05. Conference Proceedings & Working Papers
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Browsing 05. Conference Proceedings & Working Papers by Subject "Assessment"
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PublicationA Lesson Plan Toolkit for Post Pandemic Education( 2022-09)PCF10 Sub-theme: Inspiring Innovations // Novel approaches to learning such as student-centered learning, self-directed learning, hybrid learning, and flipped classrooms were not just theories but imperatives for engaging students in education in distance mode during the pandemic, but teachers were not fully prepared to take advantage of the opportunity. For those who tried, evaluating student learning as expected by parents and school authorities proved to be difficult because traditional summative tests do not capture the extent of learning through these new approaches. // Abridging the curricula too was a necessity during the pandemic but most education systems could not respond to this need in time. // The present paper describes the development and application of a toolkit for middle school students in Sri Lanka which allows teachers to develop lesson plans covering the full array of learning outcomes defined in the national curriculum but focusing on the essential learning outcomes, and include (1) pre-activities that guide students to read the textbooks on their own and learn in flipped-classroom mode, (2) activities that can be carried out at home or at school in hybrid mode, and (3) assessments that are authentic because they assess students’ knowledge, skills, and attitudes in reference to the activities they carried out. // Paper ID 1769 -
PublicationAdaptability and Perception on Mandatory Synchronous Online Exam Practice Classes and Formative Assessments for Middle School Students in Sri Lanka( 2022-09)PCF10 Sub-theme: Building Resilience // Adversities of the Covid-19 pandemic have vastly impacted school education, forcing students to adhere to the online mode. Numerous research was conducted during the pandemic (Fields & Hartnett, 2020; Grewenig et al., 2021; Lennox et al., 2021; UNESCO, 2020; Arora & Srinivasan, 2020), whereas there is a need to research on the Sri Lankan school education sector too. Hence, this study was conducted to investigate the adaptability to online learning and assessments for English language tests. This mixed-method, exploratory research used a convenience sample (n=100) of students aged 11 to 15. WhatsApp was used as a communication tool, while Zoom-based instructions and Google form-based formative assessments were administered in the online learning environment (OLE). // Furthermore, Google form-based questionnaires, observations, and interviews with both students and teachers were used for data collection. Results revealed that even with some infrastructure and digital literacy issues, the online platform was convenient to practice for their tests, and the participation was high. However, extremely slow internet connections during peak hours hindered the quality of the delivery, and a few disadvantaged students were not affordable to have a dedicated device for their online sessions as they had to share with siblings. Furthermore, the need to improve some teachers' and students' basic mobile and computer literacy was observed. Limitations such as teachers’ knowledge about the technology, tools, and ethics of working with the online pedagogy were observed and needed further research. // Paper ID 1234
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PublicationAn Assessment of Online Facilitation Processes in the National Open University of Nigeria (NOUN)( 2022-09)PCF10 Sub-theme: Inspiring Innovations // For efficient and effective management of educational delivery, innovations are required. One of such innovations is the online facilitation, which was on a lower scale at the National Open University of Nigeria (NOUN) before the COVID-19 lockdown and now is being improved on. The purpose of this study therefore, is to assess the online facilitation processes at the National Open University of Nigeria (NOUN). A survey design was used. Three research questions were answered and one hypothesis was tested at 0.05 level of significance. 44 facilitators and 161 learners participated in the study, after face validation and reliabilities of the instruments were ascertained. Cronbach Alpha reliability test was used to determine the internal consistency of the instruments which yielded a reliability coefficient of 0.929 and 0.846 for facilitators and learners’ instruments respectively. Data were analysed using frequencies, percentages, mean and standard deviation statistics for the research questions and t-test for hypothesis. Findings from the study showed that NOUN lecturers at the headquarters were highly competent in the identified skills; they were also rated by their students to be effective in communication and class control. It was therefore recommended that the model of operation in NOUN; which include regular training, support from technical staff as well as accessibility to enabling facilities and resources be adopted by other universities in Nigeria that desires to have an efficient online facilitation system. // Paper ID 0349
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PublicationAn Assessment of Students’ Readiness for Digital Learning in Senior Secondary Schools in Lagos State( 2022-09)PCF10 Sub-theme: Inspiring Innovations // This study investigated students' readiness for digital learning in senior secondary schools in Lagos state, Nigeria. Descriptive survey research design was adopted in the study. A sample size of 245 respondents was randomly selected from four educational districts in Lagos using confidence level of 95% (0.05). A Multi stage sampling approach involving both simple and stratified random sampling technique was used to select the students. The sample for the study is made up two hundred students randomly selected across 8 schools in four educational districts in Lagos. A self-developed 4-point Likert-type scale on the research objectives was used as an instrument of data collection and the instrument was thoroughly scrutinized by an expert in the area of ICT. The instrument was validated and found to be reliable. It was personally administered by the researchers. Four research questions and two hypotheses guided the study. Both descriptive statistics such as mean and standard deviation were used to answer the research questions and inferential statistics as used to test the hypotheses. The findings of the study revealed among others that there is positive disposition/perception of respondents towards digital learning. The study also revealed that there is no significant gender difference in perception and utilization of digital learning facilities among the students. The study therefore recommended that the secondary school administrators should incorporate digital learning as part of the curriculum to enhance the interest of learner. // Paper ID 5882
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PublicationAssessing the Needs of Literacy personnel in Non Formal Basic Education( 2010-11)Due to population explosion and swiftly increasing demand for education even developed countries are unable to overcome the prevailing challenges through formal system of education. Most of the developing countries are in miserable situation regarding level of education and literacy. Attacking poverty has become an international concern for placing in the paradigm of ‘education and learning for sustainable development’ in consideration of the reality that almost half of the world’s population live in poverty. Unfortunately, more than half of the population is living below the poverty line in Pakistan. (World Bank, 2000) Due to scarce resources and financial constraints developing countries are unable to cope with the drastic demand for education and consequently non formal education (NFE) seems blessing to meet this challenge of poverty alleviation.
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PublicationAssessment in Open and Distance Learning Institutions: Issues and Challenges( 2010-11)This paper investigates why the ODL institutions for teacher training are still using the traditional pencil and paper testing instead of employing alternative methods of assessment where students are involved in the their own assessment. The next section discusses assessment in teacher training and the importance of integrating performance based assessment order to improve teaching and learning.
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PublicationAssessment of the Effectiveness of the Online Training of the Teacher Education and Enhancement Programme (TEEP) in Ghana( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // The Teacher Education and Enhancement Programme (TEEP) is a project being implemented as part of the Commonwealth of Learning (COL)’s Integration of Technology in Teaching, Learning and Assessment (ITTLA) model that works with government agencies towards improved national effectiveness in leveraging open, distance and technology-enabled learning, for quality teacher training. The TEEP project aims to strengthen knowledge and skills in digital teaching, learning and assessment among teachers and other educators. COL is working with the National Teaching Council (NTC) of Ghana to implement TEEP in Ghana as the first-ever national online professional development programme for teachers. This study sought to assess the effectiveness of the first phase of the online training in Ghana which covered Teaching in a Digital Age (DTA). The study adopted a descriptive research design with a population consisting of teachers who participated in the training. A purposive sampling technique was adopted to collect data from 456 teachers. It was found that the online training helped to develop the participants’ competencies and skills in the areas of the training, and the overall quality of the training was found to be very good. // Paper ID 3354
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PublicationAutomated Essay Scoring (AES) Systems: Opportunities and Challenges for Open and Distance Education( 2022-09)PCF10 Sub-theme: Inspiring Innovations // This paper reports on a systematic review of artificial intelligence applications in education (AIEd) with a special focus on automated essay scoring (AES) systems. AES systems may provide enormous time-savings, especially for large-scale distance teaching institutions with massive numbers of students, by reducing marking and freeing up teachers’ resources for individual feedback and personal support of distance learners. After an introduction on how AES systems function, a review corpus of published articles between 2007 and 2021 is synthetised to evaluate critical discussions and research trends in AES. Articles in the corpus generally evaluated either the accuracy of AES systems or the experience of users, and include implementation of AES systems in various settings (i.e., higher education, K-12, and large-scale assessments). Despite the opportunities that AES might afford for educational institutions, many questions related to the feasibility and validity of AES systems, their implementation, and the associated ethical issues are still unanswered. The findings of this research provide a solid foundation for this discussion. // Paper ID 8339
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PublicationBuilding an Efficient and Effective Test Management System in an ODL Institution( 2016-11)Open University Malaysia (OUM) is progressively moving towards implementing assessment on demand and online assessment. This move is deemed necessary for OUM to continue to be the leading provider of flexible learning. OUM serves a very large number of students each semester and these students are vastly distributed throughout the country. As the number of learners keeps growing, the task of managing and administrating examinations every semester has become increasingly laborious, time consuming and costly. In trying to deal with this situation and improve the assessment processes, OUM has embarked on the development and employment of a test management system. This test management system is named OUM QBank. The initial objectives of QBank development were aimed at enabling the systematic classification and storage of test items, as well as the auto-generation of test papers based on the required criteria. However, it was later agreed that the QBank should be a more comprehensive test management system that not just manages all assessment items but also includes the features to facilitate quality control and flexibility of use. These include the functionality to perform item analyses and also online examination. This paper identifies the key elements and the important theoretical basis in ensuring the design and development of an effective and efficient system. // Paper ID 549
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PublicationBuilding Educational Resilience in Mathematics Delivery and Assessment( 2022-09)PCF10 Sub-theme: Building Resilience // Mathematics is a foundational subject in education. Learning outcomes in mathematics build on previous competencies and students are well-served by real-time intervention and feedback. However, contemporary math education is limited by technology, scalable learning, shareable experiences (both teaching and learning), and accessible modes of practice. Most assessment platforms do not have the functionality to support symbols and equations. During the pandemic we have diverted assessments in high enrolment mathematics courses from paper to electronic delivery. We developed randomized examinations for Introductory Statistics and Introduction to Calculus I and we developed an entire course with assessment using OERs (open educational resources) for Business Mathematics. Our team developed highly interactive, traceable, and intervenable content in math problem solving using the Möbius (https://digitaled.com/mobius) platform. We enabled an LTI integration of the platform into our LMS (learning management system) to provide seamless access for students. Möbius promotes cognitive learning through a powerful math engine, student feedback, analytics, and interactive STEM (science, technology, engineering, math) curriculum content. We are serving 3,000 learners with effective assessment and have relieved faculty and staff of administering and marking alternative examinations through a long pandemic. We have seen improvements in student feedback, increased accessibility, reduced administrative burden, and enhanced exam security. Möbius is a truly scalable and cost-effective platform for math educators and students that provides more efficient and effective management of educational delivery. // Paper ID 0616
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PublicationCOLLES Scales as Assessment Constructs for a Robust and Inclusive Learning for University Teacher Trainees( 2022-09)PCF10 Sub-theme: Building Resilience // This study investigated Constructivist On-Line Learning Environment Survey (COLLES) scales as assessment constructs for a robust and inclusive learning for university teacher trainees in the Faculty of Education, Benue State University, Makurdi. Benue Sate, Nigeria. In addition, the study examined access and ability level between male and female respondents to the online survey. The COLLES comprised an economical 24 statements grouped into six scales: relevance, reflection, interactivity, tutor support, peer support and interpretation. Each of which helped the assessors address key questions about the quality of the on-line learning environment – Modular object-oriented dynamic learning environment (Moodle). The survey received responses from a convenience sample of 341 out of a possible 429 teacher trainees over a period of 7 days who were students who enrolled online for EDU 205: Application of ICT in Education in the Faculty of Education, Benue State University, Makurdi. The study found that there was no significant difference in the mean access variable between the male and female teacher trainees; F(1, 339) = 0.049 and p = 0.826 > 0.05. Also, there was no significant difference in the mean ability level between the male and female teacher trainees; F(1, 338) = 4.950 and p = 0.027 > 0.05. The result showed that there was a significant relationship among the six subscales at 0.05 level of significance, with the strongest correlations existing between reflection and tutor support (0.617), interactivity and peer support (0.602), peer support and interpretation (0.601) and between interactivity and interpretation (0.605). The study concluded that male and female teacher trainees have similar access and ability levels to web-based learning and that there were significant correlations between their online learning activities. It was recommended among other things that e-learning and virtual education for teacher trainees should be supported by the necessary facilities and equipment to increase effectiveness. // Paper ID 3885
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PublicationCommunities of Learning and Support through ePortfolios: Student Empowerment, and Lifelong Learning for Students and Teachers( 2022-09)PCF10 Sub-theme: Inspiring Innovations // During this pandemic, as educational institutions worldwide shifted their teaching approaches, the realization has strengthened of the need for flexible, learner-centred, authentic assessment. As learning interventions that promote reflection and self-regulation, ePortfolios are considered alternative methods of assessment in classrooms that are in-person, blended, or entirely online. In facilitated instruction, ePortfolios are deployed to enhance educational experiences since they enable students to express their learning in various modes – text, audio, video, visual. The flexibility that eportfolios offer: online and/or offline, on desktops, laptops, or mobile, make them accessible to learners worldwide, thus providing educators with a pedagogical approach that is inclusive, collaborative, and innovative. Critical elements of ePortfolios include students documenting and reflecting on learning of skills, knowledge and competencies, linking formal and workplace learning, participating in communities of learning, and developing multi-modal digital literacies and communication skills. // Paper ID 1329
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PublicationDemonstrating the Quality of Learner’s Experience and Engagement: Issues in Constructing Effective Evaluation Approaches on the English in Action Project, Bangladesh( 2010-11)The purpose of the DfID English in Action Project (EIA) currently running in Bangladesh is to ‘increase significantly the number of people able to communicate in English, to levels that enable them to participate fully in economic and social activities and opportunities’ (EIA, 2008). Supported open learning initiatives will employ media and technologies to supplement and enhance the learning and teaching of communicative English among school students, teachers and adults throughout Bangladesh. The comprehensive programme of research, monitoring and evaluation activities that accompany the project will demonstrate evidence of success and lessons learned from initiatives over the lifetime of the project, scheduled to complete in 2017. // This paper focuses on detailing distinctive ways in which ‘success’ should be articulated, arguing that both qualitative and quantitative approaches are required in order to fully understand the outcomes of the Project. It highlights the need for a wide range of stakeholders to engage with, examine and fully comprehend the extent to which quality outcomes from the project initiatives have potentially touched and impacted upon individual lives. // Discussion of evidence of ‘success’ will also reveal how the appropriate requirements for a set of purposive project-wide Baseline Studies were completed before any major project initiatives were launched. They demonstrate the pre-project situation relating to (a) the teaching and learning of communicative English ‘on the ground’ and (b) the contexts for communicative use of English within Bangladesh at that time. As a crucial element of the EIA research agenda, these studies will be repeated and extended on a three yearly cycle. Over time they will enable post-initiative comparisons to be made to determine what improvements have occurred and how, if at all, EIA has contributed to enhanced use of spoken English and in which particular contexts.
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PublicationThe Development of a Framework Which Supports the Evaluation of Mobile Educational Applications( 2016-11)The growth in mobile device usage creates various opportunities for the development of online learning material which could be accessed through various devices. Mobile learning has several benefits some of which include the opportunity for learners to access open educational resources, the benefit of an unrestricting learning location as well as allowing students to progress at their own pace. Educators in South Africa experience challenges to evaluate, select and use applications that will support meaningful learning in their subject field. This paper explored how an Information Systems Success (ISS) model could be utilised by teachers to successfully evaluate, select and use mobile educational applications (MEA). It aims to illustrate how each of the dimensions of an ISS model could be engaged to critically evaluate MEAs and contribute meaningfully in decision-making processes. Qualitative data was collected from three mathematics subject specialists, six teachers who specialise in various subject fields, one technology and technical expert and six further education and training (FET) mathematics classrooms. The data gathered provides novel information on how educators evaluate and select applications and how each dimension of the ISS model could meaningfully contribute to these evaluations. The research concludes that each dimension of the ISS model could be utilized to contribute to the evaluation and selection of mobile educational applications. This provides credibility for the use of the ISS model as a MEA evaluation tool. // Paper ID 446
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PublicationDevelopment of OERs Through International Collaboration E-QUAL Case Study( 2016-11)Development of Open Education Resources (OER) is similar to product development and it requires due attention to get the final product. Generally, the focus is laid on the final product and not on the process. However, emphasis is required to integrate process and product development. It is critical to think through a few firsts before jumping straight into product development (developing OERs). For an assured optimum outcome, a few essentials need to be thought through and planned - manpower, content, learning design model, assessment framework, technological infrastructure, functional consistency, sustainability, dissemination strategy, etc. The process and product integration becomes all the more important when the product development is not linked to single institution. This paper deals with the case of E-QUAL project (a European Union funded project implemented in partnership with 4 Indian Universities and 2 Universities from EU, with British Council being the lead partner in the role of project management) where the OERs being developed in different time zones and in geographically spread facilities with an objective to have the final product on a common platform, the daunting task of aligning all the pieces into the final product - a classic case study of product and process integration. This paper would focus on the E-QUAL case study, about the various decision points and the importance of process and product integration. The paper will draw out from the EQUAL experience and will share the best practices and lessons learnt. It will facilitate in the knowhow of OER development and international collaboration with geographically dispersed partners. // Paper ID 292
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PublicationDid you really do this? E-authentication raising confidence in e-assessment( 2019-09)As many universities increase their online provision, there is a growing need for advances in at least one aspect of e-assessment: that of ensuring the individual doing the assessment is who the institution thinks they are, e-authentication. When online assessment is used solely for formative assessment, where assessment and feedback are focussed on learning rather than evaluating for the award of credit, this is not an issue. However, where online assessment is intended to contribute to a student's overall grading, institutions must be confident it is the student's work that is being marked. In the current environment this constraint places strong limits on the options for online assessment.// The EU-funded TeSLA project - Adaptive Trust-based e-Assessment System for Learning (http://tesla-project.eu) has developed a suite of instruments aimed at addressing this need. The suite is designed to integrate within a university's virtual learning environment and includes face recognition, voice recognition, keystroke dynamics, forensic analysis and plagiarism detection. These tools were trialed across the seven partner institutions and participating students (4,058, including 330 SEND) and teaching staff (54) completed questionnaires that revealed their views. // This paper describes the findings of this large-scale study where over 50% of students gave a positive response to the use of these tools. In addition, over 70% agreed that these tools were 'to ensure that my examination results are trusted' and 'to prove that my essay is my own original work'. Teaching staff also reported positive experiences of TeSLA: the figure reaching 100% in one institution. We show there is some evidence that student perceptions of trust can shift between their pre- and post-intervention questionnaires. Therefore, highlighting the risk that whilst students remain positively disposed to the institution there may be some diminution of trust associated with the introduction of new technologies into the student experience.// Paper ID 262
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PublicationThe Dilemmas of Teaching and Assessing Soft Skills and their Implications for Quality of University Graduates in Tanzania( 2019-09)The qualifications that matter most for this century are ostensibly related to the demonstrated mastery of essential compet encies referred to as soft skills . Studying academic content ought not to be the goal but rather the means for developing these soft skills. Accordingly, in today ’ s globalised world, what matters is no longer how much you know, but what you can do with wha t you know. Unfortunately, systematic formal teaching and the assessment of soft skills in the classroom is quite rare in most cases. This paper draws several findings, mainly from e xploratory content analysis as corroborated with thematic analysis of semi - structured in - depth interview responses extracted from eight university lecturers and then transcribed verbatim.// Paper ID 36
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Publicatione-Proctoring Exams at a Regional University during Covid-19: Understanding the Challenges( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The ongoing Coronavirus (Covid-19) pandemic has had an effect on most sectors in the countries affected by Covid-19 cases. Even in the South Pacific region, countries were forced to go under lockdown, flights were cancelled, businesses, schools and universities closed. Similar to most institutes in the region that were forced to close, the University of the South Pacific (USP) cancelled its face-to-face (F2F) studies and instead switched to Emergency Remote Teaching (ERT) at all its 14 regional campuses. It is undeniable that teaching using ERT has challenges. However, teaching using ERT at a one-campus university may be easier than teaching at a regional university since it brings with it more challenges due to the geographical distance and the gap in support available at these campuses. USP faced similar challenges since academics could not travel to regional campuses for tutorial support. All support, tutorials and lectures were conducted online using BigBlueButton (BBB) or Zoom. That, in itself led to additional online training of staff and students to better familiarize them with online learning and teaching. Courses offered at USP have used Moodle as its learning management system (LMS) since 2006. ERT during Covid-19 lockdowns meant courses that were offered F2F were switched to online. Switching from F2F, courses to Online mode during lockdowns in 2022 and 2021 did not hinder much with the staff and student preparedness since all courses were on the LMS. The only major change that needed to be introduced was the inclusion of online assessments in these courses. One of the components for online assessment included the introduction of e-proctoring as a system to supervise students attempting online exams to meet the requirements of the accrediting bodies. There are various e-proctoring software that can be used for such supervisions. USP used Proctorio during the recent lockdowns. This paper shares the experience of testing, reviewing and getting students ready for online assessments using e-proctoring, as well as adjusting the LMS to support the online assessment navigation system. The paper additionally discusses the success and challenges faced while using e-proctoring for such online assessments. // Paper ID 8930
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PublicationEffectiveness of Learner Support Services at the Namibian College of Open Learning( 2016-11)The purpose of the learner support services quality study was to assess the nature, appropriateness and quality of learner support services offered to learners pursuing various programmes offered by the College. The study highlights the quality, adequacy and appropriateness of the learner support services at NAMCOL. The findings will lead to a re-positioning of NAMCOL’s learners support services. // Paper ID 537
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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