Institutional internationalization arose as a globalized cross-cultural organizational practice in all social sectors. Popularity of the concept in the higher education sector urged authors to present numerous descriptions of internationalization approaches, which differed according to the philosophical references, circumstances of applying in the academic environments, and means–ends analysis. In the Third World countries, universities used to confront enormous challenges hindering internationalization ambitions in the context of structural and functional obstacles facing development in general. Perhaps it can be said that their internationalization is almost impossible in light of the complex socio- economic environments in those countries, political crises, obsolete bureaucracy, institutional inertia, and restricted academic freedoms. In any case, universities around the world are currently dealing with internationalization as an undebatable issue and must be working on it as a competitive requirement and substantive standard for quality assurance in higher education. In this article, the authors argue the success potential of an organizational transformation-based strategy to internationalization established on institutional adaptation and capacity building. This strategy has been adopted as a transitional stage between localization and internationalization in Nawroz University (NZU) which is presented here as a case study. NZU, as one of the private universities that following the local academic administration system in Kurdistan region of Iraq, has been faced complications resulted from the responsibility of tracking balance between fostering international values and policies, on the one hand, as well as maintaining institutional stability and human resources' positive response to the change, on the other hand. The article discusses how this university dealt with the idea of harmonization as a result of awareness of the difficulties implied in the task of internationalization. Therefore, it adopted what it had considered as a consistent, sustainable, and gradual institutional transformation during the period (2016-2019). The article also highlights plans taken up to support skill up-gradation to consolidate implicit transformation without affecting everyday workflow. In addition, it refers to some simulated international approaches and rankings standards which were used as a guide to direct the transformational process. Finally, the article illustrates some preferable outcomes that the university has been achieved.
{"title":"Harmonizing Universities With Globalization by Creating Institutional Adaptability to Internationalization Approaches in Higher Education: A Case Study in Nawroz University","authors":"Haithem T. Mohammed Ali, Humam Taha","doi":"10.20849/jed.v7i2.1342","DOIUrl":"https://doi.org/10.20849/jed.v7i2.1342","url":null,"abstract":"Institutional internationalization arose as a globalized cross-cultural organizational practice in all social sectors. Popularity of the concept in the higher education sector urged authors to present numerous descriptions of internationalization approaches, which differed according to the philosophical references, circumstances of applying in the academic environments, and means–ends analysis. In the Third World countries, universities used to confront enormous challenges hindering internationalization ambitions in the context of structural and functional obstacles facing development in general. Perhaps it can be said that their internationalization is almost impossible in light of the complex socio- economic environments in those countries, political crises, obsolete bureaucracy, institutional inertia, and restricted academic freedoms. In any case, universities around the world are currently dealing with internationalization as an undebatable issue and must be working on it as a competitive requirement and substantive standard for quality assurance in higher education. In this article, the authors argue the success potential of an organizational transformation-based strategy to internationalization established on institutional adaptation and capacity building. This strategy has been adopted as a transitional stage between localization and internationalization in Nawroz University (NZU) which is presented here as a case study. NZU, as one of the private universities that following the local academic administration system in Kurdistan region of Iraq, has been faced complications resulted from the responsibility of tracking balance between fostering international values and policies, on the one hand, as well as maintaining institutional stability and human resources' positive response to the change, on the other hand. The article discusses how this university dealt with the idea of harmonization as a result of awareness of the difficulties implied in the task of internationalization. Therefore, it adopted what it had considered as a consistent, sustainable, and gradual institutional transformation during the period (2016-2019). The article also highlights plans taken up to support skill up-gradation to consolidate implicit transformation without affecting everyday workflow. In addition, it refers to some simulated international approaches and rankings standards which were used as a guide to direct the transformational process. Finally, the article illustrates some preferable outcomes that the university has been achieved.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74783516","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}
In recent years, different countries have implemented the teaching of computer programming from the first grade in schools, with the aim of incorporating computational thinking as a new way of thinking that is a necessary skill for scientific and technological development, a fundamental axis for development in the 21st century. Recent reviews of the state of the art have shown that this task is only being carried out by countries that have given space to technology and science, incorporating it at the elementary school level. However, developing countries do not yet consider the significance of the issue, so to date they have not taken the necessary steps in this direction. In addition, learning computer programming is fundamental for countries to join technological development, so that they can be creators of technology and not just users of it. The problem is that there is no didactic development for the teaching of programming, nor validated evaluation instruments to quantify the learning of computer programming. The objective of this research is to validate a programming test that evaluates technical skills in the Python programming language. The instrument proposed to be validated is a 90-item test, which after validation by experts was reduced to 70 items, and after the psychometric analysis that considered the calculation of reliability, difficulty and discrimination indexes, resulted in the proposed 45-item instrument, as a standard instrument for the evaluation of learning in the Python programming language. It should be noted that the validation methodology was carried out using the classical theory of psychometric analysis.
{"title":"Expert Validation of a Python Test, Reliability, Difficulty and Discrimination Indices","authors":"Hector Manuel Belmar Garrido","doi":"10.20849/jed.v7i1.1320","DOIUrl":"https://doi.org/10.20849/jed.v7i1.1320","url":null,"abstract":"In recent years, different countries have implemented the teaching of computer programming from the first grade in schools, with the aim of incorporating computational thinking as a new way of thinking that is a necessary skill for scientific and technological development, a fundamental axis for development in the 21st century. Recent reviews of the state of the art have shown that this task is only being carried out by countries that have given space to technology and science, incorporating it at the elementary school level. However, developing countries do not yet consider the significance of the issue, so to date they have not taken the necessary steps in this direction. In addition, learning computer programming is fundamental for countries to join technological development, so that they can be creators of technology and not just users of it. The problem is that there is no didactic development for the teaching of programming, nor validated evaluation instruments to quantify the learning of computer programming. The objective of this research is to validate a programming test that evaluates technical skills in the Python programming language. The instrument proposed to be validated is a 90-item test, which after validation by experts was reduced to 70 items, and after the psychometric analysis that considered the calculation of reliability, difficulty and discrimination indexes, resulted in the proposed 45-item instrument, as a standard instrument for the evaluation of learning in the Python programming language. It should be noted that the validation methodology was carried out using the classical theory of psychometric analysis.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87145503","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}
Dimensional reduction is one of the methods to ensure the quality of a questionnaire. This study examined two methods to reduce the dimension of the questionnaire: multidimensional scaling (MDS) and exploratory factor analysis (EFA). The questionnaire, Awareness of Academic Dishonesty consists of 30 questions. Participants included 110 college students. Multidimensional scaling analysis reduced the multidimensions to essentially two dimensions. The exploratory factor analysis reduced the multidimensions to three dimensions. MDS allowed the researchers to evaluate the questionnaire items by looking at the similarities of these data points. EFA provided an alternative thought about the construct of the questionnaire.
{"title":"Examining Dimensionality and Validity of the Academic Integrity Survey Instrument","authors":"Zhidong Zhang, Luis Garcia","doi":"10.20849/jed.v7i1.1326","DOIUrl":"https://doi.org/10.20849/jed.v7i1.1326","url":null,"abstract":"Dimensional reduction is one of the methods to ensure the quality of a questionnaire. This study examined two methods to reduce the dimension of the questionnaire: multidimensional scaling (MDS) and exploratory factor analysis (EFA). The questionnaire, Awareness of Academic Dishonesty consists of 30 questions. Participants included 110 college students. Multidimensional scaling analysis reduced the multidimensions to essentially two dimensions. The exploratory factor analysis reduced the multidimensions to three dimensions. MDS allowed the researchers to evaluate the questionnaire items by looking at the similarities of these data points. EFA provided an alternative thought about the construct of the questionnaire.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80192338","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}
This research studies teacher reflection as a tool to improve teaching practice, focusing on student learning. The objective is to describe the way in which teachers in the area operationalize reflection in the practice of science teaching in various higher education careers. The theoretical framework takes elements from didactics, and the concepts of reflection in action from various theoretical references, especially Donald Schön. This research proposes a qualitative approach with an interpretative-naturalistic, epistemological, ontological and pragmatic paradigm, using the case study as a research method, with a purposive sample. The methodological techniques for data collection proposed are semi-structured interviews, non-participant observations and stimulated recall interviews. The analysis of the data should be carried out by generating a matrix of meanings containing the description of teaching practices, after reflection on their teaching methods and science teaching strategies.
{"title":"Teacher Reflection in Teaching Practices - A Methodological Proposal for Its Operationalization","authors":"H. Garrido","doi":"10.20849/jed.v7i1.1316","DOIUrl":"https://doi.org/10.20849/jed.v7i1.1316","url":null,"abstract":"This research studies teacher reflection as a tool to improve teaching practice, focusing on student learning. The objective is to describe the way in which teachers in the area operationalize reflection in the practice of science teaching in various higher education careers. The theoretical framework takes elements from didactics, and the concepts of reflection in action from various theoretical references, especially Donald Schön. This research proposes a qualitative approach with an interpretative-naturalistic, epistemological, ontological and pragmatic paradigm, using the case study as a research method, with a purposive sample. The methodological techniques for data collection proposed are semi-structured interviews, non-participant observations and stimulated recall interviews. The analysis of the data should be carried out by generating a matrix of meanings containing the description of teaching practices, after reflection on their teaching methods and science teaching strategies.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84536389","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}
This research explored at the relationship between curricular development and entrepreneurial abilities, using ICT knowledge as a mediator. In this research, a quantitative analysis style was exploited to make course of study with the various aspects of objectives, contents, teaching tactics, feedback, and assessment. At the OUT Universities regional centers in Tanzania, 66 respondents from graduate students and employers completed two sets of questionnaires, one for the graduate’s survey and the other for employers. The findings demonstrate that all aspects of curriculum development (i) have no bearing on entrepreneurial abilities (ii) Educational Environment have influence in Development of Entrepreneurial Skills and Competencies and (iii) have a favorable impact on ICT knowledge. Additionally, all aspects of curriculum development including objectives, contents, teaching methods, and feedback and assessment were found to be favorably connected in the indirect way for the entire development process. Finally, the discussion, conclusions, and practical implications of this study are presented in detail.
{"title":"Deployment of Computer Science Curriculum: Does That Translate Into Entrepreneurial Skills? Mediating From ICT Role","authors":"G. Oreku","doi":"10.20849/jed.v7i1.1321","DOIUrl":"https://doi.org/10.20849/jed.v7i1.1321","url":null,"abstract":"This research explored at the relationship between curricular development and entrepreneurial abilities, using ICT knowledge as a mediator. In this research, a quantitative analysis style was exploited to make course of study with the various aspects of objectives, contents, teaching tactics, feedback, and assessment. At the OUT Universities regional centers in Tanzania, 66 respondents from graduate students and employers completed two sets of questionnaires, one for the graduate’s survey and the other for employers. The findings demonstrate that all aspects of curriculum development (i) have no bearing on entrepreneurial abilities (ii) Educational Environment have influence in Development of Entrepreneurial Skills and Competencies and (iii) have a favorable impact on ICT knowledge. Additionally, all aspects of curriculum development including objectives, contents, teaching methods, and feedback and assessment were found to be favorably connected in the indirect way for the entire development process. Finally, the discussion, conclusions, and practical implications of this study are presented in detail.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88125917","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}
The exploratory sequential design was used in this study. The mixed methods design consisted of two modules: a qualitative module and a quantitative module. The qualitative module was used to code the data into categories and further into the structure in terms of Saldana’s model. Based on the analysis of the interview transcripts, three themes were recognized to support the cooperative learning models. These three themes were Knowing by Undergone Events and Contexts (KUEC), Implementation and Action (I&A), and Opinions and Perceptions (OP). These three themes consisted of a Collaborative Learning Model describing and evaluating different topic patterns.
{"title":"Exploring a Cooperative Learning Model With a Mixed Methods Design","authors":"Zhidong Zhang, Liza Ramos","doi":"10.20849/jed.v7i1.1328","DOIUrl":"https://doi.org/10.20849/jed.v7i1.1328","url":null,"abstract":"The exploratory sequential design was used in this study. The mixed methods design consisted of two modules: a qualitative module and a quantitative module. The qualitative module was used to code the data into categories and further into the structure in terms of Saldana’s model. Based on the analysis of the interview transcripts, three themes were recognized to support the cooperative learning models. These three themes were Knowing by Undergone Events and Contexts (KUEC), Implementation and Action (I&A), and Opinions and Perceptions (OP). These three themes consisted of a Collaborative Learning Model describing and evaluating different topic patterns.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73288737","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}
Business schools need to maintain student academic satisfaction. A key component of a business school’s curriculum is its core or required courses and online courses experiences. Using qualitative open item analyses, this study asked graduating business students for their perceptions of required core courses and their online course experiences. Consistent demographics and school background variables allowed the Fall, 2021 and Spring 2022 graduating samples to be combined. Student records allowed the graduating students to be split into qualitative versus quantitative majors to promote comparison across common categories. There was much overall agreement between qualitative and quantitative majors on the most valuable part of their core experience, as well as how to improve this experience. However, quantitative majors were more likely to mention specific core courses as being valuable than qualitative majors. In addition, quantitative majors were more likely to voice concerns about better professor instruction and poor course structure versus qualitative majors. Finally, quantitative majors were more likely to express that online courses were not as learning effective as in-person courses. Results are further discussed.
{"title":"A Qualitative Analysis of Graduting Business Seniors Core Course and Online Course Perceptions","authors":"Gary Blau, Carly Papenberg","doi":"10.20849/jed.v7i1.1313","DOIUrl":"https://doi.org/10.20849/jed.v7i1.1313","url":null,"abstract":"Business schools need to maintain student academic satisfaction. A key component of a business school’s curriculum is its core or required courses and online courses experiences. Using qualitative open item analyses, this study asked graduating business students for their perceptions of required core courses and their online course experiences. Consistent demographics and school background variables allowed the Fall, 2021 and Spring 2022 graduating samples to be combined. Student records allowed the graduating students to be split into qualitative versus quantitative majors to promote comparison across common categories. There was much overall agreement between qualitative and quantitative majors on the most valuable part of their core experience, as well as how to improve this experience. However, quantitative majors were more likely to mention specific core courses as being valuable than qualitative majors. In addition, quantitative majors were more likely to voice concerns about better professor instruction and poor course structure versus qualitative majors. Finally, quantitative majors were more likely to express that online courses were not as learning effective as in-person courses. Results are further discussed.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84173776","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}
On the onset of COVID 19 Pandemic, educational institutions took up either virtual online or blended modes of delivery and learning; as an intervention of solving programmed learning retention, transition and completion concerns among students in institutions of higher learning. In spite of the fact that online learning faces access learning challenges; there seems to be myriad issues with online assessment procedures. Despite this, there is still much debate on whether online assessments, particularly examinations, offer the same academic integrity as the traditional on- campus face to face paper assessment (Paulli and Ferrelli 2020). The purpose of this study was to assess the perceptions of undergraduate students on virtual online versus on-campus teaching- learning mode of delivery and assessment. The study anchored on descriptive survey design. A sample of 200 students across different years of study at the Faculty of Education, Kikuyu Campus, University of Nairobi, were targeted. The study used online google form to collect data. Descriptive statistics were applied in data analysis. Data was presented through tables, percentages and graphs. 140 students participated in the study. 86.1% of the respondents were in learning session and 13.9% were not in session. The most preferred mode of delivery is face to face on campus with 69.7 % responses, Virtual online – 21.8% and both, was 8.5%. The major reason for preference was that there are subjects such as mathematics, Kiswahili and English which require physical classroom student – lecturer real interactions and immediate instructional feedback for quality acquisition of skills, knowledge and values; which is completely lacking in online virtual learning; and that online virtual pedagogy flow is usually interrupted with network issues causing in-consistency in coverage of course content. Blended learning was recommended for courses that require intense practical sessions, while the other courses can take up online mode of pedagogy. Conclusively, there is need for further review of online pedagogical approaches, and curriculum policies in order to have aligned online assessments that consider equity in access to online pedagogy, in line with student socio-economic backgrounds and conducive learning environments. More research is needed for effective online pedagogical alignments.
{"title":"Undergraduate Student Perceptions on Virtual Online Versus On-campus Teaching – Learning Modes of Delivery and Assessment in Public Universities","authors":"R. Imonje","doi":"10.20849/jed.v6i5.1308","DOIUrl":"https://doi.org/10.20849/jed.v6i5.1308","url":null,"abstract":"On the onset of COVID 19 Pandemic, educational institutions took up either virtual online or blended modes of delivery and learning; as an intervention of solving programmed learning retention, transition and completion concerns among students in institutions of higher learning. In spite of the fact that online learning faces access learning challenges; there seems to be myriad issues with online assessment procedures. Despite this, there is still much debate on whether online assessments, particularly examinations, offer the same academic integrity as the traditional on- campus face to face paper assessment (Paulli and Ferrelli 2020). The purpose of this study was to assess the perceptions of undergraduate students on virtual online versus on-campus teaching- learning mode of delivery and assessment. The study anchored on descriptive survey design. A sample of 200 students across different years of study at the Faculty of Education, Kikuyu Campus, University of Nairobi, were targeted. The study used online google form to collect data. Descriptive statistics were applied in data analysis. Data was presented through tables, percentages and graphs. 140 students participated in the study. 86.1% of the respondents were in learning session and 13.9% were not in session. The most preferred mode of delivery is face to face on campus with 69.7 % responses, Virtual online – 21.8% and both, was 8.5%. The major reason for preference was that there are subjects such as mathematics, Kiswahili and English which require physical classroom student – lecturer real interactions and immediate instructional feedback for quality acquisition of skills, knowledge and values; which is completely lacking in online virtual learning; and that online virtual pedagogy flow is usually interrupted with network issues causing in-consistency in coverage of course content. Blended learning was recommended for courses that require intense practical sessions, while the other courses can take up online mode of pedagogy. Conclusively, there is need for further review of online pedagogical approaches, and curriculum policies in order to have aligned online assessments that consider equity in access to online pedagogy, in line with student socio-economic backgrounds and conducive learning environments. More research is needed for effective online pedagogical alignments.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86084808","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}
Adi Levy-Vered, Sigal Reinders-Kafri, Ofra Inbar-Lourie
This qualitative study followed the development of 94 pre-service teachers’ assessment perceptions in an introductory course on student assessment. Analysis of the students’ retrospective and end of course perceptions identified five assessment dimensions. Considerable shifts were detected in each dimension: from summative to formative assessment, from negative to positive assessment perceptions, from perceiving assessment as a simple concept to a complex and multifaceted one, from hierarchical to dialogical perceptions of teacher-student relationships. The findings indicate the potential impact of training in assessment literacy on future teachers’ conceptual framework regarding assessment for learning and hold implications for teacher education programs.
{"title":"From Murky Salty Water to Crystal-Clear Fresh River Flow: Pre-service Teachers’ Assessment Perceptions","authors":"Adi Levy-Vered, Sigal Reinders-Kafri, Ofra Inbar-Lourie","doi":"10.20849/jed.v6i5.1293","DOIUrl":"https://doi.org/10.20849/jed.v6i5.1293","url":null,"abstract":"This qualitative study followed the development of 94 pre-service teachers’ assessment perceptions in an introductory course on student assessment. Analysis of the students’ retrospective and end of course perceptions identified five assessment dimensions. Considerable shifts were detected in each dimension: from summative to formative assessment, from negative to positive assessment perceptions, from perceiving assessment as a simple concept to a complex and multifaceted one, from hierarchical to dialogical perceptions of teacher-student relationships. The findings indicate the potential impact of training in assessment literacy on future teachers’ conceptual framework regarding assessment for learning and hold implications for teacher education programs.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90657580","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}
This study explored an alternative assessment model to examine Chemistry learners’ progress. “The Assessment of Problem-Solving in Chemistry Learning” as a model represented students’ mastery of chemistry study. The data were from journaling narratives and analyzed through cognitive task analysis. Based on the analyses, a student model was established, which represents the qualitative information in a structure, and provides a potential framework of the assessment model for the quantitative representation—a Bayesian network assessment model. The student’s performance was assessed via the Bayesian network assessment model, and classified into three categories: low level, middle level, and high level. The mastery level should be at least scored at and above 90.51/100 for Declarative, Procedural, and Strategic Knowledge respectively.
{"title":"A Mixed Assessment for the Science Learning via a Bayesian Network Representation","authors":"Zhidong Zhang, Angeli B. Guanzon","doi":"10.20849/jed.v6i5.1309","DOIUrl":"https://doi.org/10.20849/jed.v6i5.1309","url":null,"abstract":"This study explored an alternative assessment model to examine Chemistry learners’ progress. “The Assessment of Problem-Solving in Chemistry Learning” as a model represented students’ mastery of chemistry study. The data were from journaling narratives and analyzed through cognitive task analysis. Based on the analyses, a student model was established, which represents the qualitative information in a structure, and provides a potential framework of the assessment model for the quantitative representation—a Bayesian network assessment model. The student’s performance was assessed via the Bayesian network assessment model, and classified into three categories: low level, middle level, and high level. The mastery level should be at least scored at and above 90.51/100 for Declarative, Procedural, and Strategic Knowledge respectively.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82512461","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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