Implementing PBL in Human Computer Interaction Class

Che Ku Nuraini Che Ku Mohd

Department of Interactive Media
Faculty of Information and Communication
Technology
Universiti Teknikal Malaysia Melaka
Hang Tuah Jaya, !"## Durian Tunggal,
Melaka, Malaysia$
cknuraini%gmail$com
Faaizah Shahbodin
2
, Norasiken Bakar
3
,
Kalthom Husain
4,
Hazmilah Hasan
5
Department of Interactive Media
Faculty of Information and
Communication Technology
Universiti Teknikal Malaysia Melaka
Hang Tuah Jaya, !"## Durian
Tunggal, Melaka, Malaysia$
faai&ah%utem$edu$my
'
,
norasiken%utem$edu$my
(
,
kalthom%utem$edu$my
)
,
ha&milah%utem$edu$my
*
Abstract: Problem Based earnin! "PB# is
in$reasin!l% used in man% dis$i&lines' PB $an be
de(ined as a &eda!o!i$al strate!% (or &osin!
si!ni(i$ant, $onte)tualized, real *orld situations,
&ro+idin! resour$es, !uidan$e, instru$tion to
learners as the% de+elo& $ontent kno*led!e and
&roblem sol+in! skills' ,he &ur&ose o( this resear$h
is to e+aluate e((e$ti+eness o( students-
&er(orman$es bet*een sel( and &eer assessment
based on student-s &re(eren$es' ,he $ourse entitled
Human Com&uter .ntera$tion "HC.# *hi$h
$onstitutes a $om&ulsor% sub/e$t (or students in the
under!raduate Ba$helor in Com&uter S$ien$e
de!ree &ro!rammes' ,hree &hases in+ol+ed in this
resear$h methodolo!%' Phase one is 0nal%sis *hi$h
in$ludes literature sur+e% and $olle$tion o(
&reliminar% anal%sis data' Se$ond &hase is
1esi!nin! and 1e+elo&ment *hi$h ado&t 011.2
model as a basis (or multimedia de+elo&ment' ,he
last &hase is ,estin! and 2+aluation' ,here are
three resear$h instruments !athered to e+aluate the
&ro/e$t *hi$h are 3uestionnaire, inter+ie* and
&rotot%&e de+elo&ment' ,he &rotot%&e $alled
PB0ssess is de+elo&ed to su&&ort the e((e$ti+eness
o( tea$hin! and learnin!' Findin!s o( this stud%
re+ealed that students &re(er &eer assessment than
sel( assessment' ,he use o( PB0ssess $an in$rease
student-s understandin! to*ards the to&i$ that has
been tau!ht' 4esults sho*ed that assessment in PB
is si!ni(i$antl% related to student-s &er(orman$es
and &re(eren$es'
Keywords: Problem Based Learning, Multimedia,
Human Computer Interaction, Sel Assessment,
Peer Assessment
I$ I+T,-DUCTI-+
.earning /egins 0ith a pro/lem$ 1ro/lem
2ased .earning 312.4 is in action 0orld0ide
at virtually every level of education or training
imagina/le$ .ooking /eyond traditional
content o/5ectives, 12. and information
technology together provide e6citing ne0
conte6ts for achieving active learning and
technology o/5ectives associated 0ith higher
education$ Integrating technology and 12. are
0inning strategies and 0ell 0orth of
investment of faculty time and energy to
/enefit student7s learning in our classrooms
and courses$ 12. is the most significant
innovation in educational area in the recent
years$ It is increasingly to /e used in diverse
0ays across different su/5ects and disciplines
in some universities$ 8ven since Information
Communication 9 Technology 3ICT4 /ecomes
popularly used in teaching and learning, there
is enormous to integrate 12. 0ithin online
environment 3:atson ;$, '##'< =avin>2aden,
'##4$ 12. 0as officially adopted as a
pedagogical approach in "?!@ at McMaster
University, a Canadian medical school$ 12.
has /een 0idely used across a considera/le
range of su/5ects and professionals areas in
higher education$ Many have 0ritten a/out
approaches to 12., curriculum design, the role
of the tutor and various other aspects /ut much
less attention has /een given to assessment in
12.$ Many students find 12. motivations as
they reali&e that is really a/out ho0 they learn
outside the classroom 3MacDonald ,$, '##"4$
The result is that difficulties are emerging as
many people retain the assessment methods
they used in their traditional approaches
resulting in a misalignment /et0een their
o/5ectives, student learning outcomes,
learning, teaching methods adopted and the
assessment of student learning 3Macdonald, ,$
9 =avin>2aden, M$, '##)4$
The su/5ect chosen in this study is Human
Computer Interaction 3HCI4$ 2asically, HCI
focuses on understanding /asic concepts of
human interaction and its relationship in
system development$ 2ased on Universiti
Teknikal Malaysia Melaka 3UTeM4 sylla/us,
the topics include Introduction of HCI,
Cognitive 1sychology, User Interface Design
3UID4, Interaction Design, Usa/ility and
8valuation$ -ther topics such as User Centered
Design, Task Analysis and User =upport
Design are also covered$ 2asically, the module
designed for this course is used in teaching all
second year Faculty of Information
Communication 9 Technology 3FICT4
students$ The o/5ectives of this course are to
e6pose students to understand the relationship
/et0een cognitive psychology and user
interface design, differentiate /et0een mental
models, conceptual model and also design user
interface for various computer applications
such as 0e/ sites or products$
12. is not a ne0 approach 0hich can /e
applied in this university /ut it can promote
continuous active and self>directed learning
among students compared to traditional
learning$ MacDonald and Isaac 3'##"4
e6plained the characteristic that distinguishes
12. from other learning methods is the
pro/lem comes /efore the kno0ledge needed
to solve or resolve it$ -ne of the primary
features of 12. is student>centered$ B=tudent>
centeredC refers to learning opportunities that
are relevant to the students, the goals of 0hich
are at least partly determined /y the students
themselves$ It is hoped that this study 0ill /e
a/le to sho0 ho0 UID topic in HCI could
contri/ute to the effective teaching and
learning especially using 12. approach$
II$ .IT8,ATU,8 ,8DI8:
The use of 12. in computer /ased is different
from traditional environment$ It also can
enhance learning e6perience especially in the
assessment part$ Assessment is a tool used to
reflect the education outcomes$ The results of
assessment are used to 5udge and rate not only
for the students, /ut also for the lectures,
departments and institutions$ For e6ample, in
UTeM the result gives the /enefits to control
learning outcomes in relation to the pre>
esta/lished learning goals$ They need
assessment to set education standard, monitor
the Euality of education, monitor student7s
learning process and academic promotion$
=everal assessments forms may /e used to
assess learners7 use of ela/orated kno0ledge in
solving pro/lem$ =ince the primary goal of
12. is to instill an attitude and character that
0ill enhance the students7 a/ilities to 0ork in
group, to solve ne0 comple6 and ill>structured
pro/lem, critical thinking and self>directed
learning skill, then assessment in 12. must
value these skills$ Mitchell and Delaney
3'##)4 identified four core issues that need to
/e addressed 0hen assessing students in a
group pro5ect setting, namely<
"$ Assessment of the group
performance$
'$ Assessment of the individual
contri/ution to the group$
($ Assessment of the pro5ect
delivera/les$
)$ Assessment of the course success$
From those criteria, assessment of the group,
the individual and the pro5ect delivera/les in
the small group 12. pro5ect course, 0ere
entered into three skills groups 0hich 0ere
identified from the course o/5ectives that have
/een implemented in their study$ There are
Implementation skills, Team0ork and
leadership skills, and Analytical thinking,
pro/lem solving and interpersonal skills as
ta/ulated in Ta/le "$ The skill is adopted from
Mitchell 9 Delaney 3'##)4$
Ta/le "F =ummary of skills groups and
assessment techniEues
Skills Group Assessment Techniques
Implementation skills Final product and
relevant documentation
3summative assessment
/y facilitators4
Team0ork and
leadership skills
;roup presentation and
intervie0 3summative
assessment /y the
course facilitators and a
third party4
Analytical thinking,
pro/lem solving and
interpersonal skills
Individual reflective
5ournal, individual
intervie0 and peerGself
assessment feed/ack
forms 3formative
assessment4
0' Problem Based earnin! "PB#
12. is a total approach to education and
involves a constructivist approach to learning
3Marinick, '##"4$ According to ;ary and Ma6
3'##)4, 12. is a pedagogy dra0n from
constructivism and considered to /e one of the
/est e6amples of a constructivist approach$
.evin 3'##"4, descri/ed 12. as a tool that can
promote the kind of active learning e6perience
that prospective teachers should em/ark on
during their initial teacher preparation and
e6perience throughout their professional lives$
12. challenges students to learn through
engagement in a real pro/lem$ It is a format
that simultaneously develops /oth pro/lem
solving strategies and disciplinary kno0ledge
/ases and skills /y placing students in the
active role of pro/lem solvers confronted 0ith
an ill>structured situation that simulates the
kind of pro/lems they are likely to face as
future managers in comple6 organi&ations$
There are many different 0ays of
implementing 12. /ut underlying
philosophies associated 0ith it as an approach
are /roadly more student>centered than those
underpinning traditional 12. 3MacDonald, ,$
9 =avin>2aden, M$, '##)4$ ,elative to
conventional lecture /ased methods in 0hich
information is transferred from teacher to
student, the research literature suggests that
/ased upon the literature revie0s noted /elo0F
12. promotes more versatile
studying methods and 12. students
are more likely to use the li/rary
resources to study$
12. develops greater kno0ledge
retention and recall skills$
12. is an instructional methodology solution
to enhance learning /y reEuiring learners to
solve pro/lems$ It is a methodology 0ith the
follo0ing characteristics 3Hung, :$, Jonassen,
D$ H$, .iu ,$, '##!4$ 12. is pro/lem focused
0here learners /egin learning /y addressing
simulations of an authentic, ill>structured
pro/lem$ The content and skills to /e learned
are organi&ed around pro/lems, rather than as a
hierarchical list of topics$ Hno0ledge /uilding
is stimulated /y the pro/lem and applied /ack
to the pro/lem$ It is student centered /ecause
faculty cannot dictate learning$ It is self>
directed 0here students individually and
colla/oratively assume responsi/ility for
generating learning issues$ The processes
through self assessment and peer assessment in
12. can assess their o0n learning materials$
It is self reflective 0here learners monitor their
understanding and learn to ad5ust strategies for
learning$ In 12., tutors are facilitators 0ho
support and model reasoning processes$ They
also facilitate group processes, interpersonal
dynamics, pro/e students7 kno0ledge deeply,
and never inter5ect content or provide direct
ans0ers to Euestions$ -ne of the strengths of
12. is that students are placed in the position
of finding out appropriate information for
themselves 3MacAdre0 et al$, '##@4$
12. follo0s a simple cycle$ The facilitator
role of the tutor varies 0ith each stage of
cycle$ The teacher must ensure that all group
mem/ers kno0 the stages of the 12.$
Although the steps are listed in a straight
for0ard fashion, there is often some overlap,
rethinking as the group proceeds$ The steps are
proposed /y Hafi&a A$ 3'#"#4 stated as /elo0F
i$ Identify the pro/lem
ii$ 86plore the pre>e6isting
kno0ledge
iii$ ;enerate hypothesis and possi/le
mechanisms
iv$ Identify learning issues
v$ =elf study
vi$ ,e>evaluation and application of
ne0 kno0ledge to the pro/lem
vii$ Assessment and reflection of
learning 3:alsh A$, '##*4
B' 0ssessment in PB
Traditionally, assessment has /een a/out
finding out ho0 much students kno0 usually
in terms of kno0ledge or content$ Ho0ever, in
12. 0hat 0e are really interested in is the
students7 a/ility to perform in a professional
conte6t, to recogni&e their need to acEuire ne0
kno0ledge, skills and to vie0 learning
holistically rather than atomistically
3MacDonald, ,$ 9 =avin>2aden, M$, '##)4$
Assessment is the process of gathering and
discussing information from multiple diverse
sources in order to develop a deep
understanding of 0hat students kno0,
understand, can do 0ith their kno0ledge as a
result of their educational e6periences and the
process culminates 0hen assessment results
are used to improve su/seEuent learning 3Hu/a
9 Freed, '###4$ Definition from the
Assessment ,eform group 3'##'4,
BAssessment for learning is the process of
seeking and interpreting evidence for use /y
learners and their teachers to decide 0here the
learners are in their learning, 0here they need
to go and ho0 /est to get thereC$ Assessment is
compati/le 0ith 12. and the specific
discipline or profession 3=avin> 2aden, '##)<
,aine 9 =ymons, '##*4$ There are many
forms of assessment in 12.$ =ome of the
assessments have /een used successfully in
12. and 0hich also move a0ay from the need
to have outcome /ased e6aminations$ Ta/le '
sho0s forms assessment in 12.F
Ta/le 'F Forms assessment in 12.
Form of assessment
Test ,ating =kills =elf assessment
-/servation ,u/rics Discussion
Iui& 1ortfolio 86amination
Checklist 1eer assessment ;ames
1resentations =urveys Intervie0
Focus groups 2enchmark ,eport
Journals
C' Sel( 0ssessment
=elf assessment is 5udging the Euality of ones
o0n 0ork 3-7;rady ;$, '##)4$ It is a process
0here students are involved in and responsi/le
for assessing their o0n piece of 0ork$ It
encourages students to /ecome independent
learners so they can increase their motivation$
The self assessment allo0s the learners to
compare the standards achieved /y the other
learners against their o0n 0ork 3,ace 1$ et al$,
'##*4$ It usually allo0s them to assess aspects
of their 0ork such as the range of voca/ulary,
originality and structure$ For the self
assessment, the feed/ack is immediate in the
sense that the students mark their performance
using the detailed ru/ric, and /ased on this
determine the actions they need to take to
develop reEuired kno0ledge and skills$ It gives
people the choice to access their o0n needs or
carry out an assessment on /ehalf of someone
else$ =elf assessment can take many forms
includingF
>:riting conferences
>Discussion 30hole class or small
group4
>,eflection
>:eekly self>evaluations
>=elf>assessment checklists and
inventories
>Teacher>student intervie0
1' Peer 0ssessment
1eer assessment is the act of students assessing
one another 32oud, D$, et al$, '##"4$ 1eer
assessment is defined as students grading the
0ork or performance of their peers using
relevant criteria 3Falchikov, +$, '##"4$=tudents
must have a clear understanding of 0hat they
are to look for in their peersJ 0ork$ 1eer
assessment is Euite different from self>
assessment$ There is evidence that peer
feed/ack enhances student learning 3Falchikov,
+$, '##"4 as students are actively engaged in
articulating evolving understandings of su/5ect
matter$ Ho0ever, in peer assessment students
are making assessment decisions on other
students7 0ork$ The students can comment and
5udge their colleagues 0ork$ It also encourages
student7s thinking skills$ 2ostock 3'###4 points
out that peer assessment encourages the
students to /e independent and develops skills
in high cognitive areas$ 1eer assessment can
help self assessment$ 1eer assessment 0ill help
students /ecome more autonomous,
responsi/le and involved, encourages students
to critically analy&e 0ork done /y others,
rather than simply seeing a mark$ The real
purpose is to allo0 students to gain feed/ack
from each other$ According to the previous
researchers, self and peer assessment can /e
e6plained in Ta/le ($
Ta/le (F 86planation of =elf and 1eer
Assessment
Author =elf Assessment 1eer Assessment
.$ .eticia
8$M$
3'##)4
"$ Meaning
=elf>assessment
0as a formative
0ay to get students
to reflect on their
a/ilities,
performance and
attitudes, /ut had
no summative
value$
'$:henG1lace
=elf assessment
took place at the
end of each
monthly rotation
/y using the
ru/rics$
"$ Meaning
1eer assessment
had no summative
value< it fostered
reflection /y
students on ho0
their classmates
assessed their
performance$
'$:henG1lace
1eer assessment
took place at the
end of each
monthly rotation$
8ach student
handed over this
0ritten peer>
assessment format
to each one of his
peers$
Hernande&
,$ 3'##4
"$ Meaning
A reflective entry
in the student7s
learning 5ournal
/ased on the effect
that the peer
assessment task
had on hisGher
learning process$
'$:henG1lace
-utside of the
classroom
environment$
"$ Meaning
Follo0ed /y a
linguistic activity
/ased on the stories
0ritten /y each
learner$
'$:henG1lace
-utside of the
classroom
environment$
+oonan 2$
9 C$ ,andy
Duncan
3'##*4
"$ Meaning
=elf assessment is
the a/ility of a
student to 5udge
hisGher
performance, that
is, to make
decisions a/out
one7s self and one7s
a/ilities$ Although
the term self>
evaluation is
common$
'$:henG1lace
Classroom
environment$
"$ Meaning
1eer assessment
has also /een
descri/ed as a
strategy involving
students7 decisions
a/out othersJ 0ork
that 0ould
typically occur
0hen students
0ork together on
colla/orative
pro5ects or learning
activities$
'$:henG1lace
Classroom
environment$
A comparison /et0een self and peer
assessment and the facilitator7s 5udgement
a/out students7 performance sho0ed a fairly
large difference /et0een the t0o 5udgments
3-7;rady, ;$, '##)4$ Ho0ever, 0hen
comparing self and peer assessments, peers
tend to rate others higher than their o0n
evaluation suggesting students 0ere not simply
rating on the /asis of self interest$ It is
important to help students in developing
5udgement a/out their o0n and other7s
performance /y taking peer and self
assessment 0hen assessing students$
III$ M8TH-D-.-;K
0' Parti$i&ants
The purpose of this research is to evaluate the
effectiveness of assessment in 12. /et0een
self and peer assessment$ =everal assessment
forms may /e used to assess learner7s use of
ela/orated kno0ledge in solving pro/lem$
Therefore 12. is an educational approach in
0hich students and tutors need to kno0 0hat is
going on during the learning process itself$
Thus, in the present study 0ould focus on
assessment of learning process and the Euality
of students7 improvement$ To elevate this idea,
an appropriate form of assessment namely self
and peer assessment is proposed$
Ta/le ) sho0s the analysis result for Human
Computer Interaction 3HCI4 su/5ect$ Analysis
of the result has /een done /ased on
performance report for HCI su/5ect on
semester " '##?G'#"# session$
Ta/le )F Analysis of HCI result for
=emester " '##?G'#"#
Topic N Mean
Std.
Deviation
Cognitive
1sychology
*! !$"@ '$('
User
Interface
Design
*! ($!! '$'(
Usa/ility 9
Usa/ility
8ngineering
*! *$"! ($"#!
User
Centered
Design
*! *$?) '$!''
1rototyping *! ($)# ($""#
Design
User =upport
*! "?$'' )$)#)
There are *! students taking Human Computer
Interaction 3HCI4 su/5ect for =emester "
'##?G'#"#$ HCI su/5ect consists of "' chapters
namely Introduction, Cognitive 1sychology,
User Interface Design, Interaction Design,
Usa/ility and Usa/ility 8ngineering,
8valuation, User Centered Design, Task
Analysis, 1rototyping, Design User =upport,
Accessi/ility Issues and Design Issues$ It
focuses on Chapter ( 0hich is User Interface
Design 3UID4$ The topics include Cognition,
Mental model vs$ Conceptual model, User
Interface Components and (D interfaces$
Analysis sho0s that UID topic has the lo0est
standard deviationL '$'( and meanL($!!$
2ased on the result, the highest mark gathered
/y the students for UID topic is only ? out of
'# compared to other topics in HCI su/5ect$
Ma5ority of students scored higher mark for
Design User =upport topic$ It sho0s that this
topic is easier than other topics 0hich carry the
highest mark, '$
B' 011.2 Model
Figure "F ADDI8 Model
In the part of content, the prototype
12.Assess is developed /ased on ADDI8
model$ Figure " sho0s the flo0 of ADDI8
model$ The ADDI8 Model is a term used to
descri/e a systematic approach to instructional
development$ ADDI8 model can /e applied to
any kind of learning solution$ The five phases
consist of Analysis, Design, Development,
Implementation, and 8valuation$ 8ach phase
represents a series of tasks that help to ensure
development efforts stay on track, on time and
on target$ =olution to the pro/lem is analy&ed
thoroughly to ensure that the solution impacts
performance in a positive 0ay$ The ADDI8
model is used /ecause /asically generic,
systematic, step>/y>step frame0ork used /y
instructional designers, developers and trainers
to ensure course development and learning
does not occur in a ha&ardous or unstructured
0ay$
C' S$reen 1esi!n
Analysis
Design
Development
Implementation
8valuation
The development process of 12.Assess
includes the creation of the instructional
materials$ The instructional materials contain
the information that the student 0ill use to
achieve the o/5ectives$ The 12.Assess can /e
designed /y selecting content, media and type
of interactivity that /est underpins these
learning o/5ectives$ 12.Assess is consisting
five modulesF "4 1ro/lem =cenario, '4 .ecturer
Module, (4 1ro/lem =olving, )4 86ploration
and *4 Assessment$ The 12.Assess
environment, scenario and e6ample of module
are sho0n as figure ', (, ),*,! and $
Figure 'F 1ro/lem scenario presented as a
trigger for discussions of the pro/lem
Figure (F .ecturer module
The icon of su/topic topic in User Interface
Design$
Figure )F 86ploration module
The e6tended resources provided in this
module 0ill help student in understanding the
pro/lem$
Figure *F 1ro/lem solving
=tudents can solve their pro/lem solving skills
using as FI.A ta/le
Figure !F FI.A ta/le form
=tudents can solve their pro/lem solving skills
using as FI.A ta/le
Figure F Assessment module
There are t0o form of assessment in
12.Asssess 0hich is self and peer assessment$
1' 4esear$h 1esi!n and 5uestionnaire
A t>test 0as conducted to analy&e the
independent varia/les 0hich are self and peer
assessment and perceived initiative students
performances and preferences as the dependent
varia/les$ ,eEuirements are things the pro5ect
must deliver$ The reEuirement is important in
order to develop final result and delivers the
output e6pectation$ The instruments used to
collect data are Euestionnaire, intervie0 and
development of prototype$ 2elo0 are the
e6planations of the reEuirementF
"$ Iuestionnaire >A set of checklist
Euestions are prepared /ased on /ased
on three factors 0hich are course
content, learning materials and
assessment and evaluation$
'$ Intervie0s >A set of intervie0
Euestions has /een constructed for the
intervie0s$ T0o lecturers teaching
HCI course are involved in the
intervie0$ Intervie0 is chosen for data
collection /ecause it can provide
some of the valua/le information,
particularly on topics related to the
respondent7s feelings and /elief$
($ 1rototype > 1rototype development is
the creation of the first 0orking
model of a ne0 product or invention$
The prototype called 12.Assess is
developed /ased on ADDI8 model$
The ADDI8 model is a systematic
instructional design model consisting
of Analysis, Design, Development,
Implementation and 8valuation$ 8ach
step has an outcome that feeds into
the ne6t step in the seEuence$
ID$ ,8=U.T A+D DI=CU==I-+
Ta/le ? sho0s the result of t>test and p>value
for self and peer assessment using 12.Assess$
The test employs paired sample t>test$ 2ased
on the performance of the students in t>test
using self assessment 3pre4 and self assessment
3post4 assessment preferences in 12.Assess,
the t>value is ?$)' and the significance of t0o
tailed value, p is #$###$ In the ne6t series, of
peer assessment 3pre4 and peer assessment
3post4 assessment preferences in 12.Assess,
the t>value is >""$?** and the significance of
t0o tailed values, p is #$###$ The result sho0s,
pM #$#*, thus there is a significant difference
/et0een using of self assessment and peer
assessment in 12.$ Hence, the null hypothesis
H#" is re5ected$
Ta/le ?F 1re and 1ost Test ,esult
Testing
Pre
Test
Post Test
3=elf
Assessment4
Pre
Test
Post Test
31eer
Assessment4
Mean ('$'? *$@! (@$* !($(?
=D "#$(' ""$!@# "#$(?* ")$)??
t>test ?$)' >""$?**
p>
value
#$### #$###
2ased on the result, peer assessment performs
highest mean compare to self assessment in
12.$ Hence, the result indicates that peer
assessment perform /etter that self assessment
among students at UTeM$ The Human
Computer Interaction 3HCI4 su/5ect focuses on
the User Interface Design topic as a case study
in this research$ 1eer assessment also can /e
used to enhance the Euality of students7
personal improvement and their contri/ution
on group 0ork 3,o/erts T$=$, '##!4$
0' Student Per(orman$es and Pre(eren$es
Ta/le "#F Mean, =D and t>value
Students
Preferences
!uestionnaire"
Assessment
Preferences
Students
Performances t#
value
p#
value
Mean SD
1eer Assessment
n L (*
=elf
Assessment
*?$#? ")$""#
'$*@# #$#'(
1eer
Assessment
!$") "*$*(@
=elf Assessment
n L '"
=elf
Assessment
*!$*# @$@(*
>
#$!('
#$###
1eer
Assessment
*$*# "#$@*
,egarding the result in Ta/le "#, researcher
found that for the group 0hich prefers peer
assessment in 12., the average of preferred
peer assessment in 12.Assess is !$") 3=D L
"*$*(@4 0hich is higher than the average of
using self assessment in 12.Assess, *?$#?
3=D L ")$""#4$ The t>value for group that
prefers peer assessment is '$*@# and p>value is
#$#'($ =ince the p>value is smaller than #$#*
3pM#$#*4, there is a significant difference
/et0een the result of using peer assessment
and self assessment$ Thus, there is a positive
relationship /et0een peer assessment student
preferences and their performances$
2esides that, students 0ith self assessment,
0ho have /een using peer assessment in
12.Assess perform the highest average 0ith
*$*# 3=D L "#$@*4 compared to group using
self assessment 0hich the average is *!$*# 3=D
L @$@(*4$ The results also reveal that students
0ho have /een practically using self
assessment approach found that they are more
inclined to0ards peer assessment form$ This
finding is strongly supported /y the statistical
result 0hich sho0s the highest average score
of *$*# as compared to group using self
assessment 0ith average score of *!$*#$ The t>
value for the group that prefers self assessment
is >#$!(' and p>value is #$###$ The p>value is
smaller than #$#* 3pN#$#*4, there is a
significant difference /et0een the result of
using self and peer assessment$ Thus, there is a
negative relationship /et0een linear student7s
preferences and their performances$
B' 2((e$ti+eness o( PB0ssess
The research aims to determine the
effectiveness of using 12.Assess 0hich has
/een developed using a 12. approach$ The
Euestionnaires 0ere categori&ed under four
construct 0hich are the Course Content,
.earning =ources, Assessment and 8valuation
and -verall$ The Cron/ach7s alpha relia/ility
coefficient 0as calculated for each of the
constructs and the result is sho0n in Ta/le ""$
The Euestionnaire consist of ") items and each
item 0as accompanied /y a *>point .ikert
scale, 0ith " denoting the most disagreea/le
and * denoting the most agreea/le$ The
findings effectiveness of 12.Assess can /e
seen in Ta/le "'$
Ta/le ""F Construct of the Euestionnaires
$onstruct
$ron%ach Alpha
&alue
Course Content #$@"(
.earning =ources #$('"
Assessment and
8valuation
#$!!
-verall #$@()
Ta/le "'F The effectiveness of 12.Assess
'tem
n ( )*
Mean SD
$ourse $ontent
"$Develop su/5ect kno0ledge ($?" #$!)"
'$8asy to understand ($' #$@@@
($8asy used /y novice user ($* #$@)'
)$8asy to learn ($*( "$#
*$The consistency of content ($@" #$@#
+earnin, Sources
!$1rovide e6tended learning
sources and e6ample
($?) #$!!?
$Additional reading and
materials
($*# #$?*#
Assessment and -valuation
@$Criteria of assessment are
clear and approriate
($*? #$@*
?$It helps student to master
course content
($@ #$!#@
"#$ Dura/le ($@ "$"'@
""$Appropriate guidance ($!' #$!!#
"'$Assessment module can
improve kno0ledge and skill
($@ #$#!
.verall
"($=atisfaction of 12.Assess ($*# #$@@#
")$-verall module design ($!" #$@"
=DL=tandard Deviation
D$ C-+C.U=I-+
:ith the development of 12.Assess, it
enhances learning especially assessment part
/ecause it gives ne0 opportunities for sharing
information, resources and e6pertise$ At the
end of the 12. session, it 0as o/served that
ma5ority of students en5oy using the 12.
approach in the course$ It is important to /uild
trust among students and /et0een facilitators
and the learners so they are a/le to create a
rela6ed atmosphere especially in 12.
environment$ The process of 12. lends itself
0ell to the definition of learning as
understanding /ecause assessment is regarded
as an integral element in the facilitation of
learning 3-7;rady ;$, '##)4$ There are also
many areas in 12. and assessment that are still
open issues$ -ther educators should also
consider using 12. in the classes and the
assessment techniEues used can easily /e
applied to study its impact on enhancing
student learning in their course$
The learning strategy used in a course must
keep its coherence 0ith the content area and
0ith the evaluation system$ Hence, 12.
assessment should focus not only on the
process itself, /ut also on the outcomes it
should incorporate /oth, course o/5ectives and
those fostered /y 12. 3Montemayor, .$8$,
'##)4$ In general, students performed /etter in
assessment on 12. course$
0' Contribution
The contri/ution in term of categori&ing forms
of assessment into each category such as
formal, informal, direct, indirect, formative
and summative assessment$ The involvement
of learners in peer and self assessment
practices can /e adopted in many educational
conte6ts 0here assessment is mainly of a
formative nature 3Hernande& ,$, '##4$ More
importantly, peer and self assessments
contri/ute to the enhancement of student
learning regarding the development of life long
skills, meta cognitive competencies or
affective a/ilities 3Topping, '##(4$
The real pro/lem scenario is presented using
'D animation$ This is to attract student7s
understanding regarding the pro/lem
presented$ In 12.Assess, the e6tensive
resources are provided in 86ploration module$
It consists of learning resources for students7
access 0hich are :e/ .inks, Article, e>2ook,
;allery, ;lossary and Forum$
12.Assess also provides real time online
colla/orative learning 0hich is accessi/le to
the UTeM -fficial 8>.earning portal or
u.earn3httpFGGulearn$utem$edu$myG4$ The
research also proposes the ru/rics of scoring
performance assessments 0hich is modified
from Ala/ama 3'##(4 and Classic 86emplars
,u/ric 3'##!4$ ,u/rics can /e created in a
variety of forms and levels of comple6ity$
Ho0ever, in this research the development of
ru/ric focused on measuring a stated o/5ective$
2esides that, it also encourages active
involvement on the assessment part among the
students$ The students are not under pressure to
carry out the assessment in 12. /ecause they
actually learn more of the course content$ It
can help students perceive assessment tasks as
integral to the su/5ect$ :hen students
participate in the assessment, it can help them
understand ho0 assessment 0orks$ It 0ill
propose ne0 assessment techniEues to the
faculty and the students$
In the testing that conducted among FTMH
students, it proves that using peer assessment
give the students the e6perience of having to
clearly e6plain their thoughts and to refine
those that 0ere not clear to their fello0
students$ =elf and peer assessment promote the
values of the learning process$ The self
assessment allo0s the learners to compare the
standards achieved /y the other learners
against their o0n 0ork 3,ace 1$ et al$, '##*4$ It
usually allo0s them to assess aspects of their
0ork such as the range of voca/ulary,
originality and structure$ It is also recogni&ed
that peer assisted learning 0hich can have a
motivating effect on the teams and mentoring
/et0een teams should /e encouraged and
re0arded 3Frank, M$, 9 2ar&ilai, A$, '##)4$
From the study, it hopes that assessment in
12. can /e enhanced to the other technical
su/5ect at UTeM especially in ICT and
8ngineering field$
ACH+-:.8D;8M8+T
This study 0as sponsored /y university short
grant, University Technical Malaysia Melaka
3UTeM4, pro5ect num/erF 1J1G'##?GFTMH
3"'4*?"$
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