A student-constructed test learning system: The design, development and evaluation of its pedagogical potential

Abstract

Although research has found that student-constructed tests (SCT) have some potential for promoting cognitive elaboration, as yet there are no systems available to support the associated activities. This study designed and developed an SCT learning system guided by the ideology of contribution-based pedagogies, accentuating the principles of adaptability and flexibility. To assess its learning potential, a group of 54 student teachers used the system, and data on their perceptions, generated work, and online log files were collected and analysed. The constant comparative method, descriptive and inferential statistics, and content analysis were employed in the data analysis. Several important findings were obtained. First, a global and macro view accentuating the integration and inter-connectedness of the study material was obtained by the participants based on the SCT activity. Second, a significant proportion of the participants considered SCT as their preferred assessment and learning approach, highlighting its affective and cognitive potential, in comparison to the traditional teacher-constructed tests. Third, SCT encouraged a majority of students to generate questions involving cross-chapter topics and engage in question revision behaviour to different extents, indicative of knowledge integration and elaboration. Significance of this study and suggestions for instructional implementations, online system development, and future study are provided.

Peer review experience in the teaching of chemical reaction engineering at ENSIC Nancy: Presentation and interest of such a methodology?

“…Comme le recommandent divers organismes d'accréditation et d'évaluation (EFCE, 2020), les contenus des syllabus d'enseignement de génie des procédés visent à construire, au sens de la taxonomie pédagogique de Bloom, des niveaux de compétences élevés en analyse, synthèse, évaluation (Bloom et al, 1956). Considérant d'une part que l'évaluation des acquis d'apprentissage correspond aux plus hauts niveaux de compétences et suite d'autre part à l'existence de nombreuses autres expériences dans le domaine (Mac Raighne al., 2015, Yu and Su, 2015, Liauw, 2020, Smith et al, 2020, l'évaluation par les pairs a été proposée aux étudiants de l'ENSIC de Nancy pour les enseignements de génie des réactions chimiques homogènes et hétérogènes. Cette méthode favorise un apprentissage actif, dans une approche sociétale constructive, permettant aux apprenants d'identifier et de formuler leurs propres problèmes pour développer et accroître leurs compétences.…”

Factors influencing peer referencing behavior during an online learning activity

“…SQG has positive impacts on students’ comprehension, motivation, higher-order thinking skills, and deep information-processing competencies (Brown & Walter, 2005; Hwang et al, 2020; Hsu & Wang, 2018; Kay et al, 2020; Rosenshine et al, 1996; Rosli et al, 2014). SQG also helps activate learners’ prior knowledge (Schmidt, 1993) and connect knowledge pieces during learning (Yu & Su, 2015). Empirical studies indicate that SQG activities enhance a deeper understanding of learning materials (Brown & Walter, 2005; Draper, 2009), foster collaborative interaction (Song et al, 2017), promote engagement (Hsu & Wang, 2018; Shakurnia et al, 2018), problem-solving (Rosli et al, 2014), cognitive and metacognitive strategy (Yu & Liu, 2008), and algorithmic thinking (Hsu & Wang, 2018).…”