scholarly journals Constructed Response or Multiple-Choice Questions for Assessing Declarative Programming Knowledge? That is the Question!

10.28945/4479 ◽  
2019 ◽  
Vol 18 ◽  
pp. 153-170
Author(s):  
Yolanda Belo ◽  
Sérgio Moro ◽  
António Martins ◽  
Pedro Ramos ◽  
Joana Martinho Costa ◽  
...  
Keyword(s):  
Data Mining ◽  
Learning Process ◽  
Multiple Choice ◽  
Added Value ◽  
Future Research ◽  
Declarative Programming ◽  
Multiple Choice Questions ◽  
Constructed Response ◽  
Programming Knowledge ◽  
Teaching Learning

Aim/Purpose: This paper presents a data mining approach for analyzing responses to advanced declarative programming questions. The goal of this research is to find a model that can explain the results obtained by students when they perform exams with Constructed Response questions and with equivalent Multiple-Choice Questions. Background: The assessment of acquired knowledge is a fundamental role in the teaching-learning process. It helps to identify the factors that can contribute to the teacher in the developing of pedagogical methods and evaluation tools and it also contributes to the self-regulation process of learning. However, better format of questions to assess declarative programming knowledge is still a subject of ongoing debate. While some research advocates the use of constructed responses, others emphasize the potential of multiple-choice questions. Methodology: A sensitivity analysis was applied to extract useful knowledge from the relevance of the characteristics (i.e., the input variables) used for the data mining process to compute the score. Contribution: Such knowledge helps the teachers to decide which format they must consider with respect to the objectives and expected students results. Findings: The results shown a set of factors that influence the discrepancy between answers in both formats. Recommendations for Practitioners: Teachers can make an informed decision about whether to choose multiple-choice questions or constructed-response taking into account the results of this study. Recommendation for Researchers: In this study a block of exams with CR questions is verified to complement the area of learning, returning greater performance in the evaluation of students and improving the teaching-learning process. Impact on Society: The results of this research confirm the findings of several other researchers that the use of ICT and the application of MCQ is an added value in the evaluation process. In most cases the student is more likely to succeed with MCQ, however if the teacher prefers to evaluate with CR other research approaches are needed. Future Research: Future research must include other question formats.

scholarly journals Kahoot!: Bring the Fun Into the Classroom!

2018 ◽  
Vol 2 (2) ◽  
pp. 127 ◽  
Author(s):  
Grace Nathania Clara Sabandar ◽  
Noldy Richard Supit ◽  
Effendy Suryana
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Multiple Choice ◽  
Digital Games ◽  
Goal Achievement ◽  
The Internet ◽  
Multiple Choice Questions ◽  
Game Based Learning ◽  
Methods And Techniques ◽  
Interactive Workshop

During the height of 21<sup>st</sup> Century Learning, educators across the globe are demanded to find ways, methods and techniques to engage modern learners in the learning process. Nowadays, with the simplicity provided by the Internet, it is not as difficult and painful to help with the process. One of the fun ways to educate learners is with games, digital games. Games are usually intended to increase learners’ desire for competition, goal achievement and genuine self-expression, all in the while games are also great to promote interactivity, have a set of rules with a quantifiable result, can be colorful, as well as appealing and extremely realistic. This paper is based on an interactive workshop which was focused in exploring the app, Kahoot!, that claims to provide educators with a chance to create a game-based assessment in different forms, such as multiple-choice questions, jumbled vocabulary, jumbled sentences. Healthy competition and rewarding good ideas provided by Kahoot! app also said to be motivational both to educators and for modern learners. It is expected that through this workshop participants are comfortable and able to incorporate Kahoot! into a variety of learning environments and will have the opportunity to design game-based learning events that can be used in the classroom. Finally, the workshop provided an opportunity for participants to discuss strengths, weaknesses, benefits and challenges in using Kahoot!.

Interactive Trivia of Laws of the Game as a Resource for Training FIFA Football Referees

2013 ◽  
pp. 200-214
Author(s):  
Manuel Armenteros ◽  
Anto J. Benítez ◽  
Diana-Gabriela Curca
Keyword(s):  
User Experience ◽  
Learning Process ◽  
Research Group ◽  
Theoretical Basis ◽  
Multiple Choice ◽  
Educational Resource ◽  
Multiple Choice Questions ◽  
Great Satisfaction ◽  
Structure And Dynamics

This chapter presents the interactive trivia game developed by the TECMERIN research group in collaboration with the Fédération Internationale de Football Association (FIFA) as an online educational resource to facilitate the learning process for football referees and assistant referees. The interactive trivia model uses a total of 1500 multiple-choice questions. This research explains the structure and dynamics of the game, the technology used, its structure, and the theoretical basis. The model has been tried out by eleven international referee instructors in order to test the user experience as felt by the participants. The results obtained show great satisfaction in the game as an educational resource and confirm the immediate possibility of extrapolating the model to other areas of sport.

scholarly journals A Review on Prediction of Academic Performance of Students at-Risk Using Data Mining Techniques

2017 ◽  
Vol 5 (1) ◽  
pp. 30-39 ◽  
Author(s):  
Preet Kamal ◽  
Sachin Ahuja
Keyword(s):  
Data Mining ◽  
Learning Process ◽  
High Probability ◽  
Research Work ◽  
Educational Data Mining ◽  
Dropout Rate ◽  
Educational Background ◽  
Drop Out ◽  
Teaching Learning ◽  
The Right

Educational data mining is the procedure of converting raw data collected from educational databases into some useful information. It can be helpful in designing and answering research questions like performance prediction of students in academics, factors that affect the students’ performance, help the teachers in understanding the problems faced by the students to understand the course content and complexity of the subject taken so that the teachers can take timely action to control the dropout rate. This also includes improving the teaching learning process so that the interventions can be taken at the right time to improve the performance of the student. This paper is the review of the research work done in the field of educational data mining for the prediction of students’ performance. The factors that influence the performance of the students i.e. the type of classrooms they attend such as traditional or on-line, socio-economic, educational background of the family, attitude toward studies and challenges faced by the students during course progress. These factors leads to the categorization of the students into three groups “Low-Risk”: who have High probability of succeeding, “Medium-Risk”: who may succeed in their examination, “High-Risk”: who have High probability of failing or drop-out. It elaborates the different ways to improve the teaching learning process by providing the students personal assistance, notes, class-assignments and special class tests. The most efficient techniques that are used in educational data mining are also reviewed such as; classification, regression, clustering and and prediction.

scholarly journals Big Data in Education. A Bibliometric Review

2019 ◽  
Vol 8 (8) ◽  
pp. 223 ◽  
Author(s):  
José-Antonio Marín-Marín ◽  
Jesús López-Belmonte ◽  
Juan-Miguel Fernández-Campoy ◽  
José-María Romero-Rodríguez
Keyword(s):  
Big Data ◽  
Learning Process ◽  
Subject Matter ◽  
Web Of Science ◽  
Scientific Production ◽  
Bibliometric Study ◽  
Future Research ◽  
Bibliometric Review ◽  
The Subject ◽  
Teaching Learning

The handling of a large amount of data to analyze certain behaviors is reaching a great popularity in the decade 2010–2020. This phenomenon has been called Big Data. In the field of education, the analysis of this large amount of data, generated to a greater extent by students, has begun to be introduced in order to improve the teaching–learning process. In this paper, it was proposed as an objective to analyze the scientific production on Big Data in education in the databases Web of Science (WOS), Scopus, ERIC, and PsycINFO. A bibliometric study was carried out on a sample of 1491 scientific documents. Among the results, the increase in publications in 2017 and the configuration of certain journals, countries and authors as references in the subject matter stand out. Finally, potential explanations for the study findings and suggestions for future research are discussed.

Enhancing Electronic Examinations through Advanced Multiple-Choice Questionnaires

2012 ◽  
pp. 1645-1664
Author(s):  
Dimos Triantis ◽  
Errikos Ventouras
Keyword(s):  
Multiple Choice ◽  
Content Management ◽  
Management Systems ◽  
Special Focus ◽  
Multiple Choice Questions ◽  
Constructed Response ◽  
Adequate Knowledge ◽  
Learning Content ◽  
Training Activities ◽  
And Training

The present chapter deals with the variants of grading schemes that are applied in current Multiple-Choice Questions (MCQs) tests. MCQs are ideally suited for electronic examinations, which, as assessment items, are typically developed in the framework of Learning Content Management Systems (LCMSs) and handled, in the cycle of educational and training activities, by Learning Management Systems (LMS). Special focus is placed in novel grading methodologies, that enable to surpass the limitations and drawbacks of the most commonly used grading schemes for MCQs in electronic examinations. The paired MCQs grading method, according to which a set of pairs of MCQs is composed, is presented. The MCQs in each pair are similar concerning the same topic, but this similarity is not evident for an examinee that does not possess adequate knowledge on the topic addressed in the questions of the pair. The adoption of the paired MCQs grading method might expand the use of electronic examinations, provided that the new method proves its equivalence to traditional methods that might be considered as standard, such as constructed response (CR) tests. Research efforts to that direction are presented.

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

2018 ◽  
Vol 7 (1) ◽  
pp. 57
Author(s):  
Yesim Ozer Ozkan ◽  
Nesrin Ozaslan
Keyword(s):  
Student Assessment ◽  
Multiple Choice ◽  
Question Type ◽  
Multiple Choice Questions ◽  
Mathematical Literacy ◽  
Constructed Response ◽  
International Student Assessment ◽  
Pisa 2012 ◽  
Question Types ◽  
Literacy Test

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

Social Networks in University Classrooms

2014 ◽  
Vol 4 (3) ◽  
pp. 34-48 ◽  
Author(s):  
Inmaculada Gómez Hurtado ◽  
José Manuel Coronel Llamas
Keyword(s):  
Social Networks ◽  
Learning Process ◽  
Classroom Climate ◽  
Teaching And Learning ◽  
University Education ◽  
Future Research ◽  
Digital Competence ◽  
Teaching Learning ◽  
University Classrooms ◽  
Depth Interviews

The use of social networks is an increasingly common practice in university education. This study describes an experiment carried out with a group of pre-service teachers from a Spanish University in which Facebook was employed as a resource to develop the teaching and learning process. Specifically, it was applied as a strategy designed to improve relations among the students in the classroom. In-depth interviews were held with twenty students and their teacher to analyse the influence of this emerging technology on knowledge building and the establishing of closer links among students and between students and teachers. The results acknowledge the value of this resource, both for the teacher and the students themselves, in the following areas: classroom climate, teaching-learning process, virtual tutoring, foreign language practice and digital competence acquisition. In the final section of the article, we put forward questions and issues for future research.

Sign in / Sign up

Export Citation Format

Share Document