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Assessment for learning: designing online assessment to promote higher-order thinking using collaborative learning in distance education
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
(English)Manuscript (preprint) (Other academic)
Abstract [en]

The rapid growth in distance education and the quality requirements from higher educational programs are considered challenges that assessment designers need to address. Higher order thinking and collaborative learning skills are considered as two higher education quality assurance criterion. This research is conducted in a distance education setting in the Bachelor of Information Technology [BIT] degree programme offered by the University of Colombo School of Computing in Sri Lanka and is based on the design of a Formative Assessment in Distance Education [FADE] model. The design is based on previous research, students’ perspectives and pedagogical and technological considerations. The FADE model is investigated at a meta-level in reference to students’ learning and their achievements, and how it aligns with different competencies and attitudes of students. The results of the study indicate that in this particular educational context, the FADE model’s measures of higher order thinking and collaborative learning skills show an alignment with the students’ achievements in their examinations and also indicate some relationships to their competencies and attitudes.

Keyword [en]
Distance education, Assessment, Higher order thinking, Collaborative learning, Technology, Formative Assessment
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-57768OAI: oai:DiVA.org:umu-57768DiVA: diva2:544415
Available from: 2012-08-15 Created: 2012-08-14 Last updated: 2017-04-03Bibliographically approved
In thesis
1. Designing for eAssessment of higher order thinking: An undergraduate IT online distance education course in Sri Lanka
Open this publication in new window or tab >>Designing for eAssessment of higher order thinking: An undergraduate IT online distance education course in Sri Lanka
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Att designa IT-stödd bedömning av studenters förmåga till kritiskt tänkande, reflektion och problemlösning : distansutbildning i Sri Lanka
Abstract [en]

Distance education has seen rapid growth over the recent decades. The rapid development of Information Communication Technology [ICT] has been one of the main drivers of this growth in distance education. However, distance education and ICT themselves posts challenges to both students and educators alike. This thesis finds its basis in the problem of high failure rates and quality assurance issues in the Bachelor of Information Technology [BIT] distance degree programme conducted by the University of Colombo School of Computing in Sri Lanka. A Formative Assessment for Distance Education [FADE] model that promotes the development of and assesses higher-order skills in a collaborative online distance-learning environment was designed based on a methodological approach involving design-based research. The main study was focussed on two main problems, plagiarism in distance education [part A] and the use of technology to address the issues of learning and assessment [part B]. Research questions arising from different aspects of the design required the use of multiple methodologies. Issues of plagiarism in technology aided assessment in distance education put forward questions that required the use of a quasi-experiment and a literature survey. The empirical material of this phase of the study comprised of keystroke logs and questionnaire data. The design and evaluation of the FADE model employed a mixed method two-phase sequential explanatory strategy. The empirical material of this phase of the study comprised of questionnaires, observations coding, interviews and examination and registry data. The quasi-experimental data was analysed using a fuzzy logic engine. The questionnaire, observation coding and examination and registry data were statistically analysed and interviews were used to interpret and explain finding. The results of the part A of the study indicate that there are keystroke patterns for individuals that are stable within and across different tasks. However, the results of the literature review on plagiarism suggested the use of both technological and pedagogical approaches to plagiarism. Part B of the study, showed relationships between higher order thinking demonstrated by students and their course results and attitudes.  Collaborative learning skills demonstrated by students showed relationships to the students’ purpose of use of the FADE forum and their experience on the social web. This study finds that both technological tools and pedagogical practices have to be used in conjunction to limit the possibility of plagiarism. With reference to assessment with a focus on the development of higher order thinking, the study indicates that assessment should be based on the student’s perspective, the purpose and aim of the assessment and the assessment environment. Furthermore, the study finds that in distance education collaboration seems particularly important. 

Place, publisher, year, edition, pages
Umeå: Umeå University, 2012
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 47
Keyword
Learning, Assessment, Distance Education, Higher order thinking, Collaborative learning, Higher education, Plagiarism, Keystroke dynamics
National Category
Educational Sciences
Research subject
Education; educational work; Computer and Information Science
Identifiers
urn:nbn:se:umu:diva-57793 (URN)978-91-7459-455-3 (ISBN)
Public defence
2012-09-07, HUM-huset, Hörsal F, Umeå Universitet, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2012-08-17 Created: 2012-08-16 Last updated: 2012-08-24Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • de-DE
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  • Other locale
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  • asciidoc
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