Summative assessment and staff competencies are the most frequently reported challenges in students' free-text responses about EVS dissatisfaction¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Content analysis of open-ended responses identified summative assessment (23.87%) and staff competencies (20.16%) as the two most frequent challenge categories. → Marija Cubric 2015

Evidence¶

Marija Cubric 2015¶

Marija Cubric, and Amanda Jefferies. (2015). The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups. Computers & Education. https://doi.org/10.1016/j.compedu.2015.04.004

q2 · i? · associational · r2

Content analysis of free-text answers to the question asking students to explain reasons for dissatisfaction with EVS use, coded with HyperResearch v.3.5.2 into 16 categories from 243 source items.

"A total of 121 (20.51%) student responses corresponding to 243 source items were coded into the 16 categories shown in Table 6."

Discussion¶

Related Claims¶

• Students who used EVS only for summative assessment reported lower learning benefits and higher challenges than students who used it formatively or in combination — a narrower finding that bears on this claim
• Subject area is significantly associated with EVS usage patterns including number of modules, students' experience, and level of summative use — related
• EVS usability scores above 'good' benchmark but students become more critical of usability when encountering staff competency or testing problems — related