Asian Journal of Assessment in Teaching and Learning

Adapting Education Shifts in Malaysia After COVID-19: A Comprehensive Review of Flexible Assessments, Lifelong Learning Initiatives, and Diversified Learning Trajectories

Mansour Amini — 2024-03-06

In the wake of the COVID-19 pandemic, Malaysia's education system has witnessed a significant transformation, prompting a shift towards lifelong learning and greater flexibility in learning assessments. A comprehensive analysis was conducted on 86 relevant studies conducted between 2013 and 2023 to provide an overview of important advancements and patterns in the areas of education transformation in Malaysia, flexible assessments, and lifelong learning. The reviewed journals were chosen from peer-reviewed scientific journals, books, conference proceedings, and renowned internet databases such as JSTOR, Google Scholar, and the Directory of Open Access Journals (DOAJ). Articles that were not authored in English or were published outside the specified timeline and criteria were excluded. The findings indicate a significant focus on the implementation of online and mixed learning, with a focus given to digital platforms and micro-credentialing. The important contributions of Recognition of Prior Learning (RPL) efforts and collaborative ventures with industry and communities have also been identified as beneficial. The importance of teacher training and continuous professional development was emphasized for its pivotal role in promoting lifelong learning. The review confirms that these instructional changes have a positive effect on student engagement and the alignment of skills with real-world requirements especially the professional settings. These initiatives serve as a significant benchmark for other nations grappling with educational issues in the aftermath of COVID-19, establishing Malaysia as a frontrunner in pioneering educational practices.

Assessing the Effect of the Gradual Release of Responsibility (GRR) Model in Teaching Science

Aileen Grace Fuentes — 2024-03-19

Student preparedness is one of the key factors for independent learning. This study is conducted to determine the effectiveness of the Gradual Release of Responsibility (GRR) Model in increasing the academic performance of students in science class. A quantitative quasi-experimental research approach was used to test the effectiveness of the said learning model. A control group and experimental group with 30 students each were involved in this study utilizing the Inquiry-Based Seven (7) E's Method and GRR Model, respectively. Results show that there is no significant difference between the two groups in the pretest given the values t(58)=0.345 and p-value=0.731 which signifies that both groups were then at low-performing levels. There is a significant difference between the two groups on the result of the post-test given the values t(58)=-9.309 and p-value<0.001. The experimental group got a mean percentage score of 87.22 at high performing level while the control group got 59.11 at low performing level. Lastly, there is a significant difference between the incremental scores of the control group and experimental group with the values t(58)=-6.813 and p-value<0.001. It is concluded that the use of the GRR Model is very effective in increasing the academic performance of students with the least learned competency (i.e., Newton's Second Law Motion). Students exposed to such a model did make a significant improvement from low-performing to high-performing level. Hence, this article recommended that the GRR model must be applied especially in the least learned areas since it is an effective teaching method to improve students’ academic achievement.

Exploring Integrated Online Instructional Approaches Among The Foundation Chemistry I in Malaysia by Utilizing Youtube and Google Classroom

Nor Zakiah Nor Hashim — 2024-04-16

In response to the COVID-19 pandemic, the Centre of Foundation Studies at Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil, launched an online Foundation Chemistry I course from August to December 2021, catering to science and engineering students. This course is a notable example of efficient online teaching methods for chemistry. We utilized various applications such as YouTube and Google Classroom to create a network platform. Moreover, we provided personal insights on high-quality online teaching for foundation chemistry. We incorporated various resources shared through Google Classroom to engage students during class, including online notes, prerecorded lectures (also shared on YouTube), and tutorials. Google Classroom provides a platform for distributing quizzes, assignments, and assessments to students, which enables teachers to keep track of their progress and provide them with feedback on their performance. The study revealed that the students performed exceptionally well in their final assessment, validating that our online platform and strategies are highly effective for teaching and learning.

Analysis of Electronic Student Worksheets Matrix Requirements Using a PBL Flipbook Model to Stimulate Critical Thinking Skills

Deny Hadi Siswanto — 2024-04-16

This research aims to evaluate the need for instructional media assistance during online learning in the topic of algebra. The research subjects involve 30 eleventh-grade students at Dirgantara Putra Bangsa Vocational High School. The method used is descriptive with a qualitative approach based on the Miles and Huberman model. The instruments in this research include a questionnaire containing an analysis of the needs provided to students and interviews with mathematics teachers at the school. The research findings include: (1) low critical thinking abilities of students; (2) the learning process is still conventional with lecture methods, limiting students' opportunities to express their ideas, interact, discuss, and participate during the learning process; (3) common errors in matrix materials; (4) the majority of students choose worksheets as the instructional material; (5) the majority of students have personal smartphones but only use them for communication. The conclusion of this research is the necessity of an e-Worksheet with a PBL-modeled matrix in the form of a flipbook to stimulate critical thinking skills.

Exploring the Efficacy of AI Passion-Driven Pedagogy in Enhancing Student Engagement and Learning Outcomes: A Case Study in Philippines

Mark Jhon R. Prestoza — 2024-05-02

The purpose of this study is to examine students' perceptions of the integration of artificial intelligence (AI) into educational settings as well as its impact on learning outcomes. Students are positive about their potential for personalized learning experiences and adaptive feedback despite limited exposure to AI-driven tools. An analysis of pre-test and post-test data demonstrates a significant improvement in academic performance, particularly among female students. Students should be educated about AI tools and receive enhanced training to be able to effectively use them in future educational initiatives. To address gender-based differences in intervention effectiveness, tailored approaches are necessary. Student engagement and fostering a conducive learning environment can be enhanced through continuous evaluation of AI-integrated programs. It highlights the potential of AI to revolutionize education, emphasizing the need for ongoing assessment and targeted support to ensure optimal implementation.

Do Exam Aims and Content Reflect those of the Curriculum? An Evaluative Study

Abdulhamid Onaiba — 2024-06-30

Language tests, particularly high-stakes language tests, are a powerful tool for evaluating educational outcomes, but their effectiveness hinges on how they are constructed. Failure to construct valid sound tests can negatively impact both teaching and learning. Therefore, continuous research is needed to investigate and evaluate such types of tests. This study examines the congruency between the aims and content of a high-stakes public EFL examination and the prescribed curriculum in Libyan schools. Document analysis was conducted on a sample of the studied test, focusing on its intended objectives and their reflection on the curriculum's goals and content. While the exam offered some practical advantages, the findings revealed a mismatch between the administered exam and the curriculum, and between the stated aims and the actual content of the exam itself. The assessment focused solely on grammar points and reading comprehension based on information cloned verbatim from the prescribed textbook. Writing was assessed indirectly through true-false responses to prompts involving structured or unstructured sentences. Notably, the exam entirely neglected listening and speaking skills. These findings suggest that the current examination system could hinder curriculum implementation and EFL education in Libyan schools. Therefore, the study calls for examination reform to ensure alignment between the tests and the English curriculum, ultimately promoting effective second language learning.

Test Equating in Educational Assessment: A Comprehensive Framework for Promoting Fairness, Validity, and Cross-Cultural Equity

Caroline Alordiah — 2024-06-30

This study presents a comprehensive conceptual framework for equating in educational assessment, aimed at enhancing the accuracy, validity, and fairness of equating outcomes. The framework emphasizes the importance of considering sample characteristics, statistical assumptions, model fit, advancements in equating methodology, the integration of technology, and the factors of equity and fairness. By incorporating these elements, educational institutions can improve their equating practices and support equitable and fair evaluation processes. The framework also impacts policy-making and educational assessment procedures, providing a foundation for evidence-based policies that promote accountability and effective evaluation. Policymakers can use this framework to develop policies that ensure fair and valid assessment practices. Additionally, the study highlights the critical role of empirical research in validating and refining the framework, advocating for the exploration of cross-cultural equating methodologies to address diverse cultural contexts in education. To further advance the profession, the study suggests conducting empirical studies, embracing technology, fostering collaboration, increasing reporting standards, training practitioners, and monitoring equating practices. These efforts will help ensure more accurate, fair, and valid equating outcomes. This study offers valuable insights into equating in educational assessments, providing a robust basis for enhancing fairness, validity, and cross-cultural equity in educational evaluations.

Evaluating the Psychometric Properties of Economic Literacy Measures: A Systematic Review

Nurudeen Babatunde Bamiro — 2024-06-30

Prior studies often misinterpreted economic literacy concepts, constructs, and psychometric properties as related but distinct ideas. This often led to inaccurate measurement choices and poor generalisation of research outcomes. This research investigates economic literacy's conceptual clarity, factors influencing it, psychometric properties of measures, and suggests suitable instruments for its assessment. The PRISMA protocol was used in the study, while data were collected from WOS, Scopus, and Google Scholar. Out of the 126 publications from 2014 to 2023, 24 studies met inclusion criteria. The quality of the articles that met the inclusion criteria was assessed using MMAT tools. The result indicated that the measurement of economic literacy's depends on theoretical perspectives. Psychometric qualities of economic literacy assessment are influenced by theoretical perspectives, social context, and the chosen unit of analysis. Additionally, criterion-based measurements tend to focus on knowledge and may not provide an accurate measure of economic literacy. The provide guidelines to operationalize, and measure economic literacy while preventing confusion with related concepts. The study stressed the need for validation of the TEL scale across countries due to curriculum and socioeconomic variations.

Evaluation of Term Final Examination Questions for Undergraduate Program of Agrotechnology Discipline Based on Bloom’s Cognitive Domain

Md. Sarwar Jahan — 2024-09-26

Cognitive skills enable individuals to make precise decisions and solve real-life challenges, which are essential for theadvancement of both the state and society at large. Questions serve as a tool for gathering information, inspiring thought, and redirecting reasoning. In university education, teachers frequently use questions to encourage students to think critically and reason effectively. Term final examination question papers are employed by academics to assess the retention and practical skills of graduates. However, it is hypothesized that, at the university level, questions assessing application skills should increasingly take precedence over questions that assess retention skills, as students’ progress to more advanced stages of education. These questions can be categorized into higher-order or lower-order types. The cognitive domain is one of the three learning domains outlined in Bloom’s Taxonomy, proposed by Benjamin Bloom in 1956. The objective of this study is to analyze the cognitive levels of students’ learning based on Bloom’s cognitive domain. Specifically, we examine the term final examination assessment tools for the undergraduate program at Khulna University, Bangladesh, from the 1st year to the 4th year, using Bloom’s cognitive stages as a framework. The study analyzes 43 question papers from the 2018-2019 academic years, which were set by instructors for the examinations. A total of 1,222 question items were evaluated. Additionally, three thinking skills-LOTS (Lower-Order Thinking Skills), MOTS (Middle-Order Thinking Skills), and HOTS (Higher-Order Thinking Skills), were also considered. The findings of the study reveal that the majority of the questions are concentrated at the lower cognitive levels (knowledge and comprehension). The results further indicate that academics in the Agrotechnology Discipline predominantly use LOTS rather than HOTS in their term final question papers. Therefore, it is recommended that a balance be maintained between LOTS and HOTS questions across different academic years at Khulna University. Notably, the questions devised by instructors rarely assess students’ abilities in innovation and justification. Consequently, there is a need to review and revise the procedures used in designing examination question papers to ensure that students are assessed across a range of cognitive levels. To achieve this, it is essential that the university authorities organize regular and comprehensive pedagogical training for teachers.

Using Response Tokens as a Criterion in an Oral Assessment

Rubini Radza — 2024-06-30

This research aims to investigate the use of response tokens as a criterion in an oral assessment. A few research instrument is used in this study to find out the types of response tokens used by English speakers and the reasons behind using them. Besides, this study also helps to determine whether the use of response token has effects on oral assessment and to discover the validity and reliability of their usage. Osgood-Schramm’s Model of Communication is used in the assessment; as in to evaluate speaking skills, listening skills and also the use of response tokens as a part of active listening strategies. Listening skills are often assessed on its own without the integration with other skills in most standard testing, thus this research studies the role of active listening in the oral test. An assessment based on interactive speaking and listening model involving the use of response token is carried out and the results are thematically categorised. The findings from this research proved that the response tokens are actively used as a listening strategy for several different reasons or to convey different meanings and the use of response token as a component in assessment are both valid and reliable. The most significant implication of this finding is on assessment and pedagogical aspect where the importance of response token as one of the measuring components in communicative competence when conducting oral assessments is highlighted.