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<p>This study examines the effectiveness of online self-assessments (OSAs) as formative tools in higher education, with a focus on university mathematics courses. Using a longitudinal dataset of 487 economics students from cohorts between 2014 and 2019, we employ a rigorous methodology that combines Propensity Score Matching (PSM) with Difference-in-Differences (DiD) analysis to isolate the causal impact of regular OSA usage on students’ mathematical knowledge acquisition. Our findings indicate that OSAs, particularly when designed with adaptive feedback mechanisms, positively influence learning outcomes. However, the overall effect is modest and significantly mediated by student engagement. Subgroup analyses reveal that women, students with lower mathematical self-concept, and those with educational gaps prior to university enrollment derive greater benefits from OSAs. These results suggest that OSAs not only facilitate self-regulated learning and the testing effect but also serve as valuable supplementary resources in asynchronous learning environments, especially in the post-pandemic era where online education is increasingly prevalent. The study discusses practical implications for the design and implementation of OSAs, emphasizing the need for user-friendly interfaces and tailored feedback strategies. Our research contributes to the literature on digital assessment tools, offering insights for educators seeking to enhance instructional quality and student performance.</p>

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Online self-assessments and student engagement: a causal analysis in university mathematics

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月7日

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  • Stefan Büchele,
  • Lisa Feiste,
  • Raphael Müller,
  • Mirko Schürmann

摘要

This study examines the effectiveness of online self-assessments (OSAs) as formative tools in higher education, with a focus on university mathematics courses. Using a longitudinal dataset of 487 economics students from cohorts between 2014 and 2019, we employ a rigorous methodology that combines Propensity Score Matching (PSM) with Difference-in-Differences (DiD) analysis to isolate the causal impact of regular OSA usage on students’ mathematical knowledge acquisition. Our findings indicate that OSAs, particularly when designed with adaptive feedback mechanisms, positively influence learning outcomes. However, the overall effect is modest and significantly mediated by student engagement. Subgroup analyses reveal that women, students with lower mathematical self-concept, and those with educational gaps prior to university enrollment derive greater benefits from OSAs. These results suggest that OSAs not only facilitate self-regulated learning and the testing effect but also serve as valuable supplementary resources in asynchronous learning environments, especially in the post-pandemic era where online education is increasingly prevalent. The study discusses practical implications for the design and implementation of OSAs, emphasizing the need for user-friendly interfaces and tailored feedback strategies. Our research contributes to the literature on digital assessment tools, offering insights for educators seeking to enhance instructional quality and student performance.