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BACKGROUND

An Examination of the Relationship Between Active Participation in Test Development (APTD), Student Performance and Student Attitudes.

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BACKGROUND

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  1. An Examination of the Relationship Between Active Participation in Test Development (APTD), Student Performance and Student Attitudes Robert B. Sweeney, Jr.†Kelly Mosteller, Masters Graduate StudentRoy J. Daigle‡University of South AlabamaSchool of Computer and Information SciencesMobile, Alabama 36688(334) 460-6390sweeney@cis.usouthal.edudaigle@cis.usouthal.edu

  2. BACKGROUND • Goal: incorporate higher levels of skills/knowledge into computing curriculum

  3. Background: Tests • Useful for • Assessment • Instruction • Retest • Collaboration • Feedback

  4. Background: Test Issues • Poor preparation • Uncertainty • Project Generalization

  5. Background: APTD • Active Participation in Test Development (Daigle & Doran, 1998) • Designed for Project Generalization objectives • Students & instructor develop test in collaboration • Four phases: 1. Call for test item submission 2. Cooperation for integration & review to prepare test3. Instructor review of prepared test 4. Instructor preparation of the examination. • Encourages early student exam preparation, reduces student uncertainty, and provides feedback to instructor

  6. RESEARCH OBJECTIVES • Determine if there is a relationship between the use of APTD and student performance on examinations • Predictor Variables: Quantity and Complexity of questions submitted • Depth of Knowledge scale based on Bloom Taxonomy used to assess Complexity • Assess student opinion relative to course subject matter and use of APTD

  7. HYPOTHESES Relationship between APTD and Student Exam Performance • H1: The quantity of student questions submitted as part of APTD will not affect the student’s test performance. • H2: The complexity of student questions submitted as part of APTD will not affect the student’s test performance. • H3: The interaction of quantity and complexity of the student questions submitted as part of APTD will not affect the student’s test performance. Student Opinion • A student survey was conducted to determine their preferences for particular class subject material and for their opinion of APTD

  8. METHODOLOGY • Subjects: students in accelerated database-programming course preparing for Computer Science or Information Systems masters • Prerequisites: accelerated courses in Java, data/file structures, architecture/operating systems, and networks/communications

  9. RESULTS – H1, H2, and H3 Correlation analysis performed comparing midterm and final exam scores with: • H1: Quantity of questions submitted • No significant correlation coefficients • H2: Complexity of questions submitted • No significant correlation coefficients • H3: Quantity and Complexity of questions submitted • No significant correlation coefficients Consequently we cannot reject H1, H2, or H3

  10. RESULTS – SURVEY • Students reported generally high interest in all subject matter categories • Practical, project-oriented categories (MS Access and Visual Basic, and relational DBMS) rated higher than theoretical (normalization) • Students reported generally strong agreement with the effectiveness of APTD • Relatively lower support for idea that APTD helped in student exam preparation or exam performance

  11. DISCUSSION • Lack of correlation between exam performance and APTD might be due to: • Rewording of submitted exam questions to a higher complexity level • Lack of specific instruction on levels of knowledge complexity • Frequency of question submissions • Student perceptions were that the APTD approach was effective.

  12. FUTURE DIRECTIONS • Revise methodology and redo experiment • More depth of knowledge instruction • Adjust number of requested submissions • Larger/more diverse subject group

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