Curriculum-Guided Crowd Sourcing of Assessments in a Developing Country

Autor/inn/en	Zualkernan, Imran A.; Raza, Anjana; Karim, Asad
Titel	Curriculum-Guided Crowd Sourcing of Assessments in a Developing Country
Quelle	In: Educational Technology & Society, 15 (2012) 4, S.14-26 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Developing Nations; Web 2.0 Technologies; Computer Uses in Education; Teacher Surveys; Test Construction; Elementary School Teachers; Adoption (Ideas); Intention; Teacher Effectiveness; Educational Resources; National Curriculum; Educational Technology; Web Sites; Predictor Variables; Pretests Posttests; Use Studies; Multiple Choice Tests; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Computernutzung; Testaufbau; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ideas; Ideenfindung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsmittel; Unterrichtsmedien; Web-Design; Prädiktor; Benutzerschulung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	Success of Wikipedia has opened a number of possibilities for crowd sourcing learning resources. However, not all crowd sourcing initiatives are successful. For developing countries, adoption factors like lack of infrastructure and poor teacher training can have an impact on success of such systems. This paper presents an exploratory study to determine if teachers in a developing country are able to create quality multiple-choice questions for primary school students. An adoption model is developed and evaluated to ascertain if the teachers would actually contribute to such a Wiki. Results are that, given student learning outcomes, content constraints, and a Bloom's assessment level, a reasonable number of teachers were able to formulate quality questions, and that there is a strong intention to use such a system. Teachers with high intention to adopt also had a better attitude, enjoyed making questions and found the process easy to use. However, there is no obvious relationship between the intention to use and an ability to pose good assessments. In addition, there is no obvious predictor of where the good question contributors came from. (Contains 3 tables and 5 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10