07. Pan-Commonwealth Forum 7 (PCF7), 2013
Permanent URI for this collection
Browse
Browsing 07. Pan-Commonwealth Forum 7 (PCF7), 2013 by Subject "Assessment"
-
PublicationEvaluating learning objectives and expected student learning outcomes through the analysis of written examinations: A Case Study in the University of Papua New Guinea Open College( 2013-11)Examination(s) is one important instrument for assessing students’ learning outcomes. In order to assert quality assurance on examinations, periodic evaluation and analysis of examinations should be a must to assess its effectiveness to determine the degree of learning outcomes in comparison to the designed outcomes. Experience shows that the instruments employed to test the expected student learning outcomes are not evenly distributed and often inconsistent. This preliminary study was directed at evaluating the written examinations of the Certificate in Tertiary and Community Studies (CTCS) courses of the University of Papua New Guinea Open College (UPNG OC). The written examinations were evaluated according to the Characteristics of a Good Test (Thanulingom, 2007) by confirming the presence and absence of the Learning Objectives (LOs) and Expected Student Learning Outcomes (ESLOs) assessed in these final examinations. The study identified discrepancies between the expected and actual outcomes in a course and it is assumed that these discrepancies are consistent in all CTCS courses due to the design of the assessment instruments. The findings of this study will be used for designing a conclusive study and planning effective methods of summative assessments in the open and distance learning perspectives. // Paper ID 16 -
PublicationExamination of ODL In-service Trainee Teachers’ Assessment Literacy: Implication for Teacher Education in the Context of EFA and MDG( 2013-11)The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. Hence, present generation of in-service teachers need to be versatile in assessment literacy to enhance quality education in line with the MDGs (2 & 3) and EFA goals (3 & 6). This study examined the assessment literacy of National Teachers’ Institute students in Nigeria Certificate in Education by Distance Learning System programme in Abia State. Girls Technical College Ogbor Hill Aba study centre was randomly drawn from eight study centres in Abia state as a case study. A sample of thirty five (35) students was further drawn from the population consisting of one hundred and thirty two (132) students in that study centre. The instrument for data collection from these 35 participants consisted of questionnaire adapted from Volante & Fazio (2007) requiring the participants to self-describe their level of assessment literacy and self assessment exercises on test item writing adopted from Clay (2001). This was done because assessment literacy has implication for the production of right caliber of learners with adequate skills in line with the MDGs and EFA goals. Five research questions guided the study. The data collected were analyzed with the use of descriptive statistics and analysis of variance. The findings showed that the participants’ levels of self-efficacy remained relatively low. It also revealed their areas of strengths and weaknesses in assessment literacy and test item writing needed for development of right skills in learners. Cogent recommendations were made for improvement in the in-service trainee teachers’ professional development programmes to circumvent production of learners who lack the basic skills required to evade relapse into illiteracy or inability to perform a job at the end of their education. // Paper ID: 231