USING ADAPTIVE MASTERY TESTING IN ASSESSMENT MANAGEMENT SYSTEMS

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dc.authorscopusid57040542700
dc.authorscopusid57213629100
dc.authorscopusid6505550873
dc.authorscopusid57440868200
dc.authorscopusid57441372000
dc.authorscopusid57031921300
dc.authorscopusid56470437300
dc.contributor.authorŞahin, Muhittin
dc.contributor.authorAydın, Furkan
dc.contributor.authorSulak, Sema
dc.contributor.authorMüftüoğlu, Cennet Terzi
dc.contributor.authorTepgeç, Mustafa
dc.contributor.authorYılmaz, Gizem Karaoğlan
dc.contributor.authorYılmaz, Ramazan
dc.date.accessioned2024-09-19T15:41:13Z
dc.date.available2024-09-19T15:41:13Z
dc.date.issued2021
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description18th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2021 -- 13 October 2021 through 15 October 2021 -- Virtual, Online -- 174791en_US
dc.description.abstractThe use of technology for teaching and learning has created a paradigm shifting in learning environments and learning process, and also the paradigm shifting has also affected the assessment processes. In addition to these, online environments provide more opportunities to assess of the learners. In this study, the Adaptive Mastery Testing (AMT) system in Assessment Management System was designed and developed in which students can test themselves, recognize their strengths and weaknesses, and determine their learning objective based competencies. AMT environment is structured in accordance with the rapid prototyping software developing model. In this environment, there are questions for the students about four learning objectives, which are among the basic subjects of the Statistics course. AMT environment consists of presentation, assessment, domain and learner model. Pilot implementation was carried out with 98 undergraduate students. In order to evaluate of the environment; number of tests taken, number of correct answer, number of wrong answer and number of total answer data were used. According to the findings, it is seen that most of the students are masters in the learning objectives presented to them. In addition, it was found that half of the students took an average test to become a master. In other words, half of the learners participating in the study were determined as masters by the system in the first test they took for each learning objective. © 2021 Virtual Simulation Innovation Workshop, SIW 2021. All rights reserved.en_US
dc.description.sponsorshipTUBITAK, (119K430); Türkiye Bilimsel ve Teknolojik Araştirma Kurumu, TÜBITAKen_US
dc.identifier.endpage211en_US
dc.identifier.isbn978-989870433-7
dc.identifier.scopus2-s2.0-85124079216en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage205en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12483/14092
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherIADIS Pressen_US
dc.relation.ispartof18th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2021en_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAdaptive mastery testingen_US
dc.subjectAssessment management systemen_US
dc.subjectE-Assessmenten_US
dc.subjectLog dataen_US
dc.subjectRapid prototypingen_US
dc.subjectStatisticen_US
dc.titleUSING ADAPTIVE MASTERY TESTING IN ASSESSMENT MANAGEMENT SYSTEMSen_US
dc.typeConference Objecten_US

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