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Simone Dos C Santos - One of the best experts on this subject based on the ideXlab platform.
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pbl see an Authentic Assessment model for pbl based software engineering education
IEEE Transactions on Education, 2017Co-Authors: Simone Dos C SantosAbstract:The problem-based learning (PBL) approach has been successfully applied to teaching software engineering thanks to its principles of group work, learning by solving real problems, and learning environments that match the market realities. However, the lack of well-defined methodologies and processes for implementing the PBL approach represents a major challenge. The approach requires great flexibility and dynamism from all involved, whether in mapping content, in teacher performance, or laying out the process of how learners should go about solving problems. This paper suggests that management processes can help in implementing PBL throughout its life cycle (planning, implementation, monitoring, and enhancement), and proposes an Assessment model called PBL-SEE for use in software engineering education (SEE). Two examples of its use are provided. The results show how the model can be applied and how the resulting information can be used to make the PBL initiatives “Authentic,” in that they bring the reality of the labor market to the learning environment, while keeping to PBL principles.
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Authentic Assessment in software engineering education based on pbl principles a case study in the telecom market
International Conference on Software Engineering, 2013Co-Authors: Simone Dos C Santos, Felipe S F SoaresAbstract:The continuous growth of the use of Information and Communication Technology in different sectors of the market calls out for software professionals with the qualifications needed to solve complex and diverse problems. Innovative teaching methodologies, such as the "Software Internship" model and PBL teaching approaches that are learner-centered and focus on bringing market reality to the learning environment, have been developed and implemented with a view to meeting this demand. However, the effectiveness of these methods cannot always be satisfactorily proved. Prompted by this, this paper proposes a model for assessing students based on real market practices while preserving the Authenticity of the learning environment. To evaluate this model, a case study on skills training for software specialists for the Telecom market is discussed, and presents important results that show the applicability of the proposed model for teaching Software Engineering.
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assessing pbl with software factory and agile processes a case study to develop mobile software s engineers
Computers and Advanced Technology in Education, 2012Co-Authors: Simone Dos C Santos, Andrea PintoAbstract:The increasing and continuous presence of software products and services consumed daily by the society is gaining momentum with the development of the mobile device market. In this scenario, the demand for trained professionals in specific technologies for mobile platforms like Google Android and Samsung BADA, is growing rapidly. The Problem Based Learning method was used to solve practical and real problems inside a Program for teaching Software Engineering techniques to develop Mobile Devices; this program was inspired in the Medical Residency concept, and is called “Software Residency”, in which students learn by doing mobile applications in a real working environment implemented by a software factory. To execute this approach, a teaching and learning method was defined and applied based on Authentic environment and Authentic Assessment, approach that brought relevant results towards the learning effectiveness in this context.
Felipe S F Soares - One of the best experts on this subject based on the ideXlab platform.
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Authentic Assessment in software engineering education based on pbl principles a case study in the telecom market
International Conference on Software Engineering, 2013Co-Authors: Simone Dos C Santos, Felipe S F SoaresAbstract:The continuous growth of the use of Information and Communication Technology in different sectors of the market calls out for software professionals with the qualifications needed to solve complex and diverse problems. Innovative teaching methodologies, such as the "Software Internship" model and PBL teaching approaches that are learner-centered and focus on bringing market reality to the learning environment, have been developed and implemented with a view to meeting this demand. However, the effectiveness of these methods cannot always be satisfactorily proved. Prompted by this, this paper proposes a model for assessing students based on real market practices while preserving the Authenticity of the learning environment. To evaluate this model, a case study on skills training for software specialists for the Telecom market is discussed, and presents important results that show the applicability of the proposed model for teaching Software Engineering.
Ghosh S - One of the best experts on this subject based on the ideXlab platform.
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Authentic Assessment and its impact on seafarer students’ academic achievement : a comparative analysis with traditional Assessment
2020Co-Authors: Ghosh SAbstract:The Standards of Training, Certification and Watchkeeping (STCW) Convention set global, minimum standards of competence for seafarers in 1978 by introducing the STCW Code (STCW’78). Through amendments in 1995 and 2010, the convention intended to improve the knowledge‐based training mandate established in STCW’78 by making it outcome‐based. With STCW moving seafarer training towards outcomes-based education (OBE), emphasis shifted to Assessment practices that will allow seafarer students to demonstrate their ability to perform workplace tasks at standards described in the revised and current STCW’95 Code (including 2010 amendments). Seafarer education and training (SET) institutes working under the directives of the national maritime regulator [e.g. Australian Maritime Safety Authority (AMSA) in Australia] are responsible for ensuring that the adopted Assessment methods, as promoted and recommended by the STCW Code, not only assure attainment of STCW outcomes but produce competent graduates that meet the expectations of the core stakeholders such as regulators and employers. However, a critical review of specific excerpts from the STCW Code was used in this research study to show that the Code largely fails to provide a ‘standard’ that can assure Assessment of seafarers to one of the most critical outcomes: the performance expected at a level of work in the industry. Moreover, a review of past research in the area of seafarer education conducted for this study, showed that the traditional Assessments that required seafarer students to focus on rote learning and construction of responses devoid of real‐world contexts (e.g. oral examinations, written assignments, and multiple‐choice questions) disengaged them from learning. Memorising information is a lower‐order cognitive ability, failure in which led to errors in Assessment tasks resulting in low academic achievement for students. Hence, this research proposed that Authentic Assessments, requiring students to construct responses based on the assimilation, integration, and critical analysis of information presented in real‐world contexts will result in higher academic achievement. Using the characteristics recommended by the commonly cited authors, this study redefined the concept of Authentic Assessment which established the theoretical framework for this study. However, Authentic Assessment can capture essential aspects of workplace tasks and result in consistency of student performance in different contexts only if they are valid and reliable. Rubrics as Assessment tools are known to increase validity and reliability of Assessments, but it can do so only if different aspects of its own validity and reliability have been addressed. An extensive literature review in the area of Authentic Assessment, conducted as part of this research study, uncovered an absence of academic investigation and empirical study on the different aspects of validity and reliability of Authentic Assessment, when implemented with as well as without the use of Assessment rubrics. In this regard, a conceptual and practical Authentic Assessment framework for seafarer education and training (AAFSET) that promotes a holistic approach and provides greater assurances of validity and reliability throughout all stages of Assessment within seafarer programs was developed in this research study. The findings of the literature review also revealed that there existed an even greater absence of global research on Authentic Assessment in the area of seafarer training. Hence, an empirical contribution of this study was through the investigation of the difference in seafarer students’ academic achievement (measured through scores obtained in Assessment) in Authentic Assessment as compared with traditional Assessment. Two separate and independent student groups as the ‘control’ and ‘treatment’ group were used for a selected unit of learning delivered at the Australian Maritime College (AMC) within the Bachelor of Nautical Science degree program. Since, some past researchers defined traditional Assessments as a single‐occasion Assessment implemented at the end of the learning period, this project implemented the Assessment in a summative format as opposed to Authentic Assessments implemented formatively. Analysis of student scores revealed that the Authentically assessed students were guided towards significantly higher academic achievement. A further investigation using the students undergoing Authentic Assessment, included measuring their perceptions of Authenticity for factors of Assessment (task, criteria, etc.) and correlating to their scores in the associated task. Stage 1 focused on deriving the factors conceptually using the definition of Authentic Assessment, based on which a perception survey questionnaire was designed. Following the collection of student responses through the survey, a correlational analysis was conducted between student perceptions and their scores. Stage 2 extracted new factors through a factor analysis. Using the survey data (but for the new factors), an additional correlational analysis was conducted to confirm findings. Both stages of investigation found that the factor of transparency of criteria was a significant predictor of the students’ academic achievement. Future research will investigate seafarer students’ perceptions through the use of qualitative methodologies (e.g. interviews and focus groups) to gain an in‐depth knowledge of other factors that may enhance Authenticity of Assessments. Project findings identified vital challenges for the implementation of Authentic Assessment and uncovered significant factors of Assessment which, if included, in the design of the Assessment will guide Authentically assessed students towards higher academic achievement
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Does excluding students from co-creation of rubrics affect their academic achievement in the associated Authentic Assessment task?
'Informa UK Limited', 2020Co-Authors: Ghosh S, Bowles M, Abeysiriwardhane AAbstract:Rubrics are Assessment tools without which students have no guidelines towards their achievement or to understand the teacher's feedback. Although, traditionally designed by educators, students have been engaged to co-construct rubrics with their teachers. The authors of this paper set out to investigate the difference in the academic achievement (measured using Assessment scores) when students are excluded versus included in rubric design. This paper presents the first phase of investigation when the students were excluded from rubric design intended to be used for the Authentic Assessment of their competence in the use of leadership skills. The Authentic Assessment was implemented as a formative Assessment in the form of two separate and distinct Assessments. The students were provided feedback on their performance in the first task using the rubrics constructed by the educators. The Assessment scores revealed a significant number of students used the feedback to improve their academic achievement. Future research will present findings from the second phase of investigation when the students will co-create the rubrics and its impact on their academic achievement will be studied
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Authentic versus traditional Assessment: an empirical study investigating the difference in seafarer students’ academic achievement
'Cambridge University Press (CUP)', 2020Co-Authors: Ghosh S, Brooks B, Ranmuthugala D, Bowles MAbstract:Past research showed that traditional Assessment methods that required seafarer students to construct responses based on memorisation and analysing information presented in absence of real-world contexts (e.g. oral examinations and multiple-choice questions) disengaged the students from learning. Memorising information is a lower-order cognitive ability, failure in which led to errors and low academic achievement for students. Authentic Assessment methods require students to construct responses through the critical analysis of information presented in real-world contexts. Hence, this research investigated the difference in seafarer students' academic achievement (measured through scores obtained in Assessment) in Authentic Assessment as compared with traditional Assessment. Two separate and independent student groups (the ‘control’ group and ‘treatment’ group) were used for a selected unit of learning delivered at the Australian Maritime College within the Bachelor of Nautical Science degree program. Because some past researchers had defined and implemented traditional Assessment methods as a single-occasion Assessment, this project implemented the Assessment in a summative format, as opposed to Authentic Assessments implemented during student preparation. Analysis of student scores revealed that the Authentically assessed students were guided towards significantly higher academic achievement
Sean Kearney - One of the best experts on this subject based on the ideXlab platform.
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improving engagement the use of Authentic self and peer Assessment for learning to enhance the student learning experience
Assessment & Evaluation in Higher Education, 2013Co-Authors: Sean KearneyAbstract:Innovative Assessment practices have the potential to shift the way universities function. By focusing on well-designed Assessment tasks, where students are expected to work collegially and are actively involved in self- and peer-Assessment, the opportunity to engage students in the Assessment process is realised. This article contends that students are significantly and detrimentally disengaged from the Assessment process as a result of traditional Assessments that do not address key issues of learning. Notable issues that arose from observations and questioning of students indicated that vast proportions of students were not proofreading their own work were not collaborating on tasks; had not been involved in the development of Assessment tasks; and that students had insufficient skills in relation to their ability to evaluate their own efforts. These facts led the author to conceptualise new models of Assessment focusing on Authentic learning and the Authentic Assessment of that learning through self- ...
Paul A Kirschner - One of the best experts on this subject based on the ideXlab platform.
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Authentic Assessment student and teacher perceptions the practical value of the five dimensional framework
Journal of Vocational Education & Training, 2006Co-Authors: Judith Gulikers, Theo Bastiaens, Paul A KirschnerAbstract:Gulikers, J. T. M., Bastiaens, Th. J., & Kirschner, P. A. (2006). Authentic Assessment, student and teacher perceptions: the practical value of the five dimensional-framework. Journal of Vocational Education and Training, 58, 337-357
