scholarly journals A computer-aided continuous assessment system

2011 ◽  
Vol 4 (2) ◽  
Author(s):  
B. C.H. Turton
Keyword(s):  
Teaching And Learning ◽  
Assessment System ◽  
Performance Ratio ◽  
Computer Assisted ◽  
Learning Technology ◽  
Continuous Assessment ◽  
The United Kingdom ◽  
Price Performance ◽  
Computer Aided ◽  
Attractive Option

Universities within the United Kingdom have had to cope with a massive expansion in undergraduate student numbers over the last five years (Committee of Scottish University Principals, 1993; CVCP Briefing Note, 1994). In addition, there has been a move towards modularization and a closer monitoring of a student's progress throughout the year. Since the price/performance ratio of computer systems has continued to improve, Computer- Assisted Learning (CAL) has become an attractive option. (Fry, 1990; Benford et al, 1994; Laurillard et al, 1994). To this end, the Universities Funding Council (UFQ has funded the Teaching and Learning Technology Programme (TLTP). However universities also have a duty to assess as well as to teach. This paper describes a Computer-Aided Assessment (CAA) system capable of assisting in grading students and providing feedback. In this particular case, a continuously assessed course (Low-Level Languages) of over 100 students is considered. Typically, three man-days are required to mark one assessed piece of coursework from the students in this class. Any feedback on how the questions were dealt with by the student are of necessity brief. Most of the feedback is provided in a tutorial session that covers the pitfalls encountered by the majority of the students.DOI:10.1080/0968776960040206

scholarly journals Comparison Between Conventional and Digital Essay Writing Assessment System: Consumer Concept and User Friendly

2019 ◽  
Vol 10 (2) ◽  
pp. 96
Author(s):  
Adenan Ayob
Keyword(s):  
Teaching And Learning ◽  
Assessment System ◽  
Survey Method ◽  
Learning Technology ◽  
Ministry Of Education ◽  
Essay Writing ◽  
New Era ◽  
Digital Assessment ◽  
Significant Difference ◽  
User Friendly

Significant changes occurred in education system; teaching and learning technology in this new era. The changes can be revised through the existence of digital assessment system for essay writing. In utilizing and interpreting these changes, this study was conducted to examine the use of digital and conventional assessment system for Form Three among Malay teachers. The survey method was used in this study. The samples of the study are 60 teachers of the national secondary school which taught Malay Language for form three in Selangor and Federal Territory of Kuala Lumpur. The data are described descriptively and inferentially. Descriptive data are mean and standard deviation. Inferential data was analyzed using ANCOVA statistics. The findings show that there is a significant difference in teachers' opinion on the use of digital assessment system and the use of conventional assessment materials that based on consumer concept and user friendly. From that perspective, digital scoring system make teachers more dynamic in scoring the essay writing for form three. Therefore, it is recommended to the Ministry of Education to implement and revise the use of digital assessment system to improve the process for primary and secondary schools.

scholarly journals Design and Simulation of Computer Aided Chinese Vocabulary Evaluation System

2020 ◽  
Vol 18 (S3) ◽  
pp. 1-11
Author(s):  
Quanyue Wang ◽  
Sisi Zhang ◽  
Weichao Liu
Keyword(s):  
Experimental Investigation ◽  
Statistical Analysis ◽  
Evaluation System ◽  
Assessment System ◽  
Computer Assisted ◽  
Organization And Management ◽  
Computer Aided ◽  
Chinese Learning ◽  
Important Position ◽  
Vocabulary Assessment

This article first explains the research background of computer-aided Chinese vocabulary assessment. Vocabulary assessment occupies an important position in Chinese learning. Computer-aided assessment has advantages in statistical analysis and organization and management. Subsequently, the development of Chinese vocabulary assessment and computer-assisted Chinese assessment was reviewed, and the design scheme of computer-assisted Chinese vocabulary assessment system was constructed. The functional framework, assessment methods, and feedback of the assessment system were explained. Finally, this paper verifies the function of the system through experimental investigation.

scholarly journals Enhancing the IMS QTI to Better Support Computer Assisted Marking

2011 ◽  
pp. 174-189
Author(s):  
Damien Clark ◽  
Penny Baillie-de Byl
Keyword(s):  
Learning Management Systems ◽  
Instructional Materials ◽  
Educational Institutions ◽  
Computer Assisted ◽  
Learning Technology ◽  
Global Learning ◽  
Multiple Choice Questions ◽  
Computer Aided ◽  
Teaching Learning ◽  
Current Systems

Computer aided assessment is a common approach used by educational institutions. The benefits range into the design of teaching, learning, and instructional materials. While some such systems implement fully automated marking for multiple choice questions and fill-in-the-blanks, they are insufficient when human critiquing is required. Current systems developed in isolation have little regard to scalability and interoperability between courses, computer platforms, and learning management systems. The IMS Global Learning Consortium’s open specifications for interoperable learning technology lack functionality to make it useful for computer assisted marking. This article presents an enhanced set of these standards to address the issue.

scholarly journals A collection of suggested electronic course templates for use in higher education

2014 ◽  
Vol 22 ◽  
Author(s):  
Jill W. Fresen ◽  
Robin K. Hill ◽  
Fawei Geng
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Virtual Learning ◽  
The United States ◽  
Virtual Learning Environment ◽  
Learning Technology ◽  
Teaching Context ◽  
The United Kingdom ◽  
A Site

The collection of electronic course templates suggested in this article results from collaborative investigation between instructional support staff and academic staff users of the virtual learning environment (VLE) at two institutions, one in the United Kingdom and the other in the United States. The particular VLE in use at both institutions was Sakai, although the experience described here can be applied to the design process and workflow using any VLE that allows the selection and some configuration of standard tools.We applied the lattice model of Hill, Fresen and Geng (2012) to design and build a set of six course site templates, which are used as the basis on which site owners can easily build new sites in the VLE. As the ultimate goal of template provision is to underpin pedagogy, academics are free to use a template or build a site from scratch, based on their own teaching context, and they may adapt any template according to the pedagogical purpose and nature of the course. The underlying assumptions are that academic staff retain full control over the content, tools and permissions in their new site. The templates are not mutually exclusive – that is, aspects from any template may be incorporated, where applicable, into another one.We conclude that it is helpful for the VLE support team to take the lead in proposing a set of templates according to the predominant teaching and learning models in use at a particular institution, which may contribute to consistency across course sites and ultimately result in an improved student learning experience.Keywords: virtual learning environment; learning management system; course templates; pedagogical dimensions; course site properties; faculty support(Published: 01 April 2014)Citation: Research in Learning Technology 2014, 22: 21669 - http://dx.doi.org/10.3402/rlt.v22.21669 

scholarly journals ‘‘I don’t think I would be where I am right now’’. Pupil perspectives on using mobile devices for learning

2013 ◽  
Vol 21 ◽  
Author(s):  
Ros Walker
Keyword(s):  
Mobile Devices ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
School Bullying ◽  
Learning Technology ◽  
The United Kingdom ◽  
Wide Range ◽  
The Common ◽  
Common Barriers ◽  
Pupil Voice

Are pupils in the United Kingdom using mobile devices to help their learning? If so, what are they using and why? This article is based on research carried out by questionnaire, observation and pupil interviews at two English academies. One of the academies provides mobile devices for the pupils, and the other bans the use of mobile devices. The extent to which pupils are using their mobile devices to help their learning and which features they find useful for their schoolwork were examined. Pupils were also asked about some of the common barriers to using a mobile device in school: bullying, cheating and disruption. Results show that pupils at both schools do use their mobile devices for learning, with significantly more use at the school which allows mobile devices. However, usage is also significant in the school which currently bans devices. Pupils use their mobile devices for a wide range of activities, and the way in which pupils use their devices raises important questions for schools considering the adoption of mobile technology for teaching and learning. This article argues that schools should be actively encouraging pupils to make use of mobile devices.Keywords: mobile learning; pupil voice; mobile phones; e-safety; pupil engagement(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 22116 - http://dx.doi.org/10.3402/rlt.v21i0.22116

scholarly journals Corpus Linguistics

2014 ◽  
pp. 1129-1144
Author(s):  
Angeline M. Madongonda ◽  
Sithembeni Denhere
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Rural Areas ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Computer Aided

This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students' (and teachers') ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.

Corpus Linguistics

2014 ◽  
pp. 174-189
Author(s):  
Angeline M. Madongonda ◽  
Sithembeni Denhere
Keyword(s):  
High School ◽  
Second Language ◽  
Language Learning ◽  
Rural Areas ◽  
Corpus Linguistics ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Computer Assisted ◽  
Learning And Teaching ◽  
Computer Aided

This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students’ (and teachers’) ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.

scholarly journals Conversion of a mathematics course to CAL: a case study of a large-scale rapid change of resources and organization

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Maggie Pollock ◽  
Erica McAteer ◽  
Gordon Doughty ◽  
Ian Turner
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Phase 1 ◽  
Rapid Change ◽  
Learning Technologies ◽  
Independent Learning ◽  
Computer Assisted ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Learning Programs

Glasgow University's Teaching With Independent Learning Technologies (TILT) project is an institutional initiative funded under Phase 1 of the Higher Education Funding Councils' Teaching and Learning Technology Programme (TLTP), We have developed or adapted and integrated computer-assisted learning programs into a variety of courses in subjects ranging from Accountancy to Zoology.DOI:10.1080/0968776960040106

FAKTOR PENDUKUNG DAN PENGHAMBAT DALAM PROSES PERUBAHAN ORGANISASI PADA POLITEKNIK KESEHATAN KEMENKES PALANGKA RAYA

2017 ◽  
Vol 13 (2) ◽  
pp. 119-128
Author(s):  
Nang Randu Utama
Keyword(s):  
Mental Model ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Teaching Aids ◽  
Inhibiting Factors ◽  
Inhibiting Factor ◽  
Management Perspective ◽  
The Republic ◽  
Technical Guidance

This study aims to obtain a description of the supporting and inhibiting factors in the process of organizational change of education based on management perspective that occurs in the scope of higher health education of the Ministry of Health of the Republic of Indonesia. This study used a qualitative approach by conducting case study at Palangka Raya Health Polytechnic. The research results are as follows: (a) Supporting factor that must be there is the existence of a manual or technical guidance in organizing the organization; (b) Whereas the inhibiting factor is the old habits, the mindset, the mental model is still inhibiting from the organizers and members of the organization; (c) The inhibiting factor is the existence of selfishness of each highly visible party; (d) Inhibitors may also occur if there are still "little kings" and selfishness from each of the former institutions; (e) Other issues that support in this process of change are in terms of facilities and infrastructure, namely the availability of buildings and land; (f) Another inhibiting factor is that in terms of educational qualifications, there are departments that do not meet, for example in the midwifery department there are still many average teachers with Diploma IV education background and non-linear education; (g) Inhibiting factors may also occur if the reason of seniority is always carried around; (h) The inhibiting factor is lack of human resources in using modern health equipment, including the use of teaching aids in accordance with the progress of science and teaching and learning technology.   Penelitian ini bertujuan untuk memperolah gambaran mengenai faktor pendukung dan penghambat dalam proses perubahan organisasi pendidikan yang ditinjau dari perspektif manajemen yang terjadi di lingkup organisasi pendidikan tinggi kesehatan Kementerian Kesehatan Republik Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan melakukan studi kasus pada institusi Politeknik Kesehatan Kemenkes Palangka Raya. Hasil penelitian adalah sebagai berikut: (a) Faktor pendukung yang harus ada yaitu adanya buku pedoman atau petunjuk teknis dalam penyelenggaraan organisasi; (b) Sedangkan yang menjadi faktor penghambat itu adalah kebiasaan lama, mindset-nya, mental model-nya masih bersifat menghambat dari para pengelola dan anggota organisasi; (c) Faktor penghambat yaitu adanya keegoisan masing-masing pihak yang sangat tampak; (d) Penghambat juga dapat terjadi apabila masih ada “raja-raja kecil” dan keegoisan dari masing-masing institusi yang dulu; (e) Perihal lain yang mendukung dalam proses perubahan ini adalah dari sisi sarana dan prasarana, yaitu tersedianya gedung dan tanah; (f) Faktor penghambat lain yaitu dari sisi kualifikasi pendidikan ternyata ada jurusan yang tidak memenuhi, misalnya di jurusan kebidanan masih banyak rata-rata tenaga pengajar dengan latar pendidikan Diploma IV dan pendidikannya tidak linear; (g) Faktor penghambat juga dapat terjadi apabila alasan senioritas selalu dibawa-bawa; (h) Faktor penghambat yaitu masih kurang kesiapan sumber daya manusia dalam menggunakan alat-alat kesehatan modern termasuk penggunaan alat bantu belajar mengajar yang sesuai dengan kemajuan ilmu pengetahuan dan teknologi pengajaran dan pembelajaran.

Sign in / Sign up

Export Citation Format

Share Document