A comparison of the compatibility of technology-based and traditional assessment approaches with the brain-based curriculum

Malekipour, Ahmad

doi:10.22118/edc.2023.366136.2197

A comparison of the compatibility of technology-based and traditional assessment approaches with the brain-based curriculum

Document Type : Original Article

Author

Ahmad Malekipour

Faculty Member, Department of educational sciences, farhangian university, Tehran, iran.

10.22118/edc.2023.366136.2197

Abstract

Introduction: This study is conducted to experimentally compare the compatibility of technology-based and traditional assessment approaches with the brain-based curriculum of students at Farhangian University.
Methods: This is a quantitative study in terms of nature, applied in terms of objectives, and quasi-experimental with a pre-test-post-test design in terms of method. The statistical population includes all undergraduate student teachers at Sheikh Morteza Ansari Campis of Farhangian University, Dezful in 2022.
The statistical sample consists of 30 male student teachers studying Elementary Education in the course Research Methods and Statistics in one class, who are assigned to two groups of 15 by simple random sampling. The data collection tool after 12 training sessions is the researcher-made student teacher exam sheet, which includes 10 questions concerning the course Research Methods and Statistics in Educational Sciences.
Findings: According to the results, there is a difference between the average of the pre-test and post-test groups who used the typing method (educational technology-based assessment) to answer the questions, with the post-test group having a lower average than the pre-test group. However, there is no difference between the average of the pre-test and post-test groups that used the handwritten method (traditional assessment) to answer the questions, with the average of the post-test group being close to the pre-test group.
Conclusion: Since the handwritten approach of writing questions (traditional assessment) is more compatible with the brain-based curriculum, teachers of Farhangian University should ask student teachers to use the handwritten method instead of typing method to answer questions.

Keywords

assessment

technology

learning

brain-based curriculum

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