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

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The following sections offer interpretations based on the in-depth analysis of available data. These interpretations give rise to suggestions for elaborating authentic assessment systems and to formulate hypotheses in subsequent studies. Reliability and validity of each AAS’s component AAS's individual component. It should be mentioned that the correlation between AAS’s results and the posttest achievement was not significant. Although AAS's results were good with 89% effectiveness, they cannot be understood as learning in the manner that the posttest measured it. Even though the post-test pre-test differences were significant according to the t-test (p
Data illustrate some reliability and validity problems, which are very typical of authentic assessment. Because effectiveness of products reached through the course referred to variables measured in context, it was difficult to obtain a good correlation with both the process and the results of the course. Similarly, since authentic assessment is related to complex learning in special multiple dimensions, it was also difficult to obtain a good correlation with a single multiple-choice test. We should mention that AAS instruments were technically designed to measure knowledge, abilities, competency, and attitudes in accordance with the main principles of authentic assessment. In addition, AAS has evolved into a highly effective course. So in spite of the evidence of lack of reliability, this assessment system shows evidence of cognitive complexity, significance, and efficiency; that is, authentic validity. Normal-based and criteria-based evaluation. According to an “edumetric” assessment model, almost all people are expected to learn, but according to the psychometric measurement model, normal distribution is expected to describe individual variability in learning. In this second view, learning differences between higher and lower groups are expected to be stable and significant. So, reliability is expected as a necessary condition of validity. According to the former view, significant differences are not expected between learners. So, some slight differences arising from uncontrolled variables are expected. Therefore, stability of differences in results should not be considered as the central point of an effective course validation. Straetmans et al., (2003) assert that principles of classical test theory may be applied to qualitative assessment, and measurements of quality control such as validity and reliability should be applied to forms of competency assessment in a similar way as they were used for other tests. We should keep in mind that psychometric refers to maximizing differences between individuals and edumetric refers to measuring within-individual growth, without reference to other individuals. Frederiksen & Collins (1989) definitively propose specific criteria, and criteria other than validity, for newer forms of assessment. Valid measures with low reliability. Several correlations used in this study refer to the consistent association between variables, in relation to reliability. Stability, consistency, and concurrent validity were not reached in data. How much stability should be expected as part of the validation process? Can valid measures with low reliability be obtained, as is often the case in authentic assessment systems and was this the case in this study? We understand that both reliability and validity are expected in an assessment process. But, following the traditional path, validity is sacrificed in order to obtain reliability, and according to an authentic assessment approach, soundness of measurement is privileged as compared to stability of results. Four major problems that affect AAS validation Online tests, rubrics measuring, self-evaluation techniques, student dropout, and restrictions in timing tasks, which are common in distance education, demonstrated some technical problems. In effect, the online tests with the possibility of repeating answers is questionable; the self-evaluations should be adjusted to more specific referents; the use of rubrics looks promising but needs to be improved; and the various participants’ contributions to the evaluation process, which has proven to be effective and widely accepted, still needs to be adjusted. Validity of the online test with multiple attempts. The opportunity granted to the students to answer the online test after several attempts did not favor AAS's reliability. The online test was part of the authentic assessment system's individual phase. In order to complete the test, the computer system allowed the students to make several attempts before recording their final answers. Even though this favored AAS performance, the online test was not confirmed as being a contributing factor to the improvement of post-test scores. Students seem to only partially retain the knowledge that was required of them on the posttest, which they had taken two months after taking the online test. The opportunity provided by the online test proved to be attractive to the students. Once the test was completed, the computer system automatically sent them the test results with percentages for each group of questions. Since these percentages referred to groups of items and not each individual item, and the computer system assigned partial credit to the partially correct answers, it was not easy for the students to know which items they had gotten wrong. They needed to analyze each item of a group in order to improve their test scores. 168
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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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laboratory activities, which are bu
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Page 123 and 124: Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
Page 125 and 126: evolution with computing technology
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
Page 167 and 168: E-3c. Likert scale on usability: Th
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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
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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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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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