），但高估集中在少数学生和困难任务上，为定向反馈提供依据。
AI 中文摘要
基于掌握的教育越来越将学习进展的报告交到学生手中，学生在学习仪表盘上记录任务完成情况。此类自我报告的有用性取决于报告掌握程度与展示能力之间的对应程度。大多数关于学生自我评估的证据将整体自我评分与整体考试成绩进行比较，因此对于哪些任务或哪些学生导致了不匹配提供的证据有限。本研究在六十个编程任务阶梯中，针对个别任务层面，考察了第一年学生自我评估与口试展示掌握程度的一致性。研究基于2023年教授的大型第一年编程课程，涉及203名学生和12名考官，其中每项报告的任务都通过口头口试进行验证。由于任务只有在报告后才进入口试环节，该设计是单边的，捕捉了高估但未捕捉低估。在11,093项报告任务中，10,885项（98.1%）被展示，表明自我报告与展示掌握程度之间存在高度一致性。其余208项高估并非均匀分布。少数学生占了大多数错误，且这些错误主要发生在任务阶梯末尾的困难任务上，而非高分任务上。这一任务级分析表明，高整体自我评估准确性可能与报告和展示掌握程度在特定领域存在分歧共存。它也为将额外验证和形成性反馈引导到更可能发生此类分歧的学生和任务提供了实用基础。
英文摘要
Mastery-based education increasingly places the reporting of learning progress in students' hands, who record task completion on learning dashboards. The usefulness of such self-reports depends on how closely reported mastery corresponds to demonstrated competence. Most evidence on student self-assessment compares an overall self-rating with an overall examination score and therefore provides limited evidence about which tasks or which students account for the mismatch. This study examines first-year students' self-assessment against viva-demonstrated mastery at the level of individual tasks across a ladder of sixty programming tasks. The study draws on a large first-year programming course taught in 2023, involving 203 students and 12 examiners, in which every reported task was verified through an oral viva. Because a task entered the Viva only after it was reported, the design is one-sided and captures over-estimation but not under-estimation. Of 11,093 reported tasks, 10,885 (98.1%) were demonstrated, indicating a high degree of correspondence between self-report and demonstrated mastery. The remaining 208 overestimations were not evenly distributed. A small number of students accounted for most of the errors, and they occurred mainly on difficult tasks near the end of the task ladder rather than on higher-point tasks. This task-level analysis shows that high overall self-assessment accuracy can coexist with specific areas where reported and demonstrated mastery diverge. It also provides a practical basis for directing additional verification and formative feedback toward students and tasks where such divergence is more likely.
Comments14 pages, 3 figures, 2 tables, Submitted in ICTIEE and under Review
