Papers by Isaac B A M I K O L E Ogunsakin
This systematic review explores the transformative role of artificial intelligence (AI) in shapin... more This systematic review explores the transformative role of artificial intelligence (AI) in shaping assessment practices within 21st-century education. It critically examines the integration of AI technologies such as Automated Essay Scoring (AES), adaptive learning systems, and learning analytics, emphasizing their contributions to personalized learning experiences and real-time feedback mechanisms. The review identifies key opportunities for AI to enhance educational assessment, including the automation of scoring and the provision of adaptive feedback. However, it also addresses significant ethical challenges such as algorithmic bias, data privacy, and the need for transparency. We urge policymakers and educators to establish robust ethical guidelines and invest in comprehensive educator training to ensure the responsible use of AI in educational settings. The future directions suggest an increase in the integration of AI technologies, emphasizing the need for ongoing research to enhance validity, reliability, and address ethical considerations in AI-driven assessment practices.
Comparison of classical and item response theory test equating methods using non equivalent anchor test among Secondary School Students in Osun State
Strategies and Constraints of Portfolio Assessment Practice Among Science Teachers in Secondary Schools in Ife Central Local Government Area of Osun State , 2022
The study assessed strategies used for effective implementation and the constraints associated wi... more The study assessed strategies used for effective implementation and the constraints associated with the use of portfolio assessment among science teachers in secondary schools in Ife Central Local Government of Osun State. Descriptive survey research design. The study population comprised all the science teachers in secondary schools in Ife Central Local Government Area of Osun State. The study sample comprised 100 science teachers who were purposively selected from the 20 secondary schools (10 public and 10 private) in the area. An instrument developed by the researcher titled Questionnaire on the strategies and constraints of Portfolio Assessment was used for the study. The internal consistency reliability coefficients of the research instrument using Cronbach Alpha yielded 0.96 and 0.83. The data collected were analyzed using frequency counts, percentages and Relative Significance Index. The results showed that the most prominent strategy used by teachers for implementation is that they rate a portfolio without looking at students' names with the highest RSI value of 0.704. The teachers also make use of more than one trained rater for the assessment of student's portfolios and also encourage students to make plans for revising the products in their portfolios with also high RSI values of 0.696 and 0.688 respectively. Finally, the result showed that the most prominent identified constraint is that the intensity of the curriculum makes it difficult to implement portfolio assessments. It was recommended that science teachers in secondary schools need to gain a better understanding of how to use portfolio assessment as an alternate method of assessment through workshops, symposia, and seminars.
ASSESSING THE INTERNAL STRUCTURE OF MATHEMATICS ACHIEVEMENT TEST FOR JUNIOR SECONDARY SCHOOL STUDENTS IN OSUN STATE, 2022
The study assessed the internal structure of the mathematics achievement test. Descriptive survey... more The study assessed the internal structure of the mathematics achievement test. Descriptive survey research was adopted for the study. The population consisted of all Junior Secondary School 3 (JSS 3) Students in Osun state. The purposive sampling technique was used for the study because of the homogeneity characteristics of interest to the researcher. Hence, Osun central senatorial district was selected for the study. 5 Local Government areas were randomly selected from the 10 Local Government Areas in Osun central senatorial district, from each of the 5 selected Local Government Areas, 2 schools were selected from each of Local Government areas making a total of 10 Junior Secondary schools in Osun state. The sample size comprised 600 students, from each of the 10 schools, an intact class was used. 60 students' OMR sheets were randomly selected from the intact class, from the selected schools given a total of 600 students. The instrument for this study was (2012) multiple choice in mathematics of Basic Education Certificate Examination for Junior Secondary School in Osun State titled Mathematics Achievement Test (MAT). The data collected were analyzed using Stout's Test of Essential Unidimensinality (STEU) and Correlation Residual with Yen Q3 Statistics. The result showed that more than one dimension was accounted for based on the variation observed in examinees' responses to the test items, it further revealed that 48 (80%) out of 60 items of the 2012 Multiple-Choice in Mathematics of Basic Education Certificate Examination in Osun State violated the assumption of item Local Independence. The study recommended that for quality items to be guaranteed, the test items should be subjected to unidimensional and local independence assumptions of the IRT framework.
Item Response Theory is a measurement framework used in the design and analysis of educational an... more Item Response Theory is a measurement framework used in the design and analysis of educational and psychological assessments (achievement tests, rating scales, inventories, or other instruments) that measure mental traits. This is becoming increasingly popular among educational assessment experts to analyse cognitive measurement but little is known about the theory to analyse noncognitive measurement. (E.g. personality, attitude, and psychopathology) This paper provides information on models, assumptions and application of IRT in the analysis of cognitive and no-cognitive measurements. The paper concludes that, IRT is a better framework that can be exploited by researchers in analyzing cognitive data for assessment and evaluation research, and non-cognitive data, for sociological, psychological and psychopathological assessments. However, all the statistical assumptions must be met, and the test data must fit the IRT model for valid, reliable and credible results.
Algebraic thinking is about the ability of students to analyze, make generalizations, solve probl... more Algebraic thinking is about the ability of students to analyze, make generalizations, solve problems, predict, justify, and prove as well as model some situations. Many contemporary educators encourage the teaching and learning of algebraic thinking with technology as an alternative to non-computer approaches. This research paper discusses on the effects of developing algebraic thinking through technology in school and at the tertiary level. It is recommended that a further indepth study on developing algebraic thinking through technology be conducted to include examining the characteristics of algebraic thinking.
Books by Isaac B A M I K O L E Ogunsakin
Issues And Practices In Tests And Measurements: A Festschrift In Honour of Professor Eyitayo Rufus Ifedayo Afolabi, 2024
Introduction Assessments are critical in evaluating students' knowledge, skills, and overall acad... more Introduction Assessments are critical in evaluating students' knowledge, skills, and overall academic performance in the field of education. Consider the impact of readability on assessment outcomes as educators seek for fair and accurate evaluations. This chapter dives into readability and how textbooks can be assessed in order to comprehend how difficult textbooks are. Educators can build more equal and successful assessment processes by addressing the significance of readability in testing and evaluation. What is Readability? The capacity to read effectively can be viewed as a scale for determining the level of literacy of the learners. Reading is a method of gaining experience by comprehending other people's documented life events. Reading is an important mode of communication. Communication is so important in everyday life that a breakdown in communication is related with difficulties that can lead to regression. The readability of a textbook refers to the amount to which the reader, particularly pupils, understands what was read in a certain book passage, reads it at the fastest possible speed, and finds it engaging. When assessing readability, one must examine the difficulty of reading and comprehending the contents of a given text. This defines the student's capacity to grasp and get meaning from the text; in education, it is occasionally desirable to measure the difficulty level of a certain book in relation to the class for which it is assigned. One such metric is readability. Concept of Readability One of the most crucial factors to consider when selecting a good passage or textbook for a student is readability. Because readability might influence goal achievement in reading instruction, several experts or researchers define text readability differently. Actually, readability is influenced not only by the length of the sections or the length of the words, but also by how fascinating and appealing the text is written, text readability can be examined in order to quantify writing complexity and determine the reading or education level required for text comprehension. Readability is defined as a textbook's linguistic and intellectual difficulty levels. The ease with which pupils can read and understand a book is determined by the author's choice of semantic and syntactic structure. Some writings are easier to read than others due to readability. It is frequently mistaken with legibility, which is concerned with typeface and layout. Another definition of readability is "the ease of understanding or comprehension due to the style of writing." This definition distinguishes writing style from issues such as content, coherence, and organization. Similarly, in all good quality textbooks, information is presented on the basis of moving from the known to the unknown and from the least difficult to the most difficult, and often using examples drawn from the students' environment. However, determining the appropriateness of the textbook that will be utilized with the students' level is not an easy task. As a result, analyzing the readability level might assist teachers in evaluating the textbook. Several elements contribute to the overall quality of a textbook when suggesting it for reading. When reviewing a textbook, keep the following points in mind: a. Accuracy and reliability: The textbook should provide accurate and up-to-date information in the relevant subject area. It should be written by knowledgeable authors who are experts in the field and have a solid reputation. b. Clarity and organization: A high-quality textbook should present information in a clear and concise manner, using understandable language and avoiding excessive jargon. It should have a logical structure and be well-organized, with headings, subheadings, and clear chapter divisions. c. Comprehensive coverage: The textbook should cover all the essential topics and concepts relevant to the subject. It should provide a balanced and comprehensive overview, ensuring that the reader gains a deep understanding of the subject matter. d. Engaging writing style: The textbook should engage the reader through an interesting and engaging writing style. It should use examples, case studies, and real-life applications to illustrate concepts and make the content more relatable. e. Pedagogical features: High-quality textbooks often include helpful pedagogical features such as summaries, review questions, practice problems, illustrations, diagrams, and glossaries. These features enhance the learning experience and assist the reader in understanding and retaining the material. f. Appropriate level: The textbook should be suitable for the target audience, whether it's introductory, intermediate, or advanced. It should match the readers' knowledge and skill level and provide appropriate challenges and depth of content. g. Relevance and currency: A good textbook should address current issues, developments, and trends within the subject area. It should incorporate the latest research and findings to ensure the material is relevant and up-to-date. h. Supplementary resources: Additional resources such as companion websites, online materials, interactive activities, or supplementary readings can significantly enhance the learning experience and provide extra support for the reader. i. Reviews and recommendations: It can be helpful to consult reviews and recommendations from educators, professionals, or fellow readers to gauge the textbook's quality and suitability. By considering these factors, one can evaluate the quality of a textbook and make an informed recommendation to readers. Key Reasons Why Readability is Important for Teachers a. Comprehension: Readability directly affects students' ability to understand the content. When a text is readable, students can process the information more easily, leading to improved comprehension and retention of the material. Teachers can select readable texts to ensure students can grasp the concepts effectively. b. Engagement: Readable texts are more engaging for students. When students can read without constant struggles, they are more likely to stay focused and interested in the 150 Issues and Practices in Tests and Management content. This engagement promotes active learning and helps maintain a positive classroom environment. c. Differentiated instruction: Students in a classroom have varying reading abilities and skills. By selecting texts with appropriate readability levels, teachers can differentiate instruction to cater to individual needs. This ensures that all students can access and benefit from the content, regardless of their reading proficiency. d. Vocabulary development: Readable texts contribute to students' vocabulary development. When students encounter words in context and can understand them without excessive difficulty, they are more likely to expand their vocabulary naturally. Teachers can choose texts that provide appropriate challenges and exposure to new words. e. Fluency practice: Readability supports the development of reading fluency. When students read texts that match their reading level, they can practice reading with accuracy, speed, and prosody. This practice improves their fluency and overall reading skills, which are crucial for academic success. f. Confidence building: Readable texts can boost students' confidence in their reading abilities. When students can read and understand texts independently, they gain a sense of accomplishment and self-assurance. This confidence positively impacts their motivation and willingness to engage in reading activities. g. Inclusive instruction: Readability is essential for inclusive instruction. It ensures that students with diverse learning needs, including those with reading difficulties or English language learners, can access the content and participate fully in classroom discussions and activities. By considering readability, teachers create an inclusive learning environment. By prioritizing readability in the classroom, teachers can support students' comprehension, engagement, vocabulary development, fluency, confidence, and inclusivity. This ultimately promotes effective learning and academic growth.
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Papers by Isaac B A M I K O L E Ogunsakin
Books by Isaac B A M I K O L E Ogunsakin