Evaluation of the Correlation Between Formative Tests and Final Exam Results : Theory of Information Approach

• Autorzy: Rutkowski J.

Identyfikatory

DOI

10.1515/eletel-2016-0007

• Języki publikacji: EN

Abstrakty

EN

Today, computerization of the Assessment Program is a norm, numerous advantages of Computer-Assisted Assessment (CAA), both formative and summative, can be enlisted. Motivating students to systematic work and Self-Regulated Learning seems to be the biggest challenge faced by the teacher. This motivation can be reached by providing students with clear information that shows an evident effectiveness of formative quizzes, undisputable correlation between student engagement in taking formative quizzes and the final exam result. It is proposed to evaluate this effectiveness quantitatively in the field of Information Theory, using the Discrete Memoryless Channel description of relationship between the set of quizzes taken and the set of exam results. The Case Study is presented and if proves high correlation between these two sets.

Słowa kluczowe

EN

technology enhanced learning; computer-assisted assessment

• Wydawca: Polish Academy of Sciences, Committee of Electronics and Telecommunication
• Czasopismo: International Journal of Electronics and Telecommunications
• Rocznik: 2016
• Tom: Vol. 62, No. 1
• Strony: 55--60
• Opis fizyczny: Bibliogr. 16 poz., rys.

Twórcy

autor

Rutkowski J.

• Institute of Electronics, Silesian University of Technology, Gliwice, Poland

Bibliografia

• [1] I. E. Allen, J. Seaman, “Grade change tracking online education in the US”, Babson Survey Research Group, 2014, http://www.onlinelearningsurvey.com/reports/gradechange.pdf.
• [2] J. Rutkowski, “Moodle-based Computer-Assisted Assessment in Flipped Classroom”, Smart Education and Smart e-Learning, Vol. 41 of the Springer series Smart Innovation, Systems and Technologies, 2015, pp. 37-46.
• [3] J. Rutkowski, K. Moscinska, P. Jantos, “Web-based assessment and examination system - from experiment to practice”, Proc. 10th IASTED Int. Conference on Computers and Advanced Technology in Education (CATE), Beijing - China, 2007, pp. 206-211.
• [4] K. Henke, “Web-based Test, Examination and Assessment System”, Proc. 9th IASTED Int. Conference on Computers and Advanced Technology in Education (CATE), Lima - Peru, 2006, pp.321-326.
• [5] S. Hussmann, Ch. Smaill, “The Use of Web-based Learning and Communication Tools in Electrical Engineering”, Australian Journal of Engineering Education - online publication, 2003, www.aaee.com.au/journal/2003/hussmann03.pdf.
• [6] J. Rutkowski, K. Moscinska, L. Chruszczyk, “Development And Evaluation Of Computer Assisted Exam - Circuit Theory Example”, Proc. 9th IASTED Int. Conference on Computers and Advanced Technology in Education (CATE), Lima - Peru, 2006, pp. 333-338.
• [7] D. Boud, N. Falchikov, “Aligning assessment with long-term learning”, Assessment & Evaluation in Higher Education, Vol. 31, No. 4, 2006, pp. 399-413.
• [8] D. Boud, “Enhancing Learning through Self-Assessment”, Kogan Page, London, 1995.
• [9] G. Grow, “Teaching Learners to be Self-Directed”, Adult Education Quarterly, 41/3, 1996, pp. 125-149.
• [10] D. J. Nicol, D. MacFarlane-Dick, “Formative assessment and selfregulated learning: A model and seven principles of good feedback practice”, Studies in Higher Education, Vol. 31(2), 2006, pp. 199-218.
• [11] T. Sancho-Vinuesa, N. Escudero-Viladoms, “A Proposal for Formative Assessment with Automatic Feedback on an Online Mathematics Subject”, Universities and Knowledge Society Journal, Revista de Universidad y Sociedad del Conocimiento (RUSC), Vol. 9, Issue 2, July 2012, pp 240-260.
• [12] L. M. Guglielmino, “Reactions to field’s investigation into the SDLRS”, Adult Education Quarterly, 39/4, 1989, pp. 235-240.
• [13] M. Higgins, F. Grant, P. Thompson, A. Montarzino, “Effective and Efficient Methods of Formative Assessment”, CEBE Innovative Project in Learning & Teaching - online publication, 2010, www.smu.ca/webfiles/Effective_and_Efficient_Methods_of_Formative_Assessment.pdf.
• [14] J. Rutkowski, Theory of Information and Coding, The Publishing House of The Silesian University of Technology, Gliwice, 2006.
• [15] Moodle 2.7 Documentation, https://docs.moodle.org/27/en/Main_page.
• [16] Moodle 2.7 Documentation, https://docs.moodle.org/22/en/Calculated_question_type.

Uwagi

PL

Opracowanie ze środków MNiSW w ramach umowy 812/P-DUN/2016 na działalność upowszechniającą naukę.