Issues of partial credit in mathematical assessment by computer

The CALM Project for Computer Aided Learning in Mathematics has operated at Heriot‐Watt University since 1985. From the beginning CALM has featured assessment in its programs (Beevers, Cherry, Foster and McGuire, 1991), and enabled both students and teachers to view progress in formative assessment The computer can play a role in at least four types of assessment: diagnostic, self‐test, continuous and grading assessment. The TLTP project Mathwise employs the computer in three of these roles. In 1994 CALM reported on an educational experiment in which the computer was used for the first time to grade, in part, the learning of a large class of service mathematics students (Beevers, McGuire, Stirling and Wild ,1995), using the Mathwise assessment template. At that time the main issues identified were those of ‘partial credit’ and communication between the student and the computer. These educational points were addressed in the next phase of the CALM Project in which the commercial testing program Interactive PastPapers was developed. The main aim of this paper is to describe how Interactive Past Papers has been able to incorporate some approaches to partial credit which has helped to alleviate student worries on these issues. Background information on other features in Interactive Past Papers is also included to provide context for the discussion

PROMOTION OF STUDENT SELF-DIRECTION IN COOPERATIVE LEARNING IN UNIVERSITY

This article presents results of implementation of principles of direction and liberalization in cooperative learning in teacher training. The purpose of the study was to work out and implement an educational model for promotion of student self-directed learning skills in teacher training in university, and explore the relationships between the cooperative learning process and self-directed learning development. Empirical data were collected through self-directed learning-readiness tests (SDLRS/LPA), student self-assessment questionnaires, and interviews at the beginning and the end of the semester. The data of experiment group were compared with control group data, and 170 students were involved in the study. Results indicate that self directed learning readiness improves through cooperative learning processes for students of all levels, while in traditional process below average and average level students’ readiness improves, and above average level students’ readiness expressions are limited and readiness for self-direction decreases

PENERAPAN SELF ASSESMENT (PENILAIAN DIRI) PADA KEGIATAN PRAKTIKUM UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS X SMAN 1 SIDAYU

Tujuan penelitian ini adalah untuk mendeskripsikan perbedaan hasil belajar siswa kelas X SMAN 1 Sidayu yang menerapkan self assesment (penilaian diri) pada kegiatan praktikum dengan yang tidak menerapkan dan untuk mendeskripsikan respon siswa terhadap penerapan self assesment pada kegiatan praktikum materi perpindahan kalor. Rancan gan penelitian ini adalah Randomized Pre-test and Post-test Design dengan tiga kelas eksperimen (X-5, X-6, X-7) dan satu kelas kontrol (X-4). Analisis uji-t satu pihak pada aspek kognitif kelas eksperimen (X-5, X-6, X-7) diperoleh thitung berturut-turut sebesar 3,27; 3,41; 2,77, pada aspek psikomotor diperoleh thitung berturut-turut sebesar 3,94; 3,55; 3,58 dan pada aspek afektif diperoleh thitung berturut-turut sebesar 3,55; 2,5; 2,39 dengan ttabel sebesar 1,67. Hasil ini menunjukkan bahwa thitung > ttabel. Hasil penelitian ini menunjukkan bahwa hasil belajar siswa dengan menerapkan self assesment (penilaian diri) pada kegiatan praktikum lebih baik daripada hasil belajar siswa tanpa menerapkan self assesment (penilaian diri) pada kegiatan praktikum. Respon siswa setelah diterapkannya self assesment (penilaain diri) pada kegiatan praktikum juga sangat baik yaitu sebesar 84,3 %.Kata Kunci : self assessment, kegiatan praktikum, hasil belajar, perpindahan kalorABSTRACTThe aim of the research was describing about difference result study of class X students in SMAN 1 Sidayu what apply self assesment on experiment activity with not apply it and describing the respons of student about applying self assesment on experiment activity in heat transfer. The Design of research was Randomized Pre-test and Post-test design with three experiment class (X-5, X-6), X-7) and one control class (X-4). Analysis uji-t one side in cognitive aspect of experiment class (X-5, X-6, X-7) be found tarithmetich in a series is 3,27; 3,41; 2,77, in psicomotor aspect be found tarithmetich in a series is 3,94; 3,55; 3,58 an in affective aspect be found tarithmetich in a series is 3,55; 2,5; 2,39 with ttable is 1,67. The result show that tarithmetich > ttable. The result of research show that the result study of student what applying self assessment on experiment activity better than the result study of student what not applying self assessment on experiment activity. The response of student after applied self assessment on experiment activity is very good is 84, 3 %.Key Word : self assessment, experiment activity, result study, heat transfe

Impact of Team Formation Approach on Teamwork Effectiveness and Performance in an Upper-Level Undergraduate Chemical Engineering Laboratory Course

This study focuses on the impact of team formation approach on teamwork effectiveness and performance spanning three years of instruction of the chemical engineering unit operations laboratory, which is an upper-level undergraduate laboratory course. Team formation approaches changed each year, and assessment tools, including peer-assessment, academic performance, and course evaluations, were employed to evaluate team performance. Approaches included three cases: instructor-selected teams based on GPA with the objective of a similar cumulative average GPA for each team, student self-selected teams, and a combination of self-selected teams with instructor-selected teams for a final experiment. For the third case, new teams were assigned based on a common interest to learn about a specific final laboratory experiment or research topic, and the instructor identification of both low- and high-performing students in the prior teams. Team effectiveness and performance were assessed using CATME, a teamwork VALUE rubric developed by the Association of American Colleges and Universities (AAC&U), and numerical peer-contribution forms. In addition, assigned team leaders for each experiment provided feedback regarding individual team member performance, including contributions to reports and presentations. Results demonstrated that less than five percent of the students presented team conflicts when students self-selected teams for the laboratory course; however, strong or weak teams were formed leading to unbalanced laboratory performance. On the contrary, course evaluation outcomes were improved when students were assigned to teams based on cumulative GPA or reassigned by the instructor for the completion of a final experiment. Overall, this study demonstrates that a combination of student-selected and instructor-selected teams during the same semester led to better course outcomes and enhanced individual experiences, as shown by the students’ evaluations of the laboratory course

Embracing Geek Culture in Undergraduate Library Instruction: The TIL Subreddit for Resource Evaluation and Qualitative Assessment

A case study of a library instruction teaching experiment using the “Today I Learned” forum on the website reddit.com, this article addresses teaching and assessment methods intended to promote self-monitoring in both the library instructor and student. After experimenting in the context of one-shot, lower-division, library instruction sessions, the TIL structure demonstrated strong opportunities for (a) eliciting declarative feedback from students about what they learn in library instruction sessions, (b) discussing how appropriate resource selection can effectively support a claim, and (c) modeling behaviors of lifelong learning while introducing unfamiliar students to an online forum founded in that spirit

Corrective Feedback, Self-Esteem and Mathematics Learning Outcomes

One of the strategies to respond the formative assessment results is corrective feedback. Through corrective feedback, it can be verified and elaborated the part of each items where an error occurs which must be reviewed and corrected by students based on the signs given. The purpose of this research is to review the effect of corrective feedback on formative evaluation and mathematics self-esteem on student’s mathematics learning outcome on junior high school by controlling the prior mathematics knowledge of students. The samples were 120 seventh grade students in junior high school on first semester chosen by using random sampling. The method in this research is quasi experiment by using the design of treatment by level 2 × 2. Data were analyzed by using analysis of covariance (ANCOVA). After controlling the prior mathematics knowledge of students, in general, direct corrective feedback was more suited to increase mathematics learning outcomes on junior high school student than indirect corrective feedback. There was an interaction effect on providing corrective feedback and self-esteem on the mathematics learning outcomes.  For the student who have high self-esteem, indirect corrective feedback is more suitable to increase mathematics learning outcomes while for the students who have low self-esteem, direct corrective feedback is more suitable to increase mathematics learning outcomes. It is recommended to the mathematics teachers to provide corrective feedback after provision of formative assessment in their class

THE IMAGE OF SOCIALLY ACTIVE INDIVIDUAL IN THE REPRESENTATIONS OF STUDENT YOUTH

The study of students’ representations of a socially active individual is one of the major tasks of psychology of education. The purpose of the study is to carry out analysis of characteristics of an image of a socially active individual in the representations of student youth and to correlate them with self-assessment of social activity and assessment of real social activity. Students aged 17-23 years (n=251) took part in the study ?=20.11, SD=1.2 (41% men). We used the polling method with the scales developed by the authors of the present study in order to identify self-assessment of social activity, to evaluate real activity; and the associative experiment method. In the study we analysed qualitative and quantitative characteristics of the image of a socially-active individual in the representations of university students. We have established major meaningful characteristics of representations (personal qualities, self-improvement and personal transformation, states, representation in the group, process and activity-related characteristics). Conclusion has been made about the connection between the intensity of students’ social activity and cognitive complexity of the image of a socially active individual and the content of subjective (initiative, confidence) and psychodynamic (vigour) categories in it

Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center

This quantitative study examined the effectiveness that a peer-tutoring model facilitated through a writing center has on student writing self-efficacy and writing skills. Students completed a pre-survey of beliefs and attitudes towards writing and a pre-assessment of writing before embarking on a unit of study that required students to utilize the writing process, including extensive revision. During the writer\u27s workshop class time, students in the experiment group were assigned to attend three peer-tutoring sessions with a trained writing center tutor. After completing the writing task assigned, all students completed the post-survey of beliefs and attitude towards writing. The post-survey and the polished writing task were compared with the pre-survey and pre-assessment to assess the effectiveness of the peer-tutoring model. Findings suggest that the model does increase writing self-efficacy and writing skills. Further expansion of the research population into a wide variety of instructional settings as well as an examination into the effect of a writing center peer-tutoring model on varied demographics might allow schools to examine the secondary school writing center model as an efficient way in which to promote a student body’s growth in writing literacy

Marking gender studies:the (Radical) value of creative-critical assessment

Feminist pedagogies have established the need to query power structures in terms of curriculum content and teaching praxis. However, the topic of student assessment poses difficulties: it is a means through which students’ performance is evaluated and quantified according to set institutionalised criteria that values particular forms of hegemonic knowledge. The following article presents a self-reflexive exploration of assessment within a Gender Studies module taught in the Autumn semesters of the 2017/18 and 2018/19 academic years at a UK university. The module was a core component of the institution’s MA in Gender Studies. This was an exciting opportunity to experiment with assessment styles corresponding to feminist pedagogies to help develop students’ and instructors’ disciplinary scope and explore the radical potential for creative-critical approaches to assessment. This article outlines some the challenges of employing alternative modes of learning and teaching from a feminist perspective and suggests some strategies to address these