Assessment for Effective Lecture on Knowledge Retention towards Student Learning with Web-based Educational Tools
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This study assessed the effectiveness of lectures and web-based educational tools on knowledge retention among 42 university students in a chemical engineering program. The results indicated that while 100% of students answered correctly immediately after a lecture, knowledge retention dropped to 90% four weeks later, suggesting the necessity of effective teaching methods combined with digital tools. The findings highlight the importance of assessments in fostering student learning and bridging gaps between teaching and knowledge retention.
![Journal of Humanities and Education Development (JHED)
ISSN: 2581-8651
Vol-1, Issue-2, Mar – Apr 2019
https://dx.doi.org/10.22161/jhed.1.2.1
https://theshillonga.com/index.php/jhed Page | 55
Assessment for Effective Lecture on Knowledge
Retention towards Student Learning with Web-
based Educational Tools
Josephine Lai Chang Hui1, Ting Su Hie2
1Department of Chemical Engineering and Energy Sustainability, Faculty of Engineering, Universiti Malaysia Sarawak
(UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia
Email: lchjosephine@unimas.my
2Department of Language Studies, Faculty of Language and Communication, Universiti Malaysia Sarawak (UNIMAS),
94300 Kota Samarahan, Sarawak, Malaysia
Email: shting@unimas.my
Abstract— This study assessed the effective lecture for
knowledge retention towardsstudent learning.The survey
involved 42 university students (fourth year in Chemical
Engineering and Sustainability Energy Department,
UNIMAS) where all of them were tested before and after
the class through a 10 questions quiz as assessment.
From this quiz assessment, only 50% (21 students) of the
studentsmanaged to answer at least 7 questions correctly
before the lecture was delivered. After delivering lecture,
100% (42 students) of the students managed to answer 10
questions correctly. However, after four weeks, only 90%
(38 students) of the students managed to score 10
questions correctly due to short knowledge retention.
Keywords— Assessment, effective, lecture, knowledge
retention, students.
I. INTRODUCTION
Since the last century, learning has been a central topic in
many fields especially education since the largest part of
the previous century. Learning can be defined as a change
in behaviour due to the experience gained [1]. Learning
can be explained as ontogenetic adaptation [2]. Therefore,
learning is important among all the students especially in
higher education. Students manage to learn or increase
their knowledge through lectures given. Different
students have different types of learning styles.One of the
most attractive style and lengthen the knowledge
retention among the students in higher education is web-
based educational tools [3].
Lecturing has been one of the most employed
tools for information transmission in higher education. It
is one of the best methods in reducing knowledge gap
between lecturers and students. The main benefit of
lecture includes low cost as one lecturer focuses on a
large group of students. Lectures are effective as this
process involves spontaneous communication skills
between both lecturers and students [4]. Through this
way, students managed to gain important information
effectively. In addition, effective lecture helps to cover
large chunks of materials in a shorter period, and
simultaneously it helps to fit the needs of all the students
[5]. Through the web-based educational tools such as
online books or journals, it helps the students to study the
notes earlier, understanding the topic before the lecture
and voice out their opinions and enquiries [3]. However,
this may be a real challenge to ensure all the students can
have the same knowledge after the classroom as some
students may not putting the effort on studying lecture
notes or online materials provided.
To ensure all the students manage to obtain the
same knowledge level after a lecture, assessment is a
strategic method to ensure the quality of the students.
Assessment can be well explained as the bridge between
lecturing and learning [6]. Different assessments can be
categorized into formative assessment [7], summative
assessment, school-based assessment and diagnostic
assessment [8]. All these assessments are closely
associated with socio-constructivist theories of learning.
Assessments help in the process by making learning
visible to the students [8]. Students’ knowledge and
learning can be improved through assessment and
evaluation while lecturers manage to improve their
lecturing methods through the assessments given [9].
Lecturing, learning and assessment are
interrelated and equally important in higher education.
Assessment is one of the engines to drive student active
learning. It helps the students to understand their weak
point on specific lecture and enhance that specific part](https://image.slidesharecdn.com/1-ts-15-190405063216/85/Assessment-for-Effective-Lecture-on-Knowledge-Retention-towards-Student-Learning-with-Web-based-Educational-Tools-1-320.jpg)
![Journal of Humanities and Education Development (JHED)
ISSN: 2581-8651
Vol-1, Issue-2, Mar – Apr 2019
https://dx.doi.org/10.22161/jhed.1.2.1
https://theshillonga.com/index.php/jhed Page | 56
through more learning such as tutorials, quizzes and
assignments. To improve the knowledge retention within
students, web-based educational tools are needed. Web
applications for teaching and learning such as blogs,
wikis and social networking tools are gaining popularity
among higher education students. For assessment, many
web applications such as Quiz Revolution, Moodle,
Socrative, Quibblo and Zoho can be applied among the
higher education students to ensure the students can
understand the lecture better and clearly.
For this research, the aim is to investigate the
assessment for effective lecture on knowledge retention
towards student learning with web-based educational
tools. The students were selected and tested on the same
period.
II. METHOD
This research was a single-experimental study which
involved 42 students from fourth year of Chemical
Engineering and Sustainability Energy Department under
Universiti Malaysia Sarawak (UNIMAS). All the students
were given a 10 questions quiz assessment (summative
assessment) right before the lecture started on the same
period. The quiz was set based on the energy and power
topic and this quiz was conducted using web-based
educational tool namely Kahoot where all the students
managed to take the quiz simultaneously. All the quizzes
were marked right and discussed after each question. The
same quiz was given to all the students once again right
after the lecture and four weeks after the lecture. Data in
relation to knowledge retention and effective lecture were
collected before the lecture, right after the lecture and 4
weeks after the lecture. The data collected were plotted in
table form.
III. RESULTS AND DISCUSSION
All the data collected were tabulated as shown in TABLE
1 and TABLE 2. TABLE 1 showed the quiz assessment
results before and after lecture delivered. 42 students
were requested to take the quiz on the same period right
before the lecture. There were only 21 students who
managed to answer seven questions correctly. This
proved that all the students had different prior knowledge
on the topic given [10]. Due to this limitation, only 2
students could achieve all the ten questions correctly.
Discussion on all the questions were conducted right after
each question to ensure the students gained in-depth
knowledge. After the quiz assessment, a 2-hour lecture
was delivered to the students related to the quiz
assessment. This lecture was conducted to ensure the
students understand the topic in depth as well as to
lengthen the knowledge retention among the students.
Thus, after discussion and lecture, all the students (42
students) managed to answer all the questions correctly
without any mistake. This showed that lecture was
important with the aid of discussion for knowledge
transmission from the lecturers to the students [4].
Lecture was effective to ensure the students managed to
gain the knowledge clearly and enhanced knowledge
retention.
Table.1: Quiz assessment results before and after lecture
delivered
No.
Matric
Number
Assessment
results before
lecture
delivered
(Correct
answer)
Assessment
results after
lecture
delivered
(Correct
answer)
1 45428 6 10
2 45521 8 10
3 45663 8 10
4 45830 8 10
5 45886 10 10
6 45900 9 10
7 45978 9 10
8 45996 7 10
9 46363 7 10
10 46416 7 10
11 46627 7 10
12 47104 6 10
13 47132 6 10
14 47210 6 10
15 47525 5 10
16 47858 5 10
17 48052 4 10
18 48665 4 10
19 48882 3 10
20 48927 8 10
21 49452 8 10
22 45411 8 10
23 45429 6 10
24 45436 6 10
25 45445 9 10
26 45458 9 10
27 45509 7 10
28 45516 7 10
29 45533 7 10
30 45659 6 10
31 45678 6 10
32 45688 6 10
33 45738 6 10
34 45742 6 10
35 45974 10 10
36 45988 8 10](https://image.slidesharecdn.com/1-ts-15-190405063216/85/Assessment-for-Effective-Lecture-on-Knowledge-Retention-towards-Student-Learning-with-Web-based-Educational-Tools-2-320.jpg)
![Journal of Humanities and Education Development (JHED)
ISSN: 2581-8651
Vol-1, Issue-2, Mar – Apr 2019
https://dx.doi.org/10.22161/jhed.1.2.1
https://theshillonga.com/index.php/jhed Page | 57
37 46049 8 10
38 47157 5 10
39 48736 6 10
40 48884 5 10
41 48887 5 10
42 49556 5 10
*Note: 1 correct answer = 1 question managed to answer
correctly
TABLE 2 showed the quiz assessment results
after the lecture compared with the quiz assessment
results after four weeks. The purpose to conduct the same
quiz assessment after four weeks was to investigate the
knowledge retention among the students on the specific
topic. As mentioned in TABLE 1, 42 students managed to
score perfectly in the quiz assessment right after the
lecture. However, only 40 students managed to score
perfectly again on the same quiz assessment. There were
2 students who scored at least 8 questions and above
which proved that knowledge gained was well retained.
In addition, 95% of the students managed to score
perfectly with the effective lecture given to the students
four weeks ago. This proved that the application of web-
based educational tool such as Kahoot assisted the
students to understand the topic while the effective lecture
improved the students in terms of depth knowledge. The
combination of web-based educational tool with effective
lecture helped the students to enhance the knowledge
retention [11] and thus, it helped to produce quality
students with wide knowledge.
Table.2: Quiz assessment results after lecture delivered
and 4 weeks after lecture delivered
No.
Matric
Number
Assessment
results before
lecture
delivered
(Correct
answer)
Assessment
results after
lecture
delivered
(Correct
answer)
1 45428 10 10
2 45521 10 10
3 45663 10 10
4 45830 10 10
5 45886 10 10
6 45900 10 10
7 45978 10 10
8 45996 10 10
9 46363 10 10
10 46416 10 10
11 46627 10 10
12 47104 10 10
13 47132 10 10
14 47210 10 9
15 47525 10 10
16 47858 10 10
17 48052 10 10
18 48665 10 10
19 48882 10 10
20 48927 10 10
21 49452 10 10
22 45411 10 10
23 45429 10 10
24 45436 10 10
25 45445 10 10
26 45458 10 10
27 45509 10 10
28 45516 10 10
29 45533 10 10
30 45659 10 10
31 45678 10 10
32 45688 10 8
33 45738 10 10
34 45742 10 10
35 45974 10 10
36 45988 10 10
37 46049 10 10
38 47157 10 10
39 48736 10 10
40 48884 10 10
41 48887 10 10
42 49556 10 10
*Note: 1 correct answer = 1 question managed to answer
correctly
By comparing TABLE 1 and TABLE 2, all the students
scored better before the lecture and four weeks after the
lecture. This proved the importance of lecture in student
learning. In order to ensure the knowledge gained through
lecture could be retained, web-based educational tool
(Kahoot) was in need to be applied on student learning.
IV. CONCLUSION
From this quiz assessment, it was significant that the
students managed to answer all the questions correctly
right after the lecture given. This proved that lecture
delivered was effective to remain the knowledge right
after the lecture. However, knowledge retention did last
long for four weeks where 90% of the students managed
to answer the same quiz perfectly. It was clear that
effective lecture helped the students to understand,
analysed and applied all the knowledge learnt from the
lecture on the quiz assessment given which improved
their knowledge and at the same time lengthen their
knowledge retention.](https://image.slidesharecdn.com/1-ts-15-190405063216/85/Assessment-for-Effective-Lecture-on-Knowledge-Retention-towards-Student-Learning-with-Web-based-Educational-Tools-3-320.jpg)
![Journal of Humanities and Education Development (JHED)
ISSN: 2581-8651
Vol-1, Issue-2, Mar – Apr 2019
https://dx.doi.org/10.22161/jhed.1.2.1
https://theshillonga.com/index.php/jhed Page | 58
REFERENCES
[1] Lachman, S. J. (1997). Learning is a process: Toward
an improved definition of learning. Journal of
Psychology, 131: 477–480.
[2] Darwin, C. R. (1859). On the origin of species by
means of natural selection, or the preservation of
favoured races in the struggle for life. London, UK:
John Murray.
[3] Semantic Web and Education. (2006). Introduction to
web-based education. Berlin, Germany: Springer.
[4] Charlton, B. G. (2006). Lectures are an effective
teaching method because they exploit human evolved
“human nature” to improve – Editorial. Medical
Hypotheses, 2006, 67: 1261-1265.
[5] McKeachie, W. J. (1969). Teaching tips: A
guidebook for the beginning teacher (6th edition).
Lexington, MA: D.C. Health.
[6] Wiliam, D. (2013). Assessment: The bridge between
teaching and learning. Voices from the Middle,
21(2): 15-20.
[7] Swaffield, S. (2011). Getting to the heart of authentic
Assessment for Learning’ Assessment in Education:
Principles. Policy and Practice, 18(4): 433-449.
[8] Watts, A. (2015). Assessment for learning.
Cambridge, UK: Cambridge International
Examinations.
[9] Jabbarifar, T. (2009). The importance of classroom
assessment and evaluation in educational system.
Proceedings of the 2nd International Conference of
Teaching and Learning (pp. 1-9). Malaysia: INTI
University College.
[10] Dochy, F. J. R. C. (1997). Assessment of domain-
specific and domain-transcending prior knowledge:
entry assessment and the use of profile analysis. In:
Birenbaum M., Dochy, F.J.R.C. (eds) Alternatives in
Assessment of Achievements, Learning Processes
and Prior Knowledge. Boston: Kluwer, pp. 227–64.
[11] Ibrahim M., Al-Shara O. (2007) Impact of Interactive
Learning on Knowledge Retention. In: Smith M.J.,
Salvendy G. (eds) Human Interface and the
Management of Information. Interacting in
Information Environments. Human Interface 2007.
Lecture Notes in Computer Science, 4558. Berlin,
Heidelberg: Springer.](https://image.slidesharecdn.com/1-ts-15-190405063216/85/Assessment-for-Effective-Lecture-on-Knowledge-Retention-towards-Student-Learning-with-Web-based-Educational-Tools-4-320.jpg)
Assessment for Effective Lecture on Knowledge Retention towards Student Learning with Web-based Educational Tools
- 1. Journal of Humanities and Education Development (JHED) ISSN: 2581-8651 Vol-1, Issue-2, Mar – Apr 2019 https://dx.doi.org/10.22161/jhed.1.2.1 https://theshillonga.com/index.php/jhed Page | 55 Assessment for Effective Lecture on Knowledge Retention towards Student Learning with Web- based Educational Tools Josephine Lai Chang Hui1, Ting Su Hie2 1Department of Chemical Engineering and Energy Sustainability, Faculty of Engineering, Universiti Malaysia Sarawak (UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia Email: lchjosephine@unimas.my 2Department of Language Studies, Faculty of Language and Communication, Universiti Malaysia Sarawak (UNIMAS), 94300 Kota Samarahan, Sarawak, Malaysia Email: shting@unimas.my Abstract— This study assessed the effective lecture for knowledge retention towardsstudent learning.The survey involved 42 university students (fourth year in Chemical Engineering and Sustainability Energy Department, UNIMAS) where all of them were tested before and after the class through a 10 questions quiz as assessment. From this quiz assessment, only 50% (21 students) of the studentsmanaged to answer at least 7 questions correctly before the lecture was delivered. After delivering lecture, 100% (42 students) of the students managed to answer 10 questions correctly. However, after four weeks, only 90% (38 students) of the students managed to score 10 questions correctly due to short knowledge retention. Keywords— Assessment, effective, lecture, knowledge retention, students. I. INTRODUCTION Since the last century, learning has been a central topic in many fields especially education since the largest part of the previous century. Learning can be defined as a change in behaviour due to the experience gained [1]. Learning can be explained as ontogenetic adaptation [2]. Therefore, learning is important among all the students especially in higher education. Students manage to learn or increase their knowledge through lectures given. Different students have different types of learning styles.One of the most attractive style and lengthen the knowledge retention among the students in higher education is web- based educational tools [3]. Lecturing has been one of the most employed tools for information transmission in higher education. It is one of the best methods in reducing knowledge gap between lecturers and students. The main benefit of lecture includes low cost as one lecturer focuses on a large group of students. Lectures are effective as this process involves spontaneous communication skills between both lecturers and students [4]. Through this way, students managed to gain important information effectively. In addition, effective lecture helps to cover large chunks of materials in a shorter period, and simultaneously it helps to fit the needs of all the students [5]. Through the web-based educational tools such as online books or journals, it helps the students to study the notes earlier, understanding the topic before the lecture and voice out their opinions and enquiries [3]. However, this may be a real challenge to ensure all the students can have the same knowledge after the classroom as some students may not putting the effort on studying lecture notes or online materials provided. To ensure all the students manage to obtain the same knowledge level after a lecture, assessment is a strategic method to ensure the quality of the students. Assessment can be well explained as the bridge between lecturing and learning [6]. Different assessments can be categorized into formative assessment [7], summative assessment, school-based assessment and diagnostic assessment [8]. All these assessments are closely associated with socio-constructivist theories of learning. Assessments help in the process by making learning visible to the students [8]. Students’ knowledge and learning can be improved through assessment and evaluation while lecturers manage to improve their lecturing methods through the assessments given [9]. Lecturing, learning and assessment are interrelated and equally important in higher education. Assessment is one of the engines to drive student active learning. It helps the students to understand their weak point on specific lecture and enhance that specific part
- 2. Journal of Humanities and Education Development (JHED) ISSN: 2581-8651 Vol-1, Issue-2, Mar – Apr 2019 https://dx.doi.org/10.22161/jhed.1.2.1 https://theshillonga.com/index.php/jhed Page | 56 through more learning such as tutorials, quizzes and assignments. To improve the knowledge retention within students, web-based educational tools are needed. Web applications for teaching and learning such as blogs, wikis and social networking tools are gaining popularity among higher education students. For assessment, many web applications such as Quiz Revolution, Moodle, Socrative, Quibblo and Zoho can be applied among the higher education students to ensure the students can understand the lecture better and clearly. For this research, the aim is to investigate the assessment for effective lecture on knowledge retention towards student learning with web-based educational tools. The students were selected and tested on the same period. II. METHOD This research was a single-experimental study which involved 42 students from fourth year of Chemical Engineering and Sustainability Energy Department under Universiti Malaysia Sarawak (UNIMAS). All the students were given a 10 questions quiz assessment (summative assessment) right before the lecture started on the same period. The quiz was set based on the energy and power topic and this quiz was conducted using web-based educational tool namely Kahoot where all the students managed to take the quiz simultaneously. All the quizzes were marked right and discussed after each question. The same quiz was given to all the students once again right after the lecture and four weeks after the lecture. Data in relation to knowledge retention and effective lecture were collected before the lecture, right after the lecture and 4 weeks after the lecture. The data collected were plotted in table form. III. RESULTS AND DISCUSSION All the data collected were tabulated as shown in TABLE 1 and TABLE 2. TABLE 1 showed the quiz assessment results before and after lecture delivered. 42 students were requested to take the quiz on the same period right before the lecture. There were only 21 students who managed to answer seven questions correctly. This proved that all the students had different prior knowledge on the topic given [10]. Due to this limitation, only 2 students could achieve all the ten questions correctly. Discussion on all the questions were conducted right after each question to ensure the students gained in-depth knowledge. After the quiz assessment, a 2-hour lecture was delivered to the students related to the quiz assessment. This lecture was conducted to ensure the students understand the topic in depth as well as to lengthen the knowledge retention among the students. Thus, after discussion and lecture, all the students (42 students) managed to answer all the questions correctly without any mistake. This showed that lecture was important with the aid of discussion for knowledge transmission from the lecturers to the students [4]. Lecture was effective to ensure the students managed to gain the knowledge clearly and enhanced knowledge retention. Table.1: Quiz assessment results before and after lecture delivered No. Matric Number Assessment results before lecture delivered (Correct answer) Assessment results after lecture delivered (Correct answer) 1 45428 6 10 2 45521 8 10 3 45663 8 10 4 45830 8 10 5 45886 10 10 6 45900 9 10 7 45978 9 10 8 45996 7 10 9 46363 7 10 10 46416 7 10 11 46627 7 10 12 47104 6 10 13 47132 6 10 14 47210 6 10 15 47525 5 10 16 47858 5 10 17 48052 4 10 18 48665 4 10 19 48882 3 10 20 48927 8 10 21 49452 8 10 22 45411 8 10 23 45429 6 10 24 45436 6 10 25 45445 9 10 26 45458 9 10 27 45509 7 10 28 45516 7 10 29 45533 7 10 30 45659 6 10 31 45678 6 10 32 45688 6 10 33 45738 6 10 34 45742 6 10 35 45974 10 10 36 45988 8 10
- 3. Journal of Humanities and Education Development (JHED) ISSN: 2581-8651 Vol-1, Issue-2, Mar – Apr 2019 https://dx.doi.org/10.22161/jhed.1.2.1 https://theshillonga.com/index.php/jhed Page | 57 37 46049 8 10 38 47157 5 10 39 48736 6 10 40 48884 5 10 41 48887 5 10 42 49556 5 10 *Note: 1 correct answer = 1 question managed to answer correctly TABLE 2 showed the quiz assessment results after the lecture compared with the quiz assessment results after four weeks. The purpose to conduct the same quiz assessment after four weeks was to investigate the knowledge retention among the students on the specific topic. As mentioned in TABLE 1, 42 students managed to score perfectly in the quiz assessment right after the lecture. However, only 40 students managed to score perfectly again on the same quiz assessment. There were 2 students who scored at least 8 questions and above which proved that knowledge gained was well retained. In addition, 95% of the students managed to score perfectly with the effective lecture given to the students four weeks ago. This proved that the application of web- based educational tool such as Kahoot assisted the students to understand the topic while the effective lecture improved the students in terms of depth knowledge. The combination of web-based educational tool with effective lecture helped the students to enhance the knowledge retention [11] and thus, it helped to produce quality students with wide knowledge. Table.2: Quiz assessment results after lecture delivered and 4 weeks after lecture delivered No. Matric Number Assessment results before lecture delivered (Correct answer) Assessment results after lecture delivered (Correct answer) 1 45428 10 10 2 45521 10 10 3 45663 10 10 4 45830 10 10 5 45886 10 10 6 45900 10 10 7 45978 10 10 8 45996 10 10 9 46363 10 10 10 46416 10 10 11 46627 10 10 12 47104 10 10 13 47132 10 10 14 47210 10 9 15 47525 10 10 16 47858 10 10 17 48052 10 10 18 48665 10 10 19 48882 10 10 20 48927 10 10 21 49452 10 10 22 45411 10 10 23 45429 10 10 24 45436 10 10 25 45445 10 10 26 45458 10 10 27 45509 10 10 28 45516 10 10 29 45533 10 10 30 45659 10 10 31 45678 10 10 32 45688 10 8 33 45738 10 10 34 45742 10 10 35 45974 10 10 36 45988 10 10 37 46049 10 10 38 47157 10 10 39 48736 10 10 40 48884 10 10 41 48887 10 10 42 49556 10 10 *Note: 1 correct answer = 1 question managed to answer correctly By comparing TABLE 1 and TABLE 2, all the students scored better before the lecture and four weeks after the lecture. This proved the importance of lecture in student learning. In order to ensure the knowledge gained through lecture could be retained, web-based educational tool (Kahoot) was in need to be applied on student learning. IV. CONCLUSION From this quiz assessment, it was significant that the students managed to answer all the questions correctly right after the lecture given. This proved that lecture delivered was effective to remain the knowledge right after the lecture. However, knowledge retention did last long for four weeks where 90% of the students managed to answer the same quiz perfectly. It was clear that effective lecture helped the students to understand, analysed and applied all the knowledge learnt from the lecture on the quiz assessment given which improved their knowledge and at the same time lengthen their knowledge retention.
- 4. Journal of Humanities and Education Development (JHED) ISSN: 2581-8651 Vol-1, Issue-2, Mar – Apr 2019 https://dx.doi.org/10.22161/jhed.1.2.1 https://theshillonga.com/index.php/jhed Page | 58 REFERENCES [1] Lachman, S. J. (1997). Learning is a process: Toward an improved definition of learning. Journal of Psychology, 131: 477–480. [2] Darwin, C. R. (1859). On the origin of species by means of natural selection, or the preservation of favoured races in the struggle for life. London, UK: John Murray. [3] Semantic Web and Education. (2006). Introduction to web-based education. Berlin, Germany: Springer. [4] Charlton, B. G. (2006). Lectures are an effective teaching method because they exploit human evolved “human nature” to improve – Editorial. Medical Hypotheses, 2006, 67: 1261-1265. [5] McKeachie, W. J. (1969). Teaching tips: A guidebook for the beginning teacher (6th edition). Lexington, MA: D.C. Health. [6] Wiliam, D. (2013). Assessment: The bridge between teaching and learning. Voices from the Middle, 21(2): 15-20. [7] Swaffield, S. (2011). Getting to the heart of authentic Assessment for Learning’ Assessment in Education: Principles. Policy and Practice, 18(4): 433-449. [8] Watts, A. (2015). Assessment for learning. Cambridge, UK: Cambridge International Examinations. [9] Jabbarifar, T. (2009). The importance of classroom assessment and evaluation in educational system. Proceedings of the 2nd International Conference of Teaching and Learning (pp. 1-9). Malaysia: INTI University College. [10] Dochy, F. J. R. C. (1997). Assessment of domain- specific and domain-transcending prior knowledge: entry assessment and the use of profile analysis. In: Birenbaum M., Dochy, F.J.R.C. (eds) Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge. Boston: Kluwer, pp. 227–64. [11] Ibrahim M., Al-Shara O. (2007) Impact of Interactive Learning on Knowledge Retention. In: Smith M.J., Salvendy G. (eds) Human Interface and the Management of Information. Interacting in Information Environments. Human Interface 2007. Lecture Notes in Computer Science, 4558. Berlin, Heidelberg: Springer.