East African literature in English

Gikandi, Simon

doi:10.1017/chol9780521832762.002

Cited by 2 publications

(7 citation statements)

References 2 publications

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“…The time required to develop, administer, evaluate and assess, and return feedback concerning student competency is large. Studies have shown that ongoing feedback during a course enhances the teaching-learning process and actively engages students in their learning process [1][2][3] .…”

Section: Introductionmentioning

confidence: 99%

“…There are two main forms of assessment, summative and formative. Summative assessment generally refers to student learning in terms of a given grade for a body student work or for accreditation, whereas formative assessment generally refers to the process of ongoing feedback to improve student performance and teaching practice [1][2][3][4]6,7 . In formative assessment not only is the instructor key in creating and fostering an active learning environment but also the learner and peers with all having a shared responsibility in the learning process 1 .…”

Section: Introductionmentioning

confidence: 99%

“…Online assessment (or also called e-assessment) can be defined as a form of assessment (summative or formative) utilizing technology within online and blended learning environments to gather and analyze learning evidence where instructors and learners are separated by time and/or space 1,3,4,7 . Advantages of online assessment include convenience where time and place are not limiting factors however time and pace can still be controlled, accessibility of online databases, interactive features, inclusion of multimedia, and immediate feedback to both instructors and students 1,3,6,7 . In large classes, online assessment with immediate feedback allows an instructor to have a better understanding of the overall knowledge gain of the students 3 .…”

Section: Introductionmentioning

confidence: 99%

“…Effective use of online assessment allows instructors and students to collaboratively engage in the learning process and identify areas of learning needs and find ways to address those needs. The student must become an active learner, and the method of online assessment must match the learning objective to achieve this 1,3 . Barak & Rafaeli (2004) have shown that when students were actively engaged in an online assessment, they achieved higher overall exam scores 4 .…”

Section: Introductionmentioning

confidence: 99%

“…Improving the teaching-learning process through online assessment during the course could have a significant impact on the retention rate and increase in knowledge gained, because by the time the exam is taken, it is too late to correct any gaps of knowledge 2 . Online self-assessment quizzes are a good tool for both instructors and students to receive immediate feedback on general knowledge and where each is in the teaching-learning process, and have been shown to positively impact summative assessment later in the course 1 . Competency integrated standards of achievement provide guidelines for improvement including strengths and weaknesses of the course, content changes, methods of content delivery, and assessment 8 .…”

Section: Introductionmentioning

confidence: 99%

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E-Assessment and Direct Competency Modelling in a Chemistry for Mechanical Engineering Course

Pinkelman¹,

Kühl²,

Stephenson³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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In large classes with hundreds of students enrolled, it is difficult to gauge the knowledge level of the students on a regular basis until the exams where it is almost too late to correct and supplement competency deficiencies. Complementing weekly lectures with an online learning platform coupled with a direct competency model for e-learning and e-assessment can provide real-time feedback on student knowledge and deficiencies for the instructors and help the students better prepare for their exams and increase their core knowledge. A case study of a large Chemistry for Mechanical Engineering course (~400-500 students) at a German technical university utilized an online platform to develop a direct competency model to assess students' knowledge of core chemistry competencies. These competencies were based on the learning outcomes of the course. This model consisted of short review questions (2-3 per topic) that tested students' understanding of the concept as well as pre and post self-assessments of these core competencies. Students that scored higher on the direct competency questions showed higher mastery of the subject topic through achieving higher scores on correlated exam tasks and subtasks. Also the pre and post selfassessment showed that students assessed themselves to have made significant gains in core knowledge. This validation of the competency model allows it to be used in real-time in an online learning platform to discern how well students understand the material and allows the instructor to correct deficiencies shortly after the material is presented and before the next exam.

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Section: Introductionmentioning

confidence: 99%