Chapter 2. Point rating system.

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    1.2 Modules’ research.

        Theory and research on modular related innovations show the possible effects of this type of learning on students, as far as learning outcomes, motivation and school output is concerned. Self-contained units may enhance students’ motivation by retaining their attention and by offering the possibility of regular feedback. This can positively influence school output in that it will affect the rate of progress in individual student’s school careers. Flexible units offer two more possibilities to the student: choice of educational content and an individual pace of study. Whether the first leads to more motivation and more efficient school careers remains an unanswered question. In general, the second is appreciated by students and it therefore improves their motivation. We therefore conclude that flexibly paced modular instruction can lead to more progress, fewer drop outs and better student motivation. There is also little evidence for its impact on student motivation and school output.[ Тарасенко О. В., Димиденок Ж. А. Балльно-рейтинговая система оценивания знаний студентов]

    Two studies were conducted in short senior secondary vocational education (KMBO) and day-release schooling for young employees. The first one was intended to reveal how modular instruction was put into practice in this field of education. Interviews, followed by case studies in three different branches, showed two major variants of modular design. The first variant is characterized by individual instruction, self-instructional material, a deliberate sequence of modules, differentiation in learning pace and exceptional testing. This is referred to as the flexible variant. The second variant shows a minimal use of modular learning: there is whole class instruction and therefore mentioned characteristics are missing. Subject matter is divided into self-contained units in which instruction and learning takes place, but the units do not always correspond to testing units and they are, if at all flexibly available, not used in that way. This is referred to as the inflexible variant.

    The second study compares the effect of both variants on students’ motivation and school output to non-modular vocational education. 41 vocational courses from four different sectors in KMBO and day-release schooling were investigated, each of which represented one of three variants: the flexible modular, the non-flexible modular and the non-modular. It was hypothesized that:

    1. A modular variant, and a flexible modular variant in particular, would contribute to students’ motivation;

    2. Student motivation would affect course output;

    3. Modular instruction would affect course output and that this could largely be explained by motivational changes in students.

    Course output was specified by two variables: student’s progress and dropout rate. Students’ motivation was specified as motivated and operationalized as their investment in school: how actively they were participating in learning activities. Coverable reflecting students’ cognitive level and achievement motivation, appeal of content matter and the supporting character of the learning group, were also entered into the design. The variables were measured by interviews, written questionnaires and existing tests. Students’ motivation was measured three times during one school year. . [Verstraete N. National synopsis of the educational systems and current reforms in Europe]Data on which (modular) variant was present were collected on course level; all other data were collected on student level. Multilevel analyses were executed to test the hypotheses

    Results show that modular instruction, in its identified variants, improves students’ motivation regardless of their achievement motivation and their level of cognitive functioning. In KMBO education the impact on motivation was stronger in the flexible than in the non-flexible variant. Modular variants however do not affect course output, either directly or indirectly by improving student motivation, as was expected.

    Traditional system of rating does not give a complete possibility to make student’s estimate independence. To abate the impact of traditional control disadvantages on students’ quality knowledge evaluation, teachers tend to improve their methods and forms of control in practice work.

    Point-based system intended to promote objectivity and authenticity of the students’ qualification. It may be used as an element of control training or educational processes.

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