Enhancing Fairness in Coursework Assessment using the Simmarks App

Coursework consists of a variety of technical tasks and assignments designed to measure students' emotional and psychomotor abilities, which are critical components of student evaluation. Some of the homework relies on the lecturer's subjective evaluations, which may result in variable mark distributions across various student groups. To address this issue, a scoring rubric is established to provide scores for each domain and criterion need. Despite this, large differences in ratings exist, owing to assessors' failure to refer to suitable domain criteria throughout evaluations. The SimMarks App was created to let users to set domain criteria prior to conducting assessments, assuring reliable score simulations and identifying any difficulties. Testing has shown the app's feasibility, efficacy, and use. It performed commands with greater than 90% accuracy, and the intended user evaluated its usability as good. The average score error margin is barely 1.1 marks. The app's success is primarily due to the use of the ADDIE paradigm throughout development. As the SimMarks App evolves, it is prepared for widespread use, resulting in more accurate and consistent evaluations.

Coursework Evaluation, Mark Simulation, Application, Lecturer, Teaching and Learning process

1. Beh, C. Y. & Wong, S. Y. (2023). Malaysian graduates’ employability challenges: A critical review. Proceedings of the International Student Conference on Business, Education, Economics, Accounting and Management, 1(1), 310-319. [Google Scholar] [Crossref]

2. Boase, J., & Ling, R. (2013). Measuring Mobile phone use: Self-report versus log data. Journal of Computer-Mediated Communication, 18(4), 508–519. [Google Scholar] [Crossref]

3. Fahmi, M. Y. (2015). MyHomePharmacy: Mobile android application (Unpublished bachelor’s dissertation). Universiti Teknologi Petronas, Tronoh, Malaysia. [Google Scholar] [Crossref]

4. Farrah, M. (2011). Online Communication and Enhancing Language Skills, Motivation and Cultural Understanding. AUC TESOL Journal, 2, 128–140. [Google Scholar] [Crossref]

5. Jiaxin, G., Huijuan, Z. & Md Hasan, H. (2024). Global Competence in Higher Education: A Ten-year Systematic Literature Review. Frontiers in Education, 9, 1-16. [Google Scholar] [Crossref]

6. Jonathan, V. M. (2017). Implementing Outcome-Based Education (OBE) Framework: Implications for Assessment of Student’ Performance. Educational Measurement and Evaluation Review, 8(1), 1–10. [Google Scholar] [Crossref]

7. Jung, J., Wang, Y. & Barrioluengo, M. S. (2024). A Scoping Review on Graduate Employability in an Era of Technological Unemployment. Higher Education Research and Development, 43(3), 542-562. [Google Scholar] [Crossref]

8. Khaddage, F., Christoph, L., & Bray, E. (2012). Mobile apps integration for teaching and learning. Are instructors ready to re-blend? Proceedings of the Society for Information Technology and Teacher Education International Conference, 1, 2545–2552. [Google Scholar] [Crossref]

9. Kizito, N. (2012). Pre-testing Mathematical Concepts with the Mobile Phone: Implications for Curriculum Design. International Review of Research in Open and Distributed Learning, 13(1), 38–54. [Google Scholar] [Crossref]

10. Maarof, Nurul & Joli, Nurul & Hamzah, Kamarul & Yusof, Rorlinda. (2021). Perception of Historical Thinking Skills Practice: An Overview of The Differences in The Achievement of Gifted and Talented Students. International Journal of Modern Education, 3. 01-18. 10.35631/IJMOE.310001. [Google Scholar] [Crossref]

11. Menon D. (2022). Uses and gratifications of educational apps: A study during COVID-19 pandemic. Computers and Education Open, 3, 100076. https://doi.org/10.1016/j.caeo.2022.100076. [Google Scholar] [Crossref]

12. Mtega, W., Bernard, R., Msungu, A., & Sanare, R. (2012). Using mobile phones for teaching and learning purposes in higher learning institutions: The case of Sokoine University of Agriculture in Tanzania. Proceedings of the Fifth Ubuntu Net Alliance Annual Conference, 1, 118-129. [Google Scholar] [Crossref]

13. Mohd Nor, J. & Zaharim, A. (2007). Perbandingan pendekatan pendidikan sepadu dalam pendidikan berasaskan hasil (OBE) dengan model pendidikan Islam. Proceedings of the Seminar Pendidikan Kejuruteraan dan Alam Bina, 3, 55–62. [Google Scholar] [Crossref]

14. Pickford, R. & Brown, S. (2007). Assessing skills and practice. London, UK: Routledge Taylor & Francis Group. [Google Scholar] [Crossref]

15. Spady, W. G., & Marshall, K. J. (1991). Beyond Traditional Outcome-Based Education Transformational Outcome-Based Education Gives Schools a Profoundly Different Means of Restructuring Themselves. Educational Leadership, 49(2), 67–72. [Google Scholar] [Crossref]

16. Stefl-Mabry, J. (2004). Learning Made Real: Collaborative Work, Shared Assessment and Knowledge Quest. Journal of the American Association of School Librarians, 32(5), 21–25. [Google Scholar] [Crossref]

17. Suwantarathip, O., & Orawiwatnakul, W. (2015). Using Mobile-assisted Exercises to Support Students’ Vocabulary Skill Development. Turkish Online Journal of Educational Technology, 14(1), 163-171. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study