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1 – 10 of over 3000Godson Ayertei Tetteh and Frederick Asafo-Adjei Sarpong
The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay…
Abstract
Purpose
The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student’s approach to learning and the teacher’s approach to teaching are concepts that have been widely researched, few studies have explored how the type of assessment (true or false, multiple-choice, calculation or essay questions) and stress would manifest themselves or influence the students’ learning outcome to fulfill Bloom’s taxonomy. Multiple-choice questions have been used for efficient assessment; however, this method has been criticized for encouraging surface learning. And also some students complain of excelling in essay questions and failing in multiple-choice questions. A concern has arisen that changes may be necessary in the type of assessment that is perceived to fulfill Bloom’s taxonomy.
Design/methodology/approach
Students’ learning outcomes were measured using true or false, multiple-choice, calculations or essay questions to fulfill Bloom’s taxonomy and the students’ reaction to the test questionnaire. To assess the influence of the type of assessment and the stress level factors of interest, MANOVA was used to identify whether any differences exist and to assess the extent to which these differences are significantly different, both individually and collectively. Second, to assess if the feedback information given to respondents after the mid-semester assessment was effective, the one-way ANOVA procedure was used to test the equality of means and the differences in means of the mid-semester assessment scores and the final assessment scores.
Findings
Results revealed that the type of questions (true or false, multiple-choice, calculations or essay) will not significantly affect the learning outcome for each subgroup. The ANOVA results, comparing the mid-semester and final assessments, indicated that there is sufficient evidence means are not equal. Thus, the feedback given to respondents after the mid-semester assessment had a positive impact on the final assessment to actively improve student learning.
Research limitations/implications
This study is restricted to students in a particular university in Ghana, and may not necessarily be applicable universally.
Practical implications
The practical implications of this research is that assessments for learning, and the importance of assessment impact not only on students, but also on teachers and the literature.
Originality/value
This study contributes to the literature by examining how the combination of the type of assessment (true or false, multiple-choice, calculation or essay) and stress contributes to the learning outcome.
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This paper aims to examine whether multiple choice questions (MCQs) can be answered correctly without knowing the answer and whether constructed response questions (CRQs) offer…
Abstract
Purpose
This paper aims to examine whether multiple choice questions (MCQs) can be answered correctly without knowing the answer and whether constructed response questions (CRQs) offer more reliable assessment.
Design/methodology/approach
The paper presents a critical review of existing research on MCQs, then reports on an experimental study where two objective tests (using MCQs and CRQs) were set for an introductory undergraduate course. To maximise completion, tests were kept short; consequently, differences between individuals’ scores across both tests are examined rather than overall averages and pass rates.
Findings
Most students who excelled in the MCQ test did not do so in the CRQ test. Students could do well without necessarily understanding the principles being tested.
Research limitations/implications
Conclusions are limited by the small number of questions in each test and by delivery of the tests at different times. This meant that statistical average data would be too coarse to use, and that some students took one test but not the other. Conclusions concerning CRQs are limited to disciplines where numerical answers or short and constrained text answers are appropriate.
Practical implications
MCQs, while useful in formative assessment, are best avoided for summative assessments. Where appropriate, CRQs should be used instead.
Social implications
MCQs are commonplace as summative assessments in education and training. Increasing the use of CRQs in place of MCQs should increase the reliability of tests, including those administered in safety-critical areas.
Originality/value
While others have recommended that MCQs should not be used (Hinchliffe 2014, Srivastava et al., 2004) because they are vulnerable to guessing, this paper presents an experimental study designed to demonstrate whether this hypothesis is correct.
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The purpose of this paper is to measure the degree of item difficulty in translation multiple-choice items in terms of 1-parameter logistic (1-PL) model of the item response…
Abstract
Purpose
The purpose of this paper is to measure the degree of item difficulty in translation multiple-choice items in terms of 1-parameter logistic (1-PL) model of the item response theory (IRT). Also, the paper proposes a hypothesis in which a participant who answers a translation test possesses some amount of translation competence which affects the end-result.
Design/methodology/approach
In total, 150 translation students from the Bachelor of Arts in Translation Studies from the three Iranian universities participated in this research paper. The translation participants were requested to answer the questions. The items were formulated in such a way that the question was stated in English and the four choices were written in Farsi. To interpret the obtained results, this research paper employed 1-PL and 2-parameter logistic (2-PL) models using Stata (2016). In addition, to demonstrate results in terms of 1-PL, item characteristic curves (a graphical representation showing the degree of difficulty of each item) was used.
Findings
Using Stata platform, the findings of this research paper showed that through the application of IRT, evaluators were able to calculate the difficulty degree of each items (1-PL) and correspondingly the translation competence (2-PL) of each participant.
Research limitations/implications
One of the limitations is the proportionately small number of translation participants at the Bachelor of Arts.
Originality/value
Although a few number of studies concentered on the role of translation competence, there did not exist any research focusing on translation competence empirically in higher education.
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Shamima Yesmin and S.M. Zabed Ahmed
The purpose of this paper is to empirically examine the understanding of library terminologies by early career faculty members in a newly established rural university setting at…
Abstract
Purpose
The purpose of this paper is to empirically examine the understanding of library terminologies by early career faculty members in a newly established rural university setting at the south coast of Bangladesh.
Design/methodology/approach
A campus-wide survey was conducted using a structured questionnaire consisted of demographic questions and 35 multiple-choice questions on library terminologies. The multiple-choice questions asked faculty members to select the correct answer from a set of five answers.
Findings
The findings indicate that early career university teachers lack adequate understanding of library terms; in fact, many of them either gave incorrect answers or was unsure about the term. It was found that faculty members had relatively better understandings of commonly used library terminologies, but they had real difficulties comprehending computer and technology-related terms. Significant differences were observed for some of the terms in case of their age, designation and teaching experience.
Originality/value
This current study is unique in two ways: first, this is the first time an effort has been made to empirically examine the understanding of library terminologies by early career faculty members; and second, this study was conducted at a university in Bangladesh where the first language is not English.
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Karen Meager and John McLachlan
The purpose of this paper is to inform L&D Professionals of our research finding and the key highlights from our published book, so that they can use this information when…
Abstract
Purpose
The purpose of this paper is to inform L&D Professionals of our research finding and the key highlights from our published book, so that they can use this information when reviewing or designing Leadership Development Programmes.
Design/methodology/approach
We wanted to discover the common themes present in successful leadership. We researched over 60 leaders from businesses of various sizes and structures. They completed a set of multiple choice questions (personality profiling questions) and then we asked them a set of open question to identify their likes/dislikes, keys to success, areas for development, values and main issues they face.
Findings
We found that the leaders profiled across a broad spectrum of personality types (from the multiple choice questions), and yet there were strong similarities in the themes in the open question answers. We concluded that successful leadership was not dependant on a personality type but could be developed and learnt while staying true to your own personality.
Research limitations/implications
We would have liked to research more leaders and define the research specifically by type of organization. As the purpose of the research was to inform our writing of a useful and practical leadership development book, we did not feel it was essential for this purpose.
Practical implications
We would like this to inform the shape of future leadership development towards a more “whole person” development and away from the traditional skills-based approach. This will support leaders to be healthier, more successful and better role models.
Social implications
Leaders are one of the most important roles in the world, and we need healthier, more rounded, emotionally regulated, more focused leaders to be appropriate role models for future generations. It is also important that a diverse range of leadership styles is accepted and developed in organizations.
Originality/value
What is new in our paper is the development of the idea, supported by our research that Leaders can be authentic and successful without the need for a personality transplant. We have brought together our research with our psychological qualifications and business experience to produce a leadership development approach that is deep in its thinking and construction but easy and practical to use and apply.
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Dustin Fife and Mary Naylor Stephens
Purpose – The authors of this chapter, through exploratory survey research, asked several simple questions about what library workers wish they had learned during graduate school…
Abstract
Purpose – The authors of this chapter, through exploratory survey research, asked several simple questions about what library workers wish they had learned during graduate school and what they would focus on now if they were just beginning their library and information science (LIS) education.
Methodology – The authors designed and distributed a simple pilot survey with multiple-choice and open-ended questions.
Findings – The survey results identify several key subjects and skills that library professionals wished they had focused more directly on during their LIS education. These included management, technology, pedagogy, and others. The authors suggest collaborating with other departments within the traditional university to deliver these skills so as to prepare future librarians for the dynamic and collaborative settings of modern libraries. Moreover, the authors also suggest using this information, and similar information from your own organizations, to guide future professional development opportunities in your libraries.
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Hugh A. Holden and Margaret Deng
The purpose of the article is to gauge reaction to the implementation of a wireless laptop lending program in a university library before it actually became operational and…
Abstract
Purpose
The purpose of the article is to gauge reaction to the implementation of a wireless laptop lending program in a university library before it actually became operational and wireless access itself became available.
Design/methodology/approach
This online survey consisted of 22 multiple choice questions that all Monmouth University students and employees were invited by e‐mail to answer.
Findings
The vast majority of responses came from students, and most of them were ready for wireless access in the library and across campus. Several re‐emphasized in text their desire to log‐on to the network with their own laptops.
Research limitations/implications
The survey ran for only two weeks, and yet, because tabulation was done by hand, a response rate ten times greater would have made our method impracticable.
Practical implications
This kind of survey is comparatively easy and fast to implement. It lends itself to follow‐up surveys to measure the success of a wireless computer program or other technological development, including the possible effects on user attitude.
Originality/value
This study was original in that it took place just before a wireless laptop‐lending program was activated. Tightly focused online surveys with a limited number of questions can help librarians anticipate issues not considered or sufficiently emphasized earlier, or quickly assess the impact wireless access is having.
Scholars who advocate for equity-oriented educational practices have argued that the accountability era in the USA, now in place for two decades, has failed in its intended goal…
Abstract
Purpose
Scholars who advocate for equity-oriented educational practices have argued that the accountability era in the USA, now in place for two decades, has failed in its intended goal to improve student performance for traditionally marginalized student populations. This study aims to use a sociocultural lens to trace how a century-old conceptualization of reading – that discrete skills comprise comprehension and that multiple-choice questions can measure mastery of those skills – predominates today’s standardized reading tests.
Design/methodology/approach
This essay draws on the authors’ collective experiences as literacy educators, school leaders and researchers.
Findings
The authors critique two beliefs rooted in Eurocentric thinking borne from a long-held conceptualization of reading – that logical reasoning and the right background knowledge can promote achievement on standardized tests. The authors link the critique to their lived experiences and situate test design features in the broader sociopolitical educational landscape. Then, by presenting examples from an urban public high school, the authors encourage educational leaders to revisit the potential of authentic assessments as complex and meaningful activities that foster the critical thinking necessary for participating in democracy.
Practical implications
Committing to authentic assessments takes the work characteristic of transformative school leadership, especially serving diverse student populations: A clear and ambitious vision that centers social justice and cultural relevance, frequent, shared opportunities for professional growth and shared norms for instructional practice and student growth.
Originality/value
This essay encourages educational leaders, researchers and policymakers to revisit the potential of authentic assessments as tasks that can surpass external measures in informing teachers about how students’ develop their literacy in school.