An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency

Fang, Jian-Wen; Chang, Shao‐Chen; Hwang, Gwo‐Jen; Yang, Gang

doi:10.1007/s11423-021-09990-7

Cited by 25 publications

(10 citation statements)

References 67 publications

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“…The main effect size given by the multidimensional curriculum as a whole is 0.90. From these findings, it can be concluded that students at the primary and secondary school levels have potential in their thinking abilities if they are optimised using appropriate intervention programs (Fang et al, 2021;Lu et al, 2021).…”

Section: Discussionmentioning

confidence: 96%

The Role of Multi-dimensional Curriculum Design in Improving Higher-Order Thinking Skills

Yosepha

Ali

Wahyudin

et al. 2023

IJLTER

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The purpose of this study was to investigate the effectiveness of a multidimensional curriculum in improving the students' high-level thinking skills in middle and elementary schools. The method used was the experimental method with a quasi-experimental design by testing a multidimensional curriculum model integrated with scientific, creative, and future thinking competencies in the experimental group and comparing it to the control group. The participants involved in this study were 500 students divided into two groups, namely the experimental and control. The experimental group consisted of 250 students with a composition of elementary school (grades 4-6) and junior high school students (grades 9-12). The instrument used to measure the students' thinking skills was a questionnaire that contained three dimensions, namely scientific thinking, creative thinking, and future thinking. Data analysis was then carried out. First, factor analysis was used for the item scale analysis for each competency, the Pearson correlation to investigate the relationships between the competencies, paired sample tests to investigate the pre-test and post-test differences, and repeated tests to determine the results based on all variables. The results show that a multidimensional curriculum is proven to be effective at increasing the high-level thinking skills of elementary and middle school students. The improvement in higher-order thinking skills at the junior high school level is more significant than that of the elementary school students because the development of high-level thinking skills are by then sufficiently trained to think scientifically, creatively, and for the future compared to elementary school students. The dimensions of ability that have the most significant improvement are the ability to think about the future and the dimensions of the ability to think creatively. The strongest correlation between higher-order thinking skills and curriculum dimension elements was found in the correlation between creative thinking (identifying and solving problems). This research has the implication that the multidimensional curriculum in its implementation must be accompanied by the use of learning methods that are able to encourage students to think scientifically, creatively, and be able to predict the future.

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Section: Discussionmentioning

confidence: 96%

The Role of Multi-dimensional Curriculum Design in Improving Higher-Order Thinking Skills

Yosepha

Ali

Wahyudin

et al. 2023

IJLTER

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“…The second approach focused on digital production, where students produced digital artefacts rather than compiling written reports as the assignment output. Assignments following this approach engaged students in creating, for instance, films (Cheng & Hou, 2015), videos (Fang et al, 2021), programming scripts (Wang, 2019), and online wikis (Davies et al, 2011). They engaged students in active learning (Fang et al, 2021), facilitated deep approaches to learning (Cheng & Tsai, 2012), and developed digital skills that cannot be learnt or assessed without the use of online technologies (Nielsen et al, 2020).…”

Section: Current Research Into Online Assignmentsmentioning

confidence: 99%

“…Assignments following this approach engaged students in creating, for instance, films (Cheng & Hou, 2015), videos (Fang et al, 2021), programming scripts (Wang, 2019), and online wikis (Davies et al, 2011). They engaged students in active learning (Fang et al, 2021), facilitated deep approaches to learning (Cheng & Tsai, 2012), and developed digital skills that cannot be learnt or assessed without the use of online technologies (Nielsen et al, 2020). However, researchers highlighted the importance of pedagogy-informed design and implementation in preparing students to learn from the assignment projects (Cheng & Hou, 2015;Wang, 2019).…”

Section: Current Research Into Online Assignmentsmentioning

confidence: 99%

Online assessment in higher education: a mapping review and narrative synthesis

Liu,

Hu,

Daniel

2024

RPTEL

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Online assessment takes many forms. While there have been reviews on a particular online assessment approach (e.g., online examinations or tests), there has not been a knowledge synthesis that considers online assessment research as a whole. A holistic understanding of online assessment research is important, as it recognizes differences in assessment approaches and the role of technologies in assessment. This understanding helps researchers navigate the heterogeneous body of research and allows educators to make research-informed improvements. To establish such an understanding, we analyzed 235 articles, following a mapping review and a narrative synthesis method. The findings revealed tests, assignments and skills assessments are major online assessment approaches. While research into tests reported using online technologies mainly to substitute or augment existing assessment, research into assignments and skills assessments was more likely to report using online technologies to modify or redefine assessment. Further, we identified disparities across the three approaches regarding academic misconduct, assessment validity, and reliability. We also identified a dearth of comparative research and a reliance on overall satisfaction and short-term self-reported impact measures as indicators of success. We discuss the implications of this review to provide insights for institutions and educators seeking to improve online assessment practices.

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“…Instructors are also struggling with conducting online classes and assessments. Fang et al (2021) analysed how to navigate online platforms. Firstly, their rubrics for assessments are not appropriate to conduct online.…”

Section: Literature Reviewmentioning

confidence: 99%

Challenges and Solutions of Online Language Teaching and Assessment During Covid-19

Nordin

Omar²,

Ridzuan³

2022

WJEL

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The Covid-19 pandemic which began in March 2020 can be construed as the biggest change of the century, in terms of the adjustments in quality of life, economic, social, and education factors. The biggest change was seen in terms of interaction due to the lockdown, where physical interaction is no longer allowed during the early phase of the pandemic. Subsequently, all educational sectors were forced to close, and remote or online learning was the new norm. The sudden change affected all teachers and instructors from around the world, but this study is particularly interesting to know the effect towards language instructors in their online teaching and assessments. In particular, this study aims to investigate the challenges faced by language instructors during online learning and assessment amid the Covid-19 pandemic, and to provide recommendations for remote or online learning if faced by future crises. This study employs a qualitative method approach through focus group interviews. The focus group interviews were analysed using thematic analysis. The findings demonstrate that the main challenges in online teaching include technological issues, creativity, interactions, class duration, inaccessibility issues and student emotional support, whereas the challenges in conducting online assessments are in terms of the different evaluation platforms, the issue of plagiarism and authenticity, marking or grading online assessments and assessing non-verbal cues.

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An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency

Cited by 25 publications

References 67 publications

The Role of Multi-dimensional Curriculum Design in Improving Higher-Order Thinking Skills

The Role of Multi-dimensional Curriculum Design in Improving Higher-Order Thinking Skills

Online assessment in higher education: a mapping review and narrative synthesis

Challenges and Solutions of Online Language Teaching and Assessment During Covid-19

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