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Preservice Economics Teachers Perception And Attitude Towards The Use Of Computer-based Test For Assessment
[A CASE STUDY OF UNIVERSITY OF ILORIN]
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Osman (2010) give the major uses of educational evaluation as:(i) Appraisal of academic achievement of individual pupils, (ii) Diagnosis of learning difficulties of individual pupils or entire classes; (iii) Appraisal of educational effectiveness of curriculums, instructional materials and procedures, and organizational arrangements; and (iv) educational progress of large populations so as to help understand educational problems and develop sound public policy in education.
Gullickson (2000) asserted that student evaluation is an essential ingredient to strong educational programs. Evaluation is probably the most common and pervasive aspect of student instruction. Evaluation is the primary tool for guiding student development, across all academic disciplines. Certainly, evaluations of students learning occurs in all classrooms and regularly confronts students and educators in a wide variety of decision situations that affect their educational development. Evaluation decisions include matriculation, admissions, grading, tracking, and instructional decisions for individual students, discipline, and merit awards.
Students’ modes of learning are changing, so students become active players’ in learning activities, rather than merely passive receivers of information. To solve real problems rather than artificial exercises learning involves more working together with other students as members of teams rather than working alone, as it often used to be (Anderson 2010). Evaluation was largely concerned with test whether students could reproduce information and knowledge accurately. In the field of information technology, knowledge changes or is up-dated between the time students start their courses and when they graduated.He also asserted that educators are not always agreed as to how a method of evaluation needs to change for students learning. Evaluation of students learning is no different from assessment of any other learning activity, and that both require valid and reliable instruments. Papert (1986) recognized that, the real need for change is brought about by new ICT tools and the consequential changes in the nature and types of learning activities. Methods of assessment need to match the changes in learning tools.
Evaluation serves a number of purposes in education. Evaluation purposes are to grade, rank, classify, compare and promote the students; It is also used for certifying the courses, selection of students for admission or scholarship, and for predicting their future success in different endeavours. The basic purpose of evaluation in school has been to bring about quality improvement in education which it does by providing feedback regarding pupil learning, classroom teaching, appropriacy of curriculum and course content, It also helps bring about all round development of the students' personality when it is used for developing their non-cognitive capacities.
Test assist student learning in different ways: to identify students’ strengths and weaknesses, to assess the effectiveness of particular instructional strategies, to assess and improve the effectiveness of curriculum programs, to assess and improve teaching effectiveness, to provide data that assist in decision making, to communicate with and involve parents. Tests are given after a complete instructional periods, either at the end of a unit, section, semester, or school academic year. Tests are known as summative assessments and can provide a summary of past learning. Summative test results, by their very nature, cannot be used to support teaching and learning for those being tested. At best, instruction can be improved for future classes. Post-instruction tests may support some learning if test results are provided to students with detailed feedback regarding specific learning goals, but cannot influence instruction because instruction on the topic of interest has already come to an end.
Tests cannot be useful for planning instruction (whether they are teacher made or are conventional, standardized, or high stakes tests) when they do not provide information about the extent to which specific learning goals were attained. With clear and specified learning goals and a sense of where students are at with regard to those goals teachers do not have the basis for crafting instruction that fits the students’ educational needs (Zachos, 2004).
Test can also be referred as a question or a task or a series of such, designed to elicit some predetermined behaviour from the person being tested. The terms assessment and test are usually used interchangeably by many people. However, the word test implies a paper-and – pencil instrument, administered under pre-specified conditions that are consistent across students. Its traditional usage by teachers has implied a written series of tasks to which students responded in writing (for example essay or short-answer items) or marked their response choices with a pen or pencil (for example true-false, multiple choice, or matching items) (Gallagher, 1998).
Abiri (2007) made test classification based on the following categorization on the basis of variables assessed by the tests; the classification to assess what qualities or attributes they wanted to assess, which includes aptitude tests, intelligence test, achievement test and personality test, on the basis of test response mode; this means classification according to the expected mode of response, on this bases test are classified as performance or practical test (ii) oral or verbal tests (iii ) written test, according to the form or quality of written response; this classification is base on the form of written response involve which are as short answer or objective tests and essay tests, on the bases of the relationship between the task or questions and the true purpose of the test; this classification is to establish the relationship between the test items and the variable intended to be assessed is direct or not. They are classified as (i) direct tests and (ii) indirect test, according to the level of test preparation. At every form of test type, Computer-Based Test (CBT) can function at every level because it can be used to evaluate learners performance and achievement.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT COMING SOON ... Continue reading---
APPENDIX A - [ Total Page(s): 2 ]APPENDIXUNIVERSITY OF ILORINFACULTY OF EDUCATIONINSTITUTE OF EDUCATIONQUESTIONNAIRE ON PRESERVICE ECONOMICS TEACHERS PERCEPTION AND ATTITUDE TOWARDS THE USE OF COMPUTER-BASED TEST FOR ASSESSMENT IN UNIVERSITY OF ILORINDear Respondent,The objective of this questionnaire is to elicit information on Pre-service economics teachers perception and attitude towards the use of computer-based test for assessment in university of Ilorin. The information provided will be treated as strictly confidential an ... Continue reading---
CHAPTER ONE - [ Total Page(s): 5 ]This study might as well enlighten lecturers on the uses of computer-based test and paper-based test.Examination bodies like the West African Examination Council, the National Examination Council and the Joint Admissions Matriculation Board may find the result of this study useful to them during their policy formulation and implementation with regards to test. The result of this study may prompt examination bodies in Nigeria to use computer-based test. Examinations and professional bodies will a ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]The research instrument wasvalidated by the researcher’s supervisor and
three lecturers from the Department of Social Science Education,
University of Ilorin, Nigeria. The face and contents validation of the
instrument was done to ensure that items in the questionnaire are
appropriate and suitable to assess exactly what it is meant for. The
reliability of the instrument was determined by administrating the
instrument on 10 randomly selected pre-service teachers from Social
S ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 5 ]Summary of FindingThe following finding findings were derived from the study through research questions;1. Pre service Economics teachers’ perceived CBT to be usefulness for assessment in University of Ilorin.2. Pre service Economics teachers’ perceived CBT to be easy to use for assessment in University of Ilorin3. The attitude of Pre service Economics teachers’ towards the use of CBT for assessment in University of Ilorin is not positive. ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 2 ]ConclusionIn light of this, the study discovered that though CBT is usefulness and easy to use but students still have a negative attitude towards it due to factors like anxiety and computer competency.RecommendationsBased on the findings and conclusions, the following recommendations were made:1. Nigerian universities should improve the efficiency of computer-based test to increase its credibility.2. Lecturer sand students should be encouraged on the use of computer- based test irre ... Continue reading---
