Quiz Assessment Research Articles

Early Identification of Learning and Developmental Disorders in School-Age Children

The aim of developing an online quiz assessment tool is to identify learning disabilities like ‘Dyslexia’, ‘Dyscalculia’, ‘ADHD’ and ‘Anxiety’ as early as possible in children for better educational outcomes. This study applied modern web technologies, such as HTML, CSS, JavaScript, PHP, and FLASK to come up with an easy interface that combines the extensive questionnaire with analytical algorithms. This tool also collects user data as they use it and hence gives information and feedback to a user as well as other stakeholders instantly. By means of user testing, the interface was characterized as easily applicable which contributed to the increase of the attention to the educational needs of the target audience. The main conclusions are that the tool promotes the detection of learning disorders in children as early as possible and encourages minimizing delays in treatment. The presented project is also focused on the application of technologies in the management of development difficulties as well as principles of design that are aimed at making the assessment tools more useful.

Effects of a Novelty Virtual Interactive Brain Atlas on Student Perception of Neuroanatomy

The instructional techniques in neuroanatomy laboratories continue to evolve to incorporate online interactive resources to improve student experience and outcomes. This study aims to design an “all in one”Virtual Interactive Brain Atlas (VIBA) that provides students with an educational resource that will improve their knowledge of neuroanatomy while in the brain lab and provide them with lab resources they can self-study and self-test. Coronal, midsagittal, whole brain, and horizontal brain slices were used to create detailed descriptions, interactive features, and quiz assessments to create VIBA. Upper level undergraduate and optometry students taking a neuroanatomy one-semester course were provided with VIBA for use during the semester. A paper survey was distributed after completing the course to determine student perception. No significant difference was indicated between the student groups regarding their self-reported understanding prior to the brain lab (p= 0.194) and after the brain lab (p= 0.308). There was a significant difference between the student populations when stating that they strongly agreed that the online brain atlas improved their understanding of neuroanatomy (p= 0.032) and that the VIBA tool was easy to navigate (p=0.048). There was a significant difference between the two student groups that strongly agreed that the online brain atlas quality was sufficient (p= 0.015). This online interactive brain atlas was created in a time-efficient manner from readily available models and was well received by experienced neuroanatomy faculty and students.

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

The provision of timely feedback with useful guidance towards the correct solution is very important within the learning process of higher education students. This paper describes an implementation of timely feedback in a 3rd year electrical engineering undergraduate course, Communication Principles (SKEE 3533) that was carried out during COVID-19 pandemic. Given the substantial depth of this course syllabus, it is important that students receive sufficient feedback on their understandings on current topic before moving to the next. The implementation of this assessment technique is carried out using online quiz assessment through Google quiz platform. Two types of guided explanation are given in the feedback: text explanation for simple, conceptual based questions, and video explanation for design and calculation-based questions. For the latter, YouTube platform is used to perform the video-based explanation. Study on student feedbacks was carried out using a routine, official university’s survey while the impact on student performances was analysed based on their acquired grades in the SKEE3533 course. Findings demonstrate positive outcomes from the routine university survey and course grades which revealed the method’s potential in improving student satisfactions and performances on the assessment aspect of teaching component.

Smart education system to improve the learning system with CBR based recommendation system using IoT

Over the last few years, the research fields of intelligent learning systems have been improving the process of learning systems. Smart Tutoring System-(STS) applications have been used in e-learning. The results signify the importance of the learner's engagement in customizing a model. The design outcomes of this IoT-based personalized learning system purely work on the audience's learning requirements, their keyword search, their learning experience levels, proficiency level of subjects, and the type of the course being taught. Students spent an average of 25.67 h accessing textual materials weekly, 27.4 h accessing video assets weekly, and similarly 6.5 h accessing visual learning materials. The research analysis part concludes participants' percentage of learning as per evaluations assessment, which increases whenever the outcome analysis comes with Case-Based Reasoning classifiers-CBR based search model. The findings displayed significant differences before and after learning case by case for every learner as per chosen topic and quiz assessments: 42.57% of the students responded before learning the first question assessments whereas 74.82%, of the students responded, after completion of learning from online resources based on their choice with CBR. Recommendation Model Analysis discussed root means square error-RMSE lies from 10% to 20% for 550 students group size. The RMSE result is 24% for a size of 1600, which is low performance compared to other group sizes. This study focuses on the STS recommendation model for the slow learner group to identify required learning from various online resources.

An operational solution to supplemental instruction session design and quality control

Background: Supplemental Instruction (SI) is a peer-led academic support program and form of pre-remediation assistance. One challenge to SI adoption is the absence of session design recommendations and mechanisms of quality control. Herein, a data-informed operational framework is presented resulting in consistent weekly session design and an increase in collaboration between SI leaders and their course faculty. Methods: Sessions in the fall of 2020 were hosted on Zoom in support of a Microbiology and Immunology course. Greater than 44% of program year one (PY1) students voluntarily attended an SI session. Pre-and post-quiz assessments used Mentimeter, an audience polling platform. Results: A mean of 25.2% aggregate performance improvement was found between the pre-quiz and post-quiz assessment data. Conclusion: The quiz assessment results immediately informed personalised content review during each session and empowered feedback integration between the peer leader and faculty. The framework described improves a well-established program and is widely adaptable to any course offering.

Personalised learning paths for information literacy using Canvas MasteryPaths

This project report describes using MasteryPaths in the Canvas Virtual Learning Environment as a method of helping improve the information literacy (IL) competence for undergraduate science students studying in their first year at university. The MasteryPaths incorporated a series of formative quiz assessments on referencing and finding and evaluating information, which depending on the students’ initial score directed them to further enrichment or support materials. Four degree courses (Biology, Forensics, Biomedicine and Sport) each included the MasteryPaths in a first-year module in 2020/21, which were available in Canvas following face-to-face IL sessions. Focus groups were conducted with students, and interviews were carried out with two module leaders to explore perceptions of the MasteryPaths design and effectiveness for IL skills. The article provides insight into how online, self-paced, IL formative quiz assessments can be developed in a way to motivate and engage students in their learning.

Measuring Student Learning Activities Through Articulate Storyline 3-Based Mobile Learning

This study aims to measure students' learning activities through the use of articulate storyline 3-based mobile learning with the Project Based Learning learning model on colloidal material. The type of research used is experimental research. The subjects of this study were 17 students of class XI MIPA Negeri 1 Seyegan. The instruments used were question sheets and questionnaire sheets. The indicator of success in this study is the results of student learning activities in general reaching the Active criteria. In research learning activities are carried out with 5 assessments including student worksheet assessment, quiz assessment, poster assessment, presentation assessment, and student activity questionnaire assessment. The results showed that the average student worksheet score was 73.50, the quiz score was 76.46, the poster score was 87.05 the presentation score was 80.60, and the questionnaire score was 76.52. The average value of students from all assessments gets a value of 78.83 and is included in the active category. The recommendation in this study is that the learning activities of students must be further enhanced so that they can provide knowledge to students through direct experiences in learning

Assessment Strategy to Rectify EFL Students’ Performance: A Need Analysis

The objective of this research is to investigates the assessment strategies that required to be implemented, and are favorable for the learners in order to rectify EFL students’ performance regards to their language performance. This study conducted based on the presumption that teachers merely consider students’ preference on how they want to be assessed. A need analysis is administered to meet the objective of the research. The result indicates that learners mostly prefer to have corrective feedback from the teacher during the teaching and learning activities, meanwhile performance task and quiz assessment are preferred by learners as their assessment strategies instead of summative assessment. Nevertheless in spite of that, KWL assessment strategy is also recommended for the teaching and learning of English.

Assessment for Learning with Ungraded and Graded Assessments.

Assessment for learning has many benefits, but learners will still encounter high-stakes decisions about their performance throughout training. It is unknown if assessment for learning can be promoted with a combination model where scores from some assessments are factored into course grades and scores from other assessments are not used for course grading. At the University of Utah School of Medicine, year 1-2 medical students (MS) completed multiple-choice question quiz assessments and final examinations in six systems-based science courses. Quiz and final examination performance counted toward course grades for MS2017-MS2018. Starting with the MS2020 cohort, quizzes no longer counted toward course grades. Quiz, final examination, and Step 1 scores were compared between ungraded quiz and graded quiz cohorts with independent samples t-tests. Student and faculty feedback was collected. Quiz performance was not different for the ungraded and graded cohorts (p = 0.173). Ungraded cohorts scored 4% higher on final examinations than graded cohorts (p ≤ 0.001, d = 0.88). Ungraded cohorts scored above the national average and 11 points higher on Step 1 compared to graded cohorts, who had scored below the national average (p ≤ 0.001, d = 0.64). During the study period, Step 1 scores increased by 2 points nationally. Student feedback was positive, and faculty felt it improved their relationship with students. The change to ungraded quizzes did not negatively affect final examination or Step 1 performance, suggesting a combination of ungraded and graded assessments can effectively promote assessment for learning.

IMPLEMENTASI APLIKASI QUIZIZZ SEBAGAI ALTERNATIVE MEDIA PENILAIAN DALAM PEMBELAJARAN DI PERGURUAN TINGGI PADA MASA PANDEMI COVID 19

During the covid-19 pandemic, the learning process was carried out online, including at the Islamic University of Majapahit. But there are many obstacles in the implementation of online learning, such as network problems and decreased interest in learning by students. This is because learning through LMS occurs monotonously. In order for online learning to continue to be interesting, a learning innovation is needed, namely the use of quizizz aplication. The purpose of this study is to describe the use of quizizz application as an alternative media of attractive and fun assessment, especially in educational psychology courses in the pandemic covid-19 and can improve understanding of educational psychology materials.This research is a qualitative research with a case study approach. The research data was obtained through observation, interviews, and the results of the quiz assessments on the quizizz application. The results showed that the use of the quizizz application made learning more fun, increased student enthusiasm and motivation to learn and helped students understand educational psychology material. Keywords: Quizizz, Media, Assessment

Implementing Item Response Theory (IRT) Method in Quiz Assessment System

A quiz is one of the methods to test students’ abilities. Estimation of ability scores can be calculated by using the Classical Test Theory (CTT) and Item Response Theory (IRT) approaches. IRT is more sensitive to item characteristics that can estimate students’ ability. This study implements IRT in a quiz assessment system, compares the results of the CTT and IRT, then analyses the functionality and usability of the built system. The system was tested by 50 respondents using 30 question items with 5 answer choices. The collected data is automatically assessed by the system using CTT and IRT calculations. The results showed differences in ranking between CTT and IRT methods. Using the IRT method, there were 14 respondents who experienced an increase in rank, 19 respondents experienced a decrease in rank, and the remaining 17 respondents did not experience a change in ranking. The functionality of built system was tested with the Blackbox Testing method and it has passed all the test functions. The usability of the system was also tested by involving 23 respondents using the System Usability Scale (SUS) questionnaire and the SUS score showed that the system can be accepted by users.

Pharmacy Students’ Perceptions and Performance from a Microlearning-based Virtual Practical on the Elucidation of Absolute Configuration of Drugs

Abstract: The Covid-19 Movement Control Order imposed by the government converted the delivery of lessons to online learning in the education sector. Pharmaceutical chemistry is a core subject for pharmacy students and first-year students were taught the elucidation of the absolute configuration of active pharmaceutical ingredients (API). The objective of this study is to investigate the pharmacy students’ perceptions and performance on learning new knowledge related to the concept of absolute configuration on API through micro-learning. Students were introduced and assessed on the stereochemistry of new terminologies through micro-learning activities. Various 3D molecular model capture in video format was uploaded on YouTube(YT) and embedded in the Google Form(GF) online assessment. The students’ video navigation was captured with YT video analytics, students learning performance was through GF quiz assessment responses, and the student’s attitudes through questionnaire survey. In conclusion, the performance of student pharmacists in learning and applying new knowledge delivered through online distance micro-learning was comparable to face-to-face active learning. Both YT video analytics and GF responses allowed real-time monitoring and interventions. Nonetheless, students required more time to learn new knowledge online compared to face-to-face active learning. In conclusion, the designed virtual micro-learning enabled students to learn bite-sized new knowledge while training their spatial ability through the application of 3D molecular models with reinforcement through quizzes. The virtual micro-learning design is practical and economical without much technological investment or training for both the educator and learner with easy access in an open distance learning environment and post-Covid.
 
 Keywords: Absolute configuration, Analytics, Micro-learning, Online assessment, Video

Education about Learning Motivation, Time Management, and Pocket Money Management for Students of Strada Bhakti Utama Junior High School

Covid-19 pandemic has raised several problems faced by students including declining motivation to learn, lack of time to do independent assignments, and reduced amount of pocket money given by parents. This community service (CS) was designed to assist students in overcoming these problems through online education and training activities to increase students’ learning motivation and increase literacy on time management and pocket money management. Partners in this CS activity were 53 students of Strada Bhakti Utama Junior High School. The method of implementing activities used are counselling, exercises, and questions and answers. The success rate of this CS program was measured from analysis of the pre-test and post-test results conducted before and after the activity as well as from assessment of students' accuracy in answering online quiz questions. Based on results of pre-test and post-test analysis, CS activities through education and training on learning motivation, time management, and pocket money management were proven to be able to increase students' understanding of the importance of managing pocket money, saving, managing time, motivation, and source of motivators in life. In addition, based on the results of online quiz assessments, most students could answer correctly the questions about the material presented.

Hot Spot-type Questions offered via ExamSoft to learn Immunology

Abstract There are many ways to promote meaningful student learning of Immunology. Hot Spot question format is a new type of active learning tool. It indicates that having planned repetition over an extended period of time leads to better retention by including images with text during instruction. This leads to long-term retention and improved student outcomes. In Hot Spot, users indicate the answer by clicking a specific area of an image. First year pharmacy students participated in a 3-hour long Immunology workshop. The students reviewed a video and handout explaining Hot Spot before coming to the workshop. Hot Spot questions containing basic Immunology were prepared for the workshop. A class of sixty two students were given ExamSoft online platform to take a pre-workshop quiz. The students were split into small learning groups and were given half an hour to discuss the pre-workshop content of basic Immunology. After half an hour, the students were randomly asked to pick up a partner to take ExamSoft quiz assessment again in pairs. The difference between pre- and post-workshop was that the students were paired in post-workshop quiz and were allowed to discuss concepts of Immunology with their partners. This pairing exercise and use of Hot Spot type assessment enhanced learning of basic concepts of Immunology and was evident from post-workshop quiz grades. The students not only did better on assessment grades but the post-workshop student feed back surveys also greatly commended this type of learning method. Therefore, we recommend learning basic Immunology through workshops, pairing of students and use of Hot Spot assessments. We also advocate teaching all basic pharmaceutical sciences via interactive educational tools for enhancing student learning.

E- Assessment with Multiple-Choice Questions: A 5 Year Study of Students’ Opinions and Experience

Aim/Purpose: The aim of this study is to understand student’s opinions and perceptions about e-assessment when the assessment process was changed from the traditional computer assisted method to a multiple-choice Moodle based method. Background: In order to implement continuous assessment to a large number of students, several shifts are necessary, which implies as many different tests as the number of shifts required. Consequently, it is difficult to ensure homogeneity through the different tests and a huge amount of grading time is needed. These problems related to the traditional assessment based on computer assisted tests, lead to a re-design of the assessment resulting in the use of multiple-choice Moodle tests. Methodology: A longitudinal, concurrent, mixed method study was implemented over a five-year period. A survey was developed and carried out by 815 undergraduate students who experienced the electronic multiple-choice questions (eMCQ) assessment in the courses of the IS department. Qualitative analyses included open-ended survey responses and interviews with repeating students in the first year. Contribution: This study provides a reflection tool on how to incorporate frequent moments of assessment in courses with a high number of students without overloading teachers with a huge workload. The research analysed the efficiency of assessing non-theoretical topics using eMCQ, while ensuring the homogeneity of assessment tests, which needs to be complemented with other assessment methods in order to assure that students develop and acquire the expected skills and competencies. Findings: The students involved in the study appreciate the online multiple-choice quiz assessment method and perceive it as fair but have a contradictory opinion regarding the preference of the assessment method, throughout the years. These changes in perception may be related to the improvement of the question bank and categorisation of questions according to difficulty level, which lead to the nullification of the ‘luck factor’. Other major findings are that although the online multiple-choice quizzes are used with success in the assessment of theoretical topics, the same is not in evidence regarding practical topics. Therefore, this assessment needs to be complemented with other methods in order to achieve the expected learning outcomes. Recommendations for Practitioners: In order to be able to evaluate the same expected learning outcomes in practical topics, particularly in technology and information systems subjects, the evaluator should complement the online multiple-choice quiz assessment with other approaches, such as a PBL method, homework assignments, and/or other tasks performed during the semester. Recommendation for Researchers: This study explores e-assessment with online multiple-choice quizzes in higher education. It provides a survey that can be applied in other institutions that are also using online multiple-choice quizzes to assess non-theorical topics. In order to better understand the students’ opinions on the development of skills and competencies with online multiple-choice quizzes and on the other hand with classical computer assisted assessment, it would be necessary to add questions concerning these aspects. It would then be interesting to compare the findings of this study with the results from other institutions. Impact on Society: The increasing number of students in higher education has led to a raised use of e-assessment activities, since it can provide a fast and efficient manner to assess a high number of students. Therefore, this research provides meaningful insight of the stakeholders’ perceptions of online multiple-choice quizzes about practical topics. Future Research: An interesting study, in the future, would be to obtain the opinions of a particular set of students on two tests, one of the tests using online multiple-choice quizzes and the other through a classical computer assisted assessment method. A natural extension of the present study is a comparative analysis regarding the grades obtained by students who performed one or another type of assessment (online multiple-choice quizzes vs. classical computer assisted assessment).

E-Logic Trainer Kit : Development of an Electronic Educational Simulator and Quiz Kit for Logic Gate Combinational Circuit by using Arduino as Application

To supplement conventional teaching methods, use of new technology have recently being adapted in the current education system. Such examples are implementing simulators and quiz kits in a classroom session to assist teachers in providing standardized evaluation or practical and more direct examples of concepts that are being taught. Additionally, the well-known issue of attracting student interest in a so-called uninteresting conventional lecture may be solved by using this technological method. The objective of this works to provide methods on developing a prototype training kit (named as e-Logic trainer kit or e-LTK) which comprises of an electronic simulator and quiz assessment module to evaluate subject knowledge on logic gates. The e-LTK is developed by using Arduino Mega 2560 as the base microcontroller, equipped with keypad and display module as the user input/output interface. The quiz assessment module contained in the prototype also allows conversion of inputs by combinatorial logic circuits into output in the form of timing diagram. This equipment enables electrical engineering students to simulate several combinations of logic circuit, reinforcing the understanding of logic circuit operation. The effectiveness of using this prototype in educational settings have been evaluated through a survey on students and instructors at Faculty of Technology in Engineering (FTK) in Universiti Teknikal Malaysia Melaka (UTeM). Response has been positive, with 60% of the correspondence has shown positive feedbacks, indicating the usefulness of the prototype kit.

Mobile training and support (MOTS) service-using technology to increase Ebola preparedness of remotely-located community health workers (CHWs) in Sierra Leone.

The Ministry of Health in Sierra Leone has developed and operationalized the national Digital Health Strategy to guide integrated roll out of e-health/mobile health solutions. The goal is that "by 2023 an effective and efficient ICT enabled system supports delivery of quality, accessible, affordable, equitable, and timely healthcare services and moves Sierra Leone closer to achieving universal health coverage". Investing in digital platforms for the education of community health workers (CHWs) in Sierra Leone is a critical strategic approach to strengthening the country's readiness for future Ebola outbreaks. A new national curriculum for this target group is being implemented that is based upon classroom training approaches. In a country where many CHWs are remotely located, the use of technology can be an enabler to reach such individuals with key training content to repeat the most important messages. Here we describe the piloting of a mobile training and support (MOTS) service for CHWs using interactive voice response (IVR) technology in Bo district of Sierra Leone. This training platform delivers voice recorded training content in local languages on the topics of Vaccines and (Ebola) Disease Surveillance & Outbreak Response. MOTS was developed in collaboration with the Sierra Leone Ministry of Health & Sanitation. Training content was customized in line with the national training curriculum and case reporting requirements. Local ethical approval was achieved and a test protocol involving recruitment of 125 consenting CHWs was implemented in Bo district of Sierra Leone. Two training modules-one covering vaccination and one covering outbreak response and disease surveillance were delivered to the mobile phones of participants as audio messages in the preferred local language. Knowledge change was assessed largely through pre- and post-quiz assessments also implemented through IVR. Knowledge acquisition was observed in the 123 CHWs completing this pilot assessment. The extent of knowledge acquired was higher with the Vaccine training module when compared to the (Ebola) Disease Surveillance & Outbreak Response module. The technology was readily accepted by this population and their engagement was such that they also provided important elements to be improved prior to further implementation. The order in which training modules are delivered as well as general fatigue of the IVR methodology for participating in the quiz assessments may be of importance and requires further investigation. Technology should be considered when planning delivery of training to CHWs and can be positioned as a vehicle by which repetitive aspects of important training content can be reinforced without the need for additional classroom presence of the CHW community. Sustainability of such solutions requires cost containment and subsequent software accessibility for authorities in resource limited settings. Transparent partnership and alignment with the Ministry of Health & Sanitation in Sierra Leone from the outset of this project is considered an important element to ensure successful implementation.

Assessment of Essay Quiz System in the LMS VidyaNusa Framework Using the Nazief and Adriani Stemming Algorithms

Learning evaluation is very important for students to know the level of understanding of a material that has been given. Evaluation can be done by giving an exam or test. The type of exam can be multiple choice, matching, right or wrong, short answer, description answer. This study focuses on the essay quiz assessment system in the LMS VidyaNusa framework using Nazief and Adriani algorithms. The stemming algorithm is a word cutting process that makes use of basic words using certain rules. The stemming process is carried out for Indonesian-language texts which generally consist of a combination of prefixes, basic words and suffixes. This Nazief and Andriani algorithm will be processed in real time. This system will help the teacher in the assessment of answers to student essay quiz because this system is equipped with value weighting so that it reduces subjective assessors and increases accuracy in assessment.

Assessment for Effective Lecture on Knowledge Retention towards Student Learning with Web-based Educational Tools

This study assessed the effective lecture for knowledge retention towards student learning. The survey involved 42 university students (fourth year in Chemical Engineering and Sustainability Energy Department, UNIMAS) where all of them were tested before and after the class through a 10 questions quiz as assessment. From this quiz assessment, only 50% (21 students) of the students managed to answer at least 7 questions correctly before the lecture was delivered. After delivering lecture, 100% (42 students) of the students managed to answer 10 questions correctly. However, after four weeks, only 90% (38 students) of the students managed to score 10 questions correctly due to short knowledge retention.

Implementation and outcome evaluation of the Medical Education Partnership Initiative biostatistical reasoning workshops for faculty and postgraduate students at the University of KwaZulu-Natal, Durban, South Africa

Background. There is a shortage of biostatistics expertise at the University of KwaZulu-Natal (UKZN), Durban, South Africa and in the African region.This constrains the ability to carry out high-quality health research in the region. Objectives. To quantitatively and qualitatively evaluate a programme designed to improve the conceptual and critical understanding of biostatistical concepts of UKZN health researchers. Methods. A 40-hour workshop in biostatistical reasoning was conducted annually between 2012 and 2015. The workshops were structured around interpretation and critical assessment of nine articles from the medical literature, with a mix of in-class sessions and small group discussions. Quantitative evaluation of the knowledge gained from the workshops was carried out using a pre- and post-workshop quiz, and qualitative evaluation of the workshop process was done using a mid-workshop questionnaire and focus group discussions. Results. For each year that the workshop was conducted, post-workshop quiz scores were significantly higher than pre-workshop scores. When quiz assessments from all 4 years of training were combined, the pretest median score was 55% (interquartile range (IQR) 40 - 62%) and the post-test median score was 68% (IQR 62 - 76%), with p<0.0001 for the overall comparison of pre- v. post-scores. There was a general consensus among participants that the workshop improved their reasoning skills in biostatistics. Participants also recognised the value of the workshop in building biostatical capacity at UKZN. Conclusion. The workshops were well received and improved the critical and conceptual understanding of the participants. This education mode offers the opportunity for health researchers to advance their knowledge in settings where there are few professional biostatistician collaborators.