Using online assessments to stimulate learning strategies and achievement of learning goals

Zlatović, Miran; Balaban, Igor; Kermek, Dragutin

doi:10.1016/j.compedu.2015.09.012

Cited by 48 publications

(20 citation statements)

References 28 publications

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“…The Alpha Cronbach value for the whole test set was 0.87, reaching values of 0.86, 0.69 and 0.80 for each of the constructs (Table 1). Reliability exceeds the recommended 0.7 or at least a minimum 0.6 values for a good fit (Hair et al, 2010;Zlatović, Balaban, & Kermek, 2015). In conclusion, the initial model was confirmed (Figure 1).…”

Section: Analysis Of the Validity And Reliability Of The Surveysupporting

confidence: 69%

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

et al. 2018

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Cómo referenciar este artículo/how to reference this article:Riera, J.; Ardid, M.; Gómez-Tejedor, J.A.; Vidaurre, A. & Meseguer-Dueñas, J.M. (2018). Students' perception of auto-scored online exams in blended assessment: feedback for improvement. Educación XX1, 21(2), 79-103, doi: 10.5944/educXX1.19559 Riera, J.; Ardid, M.; Gómez-Tejedor, J.A.; Vidaurre, A. & Meseguer-Dueñas, J.M. (2018). Percepción de los estudiantes acerca de los exámenes online con corrección automática en una evaluación mixta: retroalimentación para la mejora. Educación XX1, 21(2), 79-103, doi: 10.5944/ educXX1.19559 ABSTRACT Development of the information and communication technologies has led to an increase in the use of Computer Based Assessment (CBA) in higher education. In the last decade, there has been a discussion on online versus traditional pen-and-paper exams. The aim of this study was to verify whether students have reserves about auto-scored online exams, and if that is the case, to determine the reasons. The study was performed in the context of a blended assessment in which 1200 students were enrolled on a first-year physics university course. from interviews with students. Three factors (labelled 'F1-Learning,' 'F2-Use of Tool,' and 'F3-Assessment') emerged from the quantitative analysis of the survey, and an additive scale was established. We found significant differences in the 'F3-Assessment' factor compared to the other two factors, indicating a lower acceptance of the tool for student assessment. It seems that even though students are used to computers, they have a lack of confidence in online exams. We carried out an in-depth survey on this topic in the form of an open-ended question and by interviewing a small group of 11 students to confer strength and nuance to the quantitative results of the survey. Although their comments were positive in general, especially on ease-of-use and on its usefulness in indicating the level achieved during the learning process, there was also some criticism of the clarity of questions and the strictness of the marking system. These two factors, among others, could have been the cause of the worse perception of F3-Assessment and the origin of the students' reluctance towards online exams and automatic scoring. KEYWORDSHigher Education; Feedback (Response); Student Surveys; Interviews; Alternative Assessment; Statistical Analysis. RESUMENEl desarrollo de las tecnologías de la información y la comunicación ha producido un incremento del uso de la Computer Based Assessment (CBA, evaluación basada en ordenadores). en la educación superior. En la última década, ha habido un debate sobre los exámenes online vs los escritos tradicionales. El objetivo del presente estudio ha sido verificar si los estudiantes tienen prejuicios sobre los exámenes online con corrección automática, y si ese es el caso, determinar los motivos. El estudio se realizó en el contexto de una evaluación mixta que implicó a 1200 estudiantes matriculados en una asignatura de física de primer curso universitario. De ent...

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Section: Analysis Of the Validity And Reliability Of The Surveysupporting

confidence: 69%

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

et al. 2018

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“…The purpose of learning is the purpose of having an important role in teaching and learning, as a clear goal to provide a clear direction as well to the selection of learning materials, the selection of appropriate methods, the use of props as appropriate, and the development of evaluation tools are applied. Further, according to Zlatovi, Balaban and Kermek (2015), definition of Learning Goals (i.e. Learning Objectives): "…brief, clear statements that describe the desired learning outcomes of instruction; i.e., the specific knowledge, skills, values, and attitudes students should exhibit that reflect the broader goals.…”

Section: Learning Objectives Of English As a Foreign Languagementioning

confidence: 99%

Evaluation the Lesson Plan of English Language Learning in Junior High School, Seraphine Bakti Utama West Jakarta

Rahmat

Wachidah

2019

int.jour.sci.res.mana.

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The study aims to evaluation the lesson plan of english language learning. This research was conducted at the Junior High School, Seraphine Bakti Utama West Jakarta. The research methodology used is evaluative through the flow of the gap model (discrepancy evaluation model). Data collection through interviews, document tracing, and observation. Key informant is the principal, teacher, and student. The results showed that: (1). The use of the lesson plan drafting principles occurs a negative (-) gap that resides in the quadrant (-2) because it earns a value of 40%, particularly on the full aspects of the basic competency of spiritual attitudes, attitudes Knowledge and skills, centered on students, context, kinship, feedback and alignment. (2). The implementation of lesson plan preparation of the (+) gap occurred at the Quadrant (2) because it gained a value of 60%, especially in the aspect of syllabus assessment, and the development of learning assessments. (3). In the implementation of lesson plan there is a negative positive (-) gap that resides in the quadrant (-2) because it has a value of 40%, especially in the introduction of activities, core activities and closures. In conclusion, the preparation of lesson plan should refer to Permendikbud No. 103 year 2014 about learning in primary education and secondary education. BackgroundLearning a language is how students to be able to communicate using language that is being either orally or in writing. English language learning success is measured on the ability to communicate with the students themselves. This then implies that the indicators of the success of students learning English in school is not in line with the basic principles of language learning which states that language learners, especially students can communicate in English both orally and in writing that the fact that students are still considered not able to communicate using a foreign language after graduation. Related to this is the teacher in this case English teacher in Seraphine Bakti Utama West Jakarta expecting success in his duties as a language teacher to make students succeed in learning English. Students can use language to communicate well in both written and spoken. To achieve success in learning and teaching languages to students, a teacher must have the skills and qualifications of teaching, always followed that training, working with a colleague or mentor, master teaching materials, planning and learning objectives and to evaluate learning. Circumstances on the ground that the students who take courses in English, foreign language communication skills if they were considered better than the students who are just learning to rely on learning in school. This is several times the author encountered when monitoring students who are taught by students who joined PPL in Seraphine Bakti Utama West Jakarta. Most of the students who are capable and active in the class are those who have or are to follow additional courses beyond the classroom and have a strong motivation to master the Engli...

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“…Blended learning is students focused activity which is request change of a conventional teacher into a tutor and facilitator or mentor but not a direct source of knowledge and information. In [22] proved that improvement in the achievement of required learning goals" can be influenced on the level of learning goals achieved by announcing and conducting appropriate types of online assessments. Assessment activities and the feedback have a positive impact on the process of learning [23].…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Formative Assessment Tools in the Blended Learning Environment

Febriani¹,

Abdullah²

2018

IJET

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An effective method of student assessment technique is necessary for assessing student knowledge. Nowadays, the utilization of formative assessment tools in blended learning is increasing because it can enhance the learning quality. The main aim of this study to identify and classify existing research through the research approach, assessment tools type, and assessment specialty on formative assessment tools in a blended learning environment. This study guiding the educators in choosing and developing new assessment tools. The methodology of this research using a systematic review. This method using the inclusion and exclusion process to make a systematic review focused and choose appropriate studies. The result shows that the highest usage of assessment tool type is automatic assessment with the percentage of 87%. Semi-Automatic assessment has 13% and manual assessment 0%. It proves that technology is an important part of education and teaching because significantly transform the method of assessment from manual to automatic assessment type. This is a great transformation from the traditional method to the modern method of assessment. We recommend to further improve methods for online formative assessment and develop computer-based testing in a blended learning environment for future work.

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Using online assessments to stimulate learning strategies and achievement of learning goals

Cited by 48 publications

References 28 publications

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

Evaluation the Lesson Plan of English Language Learning in Junior High School, Seraphine Bakti Utama West Jakarta

A Systematic Review of Formative Assessment Tools in the Blended Learning Environment

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