Pub Date : 2018-12-30DOI: 10.37134/AJATEL.VOL8.6.2018
A. Ojo, O. Ajayi, Falilat Ousola
The significance of school-based assessment is being undermined by inadequacies inherent in the process. Stakeholders’ efforts and research attempts at improving the situation have not yielded desired results. It was on this premise, the researchers sought to predict school-based assessment practice of senior secondary teachers from their SBA knowledge and attitudes towards SBA in Ijebu Division of Ogun State, Nigeria. Descriptive survey design was adopted. A sample of four hundred (n=400) teachers were selected as participants using simple random sampling techniques. The three instruments for data collection were Teachers Knowledge of Assessment Technique (r = .62), Teachers Attitudes towards SBA scale (r = .74) and School-Based Assessment Practice of Teachers Questionnaire (r = .69). The results indicated that both predictors account for 5.1% (R = .051; P<.05) of variance in the criterion. Only SBA knowledge in the hypothesized model was a significant predictor (B = .223; P<.05) of school-based assessment practice of teachers. Therefore, it was recommended that the government policy which prescribes that only professional teachers are retained in the profession be strictly enforced.
{"title":"Predicting School-Based Assessment Practice of Teachers in Senior Secondary Schools in Ijebu Division of Ogun State, Nigeria","authors":"A. Ojo, O. Ajayi, Falilat Ousola","doi":"10.37134/AJATEL.VOL8.6.2018","DOIUrl":"https://doi.org/10.37134/AJATEL.VOL8.6.2018","url":null,"abstract":"The significance of school-based assessment is being undermined by inadequacies inherent in the process. Stakeholders’ efforts and research attempts at improving the situation have not yielded desired results. It was on this premise, the researchers sought to predict school-based assessment practice of senior secondary teachers from their SBA knowledge and attitudes towards SBA in Ijebu Division of Ogun State, Nigeria. Descriptive survey design was adopted. A sample of four hundred (n=400) teachers were selected as participants using simple random sampling techniques. The three instruments for data collection were Teachers Knowledge of Assessment Technique (r = .62), Teachers Attitudes towards SBA scale (r = .74) and School-Based Assessment Practice of Teachers Questionnaire (r = .69). The results indicated that both predictors account for 5.1% (R = .051; P<.05) of variance in the criterion. Only SBA knowledge in the hypothesized model was a significant predictor (B = .223; P<.05) of school-based assessment practice of teachers. Therefore, it was recommended that the government policy which prescribes that only professional teachers are retained in the profession be strictly enforced.","PeriodicalId":298189,"journal":{"name":"Asian Journal Of Assessment In Teaching And Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125073990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-23DOI: 10.37134/AJATEL.VOL8.4.2018
R. Agus, S. Samuri
Learning Analytics is a new field of research that appears as a link between educator data and students. The Learning Analytics is also able to provide information about decision making to understand and optimise the learning process. Early childhood education is believed to be very important because the learner is open and always tries new things and is considered very meaningful for future processes in the development of all aspects of their personality. In this study, we aimed at investigating the application of learning analytics and how the learning process on child development in early childhood education. The Article Search Process is carried out on two databases, ScienceDirect and IEEE. In this study, the most important keywords are Learning Analytics and early childhood. The results of the search are 45 articles: (31/45) ScienceDirect and (14/45) IEEE, from 2012 to 2017. They are thoroughly explored in the Learning Analytics process, data collection and pre-processing, analysis and action, and post- processing. The process of data collection is done by implementing Online Systems or Game-Based Learning: 58% e-Learning systems, 27% Learning Analytics systems, and 15% Game-based learning. Many research was conducted on samples from Post graduate, High school and Elementary school. The results showed that early childhood education had the advantage of the use of the new technology and in enchancing the child’s knowledge and skills. Such as creativity and logical intelligence in the introduction of shapes and numbers. In the further study, the concept of Learning Analytics in the form of assessment and feedback that is given to support the improvement of the objectivity in the learning process by collaborating with educational games which can be another beneficial to the early childhood education. Objective assessment and feedback may be the monitor and prediction which will also be analised for the efficiency and effectiveness in the learning proces through the use ofthe technology.
{"title":"Learning Analytics Contribution in Education and Child Development: A Review on Learning Analytics","authors":"R. Agus, S. Samuri","doi":"10.37134/AJATEL.VOL8.4.2018","DOIUrl":"https://doi.org/10.37134/AJATEL.VOL8.4.2018","url":null,"abstract":"Learning Analytics is a new field of research that appears as a link between educator data and students. The Learning Analytics is also able to provide information about decision making to understand and optimise the learning process. Early childhood education is believed to be very important because the learner is open and always tries new things and is considered very meaningful for future processes in the development of all aspects of their personality. In this study, we aimed at investigating the application of learning analytics and how the learning process on child development in early childhood education. The Article Search Process is carried out on two databases, ScienceDirect and IEEE. In this study, the most important keywords are Learning Analytics and early childhood. The results of the search are 45 articles: (31/45) ScienceDirect and (14/45) IEEE, from 2012 to 2017. They are thoroughly explored in the Learning Analytics process, data collection and pre-processing, analysis and action, and post- processing. The process of data collection is done by implementing Online Systems or Game-Based Learning: 58% e-Learning systems, 27% Learning Analytics systems, and 15% Game-based learning. Many research was conducted on samples from Post graduate, High school and Elementary school. The results showed that early childhood education had the advantage of the use of the new technology and in enchancing the child’s knowledge and skills. Such as creativity and logical intelligence in the introduction of shapes and numbers. In the further study, the concept of Learning Analytics in the form of assessment and feedback that is given to support the improvement of the objectivity in the learning process by collaborating with educational games which can be another beneficial to the early childhood education. Objective assessment and feedback may be the monitor and prediction which will also be analised for the efficiency and effectiveness in the learning proces through the use ofthe technology.","PeriodicalId":298189,"journal":{"name":"Asian Journal Of Assessment In Teaching And Learning","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115816431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Priyalatha Govindasamy, Antonio Olmos, K. Green, M. Salazar
Many facet Rasch measurement (MFRM) is a type of measurement application that aims to perform analysis of multiple variables that potentially influence results of a test or outcome measure. A facet is a component with a systematic contribution to the variability of the measurement error. Linacre (1989) created the technique as an extension of the Rasch model to model the consistency of judges/raters in rating performances. The purpose is to provide a step- by step guide for practitioners on how to conduct an MFRM analysis in FACETS software using real data.
{"title":"Application of Many Faceted Rasch Measurement with FACETS","authors":"Priyalatha Govindasamy, Antonio Olmos, K. Green, M. Salazar","doi":"10.37134/ajatel.vol8.3","DOIUrl":"https://doi.org/10.37134/ajatel.vol8.3","url":null,"abstract":"Many facet Rasch measurement (MFRM) is a type of measurement application that aims to perform analysis of multiple variables that potentially influence results of a test or outcome measure. A facet is a component with a systematic contribution to the variability of the measurement error. Linacre (1989) created the technique as an extension of the Rasch model to model the consistency of judges/raters in rating performances. The purpose is to provide a step- by step guide for practitioners on how to conduct an MFRM analysis in FACETS software using real data.","PeriodicalId":298189,"journal":{"name":"Asian Journal Of Assessment In Teaching And Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121036550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-09DOI: 10.37134/AJATEL.VOL8.2.2018
K. Shabani
Cognitive diagnostic assessment (CDA) as an innovative criterion-based approach to assessment has been the center of increasing attention in recent decades due to its inherent merits over its previous psychometric counterpart. Due to the lack of research on the post hoc analyses of classroom assessments to diagnose L2 learners’ strengths and weaknesses in the multidivisible skill of reading comprehension, and also its significance in high-stakes tests, this article offers the implementation of samples of high-stakes tests in the classroom environment due to its beneficial consequences and washback for the learners to increase their educational chances. Therefore, the present article is intended to shed light on the mental processes which the examinees went through in responding to the multiple choice questions of four reading comprehension passages, elicited from the recent Iranian University Entrance Exam 2015. Time-series design was conducted to forty female students aged between 16 and 17 years old who made the control and experimental groups in an EFL context at a high school to help them enhance their reading comprehension skills and strategies by giving proper diagnostic feedback and intervention. The analysis of data collected through triangulation of methods, namely interview, think-aloud, and self-assessment confirmed the usefulness of consistent cognitive diagnostic assessment (CDA) for both teacher and students. Moreover, the CDA analysis led to the development of a number of online reading comprehension strategies which are normally belittled in non-interactive assessments. Finally, the article suggests the use of consistent CDA as a dependable and trustworthy procedure to diagnose and enhance L2 learners’ reading comprehension processes.
{"title":"Elicitation of L2 Learners' Reading Comprehension Skills and Strategies through Cognitive Diagnostic Assessment","authors":"K. Shabani","doi":"10.37134/AJATEL.VOL8.2.2018","DOIUrl":"https://doi.org/10.37134/AJATEL.VOL8.2.2018","url":null,"abstract":"Cognitive diagnostic assessment (CDA) as an innovative criterion-based approach to assessment has been the center of increasing attention in recent decades due to its inherent merits over its previous psychometric counterpart. Due to the lack of research on the post hoc analyses of classroom assessments to diagnose L2 learners’ strengths and weaknesses in the multidivisible skill of reading comprehension, and also its significance in high-stakes tests, this article offers the implementation of samples of high-stakes tests in the classroom environment due to its beneficial consequences and washback for the learners to increase their educational chances. Therefore, the present article is intended to shed light on the mental processes which the examinees went through in responding to the multiple choice questions of four reading comprehension passages, elicited from the recent Iranian University Entrance Exam 2015. Time-series design was conducted to forty female students aged between 16 and 17 years old who made the control and experimental groups in an EFL context at a high school to help them enhance their reading comprehension skills and strategies by giving proper diagnostic feedback and intervention. The analysis of data collected through triangulation of methods, namely interview, think-aloud, and self-assessment confirmed the usefulness of consistent cognitive diagnostic assessment (CDA) for both teacher and students. Moreover, the CDA analysis led to the development of a number of online reading comprehension strategies which are normally belittled in non-interactive assessments. Finally, the article suggests the use of consistent CDA as a dependable and trustworthy procedure to diagnose and enhance L2 learners’ reading comprehension processes.","PeriodicalId":298189,"journal":{"name":"Asian Journal Of Assessment In Teaching And Learning","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129118056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.37134/ajatel.vol8.1.2018
Novdaly Fillamenta
An Adolescence that called teenager started from the age of 11 or 12 years until the early twenties. The main thing that happens in adolescence is the search for identity. Human identity can occur over the internet where when communication persists between individuals who connect in interaction within it, each individual determines itself as a member of a group, accepts the values of the group, accepts the role of an individual from the group members, as well as determine differences and similarities with group members who included in such interactions.. This study uses descriptive quantitative method that is intended to see how the image of self identity in adolescents who experience internet addiction. Data collection using self-identity scale and internet addiction scale and data analysis using descriptive statistic. Research shows that the majority of subjects are on the status of achievement identity 37 people (35.19%), followed by subjects who are on the status of moratorium identity, that is as many as 28 people (26.85%), subjects who are in the identity status foreclosure, as many as 22 people (21.30%), and subjects who are on the status of diffusion identity that is as many as 18 people (16.67%).
{"title":"Teenagers Self-Identity Who Experience Internet Addiction","authors":"Novdaly Fillamenta","doi":"10.37134/ajatel.vol8.1.2018","DOIUrl":"https://doi.org/10.37134/ajatel.vol8.1.2018","url":null,"abstract":"An Adolescence that called teenager started from the age of 11 or 12 years until the early twenties. The main thing that happens in adolescence is the search for identity. Human identity can occur over the internet where when communication persists between individuals who connect in interaction within it, each individual determines itself as a member of a group, accepts the values of the group, accepts the role of an individual from the group members, as well as determine differences and similarities with group members who included in such interactions.. This study uses descriptive quantitative method that is intended to see how the image of self identity in adolescents who experience internet addiction. Data collection using self-identity scale and internet addiction scale and data analysis using descriptive statistic. Research shows that the majority of subjects are on the status of achievement identity 37 people (35.19%), followed by subjects who are on the status of moratorium identity, that is as many as 28 people (26.85%), subjects who are in the identity status foreclosure, as many as 22 people (21.30%), and subjects who are on the status of diffusion identity that is as many as 18 people (16.67%).","PeriodicalId":298189,"journal":{"name":"Asian Journal Of Assessment In Teaching And Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123911784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.37134/ajatel.vol8.5.2018
Mary Rose Dancel Castro, Precious D. Andres, Mark Jhon R. Prestoza
{"title":"The Teaching Techniques and Strategies Use by the Dressmaking Teachers Perceive by the Dressmaking Students","authors":"Mary Rose Dancel Castro, Precious D. Andres, Mark Jhon R. Prestoza","doi":"10.37134/ajatel.vol8.5.2018","DOIUrl":"https://doi.org/10.37134/ajatel.vol8.5.2018","url":null,"abstract":"","PeriodicalId":298189,"journal":{"name":"Asian Journal Of Assessment In Teaching And Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129931778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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