Revisit Bloom’s Taxonomy: A reflection of education in a digital era

Bloom’s taxonomy has been used in the education field since 1956. It promotes a higher form of thinking in education. However, the shift from traditional classroom interaction to technology-based education, such as e-learning, blended learning, and distance learning, changes the paradigm on how educators design learning instruction. This article presents a general description of Bloom’s taxonomy application in the digital era based on some literature reviews. The articles were selected purposively among open-access journals only in two reputable international journals: (1) Computer and Education and (2) Cogent Education. The journals were selected due to their publication mostly related to Bloom’s taxonomy in the education field. The review covers two aspects: (1) the identification of Bloom’s taxonomy applications and (2) the modification of Bloom’s taxonomy to promote thinking skills. The analysis presents information on how educators modify Bloom’s taxonomy to deliver content through technology-based learning. The results show that: (a) there is limited access to identify Bloom’s Taxonomy studies; (b) there is limited open access to literature reviews on Bloom’s Taxonomy in the education field; (c) modification of Bloom’s Taxonomy in the digital era position technology as a tool to facilitate students’ learning, and (d) most learning only builds students’ cognitive skills. There is still a limited exploration of affective and psychomotor domains. As a further recommendation for future research, there is a demand to provide more open-access journals on how to use technology to support affective and psychomotor domains

Assessing Database Development Skills using an On-line MCQ: Reflections on Test Design and Academic Integrity

[EN] This paper reports on the experiences of assessing a large postgraduate module in Database Systems using an on-line MCQ test under COVID-19 conditions with no remote proctoring. While the technology and the “higher order thinking” assessment worked well, analysis of response patterns suggested that, despite the use of randomised questions, time pressure and an honour pledge, a substantial number of students formed mini-networks during the test and colluded with each other to discuss the answers. No differences by gender or age were observed as regards tendency to engage in this behaviour, and domestic students were just as likely as international students to do it. Notably, domestic and international students seemed to stay apart, colluding almost exclusively with others of their own nationality.Lang, M. (2021). Assessing Database Development Skills using an On-line MCQ: Reflections on Test Design and Academic Integrity. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 439-446. https://doi.org/10.4995/HEAd21.2021.13087OCS43944

Programming in a Pandemic: Attaining Academic Integrity in Online Coding Courses

The coronavirus disease of 2019 (COVID-19) pandemic has necessitated a transition to online courses, prompting widespread consequences for higher education. Ensuring academic integrity poses a serious concern in these circumstances. Drawn from my experiences teaching online programming courses, I discuss the considerable and manifold flaws in our current anti-cheating measures. I propose a series of strategies that instructors can pursue to make assessments more resilient to cheating. Although there is no panacea, we must begin by acknowledging the problem facing us and discussing earnestly how we can refortify academic integrity

Preguntas de opción múltiple versus preguntas de respuesta muy breve en la evaluación de estudiantes de patología veterinaria

Background: Well-developed assessment methods have a positive impact on students’ performance, and higher education institutes are usually encouraged to establish and use effective assessment methods that effectively enhance the learning process. Objectives: This study was designed to compare students’ performance in multiple choice questions (MCQs) including best single answer (BSA) and multiple true and false (MTF) types, and very short answer (VSA) questions, and to evaluate gender differences and feedback from students and faculty. Materials and methods: A test containing three different types of questions, BSA, MTF and VSA questions (10 each), was delivered to eight groups of veterinary pathology students (3rd level, Faculty of Veterinary Medicine, Assiut University, Assiut, Egypt) in April 2022. Students’ performance, test reliability and gender differences as well as feedback from students and faculty were evaluated. Results: Students did a significant higher performance in BSA and MTF questions compared to VSA questions. The reliability of BSA, MTF and VSA questions between different groups of students were 0.53, 0.52 and 0.13, respectively. Girl students achieved a higher performance in the whole test compared to boy students. Both boy and girl students showed nearly similar performance in BSA and MTF questions. However, girl students got significant higher score in VSA questions compared to boy students. Students’ and faculty opinions were in favor of BSA and MTF questions. Conclusion: Students did much better in MCQs than VSA questions. BSA and MTF questions are preferentially favored by students and faculty. &nbsp

Learning Analytics to Detect Evidence of Fraudulent Behaviour in Online Examinations

Lecturers are often reluctant to set examinations online because of the potential problems of fraudulent behaviour from their students. This concern has increased during the coronavirus pandemic because courses that were previously designed to be taken face-to-face have to be conducted online. The courses have had to be redesigned, including seminars, laboratory sessions and evaluation activities. This has brought lecturers and students into conflict because, according to the students, the activities and examinations that have been redesigned to avoid cheating are also harder. The lecturers' concern is that students can collaborate in taking examinations that must be taken individually without the lecturers being able to do anything to prevent it, i.e. fraudulent collaboration. This research proposes a process model to obtain evidence of students who attempt to fraudulently collaborate, based on the information in the learning environment logs. It is automated in a software tool that checks how the students took the examinations and the grades that they obtained. It is applied in a case study with more than 100 undergraduate students. The results are positive and its use allowed lecturers to detect evidence of fraudulent collaboration by several clusters of students from their submission timestamps and the grades obtained.This research was funded by Spanish National Research Agency (AEI), through the project VISAIGLE (TIN2017-85797-R) with ERDF funds

Learning Analytics to Detect Evidence of Fraudulent Behaviour in Online Examinations

Lecturers are often reluctant to set examinations online because of the potential problems of fraudulent behaviour from their students. This concern has increased during the coronavirus pandemic because courses that were previously designed to be taken face-to-face have to be conducted online. The courses have had to be redesigned, including seminars, laboratory sessions and evaluation activities. This has brought lecturers and students into conflict because, according to the students, the activities and examinations that have been redesigned to avoid cheating are also harder. The lecturers’ concern is that students can collaborate in taking examinations that must be taken individually without the lecturers being able to do anything to prevent it, i.e. fraudulent collaboration. This research proposes a process model to obtain evidence of students who attempt to fraudulently collaborate, based on the information in the learning environment logs. It is automated in a software tool that checks how the students took the examinations and the grades that they obtained. It is applied in a case study with more than 100 undergraduate students. The results are positive and its use allowed lecturers to detect evidence of fraudulent collaboration by several clusters of students from their submission timestamps and the grades obtained

The effects of privacy-non-invasive interventions on cheating prevention and user experience in unproctored online assessments: An empirical study

peer reviewedPreventing cheating without invading test-takers’ privacy in high-stakes online summative assessments poses a challenge, especially when the assessment is remote and unproctored. We conducted a between-subjects experiment (N = 997) in a realistic online test simulation to investigate the effects of three privacy-non-invasive anti-cheating interventions (honor code reminder, warning message, and monitoring message) on cheating prevention from a user-centered perspective. The quantitative results indicated that, compared to a control condition, displaying a honor code reminder during an online test worked best in lowering the odds of cheating. None of the interventions affected user experience and test-taking self-efficacy significantly. Further open-ended questions revealed that interventions can cause distraction which in turn could potentially evoke negative emotions. The decision to cheat was influenced by the extent to which interventions conveyed that cheating is wrong and also by test-takers’ perception of getting caught if they cheated. We derived recommendations for a fair and cheating-preventive unproctored online assessment for researchers and practitioners

7th International Conference on Higher Education Advances (HEAd'21)

Information and communication technologies together with new teaching paradigms are reshaping the learning environment.The International Conference on Higher Education Advances (HEAd) aims to become a forum for researchers and practitioners to exchange ideas, experiences,opinions and research results relating to the preparation of students and the organization of educational systems.Doménech I De Soria, J.; Merello Giménez, P.; Poza Plaza, EDL. (2021). 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAD21.2021.13621EDITORIA