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*?"$ ,8F8,8+C8= O"P Ala/ama 1rofessional Development Modules 3'##(4$=coring 1erformances AssessmentF Checklist, ,ating =cales and ,u/rics$ Institute for Assessment and 8valuation$ University of 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