Simulated computer adaptive testing method choices for ability estimation with empirical evidence

Computer adaptive testing (CAT) is a technological advancement for educational assessments that requires thorough feasibility studies through computer simulations to ensure strong testing foundations. This advancement is especially germane in Africa being adopters of technology, and this should not be done blindly without empirical evidence. A quasi-experimental design was adopted for this study to establish methodological choices for CAT ability estimation. Five thousand candidates were simulated with 100 items simulate through the three-parameter logistic model. The simulation design stipulated a fixed-length test of 30 items, while examinee characteristics were drawn from a normal distribution with a mean of 0 and a standard deviation of 1. Also, controls for the simulation were set not to control item exposure or to use the progressive restricted method. Data gathered were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Two-way multivariate analysis of variance: MANOVA) for testing the generated hypotheses. This study provided empirical evidence for choosing ability estimation methods for CAT as part of the efforts geared towards designing accurate testing programs for use in higher education

Teaching strategy preferences in upper basic schools in Ilorin west local government area, Kwara state, Nigeria

Introduction: Several studies have been carried out on various teaching strategy broadly categorised as teacher-centred, student-centred and student-teacher centred. This study was premised on investigating preferences for these strategies among basic school teachers. Purpose: This study aimed to investigate teacher's teaching strategy preferences in classroom situations in teaching and learning in Upper Basic Classroom situations. Methodology: The study adopted a descriptive research design of survey type. Teachers in Ilorin West Local Government area of Kwara State constituted the study population while the target population was all Upper Basic school teachers sampled randomly. The instrument used to collect data was a questionnaire tagged "Teachers' Teaching Strategy Preferences Questionnaire" (TTSPQ) which was face and content validated by measurement and evaluation experts. The reliability of the instrument was ascertained using Cronbach's alpha with a reliability index of 0.78. The validated instrument was administered electronically via Google Forms. Data were analysed using percentages, t-test and ANOVA statistics. Results: Results showed that teacher-student centred strategy using discussion, demonstration, question & answer, field trip, and reciprocal methods were preferred while there was a significant difference in teaching strategy preferences based on teaching the subject with Mathematics teachers most contributors to the significance. Recommendations/Classroom Implications: It was recommended that schools constantly organise training and workshops to better expose all teachers to deploying student-teacher-centred teaching and learning methods

Prospects for Online Instructional Delivery Using Google Classrooms: Implications for Higher Education in Sub-Sahara Africa

Technology is relevant in achieving educational development. Exploring how best to pattern and incorporate educational technology to engender sustainability remains relevant. It is against this backdrop that this study examined the Prospect of online instructional delivery in sub-Saharan African Universities using Google Classrooms ascertained concerning usability and accessibility while examining impending challenges. This study adopted a descriptive survey design. The study population was undergraduates enrolled at the University of Ilorin, Nigeria, a public institution owned by the Federal Government of Nigeria and the most soughed institution in terms of admission in the country. The target population was teacher trainees exposed to online instructional using Google Classrooms for 2018/2019 academic session. The study participants were purposively sampled; a total of 1933 participants. Data were gathered using a researcher designed questionnaire which was face and content validated. Three research questions were stated to examine accessibility, usability and challenges while the tested hypotheses were concerning prospects of Google Classroom for University of Ilorin undergraduates' learning across gender and departmental divides. Both descriptive statistics (Research Questions) and inferential statistics (Hypothesis) were employed in analysing data collected gathered. Significant findings revealed that Google Classroom holds prospects for innovative instructional approach for university undergraduates’ learning. However, there is a need to improve its level of accessibility to undergraduates to maximise its gains by making efforts to alleviate the challenges militating against smooth access to ensure sustainability in higher education in sub-Saharan Africa, apt in the current pandemic era

Simulated Evidence of Computer Adaptive Test Length: Implications for High Stakes Assessment in Nigeria

Like other African countries, high-stake testing in Nigeria has suffered significant setbacks due to the Covid-19 pandemic. Computerised Adaptive Tests (CAT) is a paradigm shift in the educational assessment that ensures accuracy in ability placements. A survey design was employed to describe the psychometric characteristics of a simulated 3-parameter logistic IRT model designs to support off-site assessments. This simulation protocol involved generating examinee and item pool data, specifying the item selection algorithm and specifying CAT administration rules for execution with SimulCAT. Findings revealed that the fixed-length test guarantees a higher testing precision with an observed systematic error less than zero, a CMAE ranging from 0.2 to 0.3 and RMSE being consistent around 0.2. Findings also revealed that the fixed-length test had a higher item exposure rate which can be handled by falling back on the item selection methods that rely less on the a-parameter. Also, item redundancy was lesser for the fixed-length test compared to the variable-length test. Conclusions are for the fixed-length test option for high-stakes assessment in Nigeria