D. Kavitha
1*,
D. Anitha
2
- Assistant Professor, Department of Electrical and Electronics Engineering, Thiagarajar College of Engineering, Madurai, India
- Assistant Professor, Dept. of Applied Mathematics and Computational Science, Thiagarajar College of Engineering, Madurai, India
Abstract
Assessment of collaborative activities comprises two important elements: group assessment and individual assessment. This research study explores specific methods for assessing the individual students in online collaborative/cooperative activity and analyzes the efficiency in terms of student learning. An online collaborative activity based on the Student Groups Achievement Division (STAD) method has been planned and implemented for the undergraduate third semester Engineering students (n=71). The activity has been designed in such a way that the students perform the activity through the collaborative features of the Learning Management Systems (LMS) such as group projects and discussions. Group assessment is measured with discussions and group report writing while the individual assessment is measured through quizzes, tests and activity journals. The scores for the quiz and activity journal are taken into account to measure the student learning. These scores are compared against their performance scores in the summative examination. From the observations by comparing the scores, it is found that these strategies measure the individual learning effectively such that they fall in linear with the formal examination marks. Also, feedback is obtained from the students to ensure their satisfaction in individual assessment. Success index for the activity based on students' feedback is calculated using weighted likert scale and found to be 0.811 (Ideal index =1) which is an appreciable score.
References
- Anitha, D., Jeyamala, C., & Kavitha, D. (2018). Assessing and Enhancing Creativity in a Laboratory Course with Project Based Learning. Journal of Engineering Education Transformations, 32(2), 2349-2473.
- Anitha, D., Kavitha, D., Prakash, R. R., & Raja, S. C. (2020). Identification of Opinion Difference in Teaching Learning Methods and Recommendation to Faculty. Journal of Engineering Education Transformations, 33, 421-424.
- Jacobs, G. M. (2015). Collaborative Learning or Cooperative Learning? The Name Is Not Important; Flexibility Is. Online Submission, 3(1), 32-52.
- Kavitha, D., & Anitha, D. (2016, December). Project Based Learning Using ICT Tools to Achieve Outcomes for the Course'Microcontrollers Based System Design': A Case Study. In 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE) (pp. 223-228). IEEE.
- Kavitha, D., & Anitha, D. (2018). Flipped Classroom Using ICT Tools to Improve Outcome for the Course'Soft Computing'-A Case Study. Journal of Engineering Education Transformations, 32(2), 2349-2473.
- Opdecam, E., & Everaert, P. (2018). Seven disagreements about cooperative learning. Accounting Education, 27(3), 223-233.
- Yadin, A., & Or-Bach, R. (2019). The importance of emphasizing individual learning in the �collaborative learning era�. Journal of Information Systems Education, 21(2), 5.
- Yusuf, Y. Q., Natsir, Y., & Hanum, L. (2015). A Teacher's Experience in Teaching with Student Teams-Achievement Division (STAD) Technique. International Journal of Instruction, 8(2), 99-112.
