Designing Assessments
Enhancement of Mathematics Learning through Online Quiz Testing at a University of Technology
Paper Presentation in a Themed Session Noor Ally
The performance of first year engineering mathematics students at universities of technology in South Africa is a serious problem. A longitudinal study is presently in place investigating the implementation of a comprehensive online learning unit for the mathematics department primarily to improve basic mathematical skills through diagnostic testing. An additional aim of the project is the development of in content material to enhance e-learning. The online quiz facility of the learner management system, Moodle, can be used to engage students off campus as well as encourage self-assessment. Improving students’ recall of basic derivatives via online testing is one method of improving students’ procedural fluency in differentiation. The cognitive demand associated with memorization of mathematical rules cannot be ignored in the learning of mathematics.This paper reports on the progress and implementation of an online standard derivatives quiz test as an effective assessment tool. The online quiz test was designed to test students’ recall ability of standard derivatives. The results of first year engineering mathematics groups are analysed and used as a basis for the design of quizzes as well as items within the quizzes that will be developed in the larger study. A comparative analysis of the statistics of students’ performance in the test is examined. Psychometric analysis of the items of the quiz is performed for consistency. Results indicate consistency in performance of the groups and consistency within the items of the quiz. The paper concludes with a recommendation for using quizzes as an effective online learning strategy.
Lecturers’ Perception and Acceptance toward Online Course as Personal Development Opportunity
Paper Presentation in a Themed Session Angela Atik Setiyanti
Lecturers have obligations in order to develop his/her professionalism. One of the lecturer’ obligations is to improve and develop academic qualifications and competence on an ongoing basis in line with developments in science, technology and art. One of the results of technological developments is the availability of online courses that can be used as a means of learning by taking extra lessons provided in online course sites, both paid and free sites. This presentation will discuss how do the lecturers address these opportunities. How is the lecturers’ perception and acceptance toward online course as a medium for learning in an effort to improve self-competence. The discussion will be conducted on the relationship between four variables of the Technology Acceptance Model such as PU (Perceived Usefulness), PEOU (Perceived Ease of Use), ATU (Attitude Toward Using), and BI (Behavioral Intention).
Promoting the English Test Construction Ability by the Combination of Inquiry-based Learning and Miller’s Model: Cognition Domain Development Phase
Paper Presentation in a Themed Session Thassanant Unnanantn
The study aimed to develop the test construction ability of pre-service teachers, majoring in English at Faculty of Education, Suan Sunandha Rajabhat University, using Miller’s Model. In the model, there are 4 stages, Knows, Knows how, Shows how and Does. The first two represent the cognition domain and the other two are the behavior domain. The cognition domain focuses on knowledge and understanding while the other emphasizes a hands-on experience. According to this study’s timeframe, the development on the cognition was reported. In this phase, the inquiry-based learning activities in which there were prior experience sharing, query posting, information seeking and knowledge sharing in Knows and knowledge reviewing in Knows how, was employed. Then, they did their paper tests at the end of Knows and Knows how stages. The purposive sampling was used in this study and there were 81 pre-service teachers. The research instruments were a course syllabus whose instructional process was in accord with Miller’s model and inquiry-based learning, inquiry-based learning activities, 2 sets of tests on test construction knowledge. The results showed that their overall score results at the Knows and the Knows how stages were at the good and the very good levels, respectively. This improvement illustrated that they could learn multi-dimensional knowledge from the combination of inquiry-based learning and Miller’s Model.
