Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning

Abstract The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre- and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Web-based learning environment. However, there is no interaction between these two factors. A post hoc comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a 'Diverger' learning style performed best followed by, 'Assimilator', 'Accommodator', and 'Converger', respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA.     

软件项目需求波动风险分析及对策

从需求波动风险的定义出发,总结了需求波动形成的原因和对软件项目的影响,列举了一些代表性的风险分析和评估方法。最后提出了基于面向对象方法的系统需求工程的分析设计思路。     

Market research for requirements analysis using linguistic tools

Numerous studies in recent months have proposed the use of linguistic instruments to support requirements analysis. There are two main reasons for this: (i) the progress made in natural language processing and (ii) the need to provide the developers of software systems with support in the early phases of requirements definition and conceptual modelling. This paper presents the results of an online market research intended (a) to assess the economic advantages of developing a CASE (computer-aided software engineering) tool that integrates linguistic analysis techniques for documents written in natural language, and (b) to verify the existence of the potential demand for such a tool. The research included a study of the language – ranging from completely natural to highly restricted – used in documents available for requirements analysis, an important factor given that on a technological level there is a trade-off between the language used and the performance of the linguistic instruments. To determine the potential demand for such tool, some of the survey questions dealt with the adoption of development methodologies and consequently with models and support tools; other questions referred to activities deemed critical by the companies involved. Through statistical correspondence analysis of the responses, we were able to outline two profiles of companies that correspond to two potential market niches, which are characterised by their very different approach to software development.

Schoenfeld’s problem solving theory in a student controlled learning environment

This paper evaluates the effectiveness of a student controlled computer program for high school mathematics based on instruction principles derived from Schoenfeld’s theory of problem solving. The computer program allows students to choose problems and to make use of hints during different episodes of solving problems. Crucial episodes are: analyzing the problem, selecting appropriate mathematical knowledge, making a plan, carrying it out, and checking the answer against the question asked.     

Enhancement of student learning performance using personalized diagnosis and remedial learning system

Although conventional student assessments are extremely convenient for calculating student scores, they do not conceptualize how students organize their knowledge. Therefore, teachers and students rarely understand how to improve their future learning progress. The limitations of conventional testing methods indicate the importance of accurately assessing and representing student knowledge structures. The personalized diagnosis and remedial learning system (PDRLS) proposed in this study enhances the effectiveness of the Pathfinder network by providing remedial learning paths for individual learners based on their knowledge structure. The sample was 145 students enrolled in introductory JAVA programming language courses at a Central Taiwan technology university. The experimental results demonstrate that learners who received personalized remedial learning guidance via PDRLS achieved improved learning performance, self-efficacy, and PDRLS use intention. The experimental results also indicated that students with lower knowledge level gain more benefits from the PDRLS than those with higher level of knowledge and that field dependence (FD) students obtain a greater benefit from PDRLS than field independence (FI) students do.     

Evaluating the characteristics of a non-standardised Model Requirements Analysis (MRA) for the development of policy impact assessment tools

The aim of this paper is to provide a critical analysis of the strengths and weaknesses of a non-standardised Model Requirements Analysis (MRA) used for the purpose of developing the Sustainability Impact Assessment Tool (SIAT). By ‘non-standardised’ we mean not strictly following a published MRA method. The underlying question we are interested in addressing is how non-standardised methods, often employed in research driven projects, compare to defined methods with more standardised structure, with regards their ability to capture model requirements effectively, and with regards their overall usability. Through describing and critically assessing the specific features of the non-standardised MRA employed, the ambition of this paper is to provide insights useful for impact assessment tool (IAT) development. Specifically, the paper will (i) characterise kinds of user requirements relevant to the functionality and design of IATs; (ii) highlight the strengths and weaknesses of non-standardised MRA for user requirements capture, analysis and reflection in the context of IAT; (iii) critically reflect on the process and outcomes of having used a non-standardised MRA in comparison with other more standardised approaches. To accomplish these aims, we first review methods available for IAT development before describing the SIAT development process, including the MRA employed. Major strengths and weaknesses of the MRA method are then discussed in terms of user identification and characterisation, organisational characterisation and embedding, and ability to capture design options for ensuring usability and usefulness. A detailed assessment on the structural differences of MRA with two advanced approaches (Integrated DSS design and goal directed design) and their role in performance of the MRA tool is used to critique the approach employed. The results show that MRA is able to bring thematic integration, establish system performance and technical thresholds as well as detailing quality and transparency guidelines. Nevertheless the discussion points out to a number of deficiencies in application - (i) a need to more effectively characterise potential users, and; (ii) a need to better foster communication among the distinguished roles in the development process. If addressed these deficiencies, SIAT non-standardised MRA could have brought out better outcomes in terms of tool usability and usefulness, and improved embedding of the tool into conditions of targeted end-users.     

Improving student performance in a first-year geography course: Examining the importance of computer-assisted formative assessment

The main objective of this paper is to examine the effectiveness of computer-assisted formative assessment in a large, first-year undergraduate geography course. In particular, the paper evaluates the impact of computer-assisted multiple-choice practice tests on student performance in the course as well as student opinions of this type of formative assessment in two academic years (2008 and 2009). The multiple-choice questions included in the formative assessment vary in their level of difficulty and range from those that focus on knowledge and comprehension to those that focus on application and analysis. While the use of the computer-assisted practice tests is completely voluntary over 50 percent of students used them. Feedback questionnaires from both academic years reveals that students are overwhelmingly positive with over 95 percent indicating that the computer-assisted practice tests assist them in identifying their strengths and weaknesses and help them prepare for in-class midterms and final exams. Statistical analysis of in-class performance on midterms shows that students who use the computer-assisted practice quizzes earn significantly higher grades (i.e., equivalent to three letter grades) than those students who do not. The results of the research demonstrate that computer-assisted formative assessment (in this case practice tests) has a positive impact on student performance.     

Integrated safety analysis of requirements specifications

This paper describes an integrated approach to safety analysis of software requirements and demonstrates the feasibility and utility of applying the individual techniques and the integrated approach on the requirements specification of a guidance system for a high-speed civil transport being developed at NASA Ames. Each analysis found different types of errors in the specification; thus together the techniques provided a more comprehensive safety analysis than any individual technique. We also discovered that the more the analyst knew about the application and the model, the more successful they were in finding errors. Our findings imply that the most effective safety-analysis tools will assist rather than replace the analyst. A shorter version of this paper appeared in the Proceedings of the 3rd International Symposium on Requirements Engineering, Annapolis, Maryland, January 1997. The research described has been partly funded by NASA/Langley Grant NAG-1-1495, NSF Grant CCR-9396181, and the California PATH Program of the University of California     

基于混沌理论的需求分析质量评价模型

在基于混沌理论和软件需求复杂性理论研究的基础上,提出一种理论模型.该模型是在已描述的非线性方程下得到的一个包含三段式的轨迹图,它可以对软件需求的演化过程进行指导,同时也可以评价需求过程的质量.初步研究表明,只要需求演化过程的变化图和模型的轨迹图一致,那么需求的演化过程就可以看成是正常的.最后通过对具体实例的分析,验证了该模型在评价需求演化过程上是有效可行的.     

Static analysis of Lyee requirements

Software development has been suffering, for many decades, from the lack of simple and powerful methodologies and tools. Despite the tremendous advances in this research field, the crisis has still not been overcome and the proposed remedies are far from resolving the problems of software development and maintenance. Lately, a new and very promising methodology, called Lyee, has been proposed. It aims to automatically generate programs from simple user requirements.

The purpose of this paper is, on the one hand, to provide a short and technical introduction to the Lyee methodology, and on the other hand, to show how some classical static analysis techniques (execution time and memory space optimization, typing, slicing, etc.) can considerably improve many aspects of this new methodology.     

An assessment of student preferences for PowerPoint presentation structure in undergraduate courses

Studies have demonstrated that students prefer PowerPoint and respond favorably to classes when it is used. Few studies have addressed the physical structure of PowerPoint. In this study, students enrolled in several psychology classes on two campuses completed a 36 item questionnaire regarding their preferences for the use of PowerPoint in the classroom. Students preferred the use of key phrase outlines, pictures and graphs, slides to be built line by line, sounds from popular media or that support the pictures or graphics on the slide, color backgrounds, and to have the lights dimmed. It is recommended that professors pay attention to the physical aspects of PowerPoint slides and handouts to further enhance students’ educational experience.     

Recognizing and measuring self-regulated learning in a mobile learning environment

With the realization that more research is needed to explore external factors (e.g., pedagogy, parental involvement in the context of K-12 learning) and internal factors (e.g., prior knowledge, motivation) underlying student-centered mobile learning, the present study conceptually and empirically explores how the theories and methodologies of self-regulated learning (SRL) can help us analyze and understand the processes of mobile learning. The empirical data collected from two elementary science classes in Singapore indicates that the analytical SRL model of mobile learning proposed in this study can illuminate the relationships between three aspects of mobile learning: students’ self-reports of psychological processes, patterns of online learning behavior in the mobile learning environment (MLE), and learning achievement. Statistical analyses produce three main findings. First, student motivation in this case can account for whether and to what degree the students can actively engage in mobile learning activities metacognitively, motivationally, and behaviorally. Second, the effect of students’ self-reported motivation on their learning achievement is mediated by their behavioral engagement in a pre-designed activity in the MLE. Third, students’ perception of parental autonomy support is not only associated with their motivation in school learning, but also associated with their actual behaviors in self-regulating their learning.     

Effects of attitudes and behaviours on learning mathematics with computer tools

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores. However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse.     

Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject

Vocabulary acquisition and assessment are regarded as the key basis for the instruction of English as a second language. However, it is time-consuming, fallible and repetitive for the school teachers and parents to assess the proficiency of the students’ vocabulary acquisition. We customized the open source course management system Moodle to build the individualized vocabulary review and assessment functions for English instruction. This web-based system was integrated into the regular English instruction of an experiment class of Grade three in a junior middle school, i.e. it was used in one school hour almost every week for an entire school term. Within this blended learning environment, the students’ performance of the experiment class in the ordinary and especially vocabulary examinations throughout the school term was improved gradually and was better than that of the control class, so that it achieved number one among sixteen classes in the same grade at the final term examination, compared with number eight before this experiment. The survey and interview with the students also demonstrated the system’s valuable functions for vocabulary acquisition and listening comprehension, and showed the students’ favor to such a kind of syllabus design with the intelligent course management system. The implication of this research is that the blended learning of English class with the individualized vocabulary acquisition and assessment system can improve the students’ performance in vocabulary acquisition and in ordinary test. This system can also be applied in other English classes.     

The impact of requirements analysis upon user satisfaction with packaged software

This article explores the relationship between carrying out requirements analysis activities and ultimate satisfaction with the software acquired. The requirements analysis activities performed by a sample of twelve organizations which acquired a particular general accounting package are evaluated. The satisfaction with the package is determined and analysis performed to establish the relationships between requirements analysis and user satisfaction. It is determined that for the particular population sampled there is little relationship. Possible reasons for this counter-intuitive finding are advanced.     

Web-based dynamic assessment: Taking assessment as teaching and learning strategy for improving students’ e-Learning effectiveness

This research combines the idea of cake format dynamic assessment defined by Sternberg and Grigorenko (2001) and the ‘graduated prompt approach’ proposed by 9 and 10 to develop a multiple-choice Web-based dynamic assessment system. This research adopts a quasi-experimental design to investigate the effectiveness of this Web-based dynamic assessment system (GPAM-WATA) and normal Web-based test (N-WBT). One hundred and sixteen sixth grade elementary students from four classes participated in this research. These four classes were randomly divided into the GPAM-WATA group and N-WBT group. Before e-Learning instruction, all the students took the prior knowledge assessment and the pre-test of the summative assessment. After 2-week e-Learning instruction, all the students took the post-test of the summative assessment. The research findings show that students in the GPAM-WATA group experience better e-Learning effectiveness than those in the N-WBT group. GPAM-WATA is also found to be effective in improving the e-Learning effectiveness of students with low-level prior knowledge.     

The learning kit project: Software tools for supporting and researching regulation of collaborative learning

Computer-supported collaborative learning (CSCL) is a dynamic and varied area of research. Ideally, tools for CSCL support and encourage solo and group learning processes and products. However, most CSCL research does not focus on supporting and sustaining the co-construction of knowledge. We identify four reasons for this situation and identify three critical resources every collaborator brings to collaborations that are underutilized in CSCL research: (a) prior knowledge, (b) information not yet transformed into knowledge that is judged relevant to the task(s) addressed in collaboration, and (c) cognitive processes used to construct these informational resources. Finally, we introduce gStudy, a software tool designed to advance research in the learning sciences. gStudy helps learners manage cognitive load so they can re-assign cognitive resources to self-, co-, and shared regulation; and it automatically and unobtrusively traces each user′s engagement with content and the means chosen for cognitively processing content, thus generating real-time performance data about processes of collaborative learning.     

Attention paid to feedback provided by a computer-based assessment for learning on information literacy

Three studies are presented on attention paid to feedback provided by a computer-based assessment for learning on information literacy. Results show that the attention paid to feedback varies greatly. In general the attention focuses on feedback of incorrectly answered questions. In each study approximately fifty percent of the respondents paid attention to feedback of incorrect answers only. Approximately another twenty-five percent did not pay attention to feedback at all. Results suggest that differences in attention paid to feedback are influenced by task difficulty and test length. Supervision, however, does not seem to influence the average attention paid to feedback. On the other hand, results show that indirect and direct supervision lead to a greater impact of feedback provided by a computer-based assessment for learning as the number increases of students taking the test and, as a consequence, paying attention to feedback.     

A method for assessing confidence in requirements analysis

Context

During development managers, analysts and designers often need to know whether enough requirements analysis work has been done and whether or not it is safe to proceed to the design stage.

Objective

This paper describes a new, simple and practical method for assessing our confidence in a set of requirements.

Method

We identified four confidence factors and used a goal oriented framework with a simple ordinal scale to develop a method for assessing confidence. We illustrate the method and show how it has been applied to a real systems development project.

Results

We show how assessing confidence in the requirements could have revealed problems in this project earlier and so saved both time and money.

Conclusion

Our meta-level assessment of requirements provides a practical and pragmatic method that can prove useful to managers, analysts and designers who need to know when sufficient requirements analysis has been performed.     

Applying a multimedia storytelling website in foreign language learning

Storytelling is a practical and powerful teaching tool, especially for language learning. Teachers in language classrooms, however, may hesitate to incorporate storytelling into language instruction because of an already overloaded curriculum. English foreign language (EFL) teachers in Taiwan report additional problems such as having little prior experience with integrating storytelling into language teaching, locating appropriate stories, and lacking the cultural and language abilities to handle storytelling in English. On the other hand, researchers have demonstrated successful usages of computer and network-assisted English learning. The researchers in this study have developed a multimedia Storytelling Website to study how web-based technology can assist overcoming the obstacles mentioned above. The website contains an accounts administration module, multimedia story composing module, and story re-playing module. In order to demonstrate the effectiveness of this Website in significantly facilitating teacher’s storytelling and children’s story recall processes in EFL classrooms, it was implemented in one elementary school to test its effectiveness in instruction and in resultant student learning. The results of the study support the significance and the education value of the multimedia Storytelling Website on EFL teaching and learning. If such a Website can be applied within elementary EFL classrooms, the quality of teaching and learning can be improved and students’ enjoyment and success in EFL learning may increase.