Web-based quiz-game-like formative assessment: Development and evaluation
Tzu-Hua Wang
Tzu-Hua Wang
(Tzu-Hua Wang, Web-based quiz-game-like formative assessment: Development and evaluation, Science direct, Computers & Education 51 (2008), page 1247–1263) available at:
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4RWHGPT-1&_user=912155&_coverDate=11%2F30%2F2008&_alid=914874499&_rdoc=4&_fmt=high&_orig=search&_cdi=5956&_sort=d&_docanchor=&view=c&_ct=25&_acct=C000047883&_version=1&_urlVersion=0&_userid=912155&md5=c4105fe9c9c4feeb4856afa72fcad5bf
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4RWHGPT-1&_user=912155&_coverDate=11%2F30%2F2008&_alid=914874499&_rdoc=4&_fmt=high&_orig=search&_cdi=5956&_sort=d&_docanchor=&view=c&_ct=25&_acct=C000047883&_version=1&_urlVersion=0&_userid=912155&md5=c4105fe9c9c4feeb4856afa72fcad5bf
Approaches (Research design and procedure)
This research use experimental design which aims to investigate how students learning effectiveness will differ when teacher use one of three different type of formative assessment in web-based environment; paper and pencil test (PPT), normal web-based test (N-WBT), and GAM-WATA. It also tries to explore whether GAM-WATA can make students more willing to actively participate in Web-based formative assessment.
In PPT and N-WBT students can repeat the test, receive the correct answer, ask questions and check their own scores and those of peers. GAM-WATA has more features that make it different from PPT and N-WBT like Ask-Hint Strategy; students who have difficulties in answering questions are allowed to use this strategy to obtain online hints. Moreover, when students submit the answers, correct answers are not given directly, but a reference is provided. Students can query personal and peer answering history of each item. Using GAM-WATA, when students reach the level of ‘pass the test (truly answer all items correctly)’, the system will show an animation as a reward.
The researcher divides the population (165 fifth grade elementary students) to three different groups randomly. Each group will use different method of formative assessment. The research requires two weeks. Before the 2-week e-Learning course, students took the pre-test of the summative assessment. After that, each group uses one of the three different types of formative assessment for two weeks. The e-Learning environment and the items in the three different types of formative assessment were identical. After receiving the 2-week instruction, all the students had to take the post-test of the summative assessment.
Levels of evaluation
This research falls in the (learning step Level) because the context of the study focus only in teaching four concepts (water and plants, roots, stems, and leaves), which is one lesson from a course. In addition, the study require only two weeks. The researcher applies the three ways of assessment in two weeks only.
Techniques/ instruments
The researcher uses pre-post tests technique as summative assessment to conduct this research. The design of the items in the summative assessment is based on the four important concepts about plants introduced in the e-Learning environment. The design focused on the knowledge level and comprehension level defined in Bloom’s taxonomy of cognitive domain. Knowledge-level items involve recalls or recognition of ideas or concepts, and Comprehension-level items emphasize on student understanding of ideas or concepts.
This research use experimental design which aims to investigate how students learning effectiveness will differ when teacher use one of three different type of formative assessment in web-based environment; paper and pencil test (PPT), normal web-based test (N-WBT), and GAM-WATA. It also tries to explore whether GAM-WATA can make students more willing to actively participate in Web-based formative assessment.
In PPT and N-WBT students can repeat the test, receive the correct answer, ask questions and check their own scores and those of peers. GAM-WATA has more features that make it different from PPT and N-WBT like Ask-Hint Strategy; students who have difficulties in answering questions are allowed to use this strategy to obtain online hints. Moreover, when students submit the answers, correct answers are not given directly, but a reference is provided. Students can query personal and peer answering history of each item. Using GAM-WATA, when students reach the level of ‘pass the test (truly answer all items correctly)’, the system will show an animation as a reward.
The researcher divides the population (165 fifth grade elementary students) to three different groups randomly. Each group will use different method of formative assessment. The research requires two weeks. Before the 2-week e-Learning course, students took the pre-test of the summative assessment. After that, each group uses one of the three different types of formative assessment for two weeks. The e-Learning environment and the items in the three different types of formative assessment were identical. After receiving the 2-week instruction, all the students had to take the post-test of the summative assessment.
Levels of evaluation
This research falls in the (learning step Level) because the context of the study focus only in teaching four concepts (water and plants, roots, stems, and leaves), which is one lesson from a course. In addition, the study require only two weeks. The researcher applies the three ways of assessment in two weeks only.
Techniques/ instruments
The researcher uses pre-post tests technique as summative assessment to conduct this research. The design of the items in the summative assessment is based on the four important concepts about plants introduced in the e-Learning environment. The design focused on the knowledge level and comprehension level defined in Bloom’s taxonomy of cognitive domain. Knowledge-level items involve recalls or recognition of ideas or concepts, and Comprehension-level items emphasize on student understanding of ideas or concepts.
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