The Experts below are selected from a list of 171 Experts worldwide ranked by ideXlab platform
Adidah Lajis - One of the best experts on this subject based on the ideXlab platform.
-
A Rule-Based Method for Cognitive Competency Assessment in Computer Programming Using Bloom’s Taxonomy
IEEE Access, 2019Co-Authors: Zahid Ullah, Adidah Lajis, Mona Jamjoom, Abdulrahman H. Altalhi, Jalal Shah, Farrukh SaleemAbstract:Assessment of students in computer programming is a challenge for instructors, especially at the introductory programming level, where the number of student enrollment is typically high. Therefore, this study presents a novel approach to assessing students’ Competency in programming using Bloom’s taxonomy. The novelty of the presented approach is based on some rules that quantify the attained competencies with respect to the Cognitive levels of Bloom’s taxonomy. Unlike previous studies, in which Cognitive levels were used as a scale for making the questions while the Competency assessment was manually performed, in this study, the rule-based assessment method uses the automatic decision-making process to map the students’ Competency level directly to the corresponding Cognitive levels from the written code without the prior mapping of questions to the Cognitive levels. For this reason, the study focuses on the basic topics of the structured Java programming language (i.e. selection, repetition, and modular). The rule-based assessment method has been applied to students’ programming code in the introductory level Java course. Data collection has been carried out through conducting an empirical test in which the valid responses of 213 students were collected, which was processed through the rule-based method for Competency assessment. Moreover, the quantitative results achieved from the rule-based assessment method were validated by comparing them with the results achieved from the manual assessment. Furthermore, for comparative analysis, several statistical methods were used to identify the difference between the results of the two assessment methods. The outcomes of the comparative analysis have shown the reliability of the proposed rule-based assessment method.
-
a rule based method for Cognitive Competency assessment in computer programming using bloom s taxonomy
IEEE Access, 2019Co-Authors: Zahid Ullah, Adidah Lajis, Mona Jamjoom, Abdulrahman H. Altalhi, Jalal Shah, Farrukh SaleemAbstract:Assessment of students in computer programming is a challenge for instructors, especially at the introductory programming level, where the number of student enrollment is typically high. Therefore, this study presents a novel approach to assessing students’ Competency in programming using Bloom’s taxonomy. The novelty of the presented approach is based on some rules that quantify the attained competencies with respect to the Cognitive levels of Bloom’s taxonomy. Unlike previous studies, in which Cognitive levels were used as a scale for making the questions while the Competency assessment was manually performed, in this study, the rule-based assessment method uses the automatic decision-making process to map the students’ Competency level directly to the corresponding Cognitive levels from the written code without the prior mapping of questions to the Cognitive levels. For this reason, the study focuses on the basic topics of the structured Java programming language (i.e. selection, repetition, and modular). The rule-based assessment method has been applied to students’ programming code in the introductory level Java course. Data collection has been carried out through conducting an empirical test in which the valid responses of 213 students were collected, which was processed through the rule-based method for Competency assessment. Moreover, the quantitative results achieved from the rule-based assessment method were validated by comparing them with the results achieved from the manual assessment. Furthermore, for comparative analysis, several statistical methods were used to identify the difference between the results of the two assessment methods. The outcomes of the comparative analysis have shown the reliability of the proposed rule-based assessment method.
-
ICSCA - Proposed Assessment Framework Based on Bloom Taxonomy Cognitive Competency: Introduction to Programming
Proceedings of the 2018 7th International Conference on Software and Computer Applications, 2018Co-Authors: Adidah Lajis, Haidawati Md Nasir, Normaziah Abdul AzizAbstract:Programming is a difficult course and often the result of its assessment is not encouraging. Programming skill is very important to graduate in order to get job and to success in the industry. A careful assessment is required to help the student learning. It is proved that the assessment itself will improve the learning. The review showed to-date that there are several automatic assessment for programming skills, however, there is no common grading being applied. This paper, is proposing an assessment framework based on Bloom Taxonomy Cognitive domain to assess students programming skills. The focus is on basic programming course which introduce the programming concept to students.
-
proposed assessment framework based on bloom taxonomy Cognitive Competency introduction to programming
International Conference Software and Computer Applications, 2018Co-Authors: Adidah Lajis, Haidawati Md Nasir, Normaziah Abdul AzizAbstract:Programming is a difficult course and often the result of its assessment is not encouraging. Programming skill is very important to graduate in order to get job and to success in the industry. A careful assessment is required to help the student learning. It is proved that the assessment itself will improve the learning. The review showed to-date that there are several automatic assessment for programming skills, however, there is no common grading being applied. This paper, is proposing an assessment framework based on Bloom Taxonomy Cognitive domain to assess students programming skills. The focus is on basic programming course which introduce the programming concept to students.
-
Data Selection in the Assessment of Higher Order Thinking Skills: Focus on Cognitive Competency
2018 IEEE 5th International Conference on Smart Instrumentation Measurement and Application (ICSIMA), 2018Co-Authors: Adidah Lajis, Anis Fadzilah Binti Mohd, Tiliza Awang Mat, Haidawati Nasir, Normaziah Ab AzizAbstract:This paper is discussing on the higher order thinking skills assessment focusing on Cognitive Competency via assisted assessment. The focus is on short free text answer for tertiary level of education. The hybrid approached has been employed in the assessment. The techniques are a combination of CNN-seq and information theory. CNN-seq concept is used to generate the pattern of the answer and the information theory is employed to generate the amount of knowledge and finally the mark will be calculated. Based on initial test on few data, it is found that this hybrid technique has produced encouraging result. Data selection is carefully done to ensure the questions are belonging to higher order thinking skills category. It is found that most of questions to test this level of skills not in the format of textual answer. Due to the difficulty getting the data, the full testing result is still due. The data collection is still in progress.
Normaziah Abdul Aziz - One of the best experts on this subject based on the ideXlab platform.
-
proposed assessment framework based on bloom taxonomy Cognitive Competency introduction to programming
International Conference Software and Computer Applications, 2018Co-Authors: Adidah Lajis, Haidawati Md Nasir, Normaziah Abdul AzizAbstract:Programming is a difficult course and often the result of its assessment is not encouraging. Programming skill is very important to graduate in order to get job and to success in the industry. A careful assessment is required to help the student learning. It is proved that the assessment itself will improve the learning. The review showed to-date that there are several automatic assessment for programming skills, however, there is no common grading being applied. This paper, is proposing an assessment framework based on Bloom Taxonomy Cognitive domain to assess students programming skills. The focus is on basic programming course which introduce the programming concept to students.
-
ICSCA - Proposed Assessment Framework Based on Bloom Taxonomy Cognitive Competency: Introduction to Programming
Proceedings of the 2018 7th International Conference on Software and Computer Applications, 2018Co-Authors: Adidah Lajis, Haidawati Md Nasir, Normaziah Abdul AzizAbstract:Programming is a difficult course and often the result of its assessment is not encouraging. Programming skill is very important to graduate in order to get job and to success in the industry. A careful assessment is required to help the student learning. It is proved that the assessment itself will improve the learning. The review showed to-date that there are several automatic assessment for programming skills, however, there is no common grading being applied. This paper, is proposing an assessment framework based on Bloom Taxonomy Cognitive domain to assess students programming skills. The focus is on basic programming course which introduce the programming concept to students.
Farrukh Saleem - One of the best experts on this subject based on the ideXlab platform.
-
A Rule-Based Method for Cognitive Competency Assessment in Computer Programming Using Bloom’s Taxonomy
IEEE Access, 2019Co-Authors: Zahid Ullah, Adidah Lajis, Mona Jamjoom, Abdulrahman H. Altalhi, Jalal Shah, Farrukh SaleemAbstract:Assessment of students in computer programming is a challenge for instructors, especially at the introductory programming level, where the number of student enrollment is typically high. Therefore, this study presents a novel approach to assessing students’ Competency in programming using Bloom’s taxonomy. The novelty of the presented approach is based on some rules that quantify the attained competencies with respect to the Cognitive levels of Bloom’s taxonomy. Unlike previous studies, in which Cognitive levels were used as a scale for making the questions while the Competency assessment was manually performed, in this study, the rule-based assessment method uses the automatic decision-making process to map the students’ Competency level directly to the corresponding Cognitive levels from the written code without the prior mapping of questions to the Cognitive levels. For this reason, the study focuses on the basic topics of the structured Java programming language (i.e. selection, repetition, and modular). The rule-based assessment method has been applied to students’ programming code in the introductory level Java course. Data collection has been carried out through conducting an empirical test in which the valid responses of 213 students were collected, which was processed through the rule-based method for Competency assessment. Moreover, the quantitative results achieved from the rule-based assessment method were validated by comparing them with the results achieved from the manual assessment. Furthermore, for comparative analysis, several statistical methods were used to identify the difference between the results of the two assessment methods. The outcomes of the comparative analysis have shown the reliability of the proposed rule-based assessment method.
-
a rule based method for Cognitive Competency assessment in computer programming using bloom s taxonomy
IEEE Access, 2019Co-Authors: Zahid Ullah, Adidah Lajis, Mona Jamjoom, Abdulrahman H. Altalhi, Jalal Shah, Farrukh SaleemAbstract:Assessment of students in computer programming is a challenge for instructors, especially at the introductory programming level, where the number of student enrollment is typically high. Therefore, this study presents a novel approach to assessing students’ Competency in programming using Bloom’s taxonomy. The novelty of the presented approach is based on some rules that quantify the attained competencies with respect to the Cognitive levels of Bloom’s taxonomy. Unlike previous studies, in which Cognitive levels were used as a scale for making the questions while the Competency assessment was manually performed, in this study, the rule-based assessment method uses the automatic decision-making process to map the students’ Competency level directly to the corresponding Cognitive levels from the written code without the prior mapping of questions to the Cognitive levels. For this reason, the study focuses on the basic topics of the structured Java programming language (i.e. selection, repetition, and modular). The rule-based assessment method has been applied to students’ programming code in the introductory level Java course. Data collection has been carried out through conducting an empirical test in which the valid responses of 213 students were collected, which was processed through the rule-based method for Competency assessment. Moreover, the quantitative results achieved from the rule-based assessment method were validated by comparing them with the results achieved from the manual assessment. Furthermore, for comparative analysis, several statistical methods were used to identify the difference between the results of the two assessment methods. The outcomes of the comparative analysis have shown the reliability of the proposed rule-based assessment method.
Natasa Milic - One of the best experts on this subject based on the ideXlab platform.
-
the importance of medical students attitudes regarding Cognitive competence for teaching applied statistics multi site study and meta analysis
PLOS ONE, 2016Co-Authors: Natasa Milic, Srdjan Masic, Jelena Milinlazovic, Goran Trajkovic, Zoran Bukumiric, Marko Savic, Andja Cirkovic, Milan GajicAbstract:Background The scientific community increasingly is recognizing the need to bolster standards of data analysis given the widespread concern that basic mistakes in data analysis are contributing to the irreproducibility of many published research findings. The aim of this study was to investigate students’ attitudes towards statistics within a multi-site medical educational context, monitor their changes and impact on student achievement. In addition, we performed a systematic review to better support our future pedagogical decisions in teaching applied statistics to medical students. Methods A validated Serbian Survey of Attitudes Towards Statistics (SATS-36) questionnaire was administered to medical students attending obligatory introductory courses in biostatistics from three medical universities in the Western Balkans. A systematic review of peer-reviewed publications was performed through searches of Scopus, Web of Science, Science Direct, Medline, and APA databases through 1994. A meta-analysis was performed for the correlation coefficients between SATS component scores and statistics achievement. Pooled estimates were calculated using random effects models. Results SATS-36 was completed by 461 medical students. Most of the students held positive attitudes towards statistics. Ability in mathematics and grade point average were associated in a multivariate regression model with the Cognitive Competence score, after adjusting for age, gender and computer ability. The results of 90 paired data showed that Affect, Cognitive Competence, and Effort scores demonstrated significant positive changes. The Cognitive Competence score showed the largest increase (M = 0.48, SD = 0.95). The positive correlation found between the Cognitive Competence score and students’ achievement (r = 0.41; p<0.001), was also shown in the meta-analysis (r = 0.37; 95% CI 0.32–0.41). Conclusion Students' subjective attitudes regarding Cognitive Competence at the beginning of the biostatistics course, which were directly linked to mathematical knowledge, affected their attitudes at the end of the course that, in turn, influenced students' performance. This indicates the importance of positively changing not only students’ Cognitive Competency, but also their perceptions of gained Competency during the biostatistics course.
Andrew A Marino - One of the best experts on this subject based on the ideXlab platform.
-
design and implementation of a system based course in musculoskeletal medicine for medical students
Journal of Bone and Joint Surgery American Volume, 2008Co-Authors: Karl Bilderback, Jane Eggerstedt, Kalia K Sadasivan, Leonard Seelig, Robert E Wolf, Shane Barton, Richard E Mccall, Andrew L Chesson, Andrew A MarinoAbstract:Background: The amount of time devoted to musculoskeletal medicine in the typical undergraduate curriculum is disproportionately low compared with the frequency of musculoskeletal complaints that occur in a general practice. Consequently, whether because of the quantity or quality of the education, the competence level of graduating physicians regarding musculoskeletal problems is inadequate. Our purposes were to design a self-contained, system-based course in musculoskeletal medicine for medical students in the preclinical years and to measure the level of competence achieved by a class of first-year medical students who took the course. Methods: The course was formulated by faculty from the departments of orthopaedic surgery, anatomy, and rheumatology and included elements of both objectives-based and problem-centered curricular models. The clinical lectures were preceded by pertinent anatomy lectures and dissections to provide a context for the clinical information. The lectures on basic science were designed to rationalize and explicate clinical practices. Small-group activities were incorporated to permit engagement of the students in critical thinking and problem-solving. A general musculoskeletal physical examination was taught in two two-hour-long small-group sessions with the orthopaedic residents serving as instructors. Cognitive Competency was evaluated with use of comprehensive anatomy laboratory and written examinations, the latter of which included a validated basic Competency examination in musculoskeletal medicine. Process-based skills were evaluated in the small-group meetings and in a timed, mock patient encounter in which each student's ability to perform the general musculoskeletal physical examination was assessed. Results: The course lasted six weeks and consisted of forty-four lecture hours, seventeen hours of small-group meetings, and twenty-eight hours of anatomy laboratory. The average student score on the basic Competency examination was 77.8%, compared with 59.6% for a historical comparison group (p < 0.05). Each student demonstrated the ability to adequately perform a general musculoskeletal physical examination in twenty minutes. The survey of student opinion after the course indicated a high level of student satisfaction. Conclusions: The main features of the course were: (1) an emphasis on both Cognitive and process-based knowledge; (2) more contact hours and broader content than in previously described courses in musculoskeletal medicine; (3) the use of small groups to focus on problem-solving and physical examination competencies; (4) basic-science content directly related to clinical goals. These features might be used at other institutions that employ a system-based curriculum for the preclinical years to help improve competence in musculoskeletal medicine.