Assessment of Students’ Learning on a Fractal Viewpoint

Authors

  • Helmae N. Etulle-Tapanan University of San Jose-Recoletos
  • Kristine June D. Uy University of San Jose-Recoletos
  • Sandy Valmores University of San Jose-Recoletos

DOI:

https://doi.org/10.32871/rmrj1402.01.13

Keywords:

assessment, fractal dimensions, fractal analysis, test scores, students’ learning

Abstract

This study explores the fractal dimensions of students’ cognitive skills according
to the levels of difficulty using fractal model approach and analysis. The data utilized were from the test results based on the competency-based constructed items. Findings revealed that data sets obey a non- normal distribution as depicted in histograms and normality tests that yield to fractal statistical analysis. Hence, subjects with lesser fractal dimension and disparity value tend to be less rough and rugged whereas subjects with higher fractal dimension and high disparity value is perceived to be more irregular. This result has a great impact in exploring the fractality of test scores that will lead to a deeper understanding on students’ authentic performance with a direct, relevant and realistic application of learning as emphasized in the implementation of Outcomes-based Education (OBE).

Author Biographies

Helmae N. Etulle-Tapanan, University of San Jose-Recoletos

MAEd, 27, graduated her Master of Arts in Education major in Mathematics from University of the Philippines Cebu, Lahug, Cebu City in 2011. She finished her Bachelor in Elementary Education major in Mathematics at La Salle University- Ozamiz City in 2007 as Magna Cum Laude, Best in Mathematics and Extra and Co-curricular Awardee. She rendered 2-year teaching in basic education at La Salle Academy- Iligan City in 2007-2009. She worked as an Assistant Principal and as a Classroom Teacher at Pleng Prassidhi International School in Bangkok, Thailand since 2010-2011. At present, she is a full-time faculty member at University of San Jose- Recoletos of the College of Education in the Department of Teaching Education. She is the expert in Assessment of Student Learning in the college. She has published researchers related to assessment and related issues concerning understanding educational system and academic performance of students in the country. She is also handling major subjects in Preschool Education and mother tongue-based multilingual education (MTB-MLE). At the same time, Ms. Etulle is teaching in the Graduate School of USJ-R handling major subjects in Early Childhood Education.

Kristine June D. Uy, University of San Jose-Recoletos

is a faculty member of the University of San Jose Recoletos, was born in 1982 and educated at the University of San Jose Recoletos where she graduated magna cum laude (Bachelor of Science in Accountancy , 2003). She also obtained her Master in Business Administration degree (2008) from the same university. A Certified Public Accountant, she worked with Isla Lipana and Company, a member firm of Pricewaterhouse Coopers (2004-2006). She has been a faculty member of the accountancy department of the University of San Jose Recoletos since 2006 up to the present, handling the subjects Basic Accounting, Partnership and Corporation Accounting, Financial Accounting, Auditing and Assurance Services, and Integrated Auditing Theory.

Sandy Valmores, University of San Jose-Recoletos

Sandy Valmores Chua, graduated Magna cum laude, Bachelor of Science in Psychology at the University of San Jose- Recoletos (USJ-R) in March 2004 and was awarded the Most Outstanding Graduate of her Batch. She earned her masteral degree in Industrial Psychology in the same University. Before she became a full time faculty of the College of Arts and Sciences’ Department of Psychology, Library and Information Science (DPLIS), she worked as a guidance counselor for eight years. Currently, Chua is enrolled in the doctoral program in Clinical Psychology in Siliman University.

References

Barabat, E. O., Borres, M., & Salazar, R. (2013). Some Results on Multifractal Spectral Analysis. The Recoletos Journal of Higher Education, 78- 89.

Bloom, B. (1970). SLOs, Bloom’s Taxonomy, Cognitive, Psychomotor, and Affective Domains. Retrieved June 19,2013, from http://www.craftonhills.edu/~/media/Files/SBCCD/CHC/Faculty%20and%20
Staff/SLOs/Step%201/Blooms%20Taxonomy%20and%203%20Domains%20of%20Learning.ashx

Clarke, D. (1988). Assessment alternatives in mathematics. Journal of Education on Testing. Canberra: Curriculum Corporation

Jaeger, O. (1997). What one intelligence test measures: a theoretical account of the processing in the Raven Progressive Matrices Test. Psychology Review: Ed.II. Vol.1, IV. DS.

Kilpatrick, J. (1993). The chain and the arrow: From the history of mathematics assessment. In M. Niss. (Ed.), Investigations into assessment in mathematics education. An ICMI Study. Dordrecht: Kluwer.

Mitchell, C., & Koshy, V (1993). Effective teacher assessment: Looking at children ‘s learning in the primary classroom. London: Hodder
& Stoughton.

Niss, M. (1993). Assessment in educational learning and its effects: An introduction. In M. Niss.(Ed.), Investigations into assessment
education.

Padua, R. N. (2013, March). Data Roughness and Fractal Statistics. Cebu Normal University Journal of Higher Education. Cebu, Cebu, Philippines: Cebu Normal Press.

Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s Progressive Matrices and Vocabulary Scales. San Antonio, TX:
Harcourt Assessment.

Stephen, P. (2002). Toward Real Educational Testing. Retrieved June 20,2013, from http://theemergencesite.com/Tech/FourStates-of-Learning-Wk061120.html

Stenmark M. (1991). Reshaping assessment practices: Assessment in the mathematical sciences under challenge. Hawthorn, Vic: Australian Council for Educational Research.

Swan, M. (1993a). Assessing a wider range of students’ abilities. In Webb, N.L. & Coxford, A.F. (Eds.). Assessment in the mathematics
classroom. Reston, VA: NCTM.

McGreggor, K., Kunda, M., & Goel, A., (2010). A fractal analogy of Raven’s Intelligence Test. In AAAI Workshops. Design & Intelligence
Laboratory, School of Interactive Computing, Georgia Institute of Technology, Atlanta, GA 30332, USA

Downloads

Published

2014-06-30

How to Cite

Etulle-Tapanan, H. N., Uy, K. J. D., & Valmores, S. (2014). Assessment of Students’ Learning on a Fractal Viewpoint. Recoletos Multidisciplinary Research Journal, 2(1). https://doi.org/10.32871/rmrj1402.01.13

Issue

Vol. 2 No. 1 (2014)

Section

Articles

License

Copyright of the Journal belongs to the University of San Jose-Recoletos

Most read articles by the same author(s)

<< < 1 2 3 > >> 

Similar Articles

You may also start an advanced similarity search for this article.