CAPBLAT: An Innovative Computer-Assisted Assessment for Problem-Based Learning Approach
Abstract: This paper profiles
the potential of developing and implementing Computer-Assisted Assessments
(CAA) for helping lecturer in assessing students’ achievements on the
Problem-Based Learning (PBL) Approach. PBL Assessment is typically formative;
it includes delivery of feedback to the student, with the aim of improving
their skills. The use of CAA in PBL gives advantages for both of lecturer and
students by providing them with detailed formative feedback on their learning
achievements compare to conventional assessment. It also reduces lectures
tedious load by automating parts of the task of marking students’ work. The methodology applied to this research was
literature review and investigation of practitioners’ perception about
assessment in PBL. The literatures showed that there are methods of assessments
that have been used successfully in PBL, but the research selected five methods
as PBL assessment framework; there are “Peer-assessment, Self-assessment, Group
presentation, Individual activities, and Group report assessment”. The
framework applied into the tool that encompasses the use of computer (called
with CAPBLAT) for helping lecturer in assessing students’ achievements. In
addition, the CAPBLAT helps to store assessment material, deliver assessment,
and do auto-rating of the assessment result. The evaluation results concerning
technology acceptance demonstrated that incorporating CAPBLAT can get better
technology acceptance.
Author: Muhammad Qomaruddin,
Azizah Abdul Rahman, Noorminshah A. Iahad
Journal Code: jptkomputergg140020
