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- Using Learning Analytics to evaluate the quality of multiple-choice questions: a perspective with Classical Test Theory and Item Response TheoryPublication . Azevedo, José Manuel; Oliveira, Ema; Beites, P. D.Purpose The purpose of this paper is to find appropriate forms of analysis of multiple-choice questions (MCQ) to obtain an assessment method, as fair as possible, for the students. The authors intend to ascertain if it is possible to control the quality of the MCQ contained in a bank of questions, implemented in Moodle, presenting some evidence with Item Response Theory (IRT) and Classical Test Theory (CTT). The used techniques can be considered a type of Descriptive Learning Analytics since they allow the measurement, collection, analysis and reporting of data generated from students’ assessment. Design/methodology/approach A representative data set of students’ grades from tests, randomly generated with a bank of questions implemented in Moodle, was used for analysis. The data were extracted from a Moodle database using MySQL with an ODBC connector, and collected in MS ExcelTM worksheets, and appropriate macros programmed with VBA were used. The analysis with the CTT was done through appropriate MS ExcelTM formulas, and the analysis with the IRT was approached with an MS ExcelTM add-in. Findings The Difficulty and Discrimination Indexes were calculated for all the questions having enough answers. It was found that the majority of the questions presented values for these indexes, which leads to a conclusion that they have quality. The analysis also showed that the bank of questions presents some internal consistency and, consequently, some reliability. Groups of questions with similar features were obtained, which is very important for the teacher to develop tests as fair as possible. Originality/value The main contribution and originality that can be found in this research is the definition of groups of questions with similar features, regarding their difficulty and discrimination properties. These groups allow the identification of difficulty levels in the questions on the bank of questions, thus allowing teachers to build tests, randomly generated with Moodle, that include questions with several difficulty levels in the tests, as it should be done. As far as the authors’ knowledge, there are no similar results in the literature.
- Funcionamento psicológico positivo numa amostra portuguesa de estudantesPublication . Oliveira, Ema; Merino, María Dolores; Privado, Jesus; Almeida, Leandro S.Este estudo explora diferentes recursos pessoais associados ao bem-estar e funcionamento psicológico positivo de estudantes universitários portugueses, tomando na sua análise as variáveis área de curso e género. Foi aplicada a Escala de Funcionamento Psicológico Positivo (EFPP) a 1070 estudantes de diferentes cursos. Observa-se um efeito da interação do género e área científica em 5 dimensões da EFPP. O género diferencia Autonomia, Autoestima e Otimismo (pontuações mais favoráveis nos homens), enquanto a área científica diferencia Resiliência, Autoestima, Propósito na Vida, Desfrute e Otimismo (pontuações superiores nos estudantes de Saúde). Discutem-se implicações para a intervenção no contexto do Ensino Superior.
- The use of facebook in the teaching / learning process and its influence on engagement and academic performancePublication . Pereira, Vladi; Oliveira, EmaOne of the realities currently facing world-wide is the increasing use that students make of digital social networks in mobile devices, especially the social network Facebook. The potentialities that social networks present, such as sharing information involving topics addressed in the classroom, group study, the dissemination of the most diverse informative contents, the sharing of resources and social networks can allow the development of capacities and more dynamic and interactive teaching / learning strategies. Thus, it is thought that it is possible to better explore this space to promote student engagement and consequently improve academic performance. In recent years, several authors have presented approaches related to the use of the social network Facebook in school context, however, the results of the studies are still controversial. In the present work will be presented the state of the art on the use of Facebook in school in supporting the process of teaching/learning. The main idea is to present the most important thing to date on the subject, to analyze the methodological procedures used by other researchers and to identify the possible contradictory results. This will be divided in four sections: In the first section there will be an introduction on the subject under study. In the second one there will be a discretion of the methodology used for the selection of the works used. The third section deals with the main ideas of the authors consulted as well as the problems left open in the articles analyzed. In the fourth section will be presented the conclusions and bibliographical references.
- Escola inclusiva e sobredotaçãoPublication . Ramôa, Mónica Cristina Cerqueira; Oliveira, EmaA escola inclusiva aponta para a transformação da sociedade, isto é, para a construção de uma sociedade inclusiva. E uma sociedade inclusiva é aquela que acolhe em si a diversidade, que democratiza a diferença e valoriza a heterogeneidade. [...]
- Metaphor creation: A measure of creativity or intelligence?Publication . Barros, Débora Pereira; Primi, Ricardo; Miguel, Fabiano Koich; Almeida, Leandro S.; Oliveira, EmaThe goal of the present study was to verify whether the “Metaphor Creation Test” would really be a measure with unique characteristics of creativity, or a different way of evaluating constructs already known as intelligence. Two differentiated groups were considered: group 1 was comprised by 90 late course students, and group 2 included 73 undergraduate students from Architecture and Urbanism courses. The results showed lower correlation between metaphors production and abstract reasoning (r= .31) comparing with verbal reasoning test (r= .48). Correlations between the constructs reproduced what was already found in other studies, that is, intelligence and creativity are related, but not strongly enough to affirm that they are the same construct; therefore they are different but related constructs.
- The Portuguese referee performance modelPublication . Mendes, Sérgio; Oliveira, Ema; Monteiro, Diogo; Travassos, BrunoThe concern with the performance of football referees has opened lines of investigation in areas such as technical and physical performance. Theoretical and analytical gaps regarding the causes of their performances in a holistic perspective are scarce. The purpose of this study is to understand how various processes of personal, career development and contextual nature influences the classification of football referees. The literature review on excellence and the performance of the referees allowed to define a model that contemplates three distinct areas: 1) personal experience; 2) sports course; 3) surrounding context. The model to understand the causes of the performance of the Portuguese referees was obtained by comparing the classification of referees for national boards between the periods of 2009-10 and 2018-19 with the relative data to their age, experience as a federated player and referee, region density and proximity to peers of national board. The results show that the performance of the referees is influenced by a set of processes such as individual experience, sporting background and the context. This article opens a new perspective on the referees' training process. Its content may constitute an important insight for the implementation of referee training programs, namely at the base.
- Evaluating e-assessment: A practical application using statistical methodsPublication . Azevedo, José; Beites, P. D.; Oliveira, EmaThe use of Information and Communication Technologies (ICT) in the assessment process is becoming an asset, giving rise to the so-called computer based assessment or e-assessment. Nowadays, its use is becoming more usual in Higher Education Institutions. Closed formats for questions, namely Multiple Choice, are the most commonly used. This chapter presents a literature review of the main aspects related to this topic, including the main modalities of assessment (Continuous Assessment, summative assessment and continuous assessment). Issues related to Multiple Choice Questions (MCQ) are discussed with more detail, referring to the various formats of MCQ, its advantages and limitations, with a particular focus on its use in mathematics tests. Also, some guidelines for the quality assurance of MCQ with quality are included.
- O impacto da formação no desempenho da arbitragem no futebolPublication . Mendes, Sérgio; Travassos, Bruno; Oliveira, EmaObjetivos: i) analisar as perceções de árbitros especialistas sobre a introdução de programas de formação de árbitros de futebol em Portugal; (ii) identificar diferenças nas classificações dos árbitros em função do estágio na Academia de Arbitragem (AA). Metodologia: foram realizados 2 estudos complementares. No primeiro foram entrevistados cinco especialistas da área. No segundo recolheram-se as classificações dos árbitros entre 2009-2019 (N=243) e constituíram-se 3 grupos conforme a sua formação: Grupo 1 (n=81) promovidos após estágio na AA; Grupo 2 (n=85) promovidos diretamente; Grupo 3 (n=76) nunca promovidos. Os resultados revelaram: i) uma mudança na estruturação da formação dos árbitros; ii) a sinalização de lacunas no processo formativo e classificativo; iii) a existência de uma cultura de individualismo e exigência no setor; iv) diferenças significativas no ranking médio entre o G3 e G1. Conclusão: são percecionadas melhorias no processo de formação, embora não se tenham verificado melhorias significativas no desempenho classificativo.
- The use of Facebook in the teaching-learning process and its influence on academic performancePublication . Pereira, Vladi; Oliveira, EmaThe growing use that students make of digital social networks on mobile devices in the world, opens up a vast possibility of their use in the school context. The Facebook, due to its characteristics, has been used as a platform to support the teaching and learning process in several regions of the world, however, its impact on academic performance is not consensual. It is believed that the use of Facebook in a context of insufficient academic management platforms, may be a useful tool for increasing students' academic performance. Thus, this study aims to analyze the impact of using Facebook on academic performance in the discipline of Geography. The research had a quasi-experimental design, in which 55 undergraduate students in Teaching of Geography from the Higher Institute of Educational Sciences of Huíla - ISCED (Angola) participated, divided into an experimental group (n = 32) and a control group (n = 23). The results revealed that the average in the final grade in the discipline was significantly higher in the experimental group, as well as the average obtained in the classification in a knowledge assessment test. Based on this, it is concluded that the use of Facebook tools to support the teaching and learning process had a significant positive effect on students' academic performance, with this effect having increased over time.
- Do you trust me? A systematic literature review on student-teacher trust and school identificationPublication . Brito, Isabel; Oliveira, Ema; Ramos, LudovinaTrust between a student and a teacher and school identification are described in scientific research as focal points of learning, personal development and satisfaction, and a basis for a positive school culture that can impact the whole community. Yet, both constructs are still challenging scientists as to their components, incidence and links. Additionally, empirical studies have mainly explored the relationships between either student-teacher trust or school identification with proximal constructs, and their impact in other aspects of school life, and few address the two constructs simultaneously. The accuracy of their definition and the grasping of their mutual connections seems an important step to take, to further research and enhance school environments. This study consists of a systematic literature review, which seeks to contribute for the understanding of the latest findings about trust between students and their teachers, and about school identification, in basic education, attempting to clarify their definitions and relations, distinguishing them from other proximal constructs, namely school belonging. The PRISMA Statement (Moher et al., 2009; Page et al., 2018) is adopted as methodological procedure for data collection and analysis. The research protocol includes articles presenting empirical studies, published in peer-reviewed academic journals, between January 2000 and March 2021, accessed in Web of Science and B-On. Results will be presented according to the PICOS approach. Key variables and findings related to both constructs will be discussed. Finally, strengths, limitations, important implications and suggestions for future research on the subject will be briefly addressed.