[

DECLARATION OF THESIS / UNDERGRADUATE PROJECT REPORT AND COPYRIGHT

Author’s full name : Abduljalil Saleh Mohammed Al-Mudhary

Date of Birth : 01/01/1978

Title : INTEGRATING OUTCOME-BASED ASSESSMENT IN LEARNING

MANAGEMENT SYSTEMS

Academic Session : 2013/2014

I declare that this thesis is classified as:

CONFIDENTIAL (Contains confidential information under the Official Secret Act

1972)*

RESTRICTED (Contains restricted information as specified by the

organization where research was done)*

OPEN ACCESS I agree that my thesis to be published as online open access

(full text)

I acknowledged that Universiti Teknologi Malaysia reserves the right as follows:

1. The thesis is the property of Universiti Teknologi Malaysia

2. The Library of Universiti Teknologi Malaysia has the right to make copies for the

purpose of research only.

3. The Library has the right to make copies of the thesis for academic exchange.

Certified by:

SIGNATURE SIGNATURE OF SUPERVISOR

MC112159

Dr. Rosmah Ali

(NEW IC NO/PASSPORT) NAME OF SUPERVISOR

Date: FEBRUARY 2014 Date: FEBRUARY 2014

PSZ 19:16 (Pind. 1/07)

NOTES: * If the thesis is CONFIDENTAL or RESTRICTED, please attach with the letter from

the organization with period and reasons for confidentiality or restriction.

UNIVERSITI TEKNOLOGI MALAYSIA

“I hereby declare that I have read this thesis and in my

opinion this thesis is sufficient in terms of scope and quality for the

award of the degree of Master of Science (IT Management)”

Signature : ………………………….........

Name of Supervisor : Dr. Rosmah Ali

Date : 25/02/2014

iii

INTEGRATING OUTCOME-BASED ASSESSMENT IN LEARNING

MANAGEMENT SYSTEMS

A thesis submitted in fulfilment of the

requirements for the award of the degree of

Master of Science (IT Management)

Advanced Informatics School

Universiti Teknologi Malaysia

February 2014

iv

I declare that this thesis entitled “INTEGRATING OUTCOME-BASED

ASSESSMENT IN LEARNING MANAGEMENT SYSTEMS” is the result of my

own research except as cited in the references. The thesis has not been accepted for

any degree and is not concurrently submitted in candidature of any other degree.

Signature : ....................................................

Name : ABDULJALIL SALEH AL-MUDHARY

Date : FEBRUARY 2014

v

ACKNOWLEDGEMENT

All praises and thanks are for Allah the creator of that exists, the Most

Beneficent, the Most Merciful. He is the one who ordered us to read, He is the

one who taught us to write and indeed, He is the one who taught us what we

knew not. Without His plan and will, I would not have had the opportunity to

further my education.

May His benevolence be upon us in here and in the hereafter. May

guide us and keep us steadfast on the right path.

I am heartily thankful to my great supervisor, Dr. Rosmah Ali, who

familiarized and guided me in my research, an area in which I absolutely had

no idea. I appreciate the creative freedom that she gave me in my work. I

earnestly thank her for being patient and supportive towards me.

I would also like take this opportunity to give thanks to my friends

specifically Mr. Abdulsalam Alhazmi, Mr. Ragheed, Ms.Ying Sii Gen and

Sulaiman for their valued support, assistance and understanding during

conducting this study.

I am eternally thankful to my first teacher, i.e. my father and mother for

being encouraging, supportive and kind to me in all walks of life. Also to my

children Bashar, Layan and my wife.

vi

ABSTRACT

The use of online examination in place of paper-based assessment has gained

the attention of educators and researchers alike. This is due to the advantages of online

examinations, such as effectiveness, objectiveness, and flexibility. However, creating

valid and reliable examinations is still a challenge. Bloom’s taxonomy, which is often

used as a framework for assessment in education, has a great influence on how to

formulate the course outcomes, and consequently the examination questions. An ideal

examination should have a set of questions that are well aligned and hence meet all

the course outcomes and correspond to the different levels of Bloom’s taxonomy.

Moodle is a popular open source Learning Management System (LMS) that can be

used to create examination questions. However, it lacks reporting mechanisms that

can classify the different questions based on the course outcomes and Bloom’s

Taxonomy. The goal of this research is to enhance Moodle so that the questions in an

examination could be aligned with the course outcomes and different Bloom’s

Taxonomy levels. This alignment is important in order to ensure high quality

examination as well as help teachers in developing a balanced examination that

encompasses all the course outcomes and different levels of Bloom’s taxonomy.

vii

ABSTRAK

Penggunaan peperiksaan dalam talian menggantikan peperiksaan berasaskan

kertas telah mendapat perhatian daripada para pendidik dan penyelidik. Ini adalah

kerana terdapat kelebihan menggunakan peperiksaan dalam talian, seperti

keberkesanan, sifat objektif, dan fleksibiliti. Walaubagaimanapun, mewujudkan

peperiksaan yang sah dan boleh dipercayai merupakan suatu cabaran. Taksonomi

Bloom, yang sering digunakan sebagai rangka kerja untuk penilaian dalam pendidikan,

mempunyai pengaruh besar ke atas soalan kaedah untuk merumuskan hasil

pembelajaran, dan seterusnya membentuk soalan-soalan peperiksaan. Soalan

Pemeriksaan yang hasil ideal harus mempunyai satu set soalan yang sejajar dan

memenuhi semua hasil kursus yang bersesuaian dengan pelbagai peringkat taksonomi

Bloom. Moodle adalah sumber terbuka yang popular dalam sistem pengurusan

pembelajaran (LMS) yang boleh digunakan untuk membuat soalan peperiksaan.

Walaubagaimanapun, ia tidak mempunyai mekanisme pelaporan yang boleh

mengklasifikasikan soalan-soalan yang berbeza berdasarkan kepada hasil kursus dan

Taksonomi Bloom. Matlamat kajian ini adalah untuk meningkatkan keupayaan

Moodle supaya soalan-soalan dalam peperiksaan boleh diselaraskan dengan hasil

kursus dan tahap Taksonomi Bloom yang berbeza. Penjajaran ini penting bagi

memastikan peperiksaan yang berkualiti tinggi serta dapat membantu instruktor dalam

membangunkan peperiksaan seimbang yang merangkumi semua hasil kursus dan

peringkat Taksonomi Bloom.

viii

TABLE OF CONTENTS

DECLARATION ii

DECLARATION iv

ACKNOWLEDGEMENT V

ABSTRACT VI

ABSTRAK VII

TABLE OF CONTENTS VIII

LIST OF FIGURES XI

LIST OF TABLES XIII

LIST OF ABBREVIATIONS XIV

CHAPTER 1 1

INTRODUCTION 1

1.1 OVERVIEW 1

1.2 BACKGROUND OF THE PROBLEM 2

1.3 PROBLEM STATEMENT 3

1.4 RESEARCH QUESTIONS 3

1.5 RESEARCH OBJECTIVES 4

1.6 RESEARCH SCOPE 4

1.7 SIGNIFICANCE OF THE STUDY 5

CHAPTER 2 6

LITERATURE REVIEW 6

2.1 INTRODUCTION 6

2.2 ASSESSMENT 8

Figure Title Page

ii

iv

v

vi

vii

viii

xi

xiii

xiv

ix

2.2.1 Purpose of Assessment: 9

2.2.2 Types of Assessment: 9

2.2.3 Learning outcomes 12

2.2.4 Blooms Taxonomy 14

2.2.5 Blooms taxonomy of objectives 18

2.3 MOODLE 18

2.3.2 Moodle Framework 19

2.3.3 Quizzes 21

2.4 SUMMARY 30

CHAPTER 3 32

RESEARCH METHODOLOGY 32

3.1 INTRODUCTION 32

2.3 RESEARCH METHODOLOGY 32

3.2.2 Phase One 35

3.2.3 Phase two 35

3.2.4 Phase three 35

3.2.5 Phase four 36

3.3 RESEARCH DESIGN 36

CHAPTER 4 39

DESIGN AND IMPLEMENTATION 39

4.1 INTRODUCTION 39

4.2 USE CASE MODEL 39

4.2.1 Actors 40

4.2.2 Use cases 40

4.3 TRADITIONAL E-LEARNING AND ITS GAP 42

4.4 PROPOSED IMPROVEMENT TO FILL THE GAP OF TRADITIONAL LMS 44

4.4.2 Integrated Moodle 45

4.5 SOFTWARE REQUIREMENTS 48

4.5.1 XAMPP 48

4.5.2 MySQL 49

4.5.3 PHP 50

4.5.4 Notepad++ 50

4.5.5 BitNami for XAMPP 51

4.6 PROPOSED IMPLEMENTATION DESIGN 54

x

4.7 HARDWARE REQUIREMENTS 54

4.8 SOFTWARE IMPLEMENTATION 55

CHAPTER 5 66

RESULT AND ANALYSIS 66

5.1 INTRODUCTION 66

5.2 DEVELOPMENT OF RELIABLE AND VALID EXAM 66

5.3 ALIGNMENT BETWEEN TAXONOMY AND COURSE OUTCOME (CO): 67

5.4 EVALUATION FOR EXAMS 68

5.4.1 Alignment between exams and Blooms Taxonomy 68

5.4.2 Alignment between outcomes and Bloom’s taxonomy 70

5.4.3 Alignment between Questions and Taxonomy 72

5.5 EVALUATION FOR STUDENTS 73

5.5.1 Number of questions in each Blooms taxonomy levels 74

5.5.2 Relationship between student’s marks and taxonomy for one exam 75

5.5.3 Relationship between student’s marks and taxonomy for multiple exams 76

5.6 SUMMARY 76

CHAPTER 6 78

CONCLUSION 78

6.1 INTRODUCTION 78

6.2 PRACTICAL CONTRIBUTION 78

6.3 RECOMMENDATION AND FUTURE WORK 79

REFERENCE 81

APPENDICES 85

APPENDIX A 85

APPENDIX B 89

xi

LIST OF FIGURES

Figure Title Page

2.1 Assessment of learning adapted from (Harlen, 2005) 12

2.2 Teaching Process From Planning Through Assessing 13

2.3 Concept of construction alignment adapted from Biggs 14

2.4 Levels of Bloom’s Taxonomy 17

2.5 Current Learning Management System 19

2.6 System Framework of Moodle 20

2.7 Flow Chart in Current Learning Management System 24

2.8 Multiple choices Questions 27

2.9 Multiple-choice Design Flowchart in Moodle 28

2.10 Print Screen Of Moodle For Adding Questions(True Or False) 29

3.1 The research methodology 34

4.1 Actors in the System 40

4.2 Use Cases diagram 41

4.3 Mediator traditional e-learning 42

4.4 Design LMS flow diagram for test 43

4.5 Enhancement LMS 45

4.6 Flow diagram of enhancement Moodle 46

4.7 Notepad++ for using code php 51

4.8 Backage of Bitnami Include Moodle 53

4.9 Design implementation proposed 54

4.10 Added course outcomes in Course table 56

4.11 Grade outcomes tables 57

xii

4.11 Outcomes of Courses 58

4.12 Moodle questions 59

4.13 Course outcomes for Moodle 60

4.14 Add Taxonomy levels and outcomes in essay 61

4.15 Taxonomy and outcomes in multiple questions 62

4.16 List on outcomes and taxonomy 62

4.17 Alignment between questions and taxonomy 63

4.18 Alignment between questions and taxonomy for each questions 63

4.19 Number of questions for each Blooms Taxonomy 64

4.20 Alignment between Outcomes and taxonomy 64

4.21 Alignment Between Student’s grade and Bloom’s Taxonomy 65

5.1 Alignment between questions and Bloom's taxonomy 69

5.2 Alignment between outcomes and Bloom's taxonomy 72

5.3 Number of qustions in each taxonomy which students was

answered

74

xiii

LIST OF TABLES

Table Title Page

2.1 Types of Questions using in Moodle 25

3.1 Research Design 37

4.1 Comparison Between Varies Databases 49

5.1 Number of questions for each Bloom level in three analyzed tests 68

5.2 Alignment between outcomes and Bloom's taxonomy 70

5.3 Alignment between questions and Bloom's taxonomy2 73

5.4 Relationship between student's marks and taxonomy 75

5.5 Relationship between the marks of students and taxonomy for

multiple exams.

76

xiv

LIST OF ABBREVIATIONS

LMS

Learning Management System

CO Course Outcome

HTML hypertext Markup Language

IT Information Technology

MS SQL Microsoft Structured Query Language

PHP Personal Hypertext Process

URL Uniform Resource Locator

UML Unified Modeling Language

BT Bloom’s Taxonomy

AIS Advanced Informatics School

MC Multiple Choice

AFL Assessment for Learning

AOL Assessment of Learning

CHAPTER 1

INTRODUCTION

1.1 Overview

Learning Management Systems (LMS) have gained a wide popularity and adoption

in most of the universities of the world. LMS has many advantages in facilitating teaching

and learning process. In these systems, teacher can add the course content, manage a range

of education activities and evaluate the students online. Furthermore, the student can access

to different resources such as sending an assignment, interact with other students and

teachers through the system. Generally, these systems contain a group of functions to

manage curriculum which can be classified into three main groups: content management,

management of education activities and evaluating students online. Despite of its multiple

advantages in these systems and comparing the high cost of these programs, there are a lot

of problems related to them, in terms of both design and aspects of the use and application.

The focus on this study is paid to the design of an assessment module, specifically an

evaluating and improvement of assessment features in these systems. In this proposal,

evaluating the current assessment modules in selective LMSs should be first and then

preparation of solution that would include the current features and additional features based

on the given basic principles of assessment in education.

3

1.2 Background of the Problem

Assessment plays a vital role in education, if conducted on all aspects of education

it helps to enhance the current level of students’ learning and for further evaluation and

development of learning aspects.

In a classroom; teaching, learning and assessment are used to determine whether

teachers' teach and students' learn (Barbosa and Garcia, 2005). Teaching, learning and

assessment cannot be separated and cannot be seen or used in isolation (Dahalan and

Hussain, 2010). Assessment can be defined broadly to include all activities that teachers and

students undertake to get information that can be used diagnostically to alter teaching and

learning (Boston, 2002). According to this definition, assessment is not limited to just

assigning grades to students in the form of paper-pencil exams. Assessment should permeate

many aspects of teaching and learning activities, encompassing teacher observation,

classroom discussion, group collaboration, and analysis of student work. This form of

assessment should be used as a regularly in a classroom and holds the key to better learning

(Broadfoot et al., 2001).

There are some problems associated with the assessment model in LMS, specifically

assessment test design (Genci, 2013). Using LMSs for assessment is still in its early stages.

For instance the current usage of the assessment tools focuses on converting the paper‐based

process into an online grading system. Based on technological advantages the online and

computerized systems offers, the assessment process that play a central role for overall

evaluation and development of distinctive levels, programs, curriculum and learners (Jafari

et al., 2006). More specifically, the testing items are usually not linked with the appropriate

level of the taxonomy of cognitive aims usually testing items are developed for specific

paragraph of curriculum (Genci, 2013). Therefore, there is inadequate methodology to

support knowledge assessment in current learning management systems (LMS). Most

systems do not support a wide range of assessment question types, besides the systems do

not link items to taxonomy levels of learning objectives and items are linked to a specific

chapter, appropriate, lead to in and often complex knowledge (Genci, 2013). From a

management perspective, assessment module is inflexible and difficult to use and no

alignment between assessment and Institutional Learning Outcomes (ILOs) (Alhazmi and

Rahman, 2012b). Current systems depend on the preparation of questions and answers, and

2

then build questions using bank of questions without linking questions to the objectives of

the curriculum and learning outcomes, on one hand, and no link between the questions and

goals of classification based on blooms taxonomy of objectives. This makes the benefit of

doing an exam online limited to transfer of examination and collection scores automatically.

The current structure does not give a student or a teacher advanced options to analyze

students’ results in relation to different aspects of the course and students learning in relation

to course objectives. Therefore, there is a need for effective methods to organize course

content, activities and assessment towards learning outcomes (Alhazmi and Rahman,

2012a).

While there were many useful tools in Moodle that could be used to create

assessment conditions, faculty had difficulty in matching the available tools to practical

assessment needs; this problem was compounded by variations in assessment practices

across the different disciplines (Beining, 2013).

1.3 Problem Statement

The current structure of assessment modules in Learning Management systems

presents some difficulties in managing assessment process, which reveals misalignment,

options of the assessment methods to the blooms taxonomy and course objectives and

outcomes. Moreover, there are no many options for analyzing students’ results in relation to

course objectives, specific course content, and overall academic performance and learning

outcomes. The current static structure does not support advanced options to create and

manage assessments and analysis of students’ performance and learning outcomes.

1.4 Research Questions

1. What are the features in assessment modules in LMS?

2. What is the proposed assessment model for improvement?

3. How to align student assessment to course and program objectives?

4. How to evaluate the model?

4

1.5 Research Objectives

1. To identify the assessment features in Learning Management System.

2. To align assessment features to be added the current systems module.

3. To evaluate the proposed assessment module in LMS.

4. To develop a prototype to improve the student assessment module in Moodle.

1.6 Research Scope

System: Moodle (Learning Management System.

Environment: UTM – Advanced Informatics School (AIS).

The project scopes define the description of the work that required in delivering

LMS. Following are the scopes of this research:

1. Study and understands the requirement of learning management system by

studying the existing system of Moodle.

2. Construct Software Design Document (SDD).

3. Integrating module with Moodle software.

4. The implementation of the reports and integrating interface will be done by

using php, and MySQL.

5. Test the Moodle, which has been integrated, and using actual exams from

UTM.

Select some assessment features for development process. After identifying some

features that need to be considered for further development, a few features will be selected

based on supervisors and expert recommendation.

In this research, the researcher will develop module integration with Moodle system,

in the research; some problem in learning management system specifically in Moodle will

5

be mention. The main problem about assessment, no alignment about questions and

objectives, moreover no taxonomy in Moodle system, so I will mention the levels of

taxonomy (analysis, knowledge, remembering and understanding and linked with question,

add additional I make Bank question for the module to save all category of question in this

Bank.

1.7 Significance of the Study

The contribution of this study is related to the following:

1. Transformation for the theoretical principles of assessment into practice.

2. Using assessment modules not only to accumulate the marks online, but

also to use the students’ results to evaluate different aspects of teaching and

learning, such as content, teachers, and students.

3. The software covered two parts: the first one was the alignment between

questions and outcomes accomplished by aligning questions with course’s

outcomes to give a realistic result between students. The second one was

the alignment between questions and Bloom’s taxonomy to ensure the

questions cover all levels of Bloom’s taxonomy.

80

REFERENCE

BitNami Moodle [Online]. Available: bitnami.com.

Requirements for Moodle [Online]. Available:

http://docs.moodle.org/23/en/Installing_Moodle.

Alhazmi, A. K. & Rahman, A. A. 2012a. Learning Management Systems from

Popularity to Decline: Success, Failure and the Future Use. Journal of

Computing, 4, 78-82.

Alhazmi, A. K. & Rahman, A. A. Why LMS failed to support student learning in

higher education institutions. E-Learning, E-Management and E-Services (IS3e),

2012 IEEE Symposium on, 21-24 Oct. 2012 2012b. 1-5.

Alken, L. & Groth, G.-M. 2005. Psychological testing and assessment.

Barbosa, H. & Garcia, F. Importance of Online Assessment in the E-learning

Process. Information Technology Based Higher Education and Training, 2005.

ITHET 2005. 6th International Conference on, 2005. IEEE, F3B/1-F3B/6.

Beining, S. G. 2013. Improving Assessment Practice at the Course and

Programmatic-Levels in Community Colleges: Developing The Guidebook For

Student Learning Outcomes & The Assessment Loop.

Ben-Simon, A., Budescu, D. V. & Nevo, B. 1997. A comparative study of measures

of partial knowledge in multiple-choice tests. Applied Psychological

Measurement, 21, 65-88.

Biggs, J. 1996. Enhancing teaching through constructive alignment. Higher

education, 32, 347-364.

Bjørgen, I. & Ask, H. 2006. Læringsmøter IV–Kvalitetsreformen ved Psykologisk

institutt. Rapport NTNU.

83

Black, P. P. J., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. 2007. Assessment

for learning, Open University Press New York.

Boston, C. 2002. The concept of formative assessment. Practical Assessment,

Research & Evaluation, 8, 1-5.

Bradbard, D. A., Parker, D. F. & Stone, G. L. 2004. An Alternate Multiple‐Choice

Scoring Procedure in a Macroeconomics Course. Decision Sciences Journal of

Innovative Education, 2, 11-26.

Bradley, J. 2008. Management based critical success factors in the implementation of

enterprise resource planning systems. International Journal of Accounting

Information Systems, 9, 175-200.

Broadfoot, J. D., Rosatte, R. C. & O'leary, D. T. 2001. Raccoon and skunk

population models for urban disease control planning in Ontario, Canada.

Ecological Applications, 11, 295-303.

Dahalan, H. M. & Hussain, R. M. R. 2010. Development of Web-Based Assessment

in Teaching and Learning Management System (e-ATLMS). Procedia - Social

and Behavioral Sciences, 9, 244-248.

Dvorski, D. D. 2007. Installing, configuring, and developing with Xampp. Skills

Canada.

Fiore, L. B. 2012. Assessment of Young Children: A Collaborative Approach,

Routledge.

Fortune, J. & White, D. 2006. Framing of project critical success factors by a

systems model. International Journal of Project Management, 24, 53-65.

Foster, D. 2005. Multiple-Choice Questions Are the Answer [Online]. Available:

Retrieved 01.09.2009, from

www.certmag.com/read.php?in=1171.

Genci, J. 2013. A few reflections regarding assessment in an e-learning environment.

82

Guion, R. M. 2011. Assessment, measurement, and prediction for personnel

decisions, Taylor & Francis.

Harlen, W. 2005. Teaching, learning and assessing science 5-12, Sage Publications.

Harlen, W. & Gardner, J. 2006. On the relationship between assessment for

formative and summative purposes. Assessment and learning, 103-117.

Jafari, A., Mcgee, P. & Carmean, C. 2006. Managing Courses Defining Learning:

What Faculty, Students, and Administrators Want. Educause Review, 41, 50-52,

54, 56-58, 60, 62, 64, 66, 68, 70.

Jennings, S. & Bush, M. 2006. A comparison of conventional and liberal (free-

choice) multiple-choice tests. Practical Assessment, Research & Evaluation, 11,

1-5.

Kastner, M. & Stangla, B. 2011. Multiple Choice and Constructed Response Tests:

Do Test Format and Scoring Matter? Procedia - Social and Behavioral Sciences,

12, 263-273.

Krathwohl, D. R. 2002. A revision of Bloom's taxonomy: An overview. Theory into

practice, 41, 212-218.

Lukhele, R., Thissen, D. & Wainer, H. 1994. On the Relative Value of Multiple‐

Choice, Constructed Response, and Examinee‐Selected Items on Two

Achievement Tests. Journal of Educational Measurement, 31, 234-250.

Lunenburg, F. C. 2010. Measurement and Assessment in Schools.

Moodle. essay [Online]. Available:

http://docs.moodle.org/25/en/Essay_question_type.

Mutschler, B., Reichert, M. & Bumiller, J. 2008. Unleashing the effectiveness of

process-oriented information systems: Problem analysis, critical success factors,

and implications. Systems, Man, and Cybernetics, Part C: Applications and

Reviews, IEEE Transactions on, 38, 280-291.

O’farrell, C. 2002. Enhancing student learning through assessment. Retrieved on.

84

Pepple, D. J., Young, L. E. & Carroll, R. G. 2010. A comparison of student

performance in multiple-choice and long essay questions in the MBBS stage I

physiology examination at the University of the West Indies (Mona Campus).

Advances in Physiology Education, 34, 86-89.

Pollack, J., Rock, D. & Jenkins, F. Advantages and disadvantages of constructed-

response item formats in large-scale surveys. annual meeting of the American

Educational Research Association, San Francisco, 1992.

Rourke, L. & Kanuka, H. 2009. Learning in Communities of Inquiry: A Review of

the Literature (Winner 2009 Best Research Article Award). The Journal of

Distance Education/Revue de l'Éducation à Distance, 23, 19-48.

Shepard, L. A. 2000. The role of assessment in a learning culture. Educational

researcher, 4-14.

Sirnes, S. M. 2005. Flervalgsoppgaver-konstruksjon og analyse, Fagbokforlaget.

Stiggins, R. J. 2002. Assessment crisis: The absence of assessment for learning. Phi

Delta Kappan, 83, 758-765.

Uk-Website. 2009. UK-website: Bologna. Available:

http://www.dcsf.gov.uk/bologna.

Walvoord, B. E. & Anderson, V. J. 2011. Effective grading: A tool for learning and

assessment in college, Wiley. com.

Wright, A. J. 2010. Conducting psychological assessment: A guide for practitioners,

Wiley. com.

Zou, P. X. 2008. Designing effective assessment in postgraduate construction project

management studies. Journal for Education in the Built Environment, 3, 80-94.