Educational measurement evaluation and success rate of Open University in Asian Association of Open University [AAOU]

Abstract

This research aimed to (1) study on educational measurement of Open University in AAOU, (2) study on evaluation of Open University in AAOU, (3) study on success rate of Open University students in AAOU, and (4) study on educational measurement and evaluation style of a high success rate university in AAOU. Research samples were 20 AAOU members. Data were collected using questionnaires sent via postal mail. Data analysis were conducted with percentage, average, standard deviation, and content analysis.
The results were as follows:
1) Most universities used midterm score which is weighed in different proportions (the highest proportion is up to 50%). The methods used for collecting the midterm score included individual homework, group work, project, assignment, midterm test, online test, and video presentation. The submission was done by email and the marking was conducted by the lecturer. Most of the tests were built by committee while the specific department was responsible for the test construction. Various formats were used in the test; however, the popular formats were long-essay test, short-essay test, and 4-multiple-choice. For examination, creating new test items or randomizing test items from item-bank was used as a method. The item-bank was created after learning documents was done and many test items were built. The examination was set up throughout the country at the same time as noticed in the schedule. There were two ways to distribute the test booklets to local testing centres: (1) by postal service and (2) by the university (proctors brought the test booklets themselves). Three types of test administration which were paper and pencils testing, online-testing, and computerized-testing could be taken at study office. Essay test marking was done by several graders, and the criteria were considered beforehand. Retest was organised within the same semester by oral testing, online examining with proctor, additional report writing, university activities attending, tests or projects doing at home.
2) Norm-referenced and criterion-referenced assessments were used in grading. The grading system was divided into 3 schemes; (1) A, B, C, … (2) A, A-, B+, B, B-, C+, C, … and (3) without alphabet; A, B, C. Lecturers, or grading committee were responsible for student grading. Most universities included failed grade in calculating the accumulated grade point average (GPAX).
3) The success rate of undergraduate students in AAOU could be classified into 2 groups; 1) the universities which success rate was 50.00 percent and above (between 50-74.99 %), and 2) the universities which success rate was below 50.00 percent (between 5.71-25.00 %).
4) The universities which success rate was 50.00 percent and above, mostly allowed twice the period of curriculum time and mainly assigned some activities for students. The midterm scores were collected by midterm exam, learning assignment, group works, and learning activities. Most of tests were built by committee. The test items were randomly drawn from the item bank which constructed after learning document was finished and many items were created. The test booklets were distributed to local testing centre and returned under the control of university proctors. There was also an online exam. Norm-referenced and criterion-referenced assessments were used in grading. The failed grade was used in calculating the accumulated grade point average (GPAX).