Abstract
AbstractThis paper presents the results of a study, carried out as part of the design-based development of an online self-assessment for prospective students in higher online education. The self-assessment consists of a set of tests – predictive of completion – and is meant to improve informed decision making prior to enrolment. The rationale being that better decision making will help to address the ongoing concern of non-completion in higher online education. A prototypical design of the self-assessment was created based on an extensive literature review and correlational research, aimed at investigating validity evidence concerning the predictive value of the tests. The present study focused on investigating validity evidence regarding the content of the self-assessment (including the feedback it provides) from a user perspective. Results from a survey among prospective students (N = 66) indicated that predictive validity and content validity of the self-assessment are somewhat at odds: three out of the five tests included in the current prototype were considered relevant by prospective students. Moreover, students rated eleven additionally suggested tests – currently not included – as relevant concerning their study decision. Expectations regarding the feedback to be provided in connection with the tests include an explanation of the measurement and advice for further preparation. A comparison of the obtained scores to a reference group (i.e., other test-takers or successful students) is not expected. Implications for further development and evaluation of the self-assessment are discussed.
Highlights
The number of students not completing a course or study program in higher online education remains problematic, despite a range of initiatives to decrease noncompletion rates [30, 34, 35, 37]
In terms of content validity, further evidence is obtained by the present study for three tests that were already included in the current SA: academic self-efficacy, study goals and intentions, and procrastination
The results of the present study show that prospective students find information on specific knowledge, skills, and experience useful in the process of their study decision
Summary
The number of students not completing a course or study program in higher online education remains problematic, despite a range of initiatives to decrease noncompletion rates [30, 34, 35, 37]. It is in the interest of both students and educational institutions to keep non-completion at a minimum [37]. The current study contributes to the development of such a SA at an open online university This SA will be available, online, for prospective students and inform them about the match between their characteristics (knowledge, skills, and attitudes) on the one hand, and what appears to be conducive to (read: predictive of) completion in higher online education on the other hand. The SA will be offered as an optional, and (in accordance with the open access policy of the institution) nonselective tool to visitors of the institutional website
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