Detection of Misconceptions and Misleading Questions by Using Quantitative Diagnostic Assessment

2014 ◽  
Vol 12 (2) ◽  
pp. 26-50 ◽  
Author(s):  
Martin M. Weng ◽  
Wen-Chih Chang ◽  
Neil Y. Yen ◽  
Timothy K. Shih ◽  
Hui-Huang Hsu
Keyword(s):  
Assessment System ◽  
Learning Performance ◽  
Online Assessment ◽  
Domain Specific ◽  
Rule Space ◽  
Rule Space Model ◽  
E Learning ◽  
And Performance ◽  
Incorrect Information ◽  
Student Problem

Researches into E-Learning pay emphasis on how the technology is applied for comprehensive learning support in various perspectives. Lots of advantages are involved while performing the E-Learning. For example, timely contents are applicable to be delivered via the Internet, and in a similar manner, instant feedback which identifies the learning performance would be obtained through an online assessment system. In this article, a diagnostic approach for learning performance evaluation of student is proposed. Two primary issues are concentrated based on the analysis of quantitative assessment results. First the authors identify the misconceptions on specific subject(s) that students have learned and provide remedial suggestions about their learning status to students. Second, because questions may have several incorrect information to students, hence the authors approach provide suggested revisions to instructors. The proposed approach employs the Rule-Space model and the Student-Problem chart and is implemented in an online assessment system to obtain corresponding data (e.g., learning behavior) and performance (e.g., learning status). The feasibility is demonstrated through an empirical study (i.e., a series of pre-post tests) which was conducted in a domain-specific course (i.e., Fundamental of Information Technology) with around 450 students in a calendar year.

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

2009 ◽  
Vol 7 (4) ◽  
pp. 1-16
Author(s):  
Wen-Chih Chang ◽  
Hsuan-Che Yang ◽  
Timothy K. Shih ◽  
Louis R. Chao
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Educational Objective ◽  
E Learning ◽  
On Line ◽  
System Administrator ◽  
Instruction And Learning ◽  
Bloom Taxonomy ◽  
Student Problem

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.

scholarly journals Linking E-Assessment to Student's Use of Online Learning Content

2009 ◽  
pp. 532-541
Author(s):  
Kar-Tin Lee ◽  
Hitendra Pillay ◽  
Vinesh Chandra
Keyword(s):  
Secondary Students ◽  
Management System ◽  
Assessment System ◽  
Information And Communications Technology ◽  
Assessment Tools ◽  
Online Assessment ◽  
Communications Technology ◽  
Content Assessment ◽  
Learning Content ◽  
E Learning

This article will examine the development and implementation of two information and communications technology (ICT) e-assessment tools—a diagnostic assessment system and an intelligent content assessment marking system—for the teaching of secondary science. An e-learning management system (ELMS, see Figure 1) was used with second-year secondary students in science which provided both content and online assessment tools for teachers. By using this system, teachers had the opportunity to modify how they assessed their students by shifting the skills and knowledge being tested and also when and at which stage of the learning they are tested. The use of the ELMS had also assisted teachers to move away from the narrow confines of standardised tests with their discrete and decontextualized ‘items’ towards more complex, holistic, contextualised, and authentic forms of assessment (e.g., Pellegrino, Chudowski, & Glaser, 2001).

scholarly journals The value co-creation behavior in learning communities: Comparing conventional learning and e-learning

2021 ◽  
Vol 18 (6) ◽  
pp. 7239-7268
Author(s):  
Huan-Ming Chuang ◽  
◽  
Shahab S. Band ◽  
Mehdi Sookhak ◽  
Kenneth Pinandhito ◽  
...  
Keyword(s):  
Learning Communities ◽  
Rapid Development ◽  
Learning Performance ◽  
Self Directed Learning ◽  
Rapid Changes ◽  
E Learning ◽  
Directed Learning ◽  
And Performance ◽  
Present World ◽  
Performance Ranking

<abstract> <p>With the rapid development of ICT, the present world is experiencing rapid changes in the field of education. Implementation of e-learning and ICT in the education system could allow teachers to upgrade and improve their lectures. However, from the perspective of value co-creation behavior in learning communities, conventional learning and e-learning classrooms may encounter different opportunities and challenges. Thus, a more in-depth investigation would be needed. Based on the S-O-R framework, this study identifies self-directed learning as a stimulus, perceived benefits as the organism, and value co-creation behavior as the response. By applying the multi-criteria decision-making techniques of DEMATEL, ANP, and VIKOR, this study explores the causal effects, influential weights, and performance ranking of the primary constructs in the framework as criteria. This study's theoretical and practical implications are discussed, and ways of improving learning performance are suggested.</p> </abstract>

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

2011 ◽  
pp. 283-298
Author(s):  
Wen-Chih Chang ◽  
Hsuan-Che Yang ◽  
Timothy K. Shih ◽  
Louis R. Chao
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Educational Objective ◽  
E Learning ◽  
On Line ◽  
System Administrator ◽  
Instruction And Learning ◽  
Bloom Taxonomy ◽  
Student Problem

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.

Extending the Rule Space Model to a Semantically-Rich Domain: Diagnostic Assessment in Architecture.

1993 ◽  
Author(s):  
Irvin R. Katz ◽  
Michael E. Martinez ◽  
Kathleen Sheehan ◽  
Kikumi K. Tatsuoka
Keyword(s):  
Diagnostic Assessment ◽  
Space Model ◽  
Rich Domain ◽  
Rule Space ◽  
Rule Space Model

scholarly journals Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance

2020 ◽  
Vol 15 (4) ◽  
pp. 469-498 ◽  
Author(s):  
Yugo Hayashi
Keyword(s):  
Collaborative Learning ◽  
Real Time ◽  
Learning Process ◽  
Common Ground ◽  
Learning Performance ◽  
Conversational Agent ◽  
Learning Gains ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Process ◽  
And Performance

AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

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