Follow these comments:

You have some good material for your paper but do not have information covering every required area. You should now work on putting it together and connecting the ideas with a clear flow and transitions so you can really make your case for the problem and the treatment of the problem. Refer to the outline you created to help with organization of your paper. You need to address theories of learning that connect to your topic. As would be expected in a draft, there are some changes that should be made to improve the quality of your paper, however you need to proofread well. The specific details of the problem areas and changes can be found in the paper itself. The learning theories can be constructivism, cognitive, behaviorism, humanism, or connectivism whatever theory connects to the topic of my paper.Then use all these files to correct the Course Final Draft Assignment.

Course

Project: Research Question and Outline

Michael Whitener

What impact does examinations have on education?

I. Introduction

A.

Introduce the problem

1. I will explain how examinations impact education.

2. I will include information, research, and details.

B.

Importance of the problem.

1. I will discuss the importance of the problem and its significance to teaching and learning.

2. I will discuss steps, if any, that have already been taken to address the problem.

C. Research question

1. I will address the following question:

What impact does examinations have on education?

II. Literature Review

A. Examinations impact in the educational system

1. I will address the topic of the education system and the impact of exam usage as a result ?

2. I will provide related research studies to principal leadership styles

III. Learning Theory Association

A.

1. I will address the Practices, Policies, or Procedures That Led to the Problem

B.

1. Importance of the Problem

C. Steps Taken to Address the Problem

IV. Definitions

`

1. Socio economic backgrounds

2. Ethnicity

3. Talent

4. Etc…

V. Gaps in the research

A. I will provide more in depth information.

VI. Biblical world view

A. I will address the problem of examinations in education from a biblical world view.

1. I will use examples like in the Old Testament, for example, Job’s book shows when Job had his faith tested when God sent Satan to inflict pain on him, for instance, using boils.

2. Another similar example like Further in the New Testament, Jesus Himself was tested when he survived in the wilderness for 40 days despite many temptations from Satan.

VII. Conclusion

A. I will end with a summary of the overall impact of education systems usage of exams and provide overall conclusion.

TheImpact of Examinations on Student Learning

Michael Whitener

2

Abstract

Examinations are used in the education setting to measure students’ performance and

enable grading and further promotion to other levels. The impacts of examinations have been

in research while also determining the best practices to ensure assessment improves the

performance outcome. Through studies carried out in Cameroon concerning SMS- based

tests, computer-based testing in health sciences in the US, examining teacher’s practices that

improve performance research from Russia, OER use and its impacts in NOVA, and cheat

sheets in examinations giving different outcomes. Moreover, different learning theories, such

as behavioral, constructive, cognitive, and learning acceptance models, are discussed. The

gaps in the research above are also outlined and the Biblical worldview on assessment

impacts in learning.

Karen Schmalz
143770000000201251
incomplete sentence

Karen Schmalz
143770000000201251
not a sentence

3

Schools are important institutions in every society with visions aimed at improving

personal and community standards by imparting knowledge and skills to learners through

teaching. The learning institutions employ various methods and techniques to ensure that they

receive the intended knowledge and skills effectively. Although examinations are not a

teaching method, it is used to assess their progress and provide the teachers with useful

feedback.

Different countries and institutions have developed unique ways of administering

examinations to ensure students’ effective assessment, which provides a clear and unbiased

way to promote students to higher levels. However, tests have faced various criticism

concerning their impacts on student learning. Many scholars have argued that examinations

do not connect with students’ professional work in their study field, implying that

examinations do not lead to success in the actual career field. Moreover, some students with

difficulty being nervous may fail exams, giving a wrong impression of their knowledge.

Additionally, the issue of bad and good luck during tests may arise and lead to failure and

success, respectively.

Despite the criticisms, which are quite common in many systems worldwide, even

with the best-proven practices, examinations are still perceived as pivotal measures of

excellence globally (Rahman et al.). From the teacher’s perspective, assessments are key

towards making high stake decisions in the education sector. Many researchers have made

efforts to determine whether examinations are really of the intended reasons for learning and

teaching. Washback has been the term described in the teaching environment, referring to the

influence of assessments towards effective learning and delivery of knowledge and skills

from teachers. Washback is not necessarily a positive impact on examination but represents

all the good and bad influences on the education system.

Karen Schmalz
143770000000201251
need to see a source for this information

Karen Schmalz
143770000000201251
include title here as your heading

Karen Schmalz
143770000000201251
incorrect apa

Karen Schmalz
143770000000201251

Karen Schmalz
143770000000201251
this section needs to be clearer.

Karen Schmalz
143770000000201251
they are

4

Positive washback effects will be experienced when the tests’ content leads to better

understanding and assessing the gain of knowledge that can be applied in the student’s

profession (Mogapi, 2016). Also, it should aim at strengthening the student’s skills while also

determining areas of their weakness to pave the way for improvement. This helps teachers

develop strategies to ensure they help their students in areas they have not been well accrued

to and maintain their capabilities. Students can also identify their passion and develop well-

informed career paths by identifying where they are good at.

As reported in many settings, the negative influence of examinations results when the

teachers emphasize their teachings on tested areas. Students are taught to master questions

and topics being tested, therefore answering correctly and performing highly. This practice

prevents learners from acquiring required skills in their areas of interest as they focus on

excelling in tests. Moreover, instructors will focus on topics and areas tested, leaving out

other sections that might be crucial in the learner’s profession.

The contrasting views on the influence of assessment in the education sector form the

argument of this paper, which aims to answer the question: What is the impact of

examination on student learning?

Literature Review

The world in recent years has experienced massive development in technology which

has seen many industries shift from traditional practices to the adoption of the new trends.

The education system has also not been left behind in these developments and, particularly,

students’ assessment. For instance, in Cameron, according to Poon et al. (2020), the use of

SMS-based tests was tested with a sample of 500 students in bachelor level from 23

institutions from both public and private schools. From their traditional approach to testing,

the West African country aimed to assess learners’ knowledge and to grade them. In the

Karen Schmalz
143770000000201251
source?

Karen Schmalz
143770000000201251
this and all the rest of your headings need to be first level headings

5

research, sets of questions were prepared by secondary school instructors and sent to personal

mobile phones of students as SMSs and later giving them results with the aim to evaluate the

effectiveness of the practice. This study resulted in the realization of various benefits and

some limitations associated with the testing. However, more benefits were discovered from

this study that proved the great importance of the assessments (Poon et al., 2020).

Among the benefits discovered here was said to be as a result of following the

practice testing approach that relies on promoting students’ abilities instead of creating the

aspect of testing. Through this approach, learners can achieve better learning outcomes and

retain what they learn instead of spending time on books. Practice testing can also enable

students and learners to understand their strengths and weaknesses, therefore give more

attention to areas of low understanding to boost their knowledge. The research further

discovered that the tests’ frequency is key and can result in more benefits compared to less

frequent tests with more questions.

The researchers further aimed at discovering the effectiveness of multiple-choice

questions in relation to short answers. They discovered that short answer questions were more

efficient in leading to better results compared to multiple choices that would easily deceive

the students into picking wrong answers. This difference may be attributed to the more

demanding nature of answering from the head compared to just picking from a list.

The design and approach of methods to use are equally vital toward realizing desired

results from an assessment. The use of SMS-based tests was motivated by mobile phones’

high usage and availability. The study concluded that the practice tests helped strengthen the

students’ knowledge structure, give them a formative assessment, and the creation of

distributed environments in learning that enhanced retention of learned materials.

Karen Schmalz
143770000000201251
unclear

Karen Schmalz
143770000000201251
need a citation

Karen Schmalz
143770000000201251
sentence structure

6

The students’ materials can be used in examinations to assist students in tackling their

examinations but in a controlled way (Raadt, 2012, January). In many settings, students are

allowed only to use what they retain in their brains during examinations. However,

researchers in the education sector have gone ahead to analyze the impacts of using other

forms of assessment. Students can do tests using resources used in teachings, such as

textbooks or notes. This study suggested restrictions on the extent of usage of the materials

such as selected materials to access, giving summaries on required content or use of clean-

sheets that the students make.

In the clean-sheets, students can write as much information as they would like but

within a specific size of the paper and only written by the students to ensure their own

developed rather than printed. In early studies, writing the clean-sheet was not necessarily

associated with improving students’ scores in their examinations but associated with

enhancing learning. As students engage in writing short notes, they are also learning and

capture as much information as possible. In the event that they do not get all information in

tests, they still end up benefiting.

A study was conducted at the University of Southern Queensland to determine

whether cleans-sheets improve performance and the features of the sheet that affect

examination performance. Results indicated that writing the clean-sheets in a systematic way

enables students to do extensive studying and can help them perform better in examinations

such as the use of abstract representation. This is due to its ability to adapt to new challenged

rather than being too specific. Moreover, using past or examples of questions in the sheets

results in low performance due to its effect on students, making them believe the questions

would be similar. In another case, duplicated materials from books to sheets made students

fail as compared to those with summaries. This can be associated with the fact that

summarized work is easier to read and understand to apply in exams compared to duplicates.

Karen Schmalz
143770000000201251
source

Karen Schmalz
143770000000201251
you are lacking a clear description in some of these paragraphs – you need to more clearly explain what you mean,

7

Open educational resources are other areas in the learning environment that are

becoming common and acceptable forms of delivering relevant knowledge and skills to

students (Grewe & Davis, 2017). An examination conducted using the information system of

Northern Virginia Community College using 146 learners, dividing them into two sections,

one with ORR utilization and the other without. The next year the research team used three

selections, each with the same divisions. The study was to determine OER influence on

academic performance in a history course.

The study suggests that the students using OER showed an increase in their GPA from

their previous results, indicating a clear connection between the success and the resource.

Students that used common materials such as course books did not show any moderate

improvement. Although some factors were assumed that might have led to the improvement

of performance, it can be supported that the comparative study indicated the difference

between OER and textbook use to arrive at its conclusion. The arguments on the

improvement might be associated with either teacher effect, which could have changed from

previous sessions, or student behaviour.

According to Zheng & Bender (2019), The use of computer-based testing (CBT) has

been of significant impact on education, especially in health science. In the United States, a

study was carried out on a dental school to determine the rate of acceptance, determinants,

and effects on performance in exams associated with technology. Using a set of students, the

results showed that acceptance was due to the CBT’s ability to deliver results on time and its

user-friendliness that encouraged learning. A study using 3000 students in Russia to

determine what practices in learning might improve performance came up with suggestions

that subject-specific tasks were more beneficial to students (Zakharov et al., 2014). Teachers

tend to use specific techniques to enable learners to perform well in high stake tests.

Karen Schmalz
143770000000201251

Karen Schmalz
143770000000201251
unclear

Karen Schmalz
143770000000201251
Need to put (OER) here before you can use the initials later on in the paper.

Karen Schmalz
143770000000201251
You talk about a number of studies but there is not flow and connection between these. You need to use your outline and transitions to create an orderly logical lit review.

Karen Schmalz
143770000000201251
need a transition here to this new idea

Karen Schmalz
143770000000201251
not a sentence

8

Learning Theory Association

Learning has, in many years, remained an important aspect of the modern world and

has been associated with various theories that explain the process. The learning process can

be associated with several ideas, one being the effect on students’ behaviour affected by the

acquired and reinforced characteristics from internal or external forces. Learning can also be

attributed to humans’ cognitive abilities to process the information given by the teachers.

Also, the process can be termed as constructive, implying that students can construct their

skills with more personal effort. Other theories are based on experimental learning,

humanism, and connectivism (Philip & Sengupta, 2020). This section is going to base the

discussion on technology acceptance theories towards assessment and learning.

However, modern society has changed the perspective of learning to a more

technological driven form. With the rising need to incorporate the use of technology in the

education system, measures have also been developed to ensure the implementation does not

result in a poor learning experience. Information Communication Technology has been

applied in teaching through various platforms, storing students’ information, and assessment.

Examination and learning are two aspects that need to work together in every instance

to ensure effective transfer of knowledge and skills to students. Assessing learners gives the

measure of learning through the feedback of success or failure. Examining using technology

is subdivided into summative and formative to provide grading criteria and response to

learners, respectively. Teachers can develop questions with multiple choices, shortened

answers, and adaptive tests according to their goals of assessment. Moreover, different

technologies have been developed to facilitate e-assessing (Imtiaz & Maarop, 2014).

Technology acceptance theories include the theory of reasoned action, which was the

first model that has been improved into the others commonly used. The theory identifies

Karen Schmalz
143770000000201251
how do these connect to your topic?

Karen Schmalz
143770000000201251
Your topic is not technology but assessment – need theories related to that and student learning.

9

behavior as its main pillar that affects acceptance. The second is a social cognitive theory that

encompasses the environment with behavior. The technology acceptance model depends on

the perception of individuals on the importance and how it reduces the effort of working.

Theory of planned behavior and the unified acceptance and use of technology are among the

other models that describe behavior intention (Imtiaz & Maarop, 2014).

The technology acceptance model is used in most instances, although faced with

several shortcomings on constructs. Among the included constructs in the application of

technology in examination and learning is computer self-efficacy, which is the ability of a

student to use an e-learning system and has a huge impact on the effective use of ICT in an

education setting. Perceived playfulness is the perception of curiosity and eagerness to use a

computer without boredom. Goal expectancy is another metric that involves the aim of the

learner while using the system (Imtiaz & Maarop, 2014).

There is more use of technology in learning as compared to examining in many

institutions. These theories are vital towards use in the education setting to help teachers

develop strategies that ensure students accept technology in learning and assessment.

Determining the appropriate ways to use them helps in delivering desired outcomes which are

formative and summative.

Definition of key terms

1. Technology acceptance model: a theory developed by Davis and is based on the

perceived ease of use and how the user believes the technology will reduce effort used

without it.

2. Cognitive theory of learning: explains the impact of human experience on learning

3. The behavioral theory of learning involves students’ behavior towards learning, which

is affected by the environment, among other aspects.

Karen Schmalz
143770000000201251
need sources for these terms

10

4. Constructive theory of learning: implies that students create their own knowledge

from experiences of the past.

Gaps in the Research

There are several aspects when it comes to the research on the impacts of assessing

students that require deeper study to bring substantial data. The study in Cameroon, for

instance, on SMS-based tests, came up with several suggestions on the way forward when

exposing students to high-stake examinations. The experiments on practice tests, for instance,

require long periods of testing to ensure they give true outcomes. This is mostly because the

students take a long time in the education environment. Therefore studying their performance

over the entire period is a way to go. Moreover, different metrics of measuring performance

other than failure and passing should be developed to complement the influence of the

practice tests. Additionally, the inclusion of collaborative learning in the school environment

should be tested to find more insights into its advantages.

Application of Open Education Resources (OER) is another area with a research gap,

and studies should focus on identifying the materials that are likely to improve the learning

experience for the students (Grewe & Davis, 2017). The study in NOVA was limited to the

History course, and therefore, more experiments should be done in wider areas and other

subjects to enhance the identified outcomes. In addition, determining the EORs with better

results is important while also knowing the unique features of those with better outcomes

compared to those without.

The use of clean sheets is another important area in research that calls for full

utilization in learning environments, as the research indicated. However, more experiments

using programming units and the involvement of larger contexts are key to realizing the

Karen Schmalz
143770000000201251
how does this fit?

11

method’s full potential. Other faculties should also be tested with the same strategy to

determine whether the results are consistent or any difference.

Further research on computer-based testing (CBT) is required to determine its

significant influence on learners. More students should be engaged to provide a clear and

satisfactory result on the results of the study on student performance and overall learning.

Categorizing students into several groups based on similarities and behavior is equally

important in making better and reliable conclusions on the difference between paper tests and

computer-based tests in terms of performance.

In the case of theories of assessment, it is important to also focus on implementing the

use of technology in examinations the same way it has been used in teaching. This is due to

more use in learning compared to assessing learners. Moreover, the user acceptance of

technology should also be introduced to instructors the same way it is used to determine

students’ user requirements. This aspect is crucial because learners are not the only

stakeholders in education, and learning involves all the identified.

Biblical Worldview

The Bible (Proverbs 16:16) says, “How much better to get wisdom than gold! And to

get understanding is to be chosen rather than silver.” This is an indication that the Bible

supports learning and equates it to the precious things in the world. Therefore, encouraging

teaching in all aspects increases understanding and enriching students to equalling possession

of wealth. In relation to the theory of acceptance, the Bible is very categorical on matters of

choice. During explaining the parable of the sower, Jesus explained how using the seeds

which one fell on the way, the other fell on the rocks, the other on thorny land, and another

on fertile land. In Mathew

13

:19, the Bible says that hearing God’s word and not

understanding results in the disappearing of the words. Similar to learning by students, when

Karen Schmalz
143770000000201251
in this section, you are just telling how each research study has gaps- that is not the point of this section you need to address your research questions specifically.

12

they take examinations without prior understanding and having the intention to learn may

lead to failure. Also, in the old testament, the Bible eludes that learning requires the student’s

full dedication and love to achieve understanding (Exodus 6:5). From the theory of

acceptance, it is the basis of the founders that the attitude towards learning and perceptions

controls behavior.

Conclusion

Examinations are viewed as important aspects of the education system and are used

by teachers and learners for formative and summative assessment. However, the effectiveness

of the examination towards ensuring the learning process is achieved important. Various

educationists have experimented with different assessment methods to find out their impacts

on learning outcomes. As identified in this paper, SMS-based tests in Cameroon significantly

impacted students by helping them prepare for high-stake examinations. The study indicated

improved retention levels among the students who were used. Another study on OER impacts

indicated increased performance in NOVA.

Similarly, the use of clean sheets in assessment with directions on abstraction helped

students engage in studies more and improve learning. CBT also indicated better results for

paper-based testing attributed to better interfaces and interaction. These studies and the use of

better practices by teachers aimed at improving skills rather than passing exams enable

students to improve their learning. Further research, however, needs to be done on the fields

with the use of larger populations, more time lengths, and examining with more relevant

metrics. The theories of learning imply the learning process as either cognitive, constructive,

or behavioral. The theory of technology acceptance, in particular, identifies behavior as a key

motivator towards learning. In support of the view, the Bible also adjures some relevant facts

that indicate important aspects of leaning and examinations which is part of the process.

Karen Schmalz
143770000000201251
you have a summary of what your paper covered

13

14

References

Buckley, J. B., & Michel, J. O. (2020). An examination of higher education institutional level

learning outcomes related to sustainability. Innovative Higher Education, 45(3), 201-

217.

de Raadt, M. (2012, January). Student created cheat-sheets in examinations: impact on

student outcomes. In Proceedings of the Fourteenth Australasian Computing

Education Conference (Vol. 123, pp. 71-76).

Grewe, K., & Davis, W. P. (2017). The impact of enrollment in an OER course on student

learning outcomes. The International Review of Research in Open and Distributed

Learning, 18(4).

Imtiaz, M. A., & Maarop, N. (2014). A review of technology acceptance studies in the field

of education. Jurnal Teknologi, 69(2).

Mogapi, M. (2016). Examinations Wash Back Effects: Challenges to the Criterion-

Referenced Assessment Model. Online Submission, 3(3), 78-86.

Philip, T. M., & Sengupta, P. (2020). Theories of learning as theories of society: A

contrapuntal approach to expanding disciplinary authenticity in computing. Journal of

the Learning Sciences, 1-20.

Poon, A., Giroux, S., Eloundou-Enyegue, P., Guimbretière, F., & Dell, N. (2020, June).

Baccalauréat Practice Tests in Cameroon: The Impact of SMS-Based Exam

Preparation. In Proceedings of the 2020 International Conference on Information and

Communication Technologies and Development (pp. 1-12).

Rahman, M. M., Kabir, M. S., Al Mamun, M. A., Nasrin, F., Halim, M. A., & Mazumder, T.

IMPACT OF THE EXAMINATION SYSTEM ON THE TEACHING AND

Karen Schmalz
143770000000201251
incorrect apa

Karen Schmalz
143770000000201251
missing volume number

Karen Schmalz
143770000000201251
incorrect apa and incomplete reference

Karen Schmalz
143770000000201251
incorrect apa

15

LEARNING OF ENGLISH AT HIGHER SECONDARY LEVEL IN

BANGLADESH.

Zheng, M., & Bender, D. (2019). Evaluating outcomes of computer-based classroom testing:

Student acceptance and impact on learning and exam performance. Medical

teacher, 41(1), 75-82.

Karen Schmalz
143770000000201251
Teacher

15

TheImpact of Examinations on Student Learning

Michael Whitener

Abstract

Examinations are used in the education setting to measure students’ performance and enable grading and further promotion to other levels. The impacts of examinations have been in research while also determining the best practices to ensure assessment improves the performance outcome. Through studies carried out in Cameroon concerning SMS- based tests, computer-based testing in health sciences in the US, examining teacher’s practices that improve performance research from Russia, OER use and its impacts in NOVA, and cheat sheets in examinations giving different outcomes. Moreover, different learning theories, such as behavioral, constructive, cognitive, and learning acceptance models, are discussed. The gaps in the research above are also outlined and the Biblical worldview on assessment impacts in learning.

Schools are important institutions in every society with visions aimed at improving personal and community standards by imparting knowledge and skills to learners through teaching. The learning institutions employ various methods and techniques to ensure that they receive the intended knowledge and skills effectively. Although examinations are not a teaching method, it is used to assess their progress and provide the teachers with useful feedback.

Different countries and institutions have developed unique ways of administering examinations to ensure students’ effective assessment, which provides a clear and unbiased way to promote students to higher levels. However, tests have faced various criticism concerning their impacts on student learning. Many scholars have argued that examinations do not connect with students’ professional work in their study field, implying that examinations do not lead to success in the actual career field. Moreover, some students with difficulty being nervous may fail exams, giving a wrong impression of their knowledge. Additionally, the issue of bad and good luck during tests may arise and lead to failure and success, respectively.

Despite the criticisms, which are quite common in many systems worldwide, even with the best-proven practices, examinations are still perceived as pivotal measures of excellence globally (Rahman et al.). From the teacher’s perspective, assessments are key towards making high stake decisions in the education sector. Many researchers have made efforts to determine whether examinations are really of the intended reasons for learning and teaching. Washback has been the term described in the teaching environment, referring to the influence of assessments towards effective learning and delivery of knowledge and skills from teachers. Washback is not necessarily a positive impact on examination but represents all the good and bad influences on the education system.

Positive washback effects will be experienced when the tests’ content leads to better understanding and assessing the gain of knowledge that can be applied in the student’s profession (Mogapi, 2016). Also, it should aim at strengthening the student’s skills while also determining areas of their weakness to pave the way for improvement. This helps teachers develop strategies to ensure they help their students in areas they have not been well accrued to and maintain their capabilities. Students can also identify their passion and develop well-informed career paths by identifying where they are good at.

As reported in many settings, the negative influence of examinations results when the teachers emphasize their teachings on tested areas. Students are taught to master questions and topics being tested, therefore answering correctly and performing highly. This practice prevents learners from acquiring required skills in their areas of interest as they focus on excelling in tests. Moreover, instructors will focus on topics and areas tested, leaving out other sections that might be crucial in the learner’s profession.

The contrasting views on the influence of assessment in the education sector form the argument of this paper, which aims to answer the question: What is the impact of examination on student learning?

Literature Review

The world in recent years has experienced massive development in technology which has seen many industries shift from traditional practices to the adoption of the new trends. The education system has also not been left behind in these developments and, particularly, students’ assessment. For instance, in Cameron, according to Poon et al. (2020), the use of SMS-based tests was tested with a sample of 500 students in bachelor level from 23 institutions from both public and private schools. From their traditional approach to testing, the West African country aimed to assess learners’ knowledge and to grade them. In the research, sets of questions were prepared by secondary school instructors and sent to personal mobile phones of students as SMSs and later giving them results with the aim to evaluate the effectiveness of the practice. This study resulted in the realization of various benefits and some limitations associated with the testing. However, more benefits were discovered from this study that proved the great importance of the assessments (Poon et al., 2020).

Among the benefits discovered here was said to be as a result of following the practice testing approach that relies on promoting students’ abilities instead of creating the aspect of testing. Through this approach, learners can achieve better learning outcomes and retain what they learn instead of spending time on books. Practice testing can also enable students and learners to understand their strengths and weaknesses, therefore give more attention to areas of low understanding to boost their knowledge. The research further discovered that the tests’ frequency is key and can result in more benefits compared to less frequent tests with more questions.

The researchers further aimed at discovering the effectiveness of multiple-choice questions in relation to short answers. They discovered that short answer questions were more efficient in leading to better results compared to multiple choices that would easily deceive the students into picking wrong answers. This difference may be attributed to the more demanding nature of answering from the head compared to just picking from a list.

The design and approach of methods to use are equally vital toward realizing desired results from an assessment. The use of SMS-based tests was motivated by mobile phones’ high usage and availability. The study concluded that the practice tests helped strengthen the students’ knowledge structure, give them a formative assessment, and the creation of distributed environments in learning that enhanced retention of learned materials.

The students’ materials can be used in examinations to assist students in tackling their examinations but in a controlled way (Raadt, 2012, January). In many settings, students are allowed only to use what they retain in their brains during examinations. However, researchers in the education sector have gone ahead to analyze the impacts of using other forms of assessment. Students can do tests using resources used in teachings, such as textbooks or notes. This study suggested restrictions on the extent of usage of the materials such as selected materials to access, giving summaries on required content or use of clean-sheets that the students make.

In the clean-sheets, students can write as much information as they would like but within a specific size of the paper and only written by the students to ensure their own developed rather than printed. In early studies, writing the clean-sheet was not necessarily associated with improving students’ scores in their examinations but associated with enhancing learning. As students engage in writing short notes, they are also learning and capture as much information as possible. In the event that they do not get all information in tests, they still end up benefiting.

A study was conducted at the University of Southern Queensland to determine whether cleans-sheets improve performance and the features of the sheet that affect examination performance. Results indicated that writing the clean-sheets in a systematic way enables students to do extensive studying and can help them perform better in examinations such as the use of abstract representation. This is due to its ability to adapt to new challenged rather than being too specific. Moreover, using past or examples of questions in the sheets results in low performance due to its effect on students, making them believe the questions would be similar. In another case, duplicated materials from books to sheets made students fail as compared to those with summaries. This can be associated with the fact that summarized work is easier to read and understand to apply in exams compared to duplicates.

Open educational resources are other areas in the learning environment that are becoming common and acceptable forms of delivering relevant knowledge and skills to students (Grewe & Davis, 2017). An examination conducted using the information system of Northern Virginia Community College using 146 learners, dividing them into two sections, one with ORR utilization and the other without. The next year the research team used three selections, each with the same divisions. The study was to determine OER influence on academic performance in a history course.

The study suggests that the students using OER showed an increase in their GPA from their previous results, indicating a clear connection between the success and the resource. Students that used common materials such as course books did not show any moderate improvement. Although some factors were assumed that might have led to the improvement of performance, it can be supported that the comparative study indicated the difference between OER and textbook use to arrive at its conclusion. The arguments on the improvement might be associated with either teacher effect, which could have changed from previous sessions, or student behaviour.

According to Zheng & Bender (2019), The use of computer-based testing (CBT) has been of significant impact on education, especially in health science. In the United States, a study was carried out on a dental school to determine the rate of acceptance, determinants, and effects on performance in exams associated with technology. Using a set of students, the results showed that acceptance was due to the CBT’s ability to deliver results on time and its user-friendliness that encouraged learning. A study using 3000 students in Russia to determine what practices in learning might improve performance came up with suggestions that subject-specific tasks were more beneficial to students (Zakharov et al., 2014). Teachers tend to use specific techniques to enable learners to perform well in high stake tests.

Learning Theory Association

Learning has, in many years, remained an important aspect of the modern world and has been associated with various theories that explain the process. The learning process can be associated with several ideas, one being the effect on students’ behaviour affected by the acquired and reinforced characteristics from internal or external forces. Learning can also be attributed to humans’ cognitive abilities to process the information given by the teachers. Also, the process can be termed as constructive, implying that students can construct their skills with more personal effort. Other theories are based on experimental learning, humanism, and connectivism (Philip & Sengupta, 2020). This section is going to base the discussion on technology acceptance theories towards assessment and learning.

However, modern society has changed the perspective of learning to a more technological driven form. With the rising need to incorporate the use of technology in the education system, measures have also been developed to ensure the implementation does not result in a poor learning experience. Information Communication Technology has been applied in teaching through various platforms, storing students’ information, and assessment.

Examination and learning are two aspects that need to work together in every instance to ensure effective transfer of knowledge and skills to students. Assessing learners gives the measure of learning through the feedback of success or failure. Examining using technology is subdivided into summative and formative to provide grading criteria and response to learners, respectively. Teachers can develop questions with multiple choices, shortened answers, and adaptive tests according to their goals of assessment. Moreover, different technologies have been developed to facilitate e-assessing (Imtiaz & Maarop, 2014).

Technology acceptance theories include the theory of reasoned action, which was the first model that has been improved into the others commonly used. The theory identifies behavior as its main pillar that affects acceptance. The second is a social cognitive theory that encompasses the environment with behavior. The technology acceptance model depends on the perception of individuals on the importance and how it reduces the effort of working. Theory of planned behavior and the unified acceptance and use of technology are among the other models that describe behavior intention (Imtiaz & Maarop, 2014).

The technology acceptance model is used in most instances, although faced with several shortcomings on constructs. Among the included constructs in the application of technology in examination and learning is computer self-efficacy, which is the ability of a student to use an e-learning system and has a huge impact on the effective use of ICT in an education setting. Perceived playfulness is the perception of curiosity and eagerness to use a computer without boredom. Goal expectancy is another metric that involves the aim of the learner while using the system (Imtiaz & Maarop, 2014).

There is more use of technology in learning as compared to examining in many institutions. These theories are vital towards use in the education setting to help teachers develop strategies that ensure students accept technology in learning and assessment. Determining the appropriate ways to use them helps in delivering desired outcomes which are formative and summative.

Definition of key terms

1. Technology acceptance model: a theory developed by Davis and is based on the perceived ease of use and how the user believes the technology will reduce effort used without it.

2. Cognitive theory of learning: explains the impact of human experience on learning

3. The behavioral theory of learning involves students’ behavior towards learning, which is affected by the environment, among other aspects.

4. Constructive theory of learning: implies that students create their own knowledge from experiences of the past.

Gaps in the Research

There are several aspects when it comes to the research on the impacts of assessing students that require deeper study to bring substantial data. The study in Cameroon, for instance, on SMS-based tests, came up with several suggestions on the way forward when exposing students to high-stake examinations. The experiments on practice tests, for instance, require long periods of testing to ensure they give true outcomes. This is mostly because the students take a long time in the education environment. Therefore studying their performance over the entire period is a way to go. Moreover, different metrics of measuring performance other than failure and passing should be developed to complement the influence of the practice tests. Additionally, the inclusion of collaborative learning in the school environment should be tested to find more insights into its advantages.

Application of Open Education Resources (OER) is another area with a research gap, and studies should focus on identifying the materials that are likely to improve the learning experience for the students (Grewe & Davis, 2017). The study in NOVA was limited to the History course, and therefore, more experiments should be done in wider areas and other subjects to enhance the identified outcomes. In addition, determining the EORs with better results is important while also knowing the unique features of those with better outcomes compared to those without.

The use of clean sheets is another important area in research that calls for full utilization in learning environments, as the research indicated. However, more experiments using programming units and the involvement of larger contexts are key to realizing the method’s full potential. Other faculties should also be tested with the same strategy to determine whether the results are consistent or any difference.

Further research on computer-based testing (CBT) is required to determine its significant influence on learners. More students should be engaged to provide a clear and satisfactory result on the results of the study on student performance and overall learning. Categorizing students into several groups based on similarities and behavior is equally important in making better and reliable conclusions on the difference between paper tests and computer-based tests in terms of performance.

In the case of theories of assessment, it is important to also focus on implementing the use of technology in examinations the same way it has been used in teaching. This is due to more use in learning compared to assessing learners. Moreover, the user acceptance of technology should also be introduced to instructors the same way it is used to determine students’ user requirements. This aspect is crucial because learners are not the only stakeholders in education, and learning involves all the identified.

Biblical Worldview

The Bible (Proverbs 16:16) says, “How much better to get wisdom than gold! And to get understanding is to be chosen rather than silver.” This is an indication that the Bible supports learning and equates it to the precious things in the world. Therefore, encouraging teaching in all aspects increases understanding and enriching students to equalling possession of wealth. In relation to the theory of acceptance, the Bible is very categorical on matters of choice. During explaining the parable of the sower, Jesus explained how using the seeds which one fell on the way, the other fell on the rocks, the other on thorny land, and another on fertile land. In Mathew 13:19, the Bible says that hearing God’s word and not understanding results in the disappearing of the words. Similar to learning by students, when they take examinations without prior understanding and having the intention to learn may lead to failure. Also, in the old testament, the Bible eludes that learning requires the student’s full dedication and love to achieve understanding (Exodus 6:5). From the theory of acceptance, it is the basis of the founders that the attitude towards learning and perceptions controls behavior.

Conclusion

Examinations are viewed as important aspects of the education system and are used by teachers and learners for formative and summative assessment. However, the effectiveness of the examination towards ensuring the learning process is achieved important. Various educationists have experimented with different assessment methods to find out their impacts on learning outcomes. As identified in this paper, SMS-based tests in Cameroon significantly impacted students by helping them prepare for high-stake examinations. The study indicated improved retention levels among the students who were used. Another study on OER impacts indicated increased performance in NOVA.

Similarly, the use of clean sheets in assessment with directions on abstraction helped students engage in studies more and improve learning. CBT also indicated better results for paper-based testing attributed to better interfaces and interaction. These studies and the use of better practices by teachers aimed at improving skills rather than passing exams enable students to improve their learning. Further research, however, needs to be done on the fields with the use of larger populations, more time lengths, and examining with more relevant metrics. The theories of learning imply the learning process as either cognitive, constructive, or behavioral. The theory of technology acceptance, in particular, identifies behavior as a key motivator towards learning. In support of the view, the Bible also adjures some relevant facts that indicate important aspects of leaning and examinations which is part of the process.

References

Buckley, J. B., & Michel, J. O. (2020). An examination of higher education institutional level learning outcomes related to sustainability. Innovative Higher Education, 45(3), 201-217.

de Raadt, M. (2012, January). Student created cheat-sheets in examinations: impact on student outcomes. In Proceedings of the Fourteenth Australasian Computing Education Conference (Vol. 123, pp. 71-76).

Grewe, K., & Davis, W. P. (2017). The impact of enrollment in an OER course on student learning outcomes. The International Review of Research in Open and Distributed Learning, 18(4).

Imtiaz, M. A., & Maarop, N. (2014). A review of technology acceptance studies in the field of education. Jurnal Teknologi, 69(2).

Mogapi, M. (2016). Examinations Wash Back Effects: Challenges to the Criterion-Referenced Assessment Model. Online Submission, 3(3), 78-86.

Philip, T. M., & Sengupta, P. (2020). Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing. Journal of the Learning Sciences, 1-20.

Poon, A., Giroux, S., Eloundou-Enyegue, P., Guimbretière, F., & Dell, N. (2020, June). Baccalauréat Practice Tests in Cameroon: The Impact of SMS-Based Exam Preparation. In Proceedings of the 2020 International Conference on Information and Communication Technologies and Development (pp. 1-12).

Rahman, M. M., Kabir, M. S., Al Mamun, M. A., Nasrin, F., Halim, M. A., & Mazumder, T. IMPACT OF THE EXAMINATION SYSTEM ON THE TEACHING AND LEARNING OF ENGLISH AT HIGHER SECONDARY LEVEL IN BANGLADESH.

Zheng, M., & Bender, D. (2019). Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance. Medical teacher, 41(1), 75-82.

EDUC 701

Course Project: Final Paper Assignment Instructions

Paper Components:

The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; and include a minimum of 10 scholarly references. Six of the 10 articles must be current (within the past 5 years), empirical, peer-reviewed journal articles. Your paper must include the information outlined below. See the Course Project: Final Paper Grading Rubric for further information.

1. Title Page

a. The title summarizes the paper and its focus. The title must be clear enough to give the reader an idea of what to expect in your paper. Avoid statements that sound vague or flippant.

b. Other Title Page Information:

· Student Name

· Institution

2. Abstract

a. 100–120 words

b. Write this paragraph last, but place it after the title page and before the introduction to the paper.

c. This will be a synopsis of the main findings of your paper.

d. Consider this an abridged version of your full paper.

3. Introduction

a. Although not labeled with a heading on your paper, this section will introduce your problem and provide your specific research question that will be developed throughout the paper.

b. Defend the importance of the topic. Give a broad overview of the scope of the work you are reviewing. Clarify what learning theory you are looking at and the importance it has in your educational field.

c. It is always best to place the research question at the end of the introduction. This serves as a transition into the rest of the paper, which supports the research question.

4. Headings

To ensure that your paper meets the requirements of the rubric, the following elements must be clearly identified with headings. (Remember that there is no heading for the introduction.

a. Literature Review

· When reading through your sources, you want to remember that you are looking for the “big picture,” not a collection of random, separate articles. You are looking for common themes and patterns in the research as a whole.

· Synthesize the references in order to show that several references support the points you are making about the topic. You are combining what the different experts in the field have published about your topic. Do not write a summary of one reference at the time as you did in the annotated bibliographies. The more you can show that several references support a specific point, the more support you have for it.

b. Learning Theory Association

· Identify the learning theory or theories that serve as the foundation for your topic by discussing foundational principles.

· Align the topic throughout the section with the learning theory or theories

c. Define Key Terms

· Define terms that will be important for your study

d. Gaps in the Research

· What areas of your topic are still in need of further research? (Usually, this can be found in the very last section of academic journal articles, labeled “future research.”)

e. Biblical Worldview

· From a biblical worldview perspective, what are the issues with the learning theory or theories you have discussed?

· Identify from the Sire text the worldview most appropriate to the influential founders(s) of the learning theory.

· Offer alternative ideas which incorporate a solid biblical worldview perspective. The use of Scripture is appropriate in this section.

f. Conclusion

· Your conclusion must relate to the introduction in some way so that your paper displays coherence.

· If your introduction included a metaphor, quote, theme, etc., it is appropriate to integrate that again.

5. References

a. Use a variety of sources, such as the following:

· Textbooks for this course

· Your methods and psychology textbooks

· The Bible

· Educational journals

· Books you have read that have influenced your worldview or educational philosophy

b. Do not use Wikipedia or other wiki-type pages as sources in an academic paper. Because it is an open environment, the information is constantly being changed by registered users and is not always reliable.

c. Include at least 10 scholarly references, and makes sure at least 6 of the references are scholarly journal articles. Variation of references is important; use at least 1 book, 1 academic journal, and 1 online source.

6. Point Of View

When writing in current APA Style, you can use the first person point of view when discussing your research steps (“I studied . . .”) and when referring to yourself and your co-authors (“We examined the literature . . .”). Use the first person to discuss research steps rather than anthropomorphizing the work. For example, a study cannot “control” or “interpret,” but you and your co-authors, however, can.

7. Tense

Current APA style requires authors to use the past tense or present perfect tense when using signal phrases to describe earlier research, for example, “Jones (1998) found . . .” or “Jones (1998) has found . . .”

8. Pronoun Usage

Common writing problems include pronoun-antecedent agreement and the gender issue of “he or she.”

9. Gender Issue

It is considered sexist if you repeatedly use singular antecedents and follow them up with masculine pronouns. For example, “Each teacher should manage his own classroom.” It is also problematic if you redundantly use “he or she” and “his or her.” (Do not use “he/she” or “his/her.”) Some writers solve this by stating to the reader that, for simplicity’s sake, the pronouns will be masculine or will rotate periodically between masculine and feminine. This can be awkward and cumbersome. However, there is a better solution.

10. Pronoun-Antecedent Agreement

a. Pronouns must agree in number with their antecedents. It is incorrect to write, “Each teacher [singular] should manage their [plural] own classroom.”

b. To assist in avoiding both of these problems, it is recommended that you write in plural as consistently as possible. For instance, use students, principals, teachers, parents, schools, etc., instead of their singular counterparts. Follow these antecedents up with “they” or “their.” This avoids the gender issue altogether. When you find that you must use a singular, you may periodically use “he or she” or simply restructure the sentence to avoid the “he or she” if possible. Rare use of this phrase is acceptable.

11. Academic Integrity

Plagiarized papers will be rejected. The following tips will help you avoid any problems with plagiarism:

a. Direct Quotations: No more than 10 percent of your paper may be made up of direct quotations. Short quotations must be in quotation marks, and longer quotations must be indented. If you do not set off direct quotations in this manner and cite them, you have plagiarized.

b. Ideas and Facts: If the idea or fact is not your own, you must cite its source. When not directly quoting, you should summarize or analyze the idea in your own words.

Review the Course Project: Final Paper Grading Rubric to see how this assignment will be evaluated.

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EDUC 701

Course Project: Final Paper Grading Rubric

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Advanced

Proficient

Developing

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Criteria

Levels of Achievement

Content 70%

Advanced

Proficient

Developing

Not Present

Title Page and Abstract

10 points A title page is present and provides clarity to the purpose of the paper. An effective summation of overall arguments contained in the paper body is provided by the abstract. Word count (100–120 words) is met.

8 to 9 points A title page is present but lacks clarity to the purpose of the paper. The Abstract exists but does not provide an effective summation of overall arguments contained in the paper body. Minimum of 100 words is met.

1 to 7 points A title page is missing. The Abstract is vague and does not convey a personal philosophy of education. The 100-word minimum is not met.

0 points Not present

Body – Introduction/ Thesis Statement

10 points Introduction is well-constructed and presents a clear explanation of the problem, conveys a good argument of why the problem is good to research, concludes with the research question, and is strongly aligned with the title and body of the paper.

8 to 9 points A somewhat clear presentation of the problem is present, an argument why the problem is good to research is conveyed, and the title and body of the paper aligns with it.

1 to 8 points The problem is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper.

Body – Literature Review and Learning Theory or Theories

37 to 40 points Literature synthesizes references to support the topic. Learning theories are introduced as well as foundational people and their works. Theoretical frameworks are presented coherently and lay a foundation for the overall learning theory education.

34 to 36 points Literature review somewhat synthesizes the references to support the topic. Learning theories are somewhat introduced. Theoretical frameworks are mostly presented and lay a foundation for the overall learning theory education.

1 to 33 points Literature review poorly synthesizes the references that support the topic. Learning theories are poorly introduced and explained. Theoretical frameworks are not presented.

Body – Key Terms

18 to 20 points Key terms are well defined, and definitions are supported by authoritative sources.

17 points Key terms are defined, and most definitions are supported by authoritative sources.

1 to 16 points Key terms are adequately defined, and most definitions are not supported by an authoritative source.

Body – Gaps in Literature

18 to 20 points Gaps in the literature are thoroughly identified and described by careful analysis of content.

17 points Gaps in the literature are somewhat identified and described by careful analysis of content.

1 to 16 points Gaps in the literature are not present or are inadequately described.

Body – Biblical Worldview

18 to 20 points A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.

17 points A biblical worldview perspective is articulated but is not supported by Scripture, or is not appropriate, and somewhat applies to course requirements and application.

1 to 16 points A biblical worldview perspective is poorly articulated and is not supported by Scripture, or is not appropriate, and does not apply to course requirements and application.

Body – Conclusion

10 points The conclusion is well written and provides a summation of the paper. Word count (250 words) is met.

8 to 9 points The conclusion somewhat summarizes the entire paper. The 250-word count is met.

1 to 7 points The conclusion poorly summarizes the paper. The 250-word count is not met.

Body- Composition and Critical Thinking – Composition

5 points The paper is exceptionally coherent and cohesive. Sentence and paragraph structures are of high quality.

4 points The paper is acceptably coherent and cohesive. Sentence and paragraph structures are of acceptable quality.

1 to 3 points The paper is lacking in coherence and cohesion. Sentence and paragraph structures are of low quality.

Body- Composition and Critical Thinking – Critical Thinking

5 points All of the following qualities are present: claims are supported by evidence, claims of others are critically evaluated, and other interpretations are seriously considered/engaged.

4 points Most of the following qualities are present: claims are supported by evidence, claims of others are critically evaluated, and other interpretations are seriously considered/engaged.

1 to 3 points Few of the following qualities are present: claims are supported by evidence, claims of others are critically evaluated, and other interpretations are seriously considered/engaged.

Structure 30%

Body – Mechanics

18 to 20 points No errors in spelling, grammar, and punctuation are present. Word count is met (3,000–3,500 words).

17 points Fewer than 4 errors in spelling, grammar, and punctuation are present. Word count does not quite meet the requirement.

1 to 16 points More than 5 errors in spelling, grammar, and punctuation are present. Word count does not meet the requirement.

Information Literacy/Current APA – Citation Format

10 points All formatting and citations are in-text and are correctly formatted using current APA style guidelines.

8 to 9 points Fewer than 4 instances of formatting and incorrect citations according to current APA style guidelines are present.

1 to 7 points Five or more instances of formatting and incorrect citations according to current APA style guidelines are present.

Information Literacy/Current APA – Source Appropriateness

10 points Exceptional understanding of the existing body of knowledge on the topic is evident. Appropriately compares personal ideas to those of experts in the field.

8 to 9 points Basic understanding of the existing body of knowledge on the topic is evident. Personal ideas are compared to those of experts in the field.

1 to 7 points Weak or poor understanding of the existing body of knowledge on the topic is evident. Personal ideas are inappropriately compared or fail to be compared to those of experts in the field.

Information Literacy/Current APA – Reference Appropriateness

10 points At least 10 references are listed from legitimate sources in the field of educational theory, philosophy, or research. At least 6 of those references are scholarly journal articles. All of the following are represented: books, academic journasl, and online sources.

8 to 9 points Nine references are listed from legitimate sources in the field of educational theory, philosophy, or research. Less than 6 of those references are scholarly journal articles. At least 2 of the following are represented: books, academic journals, and online sources.

1 to 7 points Fewer than 8 references are listed and/or are from questionable sources in the field of educational theory, philosophy, or research. Less than 5 of those references are scholarly journal articles. One or none of the following are represented: books, academic journasl, online sources.

Information Literacy/Current APA – Reference Format

10 points Bibliographic references are correctly formatted using current APA style guidelines.

8 to 9 points There are fewer than 4 instances of incorrect bibliographic references according to current APA style guidelines.

1 to 7 points There are 5 or more instances of incorrect bibliographic references according to current APA style guidelines.

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