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Paper (refereed) Information Systems Curriculum

Recommended Citation: Sweeney, R B, K Mosteller, and R J Daigle. An Examination of the Relationship between Active Participation in Test Development (APTD), Student Performance and Student Attitudes. In The Proceedings of the Information Systems Education Conference 2001, v 18 (Cincinnati): §35a.

An Examination of the Relationship between Active Participation in Test Development (APTD), Student Performance and Student Attitudes

Refereed

Robert B. Sweeney, Jr.    [a1] [a2]
School of Computer and Information Sciences
University of South Alabama    [u1] [u2]
Mobile, Alabama, USA    [c1] [c2]

Kelly Mosteller    [a1] [a2]
School of Computer and Information Sciences
University of South Alabama    [u1] [u2]
Mobile, Alabama, USA    [c1] [c2]

Roy J. Daigle    [a1] [a2]
School of Computer and Information Sciences
University of South Alabama    [u1] [u2]
Mobile, Alabama, USA    [c1] [c2]

Many advanced courses in computing curricula seek to combine theory and skills through complex projects. Courses of this type may include applications development, database programming, systems analysis and design, senior project, and applied software engineering. These courses present challenges to both student and instructor for maintaining a global view the project while working at the detail level and for developing a higher level of understanding of the project. Previously, one of the authors used an approach called Active Participation in Test Development (APTD) as an attempt to address these challenges. The basic belief underlying APTD is that by providing students with the opportunity to participate in the examination generation process, they are given the chance to reflect on the meaning of in academic terms, to discover a standard by which their understanding might be measured, and to apply that standard in self-assessment. The objective of this paper is to report the results of a study of the influence of the approach on student attitudes and performance in the course.

Keywords: active participation in test development, test development, student performance, student attitudes, depth of knowledge, complexity

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