Problem Solving Based Assessment with Synchronous Interactive Activities for Online Students’ Statistics Learning
Abstract: Statistics courses are required for most teacher education graduate programs. In our teaching experiences, we have found several common issues in the assessment of online statistics learning. Would the exam scores demonstrate students’ knowledge and skills to conduct research using appropriated statistics methods for data analysis? What was missing during their learning process that the instructor may or may not realize? Furthermore, there evidently was a gap between students’ coursework completion and the ability to solve real world research problems. In the online statistics courses we taught, students had even more difficulties in demonstrating their learning progresses. In this paper, we will introduce our work to develop and implement the problem solving based assessment with synchronous interactivities to improve online students’ statistics learning. We will focus on: (a) the procedures of problem solving based assessment, (b) the design of synchronous interactive activities, (c) the advantages and tips of using online break rooms, and (d) students’ personalized online learning experiences that demonstrated the extent they mastered the knowledge and skills.