Academic Enhancement and Leadership Development Center (ADeC), University of Malaya Level 14, Wisma R&D University of Malaya. Such a practice of assessment will certainly serve to improve the quality of teaching and learning. This is the first such conference organized by UM's Academic Enhancement and Leadership Development Center (ADeC).
On behalf of the Center for Academic Development and Leadership Development (ADeC), I would like to welcome all our professors, researchers, participants, panelists and keynote speaker.
PREFACE
CONFERENCE DIRECTOR, REDESIGNING ASSESSMENT FOR HOLISTIC LEARNING (RAHoLE) CONFERENCE
ACKNOWLEDGEMENTS
ORGANIZING COMMITTEE
KEYNOTE SPEAKER
KEYNOTE FORUM
Alternative assessment is usually intended to enable students to take an active role and become more involved in their own assessment. Excellent educators must be able to use alternative assessments to stimulate students' higher-order thinking skills so that they not only retain information but also synthesize it into complex understanding and insight.
HOW THIS BOOK IS ORGANIZED
ABSTRACTS
GROUP-BASED ASSESSMENT
So, equipping future journalists to be efficient for the future is never an easy task. Therefore, I argue that journalism education must provide future journalists with both skills – science and art – so that they can respond accordingly to such an unprecedented transformation. These skills are important not only to pass the exam but also to train the students with English language instruction in the classrooms at the tertiary level.
On this note, this paper intends to improve the authentic assessment environment, especially for the preparation of the MUET listening test, on students' ability to understand a complete audio text by extracting the target information appropriately. It was found that the students performed better in the listening test in the latter venue because it was conducted in its comprehensive environment. After that, the learning outcomes were evaluated holistically with students' formative performance (group assessment) and reflection (self-assessment).
Lecturers from all the faculties were invited to come and see the students' poster presentation, which was held at the university hall's lobby. This presentation generated a lot of questions and answers between the lecturers and students and gave a platform for the students to present in a more authentic and spontaneous way without anxiety. The Faculty of Medicine, University of Malaya has been using peer assessments for the past few years to assess professionalism of its medical students.
In order to investigate the collaborative skills of students, an instrument was designed to measure team collaboration. 2 Center for Academic Enhancement and Leadership Development (ADeC), University of Malaya; [email protected] This work proposes a quantitative and qualitative method of assessing undergraduate computer science students in the Fundamentals of Programming subject based on communication skills and teamwork. Department of Biomedical Engineering, Faculty of Engineering, University of Malaya; [email protected] Biomechatronics is the integration of several engineering fields including electronic engineering, mechanical engineering, control engineering and information technology, and human biology into one application-based specialization.
The advancement of technology has led to the biggest challenge to face the current generation of students' learning style.
PERFORMANCE-BASED ASSESSMENT
DE-AR (Innovative Differential Equation using Augmented Reality)
Acknowledgments: Part of this project was funded by the University of Malaya UMLiter Grant 2017 (Grant No. RU008T-2017). Department of Curriculum and Instructional Technology, Faculty of Education, University of Malaya; [email protected]. The course design followed the Civic Minded Instructional Designers (CMID) framework that emphasizes the intellectual education, skills, and attitudes of students to be civic minded professionals.
Acknowledgments: This project is funded by the University of Malaya UMLiter Grant 2017 (Grant No. RU008T-2017). After the tasks or questions for the practice test were generated, a rubric was designed to assess student performance on each task. The students' practical competence for each task was assessed by the teacher or his assistants through observation at a designated station.
Basic skills such as reagent preparation, serial dilutions and standard curve construction are considered the most important in biochemistry and the student's competence in these should be assessed. 2 (serial dilution) to see how students perform the task, while the assessment of the other three questions was based on students' production of results. Thematic Proficiency Scale Simplified (STEPS): A performance-based assessment for nurturing professional growth in clinical year students.
A semi-reality patient simulation (SRSP) assessment technique in enhancing the student learning experience for medical nutrition therapy for picky children with special medical needs. A semi-real simulated patient assessment was created to improve student performance in a pediatric case study.
TECHNOLOGY-BASED ASSESSMENT
Catalogue
Students were required to submit their assessment via Web 2.0 (Blendspace) and email the e-Catalog link/QR code. A new style of formative assessment has been adopted, namely the use of Augmented Reality (AR) to transform students' mindsets from "waiting to be spoon-fed" to Development of a technology-enhanced three-level diagnostic test to assess pre-university students' understanding of science concepts.
Three-level tests are used as an assessment tool for lecturers to identify students' alternative conceptions related to selected scientific concepts in biology, chemistry and physics and their understanding of the concepts. The instrument was developed in five phases: item construction, pilot study, instrument validation, transformation of the instrument into an online assessment tool, and administration of the online diagnostic tool (ODiT). This article presents research on holistic assessment using a MOOC option among graduate students at a public university.
In this study, students were asked to design a MOOC project known as 'HOT Guru Maya App' and were given the autonomy to design, implement and evaluate the quality of the project. Findings indicated that when students were given autonomy over their own learning, they learned to become self-directed learners as they worked collaboratively toward project success. This presentation presents my supervisory practice of conducting formative assessment of students' research projects and dissertations using a social media and messaging application, in particular WhatsApp.
Participants in this action research are second and third year students from the Bachelor of Business-Victoria University Twinning Program at Sunway College, who took this course as a program requirement in 2017. After identifying the diverse learning needs of the Generation Z students, this eAssessment format teaching approach was used as an initiative to promote interactive and effective learning for more rewarding learning outcomes.
PORTFOLIO-BASED ASSESSMENT
"Patchwork" is a form of innovative assessment for learning; in line with the positive shift towards holistic learning in the academic arena, which thrives to meet the demands of an increasingly volatile, uncertain, complex and ambiguous world. Two reasons why e-Portfolio was chosen are because of its constructive approach to education, which emphasizes experiential learning and the potential of computer technology in education to support both the facilitator and the learner. Students have kept portfolios for a certain time and period with the purpose of displaying efforts, work experience and life achievements or testimonials (Barrett, 2007; Rodriguez-Donaire & Amante Garcia, 2011; Rogers, 2003; Zheng, Wang, Liu , & Zhao, 2009).
Therefore, using e-Portfolio as an innovation of instructional tool, the facilitator is able to evaluate students' reflection to develop higher order thinking skills (Clark, J.E. and Eynon, 2009). In this study, the standard nine-point scale of the pairwise comparison in AHP was adopted and extended to a ten-point scale to evaluate a candidate's experience portfolio against the course learning outcomes (CLOs). Department of Building Measurement, Faculty of Built Environment, University of Malaya; [email protected].
Prior to the construction pathology course, students completed courses in construction engineering and building design. Learning construction pathology builds on and enhances this knowledge with the understanding of the interaction between the construction material and the environment they are in and how this causes degradation. Therefore, the learning process is assessed to reflect the skills they develop in preparation for their career as a construction professional.
Because of the need to view disability from a multi-dimensional approach, teaching and assessment must change to enable the learning achieved by the student to emerge as multi-dimensional, reflecting on the journey they have undertaken throughout the course. . Students' confidence in investigating and interpreting defect signs increases with each passing level.
SELF ASSESSMENT
1Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia; [email protected]. 3Faculty of Applied Science and Technology, Universiti Tun Hussein Onn Malaysia; [email protected]. Knowledge acquisition depends on learners' experiences to evaluate information that is relevant to them.
However, while most focus had been placed on SSA in feedback, students' acceptance of SSA had not been given sufficient attention. This study aims to identify the students' acceptance of SSA and to explore the reasons behind disagreement with SSA. A semi-structured interview involving 33 final year medical students at the National University of Malaysia was adopted.
Meanwhile, self-reflection and students' plan for improvement contributed 37.5 percent and 41.2 percent to disagreement. The course instructor can also provide immediate feedback and monitor student progress through the Wiki without having to wait until the end of the internship. Acknowledgments: Part of this research is funded by the University of Malaya UMLiter 2017 grant (Grant No. RU008T-2017).
2Dept of Community Oral Health and Clinical Prevention, Faculty of Dentistry, University of Malaya; [email protected]. 3Dept of Pediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya; [email protected].
