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This paper presents the process of design and implementation of student-centered assessment in e-learning course. The Attitude Towards Thinking and Learning Survey was utilized to measure the extent to which a student is a connected knower or a separate knower. On the average, the respondents are more connected learners; hence, they show higher adaptability to interactive learning environment as hypothesized by Dougiamas and Taylor (2003). Utilizing the result of the attitude towards thinking and learning, appropriate activities were embedded in the design of the e-learning course. Backward curriculum design was the framework on designing the instructional process, where the goals of the course were operationalized in terms of assessment evidences. Mapping of objectives, outcomes, assessment tools and delivery mode (offline or online) was done.
Paired t-test analysis shows that there is a significant difference in the pretest and posttest achievement scores. This implies that students’ performance have improved during the implementation of the e-learning course. Constructivist On-Line Learning Environment Survey also suggests that their actual experience in the classroom exceeds their preferred classroom environment in terms of students’ reflective thinking, interactivity and peer support.
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