Evaluation study[1]
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  • 1. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0 000019b/80/3e/5d/74.pdf A Study of Pre-Service Teachers’ Attitudes About Computers and Mathematics Teaching: The Impact of Web-based Instruction By Cheng-Yao Lin HERDSA Annual International Conference, Melbourne, 12-15 July 1999 Objectives: • Compare pre-service teachers’ attitudes toward using computers in mathematics teaching of web-based instruction approach as compared to that of a non-web-based instruction approach. • Determine the relationship between computer competency and attitudes toward using computers in mathematics teaching Instruments: The researcher modified CAS questionnaire to provide more emphasis on computers and mathematics teaching. The survey instruments were piloted with 28 pre-service teachers who were from a mathematics method course. Before the surveys were administered, the instruments were given to five people with expertise is mathematics education for review. The survey instruments were modified following their valuable comments and recommendations
  • 2. Electronic assessment issues and practices in Pakistan: a case study Nazir A. Sangi Allama Iqbal Open University, Islamabad, Pakistan (Received 30 November 2007; final version received 20 June 2008) Online Publication Date: 01 September 2008 Study goal: 1. Identifies the current practices, needs and preferences of institutions regarding e-assessment methods 2. Discusses the implications with respect to issues identified 3. Draws conclusions for future development. 4. Identify the current scope of e-assessment activities Future: • regardless of time and place • speedily delivered and tailored to suit the learner’s profile • widespread implementation • use a diverse range of assessment methods, including formal or electronic tests • used multiple-choice question • requires reliable hardware, software, network and power systems at all testing centres • conducting tests at multiple locations, synchronization between centres • throughout the assessment period needed requirements for reliable power, communications and technical support
  • 3. Instruments: (E-assessment survey) it conducted between October 2006 and March 2007. Three questionnaires were used that contained multiple-choice and closed-end questions. The first (main questionnaire) examined issues relating to the administration of e-assessment, and was targeted at institutional controllers, examination officers, faculty and managers officially engaged in examination planning, implementation and result-reporting activities. The second questionnaire targeted faculty members who evaluate students on their specific courses. The third questionnaire targeted students to find out if they had been involved in ICT-based assessment. Sangi, Nazir A.(2008)'Electronic assessment issues and practices in Pakistan: a case study',Learning, Media and Technology,33:3,191 — 206 URL: http://dx.doi.org/10.1080/17439880802324061