Undergraduate summative assessment experiences

Brown, Ric

doi:10.1109/fie.2004.1408640

Cited by 5 publications

(4 citation statements)

References 4 publications

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“…As per Brown (2004), reading involves extracting meaning from texts to understand them, essentially serving as a means to gather information from written materials. This process encompasses two interconnected elements: recognizing words and comprehending their *Corresponding author: La Sunra, English Education Department, Universitas Negeri Makassar, Indonesia E-mail: la.sunra@unm.ac.id meaning.…”

Section: Literature Reviewmentioning

confidence: 99%

Students' Reading Comprehension in Relation to Learning Style: A Case Study at SMA Insan Cendekia

Amrullah,

Weda,

Sunra

2024

ARRUS J. Soc. Sci. Hum.

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This research aims to find out whether or not the use of the six thinking hats strategy improves the students’ writing ability. The research was conducted to determine students' reading comprehension levels based on each learning style. This research is a qualitative descriptive method. The subject of this research were students of in second year student at SMA Insan Cendekia. The instruments used in this research were reading comprehension test, The VARK 8.0 questionnaire, and interview. The results of the reading comprehension test, the researcher used two level in reading comprehension. They are literal comprehension level and inferential comprehension level. The results showed that students with Visual learning style has a problem on inferential level, auditory learning style with inferential and literal level, read/write face a problem with inferential and literal, and kinesthetic learning style experiences problem both with literal and inferential level.

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Section: Literature Reviewmentioning

confidence: 99%

Students' Reading Comprehension in Relation to Learning Style: A Case Study at SMA Insan Cendekia

Amrullah,

Weda,

Sunra

2024

ARRUS J. Soc. Sci. Hum.

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“…Additionally, Sorensen found that results from online MCQ assessments was predictive of summative end-ofsemester assessment, and that students preferred the e-learning format of the MCQs [15]. With even greater applicability, several papers from IEEE and FIE also evidence the utility of MCQs and their relative benefit to other formats [16][17][18].…”

Section: Prior Workmentioning

confidence: 99%

Providing Insight into the Relationship Between Constructed Response Questions and Multiple Choice Questions in Introduction to Computer Programming Courses

Herzog

Talaga

et al. 2019

2019 IEEE Frontiers in Education Conference (FIE)

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This Research-to-Practice Work in Progress (WIP) investigates the format of student assessment questions. In particular, the focus is on the relationship between student performance on open-ended, constructed-response questions (CRQs) versus close-ended, multiple-choice-response questions (MCQs) in first-year introductory programming courses. We introduce a study to evaluate whether these different response formats return distinct or comparable results. In order to assess this, we compare and correlate student scores on each question type. Our focus is on assessments (exams and tests) in first-year classes. The paper investigates two first-year programming courses with a total of seven sections and approximately 180 combined students. The subject of the sequential set of courses is the procedural C programming language. Based on extant studies comparing student performance on MCQs to their performance on open-ended questions, we investigate whether MCQ scores predict CRQ scores. Preliminary results on the comparison between student performance on these two question formats are presented to assess whether MCQs produce similar results as CRQs, or whether MCQs yield unique contributions. Possible avenues for future work are also discussed.

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“…Personalization is tended to be applied in the learning process. Authors in [17] described a customizable model for undergraduate students and a similar model was proposed in [18] for learning programming. Even a generic functional model was proposed in [19] to adapt the assessment.…”

Section: Assessment Modelsmentioning

confidence: 99%

A Personalized Summative Model based on Learner’s Effort

Bañeres

2017

Int. J. Emerg. Technol. Learn.

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Nowadays, instructors apply a large variety of learning methodologies to help learners to achieve the learning outcomes and to assess the knowledge acquired across the course. Formative and summative assessment models are mainly applied in multiple combinations independently of the learning environment (on-site, online or blended). When we move to an adaptive learning, the adaption tends to be in the learning process (learning path, activities, educational resources) mainly related to formative models but little adaption can be found related to summative models and very restrictive. In the latter case, grade formulas depending on performed assessment activities are typically defined to provide a personalized learning process. In this paper, we introduce the basis of an innovative personalized summative model based on learner's preferences and effort. Although this model conceptually may allow passing a course without evaluating all learning outcomes, it is not far from conventional summative models where a certain grade is required to pass the course and the learner may not have acquired all the knowledge taught in the course. The paper introduces the model and it also analyses an opinion survey on instructors and learners.

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Undergraduate summative assessment experiences

Cited by 5 publications

References 4 publications

Students' Reading Comprehension in Relation to Learning Style: A Case Study at SMA Insan Cendekia

Students' Reading Comprehension in Relation to Learning Style: A Case Study at SMA Insan Cendekia

Providing Insight into the Relationship Between Constructed Response Questions and Multiple Choice Questions in Introduction to Computer Programming Courses

A Personalized Summative Model based on Learner’s Effort

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