Learning through assessment: An approach towards Self-Directed Learning

Annandale, Marike; Belkasim, Saeid; Bunt, Byron J.; Chahine, Iman C.; Beer, Josef de; Jacobson, Trudi; Jagals, Divan; Kamanga, Effiness; Mackey, Thomas P.; Olivier, Jako; Reyneke, Maryna; Tonder, Gideon Petrus van

doi:10.4102/aosis.2021.bk280

Cited by 2 publications

(3 citation statements)

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“…Formative assessment is often characterized as an assessment for learning because it aims to improve teaching and learning [16] and to diagnose student difficulties encountered during their learning process [17]. Summative assessment, as opposed to formative assessment, is defined as cumulative assessments that intend to capture what a student has learned, or the quality of the learning, and judge performance against a standard [7]. Therefore, summative assessments are often defined as outcome-based assessments for placement or promotion decisions [10,17].…”

Section: Related Workmentioning

confidence: 99%

“…The assessments of acquired knowledge, known as summative assessments, usually take place in the middle and at the end of a semester via midterm and final exams. Having well-designed and well-developed assessments will support students' learning processes by being more accessible and also more challenging [7]. Earlier research has divided assessment into two types: formative assessments and summative assessments.…”

Section: Introductionmentioning

confidence: 99%

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Data Mining of Formative and Summative Assessments for Improving Teaching Materials towards Adaptive Learning: A Case Study of Programming Courses at the University Level

Tran,

Vu-Van,

Bang

et al. 2023

Electronics

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It is crucial to review and update course materials regularly in higher education. However, in the course evaluation process, it is debatable what a difficult learning topic is. This paper proposes a data mining approach to detect learning topics requiring attention in the improvement process of teaching materials by analyzing the discrepancy between formative and summative assessments. In addition, we propose specific methods involving clustering and noise reduction using the OPTICS algorithm and discrepancy calculation steps. Intensive experiments have been conducted on a dataset collected from accurate assessment results of the data structures and algorithms (DSA) course for IT major students at our university. The experimental results have shown that noise reduction can assist in identifying underperforming and overperforming students. In addition, our proposed method can detect learning topics with a high discrepancy for continuously improving teaching materials, which is essential for question recommendation in adaptive learning systems.

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Section: Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Data Mining of Formative and Summative Assessments for Improving Teaching Materials towards Adaptive Learning: A Case Study of Programming Courses at the University Level

Tran,

Vu-Van,

Bang

et al. 2023

Electronics

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“…Changes in a learning concept will naturally also change the assessment system for the learning process itself (Annandale et al, 2021). Although teachers have understood the concepts in the Merdeka Curriculum, it turns out that there are still different understandings regarding the assessment system that teachers can carry out (Annandale et al, 2021). Teachers still tend to carry out assessments that are not varied (Kirkwood & Price, 2014).…”

Section: Introductionmentioning

confidence: 99%

Bibliometric Insights Into Assessment Practices in the Merdeka Curriculum: Identifying Opportunities for New Assessment Development

Hadiastriani,

Djarot,

Chemistry

2024

J. Sci. Edu. Practice

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The Merdeka Curriculum in Indonesia represents a transformative educational reform emphasizing holistic student development. However, conventional assessment methods have proven inadequate in comprehensively evaluating these desired learning outcomes. This study employs bibliometric analysis to systematically examine the research landscape surrounding the multiple assessment in the context of Merdeka Curriculum. Through data mining from the Google Scholar database spanning 2018 to 2023, the findings reveal a significant gap between the substantial academic interest in multiple assessments, as evidenced by 2,727 citations from 660 publications, and the limited number of studies (92 articles with 187 citations) explicitly focused on developing new assessment instruments. Keyword analysis further highlighted the under representation of terms like "assessment instrument" and "development," signaling a need for intensified research efforts in this domain. The study's findings underscore the urgent necessity for developing innovative assessment tools that transcend traditional knowledge-based testing methods. These new assessments hold the potential to elevate the quality of education in Indonesia, better preparing students to navigate the complexities of the 21st century global landscape.

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Learning through assessment: An approach towards Self-Directed Learning

Cited by 2 publications

References 0 publications

Data Mining of Formative and Summative Assessments for Improving Teaching Materials towards Adaptive Learning: A Case Study of Programming Courses at the University Level

Data Mining of Formative and Summative Assessments for Improving Teaching Materials towards Adaptive Learning: A Case Study of Programming Courses at the University Level

Bibliometric Insights Into Assessment Practices in the Merdeka Curriculum: Identifying Opportunities for New Assessment Development

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