Increasing Rigor to More Challenging Cognitive Processes
This paper highlights the importance of ensuring empirical rigor consistent to the level of emphasis that captured the multiple realities of graduate students’ analytical information processing ability and understanding relevant conception as they heightened critical thinking skills. Assessment to...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
2018
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| Subjects: | |
| Online Access: | http://eprints.unisza.edu.my/5846/1/FH02-ICODE-19-23984.pdf http://eprints.unisza.edu.my/5846/ |
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| Summary: | This paper highlights the importance of ensuring empirical rigor consistent to the level of emphasis that
captured the multiple realities of graduate students’ analytical information processing ability and understanding
relevant conception as they heightened critical thinking skills. Assessment tools are required where students are
empowered to challenge ideas, authentic searches for complex information problems, and look for workable
solutions integrating information technology capabilities. The repeated measures design is one of the more
practical ways to detect effect of repeated assessment, change, improved cognitive performance, an outcome
that is not due to chance. To corroborate quantitative outcomes from multiple cognitive skills assessments, the
researchers used qualitative approaches like open-ended survey questions, critical reflection, interviews and
review of learning e-portfolios to verify intellectual efforts that can take place in an innovative way. The
activities also served as validity checks between the quantitative outcome and the researchers’ analysis to
interact with students’ understanding by allowing them to have a voice through their contextual interactive
account of their involvement and cognitive experience during assessment. The students’ qualitative feedback are
useful as they have made up for the lack of salient points in the quantitative course of investigation. |
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