Using Twitter as a Diagnostic Teaching and Learning Assessment Tool


KARAOĞLAN B. , CANDEMİR C. , HAYTAOĞLU E., Algin G. B. , Demirci S.

25th Annual Conference of the European-Association-for-Education-in-Electrical-and-Information-Engineering (EAEEIE), Cesme, Türkiye, 30 Mayıs - 01 Haziran 2014, ss.73-76

Özet

Higher education students coming from different regions and schools have different interests and knowledge levels. These differences can be exploited by teachers to improve the course efficiency. Knowing beforehand the misconceptions and the prior knowledge of the students, the teacher can tune the content of the lecture accordingly. In traditional systems, short essay, multiple choice or true-false diagnostic quizzes that include several potential misconceptions related to the targeted learning, are often practiced for this purpose. This approach reveals the differences in prior knowledge, misconceptions and deficiencies in prerequisite skills amongst the students. The teacher armed with this information can organize both the content and the structure of his/her teaching more efficiently.