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Vol.8, No.1, February 2019. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Is Current Formative Assessment Still Relevant in Turning Students into Deep Learners?
Noor Liza Adnan, Nur Raihana Mohd Sallem, Rokiah Muda, Wan Karomiah Wan Abdullah
© 2019 Noor Liza Adnan, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 8, Issue 1, Pages 298-304, ISSN 2217-8309, DOI: 10.18421/TEM81-41, February 2019.
Received: 08 January 2019.
Abstract:
Universities should design the assessment activities that could induce students to be deep learners instead of surface learners, and at the same time equip them with relevant soft skills. This paper aims to gain insight on students’ perception on the appropriateness of the assessment activities in developing soft skills of a management accounting subject at a public university in Malaysia. 420 usable questionnaires were collected out of 686 distributed to fourth semester students taking the said subject. Descriptive statistics and Mann-Whitney U test were conducted to achieve the objective. Results revealed that students did not benefit much from test or quiz implying that such assessment does not turn students into deep learners as expected. On the other hand, group work and presentation do contribute to the development of soft skills. However, findings should not be generalized to other subjects.
Keywords – Test and quiz; Formative assessment; Traditional assessment; Group work and presentation; Soft skills. |
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