The Online Test

For our sixth and final posting, we were to discuss on several things or activities that we have done throughout the course. First, in our last tutorial, which was held last week, we did an online test to test our knowledge in the computer learning and skills. As for me, I only managed to get, 21 over 30 quite a disappointing score compared to my fellow friends in the class. When Datin mentioned about a test, it was already quite nerve-racking for me. That was in the lecture hall when she mentioned about the online test. However, once entering the lab and after being right in font of the computer screen looking at the questions, I didn’t feel nervous at all. It was even quite funny for us because the questions were in Bahasa and some of the terms seemed so weird and alien to us. Not to say that we’re really good in English and use high-sophisticated words but they were simply weird and we had to ask Datin to translate the words for us. To be honest, I really didn’t know the answers to some of the questions even if it were in English.

Now, to discuss on the ability of the test; there are a few things such as the test gave immediate feedback on the results after completing it which is good because we don’t have to wait or worse receive emails just to be informed on the result. Plus, the test has been set to randomization which means that everyone in the whole lab or even if all the students in the Language Centre do the test at the same time, each will have different sets of questions for them to answer. This can definitely make sure that the students will do the test seriously for they cannot get away by copying other peoples answers. On the other hand, one of the security features is the students must insert their identification number and password before they start the test. This security system however could not make sure that the person doing the test is truly the person whose I.D number was filled in. Therefore of course being the sneaky students that we are, some of us can just ask our friend to do the test for us. Besides that, a few things that I would like to suggest to improve the online test is that the test should include ways to check on the answers that we have gotten wrong and also make an English version. It could definitely benefit in many ways.

With that, on a scale of 1 to 10 I give the online test a six meaning being informative but could be more informative and friendly. To write a comment on the course, I think it is already good and has definitely given many information but the problems with the server in the lab classes could really effect the learning process.

I want to thank Datin Norizan for all the knowledge and support that you have given to us and I really hope to be under your class soon once again soon.

Online Quiz Results
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Results Summary


Online Quiz Results :: Kemahiran Asas ICT
Your Score : 21/30

Online Quiz Results Summary

Your #Attempts
: 1
Total Class #Attempts
: 374
Your Quiz Score
: 21/30
Your Highest Score Ever
: 21
Note: This may not be your final marks. Due to some of the subjective and semi-objective questions (short essay and fill in the blank).
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The Online Language Proficiency Assessment

My fifth posting is based on the topic ‘Online Language Proficiency Assessment’ written by Norizan Abdul Razak, Hazita Azman, Sallehuddin Abdul Aziz, Eong Fook Fei and Afendi Hemat from The National University of Malaysia. The article is taken from our Online Teaching Learning book, which contains many information and research work in the area of online applications. Here is the summary on the specific topic given.

The introduction explains us on how the mastery of English is instrumental for developing nations such as our country, Malaysia to gain competitive edge in the global market. However, at the same time, English language is never to substitute or compete with the socio cultural role that has been well imbedded and well entrenched in the national language, Bahasa Melayu.

Therefore, this article mainly introduces the online English Language proficiency test for academicians to apply English for academic and professional purposes as our University is in its efforts to remain competitive in a borderless world. One of UKM’s efforts was to ensure a least 50% of English was used by 2005. More recently, faculties have been informed that the Senate encourages 30-70% of first degree programmes to be conducted in English. These decisions are also in keeping with the university’s strategic plans for internationalization of its programmes. With that, the need for in-service English Language Training for UKM lecturers was also important to become a world-class workforce. This step is crucial and necessary as these lecturers’ language experiences as well as proficiency levels vary given that some were educated in English locally and overseas, while others who were born after 1963, and had studied locally would be the products of the national language education system. A language competency profiling of these lecturers will be useful as the information will guide and inform in their placement of language training modules. The online test can be accessed anywhere in the campus, with less anxiety and with apprehension level minimized as a very suitable approach.

With that also, the Learningcare was introduced; a web-based fully integrated e-learning solution, which provides UKM community a tool to develop, implement and share effectively the use of web-based technology for intra- and inter- organization process. Therefore, the proficiency test was constructed using the LearningCare web-based system. The article inserts the online test specifications, which are content, format and timing, criterial levels of performance and results reporting as to show the quality and facilities constructed in the test. Hence, based on the report after the test took trial, the researches summed up a conclusion that there were many limitations with the present web-based system especially in the test design and reporting on the scores. Ideally, the online test should inform on the lecturers’ general language ability, linguistic knowledge, and domain use of language, as well as some indication on oral and written ability and at the same time to also take into accounts the considerations and limitations of the academicians who are adult lifelong learners.