October 2007 Volume 10 Number 4 - Educational Technology ...

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Validity of AAS´s productive evaluation component The group component was focused on a productive approach, where students were asked to build and apply a design. Peer evaluation (I-5). The peer evaluations of the same design were quite coincidental. A high average of internal consistency for an average of 8 groups was attained: α(6)=0.96, p
The correlations were not high enough to be significant. They were rho(5)=0.11, p>.05 and rho(6)=0.46, p>.05, respectively. As one can observe, both the expert and the peers assigned high scores to their evaluations. The slight differences between them led to null correlations. Web usability and participants’ attitude as possible factors of invalidation Attitude of participants. Students’ attitudes to the AAS aspects of the WEB were positive, and the association of this variable to AAS results was null, rho(20) = 0.09. Web usability. Students considered AAS’ aspects of the web usability to be adequate. The correlation between students’ evaluation of AAS aspects of web usability with their results in AAS was positive, but not significant. The Spearman correlation was rho(15)=0.27. This means there was no significant relation to affirm that the variables were directly related. Discussion This chapter summarizes the study results, analyzes the technical problems of the AAS, and offers suggestions to elaborate an Authentic Assessment System for a web-based course. Study results: Validity of AAS This study considered three perspectives to analyze the Authentic Assessment System’s validity. The first perspective, using concurrent validation techniques, analyzed the AAS’s validity as a whole, as a one-dimensional variable. The second perspective, also using correlation techniques, analyzed local aspects of the AAS, focusing on performance in real contexts and non-obstructive data. The third perspective was a “reciprocal” modality; instead of validating the AAS according to its degree of association with other criteria, the objective was to demonstrate a null association between the AAS and possible invalidation factors of the system. One-dimensional perspective. From this view, the AAS results were considered as whole values, which were correlated with two external variables. One was the degree of effectiveness of the didactic designs elaborated by the students, and the other was the students’ results in a posttest. The two correlation indexes were positive, but neither was significant; thereby confirming the difficulty in validating the authentic assessment procedures, as several researchers warned (Linn et al., 1991; Aiken, 1996; Herrington and Herrington, 1998; Schurr, 1999). The question remains if other indexes inform some degree of validity of the AAS used in the course. Desegregated perspective. Considering that the AAS was multidimensional and that diverse factors affected the results, this second approach separately analyzed the AAS’s group component from the individual component. These analyses were limited to selected data, and some gathered non-obstructively. Out of the five indicators used to analyze the individual component, four correlated significantly: the ability to search in the web, the ability to use email, the opinion about ICT learning, and the ability to build didactic designs. On the other hand, only three indicators used to analyze the AAS’s group component were significantly favorable, which can be partially explained by the small number of student groups. In fact, the third indicator, in spite of reaching the correlation rho = 0.46, was not significant. This second analysis perspective was fruitful, offering some insight in terms of the characteristics of an authentic assessment system that evidences validity. Reciprocal perspective. The third perspective of analysis of the AAS’s validity confirmed that we cannot attribute the students’ success to either of the two invalidation factors considered, the attitude towards the evaluation system and its usability. Under this perspective, the AAS offered an additional partial evidence of validity. Then, the results of this exploratory correlational case study indicated some evidence of validity, but also several technical problems with the authentic assessment system. We may conclude that the authentic assessment system implemented with two components, one individual and the other in groups, showed some problems and some insights. 166
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October 2007 Volume 10 Number 4
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Abstracting and Indexing Educationa
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The Relationship of Kolb Learning S
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a question about learning together
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affordances of networked learning s
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included a unit on collaborative le
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on at different times and work indi
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• the numerous evaluation studies
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wanted to work. The same inquiry pr
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usability studies have a place in t
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Milrad, M., & Jackskon, M. (2007).
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information- and communication tech
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Interactive Examination, the studen
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Table 1. Criteria for grading OD st
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content. Differences in the attitud
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Even though further research on the
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Olofsson, A. D. (2007). Participati
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Etzioni (1993) points out that an i
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programme. They are rather construc
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to be that each individual trainee
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Bernmark-Ottosson, A. (2005). Demok
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The Knowledge Foundation (2005). IT
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Figure 1. Design Theories in contex
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attention as we frequently discuss
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Blog Reflection This design concept
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Narrative Structure (Form) Content
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Löwgren, J., & Stolterman, E. (200
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critique, neither do the single ind
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suggested by Ljungberg (1999b) we c
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the del.icio.us site (see figure 3)
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Device cultures It is not only the
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uilt using a camera-equipped PDA ru
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Jones, C., Dirckinck-Holmfeld, L.,
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Milrad, M., & Spikol, D. (2007). An
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components to be able to deal with
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compulsory throughout the project.
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only with their existing day-today
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As our work continues, we will try
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cognition as well as self-regulated
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Mobile mind map tool for stimulatin
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the pictorial knowledge representat
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Ericsson, K. A., & Simon, H. A. (19
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Al-A'ali, M. (2007). Implementation
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complex cognitive skills involve em
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Table 1. CAT and a linear mathemati
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It is agreed that the difficulty le
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Figure 7. Our newly added factors i
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question factors according to IRT;
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Instructure 1 Login User-ID Passwor
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Shute, V., & Towle, B. (2003). Adap
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distinguish between partial knowled
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esponse is identified, then the sco
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are stored in the answer record and
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2 (7) MNSQ = ∑WniZ ni ∑ Wni =
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in the course. A randomized block d
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To test whether ET can effectively
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course, more comparison tests could
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Fleischmann, K. R. (2007). Standard
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educational standards in practice t
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Page 123 and 124: Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
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Page 127 and 128: Resources 0.55 0.72 e17 In my schoo
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Page 131 and 132: Regression models indicating relati
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Page 135 and 136: Sinko, M., & Lehtinen, E. (1999). T
Page 137 and 138: concept of social support. Lastly,
Page 139 and 140: Procedure Content analysis procedur
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Page 143 and 144: feature of supportive online groups
Page 145 and 146: Anderson, J., & Lee, A. (1995). Lit
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Page 149 and 150: Investigating the problem An extens
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Page 161 and 162: Olfos, R., & Zulantay, H. (2007). R
Page 163 and 164: portion of CourseInfo requires that
Page 165 and 166: Table 2. Assignment evaluation resp
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Page 173 and 174: Data illustrate some reliability an
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Page 179 and 180: Bottino, R. M., & Robotti, E. (2007
Page 181 and 182: The Text Editor allows the editing
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Page 185 and 186: Consolidation exercises Solution co
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Page 193 and 194: processed information was classifie
Page 195 and 196: Method Participants The participant
Page 197 and 198: Table 5. Learning outcomes of diffe
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Page 201 and 202: Kayes, D.C. (2005). Internal validi
Page 203 and 204: This paper considers the potential
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Page 211 and 212: Downes, S. (2003). Design and Reusa
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Page 217 and 218: Initial Design Because the field-ba
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that they felt this hindrance; I fe
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goals” (Edelson, 2002, p. 114) wa
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more and more from the periphery of
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Edelson, M. (1988). The hermeneutic
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Wang, H.-Y., & Chen, S. M. (2007).
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If the universe of discourse U is a
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we can see that S( X ) − S( Y ) S
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Example 1: Let Ã and B ~ be two va
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columns shown in Table 2, where 1
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(3) Find the maximum value among th
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By applying Eq. (7), we can get the
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Q.2 carries 25 marks, Q.3 carries 2
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the proposed methods can evaluate s
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Gogoulou, A., Gouli, E., Grigoriado
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enabling learner (subject) to work
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• Self-, Peer- and Collaborative-
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(iii) Regulates the communication:
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Figure 3. A screen shot of the SCAL
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2 nd study: Thirty-five students pa
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them characterized it as time and e
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Soller, A. (2001). Supporting Socia
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making reference to the others wher
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Solution 2.2: Deliberately select h
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just near a deadline, when it may b
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assessed on an individual basis. Wi
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- and even appreciated - by student
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Panitz, T., & Panitz, P. (1998). En
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Concept Mapping Concept mapping by
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Research Questions In order to dete
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with their teacher but rather than
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Tukey’s HSD post hoc test reveale
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collaboratively during study time?
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Jegede, O.J., Alaiyemola, F.F., & O
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esources. The use of synchronous te
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The use of digital communication mo
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contributed more information and en
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3. Use the second screen for the le
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• Use drawing to develop writing
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student and teacher on the synchron
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Vogel, J. J., Vogel, D. S., Cannon-
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Cases The first set of ten case stu
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Kılıçkaya, F. (2007). Website re
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October 2007 Volume 10 Number 4 - Educational Technology ...

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