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Implementing PBL in Human Computer Interaction Class

Che Ku Nuraini Che Ku Mohd Department of Interactive Media

Faculty of Information and CommunicationTechnologyUniversiti Teknikal Malaysia Melaka

Hang Tuah Jaya, !"## Durian Tunggal,Melaka, Malaysia$

cknuraini%gmail$com

Faaizah Shahbodin 2 , Norasiken Bakar 3 , Kalthom Husain 4, Hazmilah Hasan 5

Department of Interactive MediaFaculty of Information and

Communication TechnologyUniversiti Teknikal Malaysia Melaka

Hang Tuah Jaya, !"## DurianTunggal, Melaka, Malaysia$

faai&ah%utem$edu$my ' ,norasiken%utem$edu$my ( ,kalthom%utem$edu$my ) ,ha&milah%utem$edu$my*

Abstract: Problem Based earnin! "PB # is

in$reasin!l% used in man% dis$i&lines' PB $an bede(ined as a &eda!o!i$al strate!% (or &osin! si!ni(i$ant, $onte)tualized, real *orld situations, &ro+idin! resour$es, !uidan$e, instru$tion tolearners as the% de+elo& $ontent kno*led!e and

&roblem sol+in! skills' he &ur&ose o( this resear$his to e+aluate e((e$ti+eness o( students-

&er(orman$es bet*een sel( and &eer assessment based on student-s &re(eren$es' he $ourse entitled

Human Com&uter .ntera$tion "HC.# *hi$h$onstitutes a $om&ulsor% sub/e$t (or students in theunder!raduate Ba$helor in Com&uter S$ien$ede!ree &ro!rammes' hree &hases in+ol+ed in thisresear$h methodolo!%' Phase one is 0nal%sis *hi$hin$ludes literature sur+e% and $olle$tion o(

&reliminar% anal%sis data' Se$ond &hase is 1esi!nin! and 1e+elo&ment *hi$h ado&t 011. model as a basis (or multimedia de+elo&ment' helast &hase is estin! and +aluation' here arethree resear$h instruments !athered to e+aluate the

&ro/e$t *hi$h are uestionnaire, inter+ie* and &rotot%&e de+elo&ment' he &rotot%&e $alled PB 0ssess is de+elo&ed to su&&ort the e((e$ti+enesso( tea$hin! and learnin!' Findin!s o( this stud%re+ealed that students &re(er &eer assessment than

sel( assessment' he use o( PB 0ssess $an in$rease student-s understandin! to*ards the to&i$ that hasbeen tau!ht' esults sho*ed that assessment in PBis si!ni(i$antl% related to student-s &er(orman$es

and &re(eren$es'

Keywords: Problem Based Learning, Multimedia, Human Computer Interaction, Sel Assessment, Peer Assessment

I$ I +T -DUCTI-+

.earning /egins 0ith a pro/lem$ 1ro/lem2ased .earning 312.4 is in action 0orld0ideat virtually every level of education or trainingimagina/le$ .ooking /eyond traditionalcontent o/5ectives, 12. and information

technology together provide e6citing ne0

conte6ts for achieving active learning and

technology o/5ectives associated 0ith higher education$ Integrating technology and 12. are0inning strategies and 0ell 0orth of investment of faculty time and energy to

/enefit student7s learning in our classroomsand courses$ 12. is the most significantinnovation in educational area in the recentyears$ It is increasingly to /e used in diverse0ays across different su/5ects and disciplinesin some universities$ 8ven since InformationCommunication 9 Technology 3ICT4 /ecomes

popularly used in teaching and learning, thereis enormous to integrate 12. 0ithin online

environment 3:atson ;$, '##'< =avin>2aden,'## 4$ 12. 0as officially adopted as a pedagogical approach in "?!@ at McMaster University, a Canadian medical school$ 12.has /een 0idely used across a considera/lerange of su/5ects and professionals areas inhigher education$ Many have 0ritten a/outapproaches to 12., curriculum design, the roleof the tutor and various other aspects /ut muchless attention has /een given to assessment in12.$ Many students find 12. motivations asthey reali&e that is really a/out ho0 they learnoutside the classroom 3MacDonald $, '##"4$

The result is that difficulties are emerging asmany people retain the assessment methodsthey used in their traditional approachesresulting in a misalignment /et0een their o/5ectives, student learning outcomes,learning, teaching methods adopted and theassessment of student learning 3Macdonald, $9 =avin>2aden, M$, '##)4$

The su/5ect chosen in this study is HumanComputer Interaction 3HCI4$ 2asically, HCIfocuses on understanding /asic concepts of human interaction and its relationship in

system development$ 2ased on UniversitiTeknikal Malaysia Melaka 3UTeM4 sylla/us,the topics include Introduction of HCI,

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Cognitive 1sychology, User Interface Design3UID4, Interaction Design, Usa/ility and8valuation$ -ther topics such as User CenteredDesign, Task Analysis and User =upportDesign are also covered$ 2asically, the moduledesigned for this course is used in teaching all

second year Faculty of InformationCommunication 9 Technology 3FICT4students$ The o/5ectives of this course are toe6pose students to understand the relationship

/et0een cognitive psychology and user interface design, differentiate /et0een mentalmodels, conceptual model and also design user interface for various computer applicationssuch as 0e/ sites or products$

12. is not a ne0 approach 0hich can /eapplied in this university /ut it can promotecontinuous active and self>directed learning

among students compared to traditionallearning$ MacDonald and Isaac 3'##"4e6plained the characteristic that distinguishes12. from other learning methods is the

pro/lem comes /efore the kno0ledge neededto solve or resolve it$ -ne of the primaryfeatures of 12. is student>centered$ B=tudent>centered refers to learning opportunities thatare relevant to the students, the goals of 0hichare at least partly determined /y the studentsthemselves$ It is hoped that this study 0ill /ea/le to sho0 ho0 UID topic in HCI couldcontri/ute to the effective teaching and

learning especially using 12. approach$

II$ . IT8 ATU 8 8 I8:

The use of 12. in computer /ased is differentfrom traditional environment$ It also canenhance learning e6perience especially in theassessment part$ Assessment is a tool used toreflect the education outcomes$ The results of assessment are used to 5udge and rate not onlyfor the students, /ut also for the lectures,departments and institutions$ For e6ample, inUTeM the result gives the /enefits to controllearning outcomes in relation to the pre>esta/lished learning goals$ They needassessment to set education standard, monitor the Euality of education, monitor student7slearning process and academic promotion$=everal assessments forms may /e used toassess learners7 use of ela/orated kno0ledge insolving pro/lem$ =ince the primary goal of 12. is to instill an attitude and character that0ill enhance the students7 a/ilities to 0ork ingroup, to solve ne0 comple6 and ill>structured

pro/lem, critical thinking and self>directedlearning skill, then assessment in 12. must

value these skills$ Mitchell and Delaney3'##)4 identified four core issues that need to

/e addressed 0hen assessing students in agroup pro5ect setting, namelye6istingkno0ledge

iii$ ;enerate hypothesis and possi/lemechanisms

iv$ Identify learning issuesv$ =elf study

vi$ e>evaluation and application of ne0 kno0ledge to the pro/lem

vii$ Assessment and reflection of learning 3:alsh A$, '##*4

B' 0ssessment in PB

Traditionally, assessment has /een a/outfinding out ho0 much students kno0 usuallyin terms of kno0ledge or content$ Ho0ever, in12. 0hat 0e are really interested in is thestudents7 a/ility to perform in a professionalconte6t, to recogni&e their need to acEuire ne0

kno0ledge, skills and to vie0 learningholistically rather than atomistically3MacDonald, $ 9 =avin>2aden, M$, '##)4$Assessment is the process of gathering anddiscussing information from multiple diversesources in order to develop a deepunderstanding of 0hat students kno0,understand, can do 0ith their kno0ledge as aresult of their educational e6periences and the

process culminates 0hen assessment resultsare used to improve su/seEuent learning 3Hu/a9 Freed, '###4$ Definition from theAssessment eform group 3'##'4,

BAssessment for learning is the process of seeking and interpreting evidence for use /ylearners and their teachers to decide 0here thelearners are in their learning, 0here they needto go and ho0 /est to get there $ Assessment iscompati/le 0ith 12. and the specificdiscipline or profession 3=avin> 2aden, '##):riting conferences>Discussion 30hole class or small

group4> eflection>:eekly self>evaluations>=elf>assessment checklists and

inventories>Teacher>student intervie0

1' Peer 0ssessment

1eer assessment is the act of students assessingone another 32oud, D$, et al$, '##"4$ 1eer assessment is defined as students grading the0ork or performance of their peers usingrelevant criteria 3Falchikov, +$, '##"4$=tudentsmust have a clear understanding of 0hat theyare to look for in their peers 0ork$ 1eer assessment is Euite different from self>assessment$ There is evidence that peer feed/ack enhances student learning 3Falchikov,

+$, '##"4 as students are actively engaged inarticulating evolving understandings of su/5ectmatter$ Ho0ever, in peer assessment studentsare making assessment decisions on other students7 0ork$ The students can comment and

5udge their colleagues 0ork$ It also encouragesstudent7s thinking skills$ 2ostock 3'###4 pointsout that peer assessment encourages thestudents to /e independent and develops skillsin high cognitive areas$ 1eer assessment canhelp self assessment$ 1eer assessment 0ill helpstudents /ecome more autonomous,responsi/le and involved, encourages studentsto critically analy&e 0ork done /y others,rather than simply seeing a mark$ The real

purpose is to allo0 students to gain feed/ack from each other$ According to the previous

researchers, self and peer assessment can /ee6plained in Ta/le ($

Ta/le ( 86planation of =elf and 1eer Assessment

Author =elf Assessment 1eer Assessment

.$ .eticia8$M$3'##)4

"$ Meaning=elf>assessment0as a formative0ay to get studentsto reflect on theira/ilities,

performance andattitudes, /ut hadno summativevalue$

'$:henG1lace=elf assessmenttook place at theend of eachmonthly rotation

/y using theru/rics$

"$ Meaning1eer assessmenthad no summativevalue< it fosteredreflection /ystudents on ho0their classmatesassessed their

performance$

'$:henG1lace1eer assessmenttook place at theend of eachmonthly rotation$8ach studenthanded over this0ritten peer>assessment formatto each one of his

peers$Hernande&

$ 3'## 4"$ MeaningA reflective entryin the student7slearning 5ournal

/ased on the effectthat the peerassessment taskhad on hisGherlearning process$

'$:henG1lace-utside of theclassroomenvironment$

"$ MeaningFollo0ed /y alinguistic activity

/ased on the stories0ritten /y eachlearner$

'$:henG1lace-utside of theclassroomenvironment$

+oonan 2$9 C$ andyDuncan3'##*4

"$ Meaning=elf assessment isthe a/ility of astudent to 5udgehisGher

performance, thatis, to makedecisions a/outone7s self and one7sa/ilities$ Althoughthe term self>evaluation iscommon$

'$:henG1laceClassroomenvironment$

"$ Meaning1eer assessmenthas also /eendescri/ed as astrategy involvingstudents7 decisionsa/out others 0orkthat 0ouldtypically occur0hen students0ork together oncolla/orative

pro5ects or learningactivities$

'$:henG1laceClassroomenvironment$

A comparison /et0een self and peer assessment and the facilitator7s 5udgementa/out students7 performance sho0ed a fairlylarge difference /et0een the t0o 5udgments3-7;rady, ;$, '##)4$ Ho0ever, 0hencomparing self and peer assessments, peerstend to rate others higher than their o0nevaluation suggesting students 0ere not simply

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rating on the /asis of self interest$ It isimportant to help students in developing

5udgement a/out their o0n and other7s performance /y taking peer and self assessment 0hen assessing students$

III$ M8TH-D-.-;K

0' Parti$i&ants

The purpose of this research is to evaluate theeffectiveness of assessment in 12. /et0eenself and peer assessment$ =everal assessmentforms may /e used to assess learner7s use of ela/orated kno0ledge in solving pro/lem$Therefore 12. is an educational approach in0hich students and tutors need to kno0 0hat isgoing on during the learning process itself$

Thus, in the present study 0ould focus onassessment of learning process and the Eualityof students7 improvement$ To elevate this idea,an appropriate form of assessment namely self and peer assessment is proposed$

Ta/le ) sho0s the analysis result for HumanComputer Interaction 3HCI4 su/5ect$ Analysisof the result has /een done /ased on

performance report for HCI su/5ect onsemester " '##?G'#"# session$

Ta/le ) Analysis of HCI result for =emester " '##?G'#"#

Topic N Mean Std.Deviation

Cognitive1sychology *! !$"@ '$('

User InterfaceDesign

*! ($!! '$' (

Usa/ility 9Usa/ility8ngineering

*! *$"! ($"#!

User CenteredDesign

*! *$?) '$!''

1rototyping *! ($)# ($""#DesignUser =upport *! "?$'' )$)#)

There are *! students taking Human Computer Interaction 3HCI4 su/5ect for =emester "'##?G'#"#$ HCI su/5ect consists of "' chaptersnamely Introduction, Cognitive 1sychology,User Interface Design, Interaction Design,Usa/ility and Usa/ility 8ngineering,

8valuation, User Centered Design, Task Analysis, 1rototyping, Design User =upport,Accessi/ility Issues and Design Issues$ It

focuses on Chapter ( 0hich is User InterfaceDesign 3UID4$ The topics include Cognition,Mental model vs$ Conceptual model, User Interface Components and (D interfaces$Analysis sho0s that UID topic has the lo0eststandard deviationL '$' ( and meanL($!!$

2ased on the result, the highest mark gathered /y the students for UID topic is only ? out of '# compared to other topics in HCI su/5ect$Ma5ority of students scored higher mark for Design User =upport topic$ It sho0s that thistopic is easier than other topics 0hich carry thehighest mark, ' $

B' 011. Model

Figure " ADDI8 Model

In the part of content, the prototype12.Assess is developed /ased on ADDI8model$ Figure " sho0s the flo0 of ADDI8model$ The ADDI8 Model is a term used todescri/e a systematic approach to instructionaldevelopment$ ADDI8 model can /e applied toany kind of learning solution$ The five phasesconsist of Analysis, Design, Development,Implementation, and 8valuation$ 8ach phaserepresents a series of tasks that help to ensuredevelopment efforts stay on track, on time andon target$ =olution to the pro/lem is analy&edthoroughly to ensure that the solution impacts

performance in a positive 0ay$ The ADDI8model is used /ecause /asically generic,systematic, step>/y>step frame0ork used /yinstructional designers, developers and trainersto ensure course development and learningdoes not occur in a ha&ardous or unstructured0ay$

C' S$reen 1esi!n

Analysis

Design

Development

Implementation

8valuation

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The development process of 12.Assessincludes the creation of the instructionalmaterials$ The instructional materials containthe information that the student 0ill use toachieve the o/5ectives$ The 12.Assess can /edesigned /y selecting content, media and type

of interactivity that /est underpins theselearning o/5ectives$ 12.Assess is consistingfive modules "4 1ro/lem =cenario, '4 .ecturer Module, (4 1ro/lem =olving, )4 86plorationand *4 Assessment$ The 12.Assessenvironment, scenario and e6ample of moduleare sho0n as figure ', (, ),*,! and $

Figure ' 1ro/lem scenario presented as atrigger for discussions of the pro/lem

Figure ( .ecturer moduleThe icon of su/topic topic in User Interface

Design$

Figure ) 86ploration module

The e6tended resources provided in thismodule 0ill help student in understanding the

pro/lem$

Figure * 1ro/lem solving=tudents can solve their pro/lem solving skills

using as FI.A ta/le

Figure ! FI.A ta/le form=tudents can solve their pro/lem solving skills

using as FI.A ta/le

Figure Assessment moduleThere are t0o form of assessment in

12.Asssess 0hich is self and peer assessment$

1' esear$h 1esi!n and uestionnaire

A t>test 0as conducted to analy&e the

independent varia/les 0hich are self and peer assessment and perceived initiative students performances and preferences as the dependent

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varia/les$ eEuirements are things the pro5ectmust deliver$ The reEuirement is important inorder to develop final result and delivers theoutput e6pectation$ The instruments used tocollect data are Euestionnaire, intervie0 anddevelopment of prototype$ 2elo0 are the

e6planations of the reEuirement

"$ uestionnaire >A set of checklistEuestions are prepared /ased on /asedon three factors 0hich are coursecontent, learning materials andassessment and evaluation$

'$ Intervie0s >A set of intervie0Euestions has /een constructed for theintervie0s$ T0o lecturers teachingHCI course are involved in theintervie0$ Intervie0 is chosen for datacollection /ecause it can provide

some of the valua/le information, particularly on topics related to therespondent7s feelings and /elief$

($ 1rototype > 1rototype development isthe creation of the first 0orkingmodel of a ne0 product or invention$The prototype called 12.Assess isdeveloped /ased on ADDI8 model$The ADDI8 model is a systematicinstructional design model consistingof Analysis, Design, Development,Implementation and 8valuation$ 8achstep has an outcome that feeds into

the ne6t step in the seEuence$

I $ 8=U.T A +D DI=CU==I-+

Ta/le ? sho0s the result of t>test and p>valuefor self and peer assessment using 12.Assess$The test employs paired sample t>test$ 2asedon the performance of the students in t>testusing self assessment 3pre4 and self assessment3post4 assessment preferences in 12.Assess,the t>value is ?$)' and the significance of t0otailed value, p is #$###$ In the ne6t series, of

peer assessment 3pre4 and peer assessment3post4 assessment preferences in 12.Assess,the t>value is >""$?** and the significance of t0o tailed values, p is #$###$ The result sho0s,

p #$#*, thus there is a significant difference /et0een using of self assessment and peer assessment in 12.$ Hence, the null hypothesisH#" is re5ected$

Ta/le ? 1re and 1ost Test esultTesting

PreTest

Post Test3=elf

Assessment4

PreTest

Post Test31eer

Assessment4

Mean ('$'? * $@! (@$ * !($(?

=D "#$ (' ""$!@# "#$(?* ")$)??

t>test ?$)' >""$?**

p>value

#$### #$###

2ased on the result, peer assessment performshighest mean compare to self assessment in12.$ Hence, the result indicates that peer assessment perform /etter that self assessmentamong students at UTeM$ The HumanComputer Interaction 3HCI4 su/5ect focuses onthe User Interface Design topic as a case studyin this research$ 1eer assessment also can /eused to enhance the Euality of students7

personal improvement and their contri/utionon group 0ork 3 o/erts T$=$, '##!4$

0' Student Per(orman$es and Pre(eren$es

Ta/le "# Mean, =D and t>value

StudentsPreferences

!uestionnaire"

AssessmentPreferences

StudentsPer formances t #

valuep#

valueMean SD

1eer Assessmentn L (*

=elfAssessment

*?$#? ")$""#

'$*@# #$#'(1eerAssessment

! $") "*$*(@

=elf Assessmentn L '"

=elfAssessment

*!$*# @$@(*>

#$!(' #$###1eerAssessment

* $*# "#$@ *

egarding the result in Ta/le "#, researcher found that for the group 0hich prefers peer assessment in 12., the average of preferred

peer assessment in 12.Assess is ! $") 3=D L"*$*(@4 0hich is higher than the average of using self assessment in 12.Assess, *?$#?3=D L ")$""#4$ The t>value for group that

prefers peer assessment is '$*@# and p>value is#$#'($ =ince the p>value is smaller than #$#*3p #$#*4, there is a significant difference

/et0een the result of using peer assessmentand self assessment$ Thus, there is a positiverelationship /et0een peer assessment student

preferences and their performances$

2esides that, students 0ith self assessment,0ho have /een using peer assessment in12.Assess perform the highest average 0ith* $*# 3=D L "#$@ *4 compared to group usingself assessment 0hich the average is *!$*# 3=DL @$@(*4$ The results also reveal that students0ho have /een practically using self assessment approach found that they are moreinclined to0ards peer assessment form$ Thisfinding is strongly supported /y the statisticalresult 0hich sho0s the highest average scoreof * $*# as compared to group using self

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assessment 0ith average score of *!$*#$ The t>value for the group that prefers self assessmentis >#$!(' and p>value is #$###$ The p>value issmaller than #$#* 3pN#$#*4, there is asignificant difference /et0een the result of using self and peer assessment$ Thus, there is a

negative relationship /et0een linear student7s preferences and their performances$

B' ((e$ti+eness o( PB 0ssess

The research aims to determine theeffectiveness of using 12.Assess 0hich has

/een developed using a 12. approach$ TheEuestionnaires 0ere categori&ed under four construct 0hich are the Course Content,.earning =ources, Assessment and 8valuationand -verall$ The Cron/ach7s alpha relia/ility

coefficient 0as calculated for each of theconstructs and the result is sho0n in Ta/le ""$The Euestionnaire consist of ") items and eachitem 0as accompanied /y a *>point .ikertscale, 0ith " denoting the most disagreea/leand * denoting the most agreea/le$ Thefindings effectiveness of 12.Assess can /eseen in Ta/le "'$

Ta/le "" Construct of the Euestionnaires

$onstruct $ron%ach Alpha&alue

Course Content #$@"(.earning =ources #$('"Assessment and8valuation #$ !!

-verall #$@()

Ta/le "' The effectiveness of 12.Assess'tem

n ( )* Mean SD

$ourse $ontent

"$Develop su/5ect kno0ledge ($?" #$!)"

'$8asy to understand ($ ' #$@@@

($8asy used /y novice user ($ * #$@)')$8asy to learn ($*( "$#

*$The consistency of content ($@" #$ @#

+earnin, Sources

!$1rovide e6tended learningsources and e6ample ($?) #$!!?

$Additional reading andmaterials ($*# #$?*#

Assessment and -valuation

@$Criteria of assessment areclear and approriate ($*? #$@ *

?$It helps student to mastercourse content ($ @ #$!#@

"#$ Dura/le ($ @ "$"'@""$Appropriate guidance ($!' #$!!#

"'$Assessment module canimprove kno0ledge and skill ($ @ #$ #!

verall

"($=atisfaction of 12.Assess ($*# #$@@#

")$-verall module design ($!" #$@ "

=DL=tandard Deviation

$ C-+C.U=I-+

:ith the development of 12.Assess, itenhances learning especially assessment part

/ecause it gives ne0 opportunities for sharinginformation, resources and e6pertise$ At theend of the 12. session, it 0as o/served thatma5ority of students en5oy using the 12.approach in the course$ It is important to /uild

trust among students and /et0een facilitatorsand the learners so they are a/le to create arela6ed atmosphere especially in 12.environment$ The process of 12. lends itself 0ell to the definition of learning asunderstanding /ecause assessment is regardedas an integral element in the facilitation of learning 3-7;rady ;$, '##)4$ There are alsomany areas in 12. and assessment that are stillopen issues$ -ther educators should alsoconsider using 12. in the classes and theassessment techniEues used can easily /eapplied to study its impact on enhancing

student learning in their course$

The learning strategy used in a course mustkeep its coherence 0ith the content area and0ith the evaluation system$ Hence, 12.assessment should focus not only on the

process itself, /ut also on the outcomes itshould incorporate /oth, course o/5ectives andthose fostered /y 12. 3Montemayor, .$8$,'##)4$ In general, students performed /etter inassessment on 12. course$

0' Contribution

The contri/ution in term of categori&ing formsof assessment into each category such asformal, informal, direct, indirect, formativeand summative assessment$ The involvementof learners in peer and self assessment

practices can /e adopted in many educationalconte6ts 0here assessment is mainly of aformative nature 3Hernande& $, '## 4$ Moreimportantly, peer and self assessmentscontri/ute to the enhancement of studentlearning regarding the development of life longskills, meta cognitive competencies or

affective a/ilities 3Topping, '##(4$

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The real pro/lem scenario is presented using'D animation$ This is to attract student7sunderstanding regarding the pro/lem

presented$ In 12.Assess, the e6tensiveresources are provided in 86ploration module$It consists of learning resources for students7

access 0hich are :e/ .inks, Article, e>2ook,;allery, ;lossary and Forum$12.Assess also provides real time onlinecolla/orative learning 0hich is accessi/le tothe UTeM -fficial 8>.earning portal or u.earn3http GGulearn$utem$edu$myG4$ Theresearch also proposes the ru/rics of scoring

performance assessments 0hich is modifiedfrom Ala/ama 3'##(4 and Classic 86emplars

u/ric 3'##!4$ u/rics can /e created in avariety of forms and levels of comple6ity$Ho0ever, in this research the development of ru/ric focused on measuring a stated o/5ective$

2esides that, it also encourages activeinvolvement on the assessment part among thestudents$ The students are not under pressure tocarry out the assessment in 12. /ecause theyactually learn more of the course content$ Itcan help students perceive assessment tasks asintegral to the su/5ect$ :hen students

participate in the assessment, it can help themunderstand ho0 assessment 0orks$ It 0ill

propose ne0 assessment techniEues to thefaculty and the students$

In the testing that conducted among FTM

students, it proves that using peer assessmentgive the students the e6perience of having toclearly e6plain their thoughts and to refinethose that 0ere not clear to their fello0students$ =elf and peer assessment promote thevalues of the learning process$ The self assessment allo0s the learners to compare thestandards achieved /y the other learnersagainst their o0n 0ork 3 ace 1$ et al$, '##*4$ Itusually allo0s them to assess aspects of their 0ork such as the range of voca/ulary,originality and structure$ It is also recogni&edthat peer assisted learning 0hich can have amotivating effect on the teams and mentoring

/et0een teams should /e encouraged andre0arded 3Frank, M$, 9 2ar&ilai, A$, '##)4$From the study, it hopes that assessment in12. can /e enhanced to the other technicalsu/5ect at UTeM especially in ICT and8ngineering field$

AC +-:.8D;8M8+T

This study 0as sponsored /y university shortgrant, University Technical Malaysia Melaka3UTeM4, pro5ect num/er 1J1G'##?GFTM 3"'4*?"$

8F8 8+C8=

O"P Ala/ama 1rofessional Development Modules3'##(4$=coring 1erformances AssessmentChecklist, ating =cales and u/rics$ Institutefor Assessment and 8valuation$University of Tennessee

O'P Assessment eform ;roup 3'##'4$ Assessmentfor learning$ .earning and =killsImprovement =ervices 3.=I=4$

O(P 2oud, D$ Cohen, $ 9 =ampson, J$ 3'##"4$ 1eer learning and assessment In 1eer .earningin Higher 8ducation$ .ondon, ogan 1age$

pp$! >@"$O)P 2ostock, =$ 3'###4$ =tudent 1eer Assessment,

.earning Technology, retrieved July '@, '#"#,fromhttp GG000$keele$ac$ukGdeptsGaaGlandtGltGdocsG/ostockQpeerQassessment$htm$

O*P Classic 86emplars u/ric 3'##!4$=tandard /ased assessment$ ermont$

O!P Falchikov, +$ 3'##"4$ .earning together peertutoring in higher education 3.ondon,

outledge Falmer4$O P Frank, M$, 9 2ar&ilai , A$ 3'##)4$ Integrating

alternative assessment in a pro5ect>/asedlearning course for preservice science andtechnology teachers$ Assessment 98valuation in Higher 8ducation, ol$ '?3"4,

pp$)">!"$O@P ;ary, C$ 9 Ma6, 8$ 3'##)4$ Introduction to the

=pecial Issue 1ro/lem 2ased .earning as=ocial InEuiry> 12. and Management8ducation, Journal of Management 8ducation,vol '@, no$*, pp *'(>*(*$

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