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Journal articles on the topic 'Group-based Assessments'
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Milinga, Joseph Reginard, Ezelina Angetile Kibonde, Venance Paul Mallya, and Monica Asagwile Mwakifuna. "Member Reactions to Social Loafers When Doing Group-Based Assignments: A Group Processes Perspective." Multidisciplinary Journal of Educational Research 9, no. 1 (February 14, 2019): 25. http://dx.doi.org/10.17583/remie.2019.3836.
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Understanding how student teachers undertake their group work may provide solid foundation for developing essential skills required for the 21st Century teachers, and subsequently help improve group-based assessment in higher education. However, social loafing has been found to interfere with this assessment mode. This article reports on undergraduate student teachers’ reactions to social loafers when working on group assignments as part of their continuous assessment. It focuses on how they go about doing their group work and react to the social loafers. The data were collected using face-to-face semi-structured interviews from 18 purposefully and conveniently selected participants. The findings have indicated procedures that students observe in doing their group assignments such as formulation of own group norms and rules, and holding of meetings for the work being determined by the nature of the assignments, and their submission deadlines. Additionally, it has been found that group members employ humanitarian, punitive and threatening approaches as they react to social loafers. The article concludes that proper planning for students’ group assignments is important and; both instructors and students should play their roles accordingly to overcome the problem of social loafing when the use of group-based assessments is indispensable within higher education contexts.
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Pronichkin, S. V., Y. S. Chernyshova, A. V. Kholstov, and I. B. Mamai. "Multiplicity based algorithms for processing group multi-criteria expert assessments." Journal of Physics: Conference Series 2060, no. 1 (October 1, 2021): 012010. http://dx.doi.org/10.1088/1742-6596/2060/1/012010.
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Abstract The paper discusses a new approach to the processing of verbal assessments, which express the opinions of experts on many criteria. The algorithm for verbal analysis of multi-feature objects expert assessments is proposed for identifying subgroups of experts with agreed opinions. It is proposed to use the multiplicity indices of multisets to calculate the coefficient of consistency. It is also proposed to use jointly the coefficients of consistency values to assess the consistency of the experts subgroups on one feature, and strive for the total maximization of the coefficients of consistency for all features. The complexity of the proposed algorithm is estimated. The results of calculations for the problem of choosing the best science-intensive technology are presented.
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Mennin, S. P., T. McConnell, and W. Anderson. "Improving written narrative assessments in small-group, problem-based tutorials." Academic Medicine 72, no. 5 (May 1997): 460–1. http://dx.doi.org/10.1097/00001888-199705000-00104.
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Nuuyoma, Vistolina. "The Group-based Assessment Approach in Nursing Education: The Perspective of Nursing Students on Group-based Assessment Process at a Namibian University." International Journal of Higher Education 6, no. 3 (May 25, 2017): 91. http://dx.doi.org/10.5430/ijhe.v6n3p91.
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Group-based assessments used in the Bachelor of Nursing Science (clinical) Honours programme at a public university in Namibia are usually in the form of assignments and projects. Completing tasks in groups helps students to develop important skills like critical thinking and debating. In addition, it prepares them to work in the health-care environment where collaboration with others is required. That said, nursing students lack cooperation during the process of completing their group assignments or projects. A classroom-based research was conducted using action research as the design. The objectives were to: explore what is causing lack of cooperation during group-based assessment as perceived by nursing students, and to propose, implement and evaluate measures to improve cooperation during group-based assessment task completion. Themes that emerged as factors contributing to a lack of cooperation are: student motivation, student personal characteristics, lack of planning to approach the allocated task, student learning approaches, communication-related issues, and group composition and allocation procedures. The proposed measures of students to ensure cooperation are: selection of group leaders, determining lecturer roles in facilitating group assessment, improving communication, and involvement of students in the allocation procedures of group members.All suggestions were successfully implemented. Evaluation of measures to ensure cooperation revealed that students appreciated the group-based approach strategy given its very positive impact on their learning.
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Durrani, Usman, Roba Alnajjar, Abdulrahman Al Muaitah, Abdulwahab Daqaq, Abdulrahman Salah, and Reem Zeyad. "CrossQuestion Game: A Design of a Group-Based Assessment Tool to Enhance Student Motivation during Pandemic." International Journal of Information and Education Technology 12, no. 1 (2022): 15–20. http://dx.doi.org/10.18178/ijiet.2022.12.1.1581.
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This paper explores the effect of applying gamification and flipped classroom approaches through our group-based assessment game, the CrossQuestion, in the course of IT in Business. The course teaches basic IT fundamentals and their application in different functional areas of business and management. In Spring 2020-21, we delivered this course through Moodle platform, integrated with the Zoom video communication tool, to introduce the CrossQuestion game as supplemental resources to engage students. We conducted measurements using the Instructional Materials Motivation Survey scales to verify the game's learning effect. We divided students into an experimental group (85 students who played the CrossQuestion game through gamified flipped classroom session–Spring 2020-21) and a control group (60 students who previously underwent lecture-based instructions and individualized formal assessments–Spring 2019-20). The analysis of students’ grades confirms improvement by applying gamified flipped classroom group-based assessments in the learning process. The students’ questionnaire also confirms that group-based assessments can improve students’ motivation. We developed a game system that was attractive to the students, implying that it can be an effective instructional and recreational material to boost morale, increase collaboration, enhance engagement and socialization opportunities, especially during this challenging pandemic.
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D. Quesea, Marietoni, and Elisa N. Chua. "Competency – Based Learning Assesment and Learners’ Scientific Literacy." International Multidisciplinary Research Journal 2, no. 3 (September 16, 2020): 209–18. http://dx.doi.org/10.54476/iimrj352.
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The study focused to determine the competency-based learning assessment and the scientific literacy knowledge skills of the Grade 9 students of Silangang Malicboy National High School. There were 187 Grade 9 students in the said school. Three sections out of five sections of Grade 9 were tapped as respondents of the study. Each group consisted of 40 students. The first group was exposed to the proficiency-based while the second group used mastery-based and the third group the outcome-based. The researcher made lesson plan wherein the different competencybased learning assessments were attached. This assessment tool was used by the different groups to develop and enhance their scientific literacy knowledge skills. The lesson plan with 40 items pre and post assessments and the checklist questionnaires were validated by the master teachers, research adviser and panelists. The study employed the experimental design using the pretest – posttest. The performance of Grade 9 students in the pre-assessment as to their scientific literacy knowledge skills such as critical thinking and decision-making fell under “Approaching Proficiency” level while in the investigative skills and problem solving, most students were under the “Beginning” level. On the other hand, when the students used the competencybased learning assessment, their performance improved and developed which was supported by the result of their post assessment under the “Advanced” level. Result also indicates that there was a significant difference in the performance of the students in pre and post assessments when they were exposed to the competency-based learning assessment as to critical thinking, investigative skills, problem solving and decision-making. This reveals that using the said assessment tool, it can enhance the scientific literacy knowledge skills of the students.
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Crouch, Rosemary B. "A Study of the Effectiveness of Certain Occupational Therapy Group Techniques in the Assessment of the Acutely Disturbed Adult Psychiatric Patient." British Journal of Occupational Therapy 50, no. 3 (March 1987): 86–90. http://dx.doi.org/10.1177/030802268705000307.
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This article is based on research which was undertaken to determine the effectiveness of two types of group work in the assessment of acutely disturbed adult psychiatric patients. The effectiveness of groups for assessment was determined by comparing the occupational therapy assessments of patients after one group session with those assessments made by other professional team members over the period of one week. The study was carried out at two acute psychiatric units in Johannesburg. Thirty patients were assessed by the author and by four members of the team. The five assessments were compared for each patient by statistical analysis. The results indicate that there is no significant difference between the five assessments or between the assessments undertaken in the art groups and those undertaken in the discussion groups. The short-term assessments of patients during these two types of group work is therefore effective.
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Scaffidi, Michael, Catharine Walsh, Rishad Khan, Colleen Parker, Ahmed Al-Mazroui, Michael Abunassar, Alexander Grindal, et al. "Influence of video-based feedback on self-assessment accuracy of endoscopic skills: a randomized controlled trial." Endoscopy International Open 07, no. 05 (May 2019): E678—E684. http://dx.doi.org/10.1055/a-0867-9626.
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Abstract Background and study aims Novice endoscopists are inaccurate in self-assessment of procedures. One means of improving self-assessment accuracy is through video-based feedback. We aimed to determine the comparative effectiveness of three video-based interventions on novice endoscopists’ self-assessment accuracy of endoscopic competence. Materials and methods Novice endoscopists (performed < 20 previous procedures) were recruited. Participants completed a simulated esophagogastroduodenoscopy (EGD) on a virtual reality simulator. They were then randomized to one of three groups: self-video review (SVR), which involved watching a recorded video of their own performance; benchmark review (BVR), which involved watching a video of a simulated EGD completed by an expert; and self- and benchmark video (SBVR), which involved both videos. Participants then completed two additional simulated EGD cases. Self-assessments were conducted immediately after the first procedure, after the video intervention and after the additional two procedures. External assessments were conducted by two experienced endoscopists, who were blinded to participant identity and group assignment through video recordings. External and self-assessments were completed using the global rating scale component of the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT GRS). Results Fifty-one participants completed the study. The BVR group had significantly improved self-assessment accuracy in the short-term, compared to the SBVR group (P = .005). The SBVR group demonstrated significantly improved self-assessment accuracy over time (P = .016). There were no significant effects of group or of time for the SVR group. Conclusions Video-based interventions, particularly combined use of self- and benchmark video review, can improve accuracy of self-assessment of endoscopic competence among novices.
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Tumpa, Roksana Jahan, Samer Skaik, Miriam Ham, and Ghulam Chaudhry. "A Holistic Overview of Studies to Improve Group-Based Assessments in Higher Education: A Systematic Literature Review." Sustainability 14, no. 15 (August 5, 2022): 9638. http://dx.doi.org/10.3390/su14159638.
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There is a soaring demand for work-ready graduates who can quickly adapt to an ever-challenging work environment. Group-based assessments have been widely recommended as a means to develop the skills required for the world of work. However, group-based assessments are perceived as challenging for both students and educators. This systematic literature review (SLR), based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA), focuses on analyzing and synthesizing the existing literature on group-based assessments. A four-step approach was undertaken in order to conduct this research. The SLR identified 71 relevant articles, analyzed using thematic analysis with the aid of NVivo software. An open coding approach was adopted to generate codes. The validity of the SLR process and the reliability of the research tool were maintained through the use of trustworthiness. The findings identified dominant themes such as self- and peer evaluations, training students for group work assessments, group formation, group size, and the role of academics and technology in facilitating group processes. The outcomes of this review contribute significantly to the design and administration of group-based assessments in higher education by providing academics with practical guidelines to effectively facilitate group-based assessments which fit the purpose.
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Yulia, Astri, Nor Azilah Husin, and Faiz I. Anuar. "Channeling assessments in English language learning via interactive online platforms." Studies in English Language and Education 6, no. 2 (October 1, 2019): 228–38. http://dx.doi.org/10.24815/siele.v6i2.14103.
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Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.
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Rasmini, Ni Wayan, Putu Aditya Antara, and I. Gusti Ayu Agung Manik Wulandari. "The Use of Technology-Based Formative Assessment in Improving Mathematics Achievement of Elementary School Students." Journal of Education Technology 7, no. 3 (November 10, 2023): 497–503. http://dx.doi.org/10.23887/jet.v7i3.67770.
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Mathematics achievement can be considered low among elementary school students. Formative assessments allow educators to understand where students are in their learning process. This research will analyze the use of technology-based formative assessments that can help overcome several problems in elementary schools, especially in improving student mathematics achievement. This type of research is quantitative research that uses a quasi-experimental design. The research sample will consist of elementary school students divided into two groups: an experimental group that receives a technology-based formative assessment. In contrast, the other group will be a control group that receives a traditional formative assessment. The data collection instrument consists of a pretest and post-test mathematics test. Data analysis will use statistical software such as SPSS with the t-test. This research concludes that using technology-based formative assessment significantly positively influences elementary school students' mathematics achievement. The implications of this research can help design better learning strategies for mathematics subjects in the future.
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Davydenko, Ye O., A. V. Shved, and N. V. Honcharova. "DEVELOPMENT OF TECHNIQUE FOR STRUCTURING OF GROUP EXPERT ASSESSMENTS UNDER UNCERTAINTY AND INCONCISTANCY." Radio Electronics, Computer Science, Control, no. 4 (December 22, 2023): 30. http://dx.doi.org/10.15588/1607-3274-2023-4-3.
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Context. The issues of structuring group expert assessments are considered in order to determine a generalized assessment under inconsistency between expert assessments. The object of the study is the process of synthesis of mathematical models of structuring (clustering, partitioning) of expert assessments that are formed within the framework of Shafer model under uncertainty, inconsistency (conflict).
Objective. The purpose of the article is to develop an approach based on the metrics of theory of evidence, which allows to identify a number of homogeneous subgroups from the initial heterogeneous set of expert judgments formed within the framework of the Shafer model, or to identify experts whose judgments differ significantly from the judgments of the rest of the group.
Method. The research methodology is based on the mathematical apparatus of theory of evidence and cluster analysis. The proposed approach uses the principles of hierarchical clustering to form a partition of a heterogeneous (inconsistent) set of expert evidence into a number of subgroups (clusters), within which expert assessments are close to each other. Metrics of the theory of evidence are considered as a criterion for determining the similarity and dissimilarity of clusters. Experts’ evidence are considered consistent in the formed cluster if the average or maximum (depending on certain initial conditions) level of conflict between them does not exceed a given threshold level.
Results. The proposed approach for structuring expert information makes it possible to assess the degree of consistency of expert assessments within an expert group based on an analysis of the distance between expert evidence bodies. In case of a lack of consistency within the expert group, it is proposed to select from a heterogeneous set of assessments subgroups of experts whose assessments are close to each other for further aggregation in order to obtain a generalized assessment.
Conclusions. Models and methods for analyzing and structuring group expert assessments formed within the notation of the theory of evidence under uncertainty, inconsistency, and conflict were further developed. An approach to clustering group expert assessments formed under uncertainty and inconsistency (conflict) within the framework of the Shafer model is proposed in order to identify subgroups within which expert assessments are considered consistent. In contrast to existing clustering methods, the proposed approach allows processing expert evidence of a various structure and taking into account possible ways of their interaction (combination, intersection).
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Rajaguru, Rajesh, Roshni Narendran, and Gayathri Rajesh. "Social loafing in group-based learning: student-created and instructor-created group perspectives." Education + Training 62, no. 4 (April 4, 2020): 483–501. http://dx.doi.org/10.1108/et-01-2019-0018.
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PurposeSocial loafing is a key inhibitor in group-based student learning and is a key challenge in administering group-based assessments in higher education. This study examines differences in the effects of antecedents of social loafing (disruptive behaviour, social disconnectedness and apathy) on work quality by comparing student-created and instructor-created groups. The study also investigates how group members' efforts to “pick up the slack” of social loafers in the two kinds of groups moderate the effect of antecedents of social loafing on work quality.Design/methodology/approachPost-graduate students from two different sessions of the Marketing Management unit participated in the study: 95 students from session 1 and 90 students from session 2. One session represented student-created groups and the other session represented instructor-created groups. Each group consisted of five students. Partial Least Square (PLS) estimation using SmartPLS was used to assess the direct and interaction effects.FindingsThe results indicate differences in the effects of the antecedents of social loafing such as apathy and disruptive behaviour on work quality for both student-created and instructor-created groups. Social disconnectedness was found to have no significant effect on work quality. Interestingly, the study found significant differences in the effects of “pick up the slack” on the work quality of student-created and instructor-created groups. Members of student-created groups who picked up the slack of social loafers improved the work quality for unit assessment. This effect was not significant for instructor-created groups.Originality/valueExtant literature on social loafing predominantly focusses on its effect on students' work quality and educational achievement. This study contributes to the literature by investigating how the student-created and instructor-created group members' efforts to pick up the slack of social loafers moderate the effects of the antecedents of social loafing on work quality.
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Ahmed, Sammy F., Jennie Grammer, and Frederick Morrison. "Cognition in context: Validating group-based executive function assessments in young children." Journal of Experimental Child Psychology 208 (August 2021): 105131. http://dx.doi.org/10.1016/j.jecp.2021.105131.
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Martin-Khan, Melinda G., Helen Edwards, Richard Wootton, Paul Varghese, Kwang Lim, Peteris Darzins, Lucy Dakin, and Leonard C. Gray. "Web-based (online) comprehensive geriatric assessment is more time efficient, and as reliable, as reading patient medical records and conducting traditional in person consultations." Journal of Telemedicine and Telecare 22, no. 8 (October 30, 2016): 478–82. http://dx.doi.org/10.1177/1357633x16674088.
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The aim of this study was to report the time taken by geriatricians to reach triage decisions using an online assessment format compared with face-to-face (FTF) assessment. Patients ( N = 166) were randomly allocated to two groups: online and FTF assessments (OF group); and dual FTF assessments (FF group). Case preparation was conducted by trained nurse assessors using a web-enabled clinical decision support system. Geriatricians allocated to perform an ‘online’ assessment had access to this information only. Geriatricians allocated FTF assessments reviewed this data, as well as the paper-based medical file and then consulted directly with the patient and attending staff. Data were collected in relation to time taken to complete OL assessments, compared with FTF assessments. A complete OL consultation averages 10 minutes, and a FTF consultation almost 26 minutes. In FTF consultations, less time is spent using the OL material when the geriatrician is aware that they will have access to the patient chart and need time to speak with the patient. The less time taken using the OL approach did not significantly alter the triage decisions made by the geriatricians.
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Powell, Jacqueline M., Ian V. J. Murray, Jaspreet Johal, and Martha L. Elks. "Effect of a small-group, active learning, tutorial-based, in-course enrichment program on student performance in medical physiology." Advances in Physiology Education 43, no. 3 (September 1, 2019): 339–44. http://dx.doi.org/10.1152/advan.00075.2017.
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Physiology is one of the major foundational sciences for the medical curriculum. This discipline has proven challenging for students to master due to ineffective content acquisition and retention. Preliminary data obtained from a survey completed by “low-performance” students (those maintaining a grade average below the passing mark of 70%) at Morehouse School of Medicine reported that students lacked the ability to adequately recognize and extract important physiological concepts to successfully navigate multiple-choice assessments. It was hypothesized that a specially designed, small-group, active learning, physiology in-course enrichment program would minimize course assessment failure rates by enhancing the ability of low-performance students to effectively identify important course content, successfully perform on multiple-choice assessments, and, thereby, improve overall course performance. Using self-report surveys, study skills and test-taking deficiencies limiting successful comprehension of course material and examination performance were identified. Mini-quiz assessments and assignments in formulating multiple-choice examination questions were given to help students recognize and solidify core concepts and improve test-taking ability. Lastly, self-report surveys evaluated the effectiveness of the enrichment program on overall course performance. Results showed a marked improvement in student confidence levels with regards to approaching multiple-choice assessments, and a significant improvement in grades achieved in the physiology component of the first-year curriculum, as 100% of participants achieved a final passing grade average of ≥70%. It was concluded that students became more proficient in identifying, understanding, and applying core physiological concepts and more successful in mastering multiple-choice questions.
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Powell, Loreen M., Hayden Wimmer, Lawrence Kilgus, and Christina M. Force. "Impact of Online Discussions on Web Based Assessments." International Journal of Distance Education Technologies 15, no. 4 (October 2017): 99–111. http://dx.doi.org/10.4018/ijdet.2017100106.
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The practice of including online discussion posts to traditional courses is increasing. Online discussions allow for active learning to occur as students express their ideas and respond to others. The time and thought provided by online discussion posts allows students to utilize higher level cognitive skills. Web-based assessments are another technology tool that instructors are including in their courses. This study examined the impact of online discussion posts on achievement of web-based assessments for an upper level undergraduate business and technology writing intensive course. Using a treatment group and a control group, student achievement scores for the online assessments were measured. Results indicate that assessed grades of the treatment groups were higher than the control group, however statistical significance was mixed among the web assessments. The results further illustrate the need for additional research into online discussions applied to web-based assessments.
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Harten, Clemens, Matthias Meyer, and Lucia Bellora-Bienengräber. "Talking about the likelihood of risks: an agent-based simulation of discussion processes in risk workshops." Journal of Accounting & Organizational Change 18, no. 1 (November 5, 2021): 153–73. http://dx.doi.org/10.1108/jaoc-11-2020-0197.
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Purpose This paper aims to explore drivers of the effectiveness of risk assessments in risk workshops. Design/methodology/approach This study uses an agent-based model to simulate risk assessments in risk workshops. Combining the notions of transactive memory and the ideal speech situation, this study establishes a risk assessment benchmark and then investigates real-world deviations from this benchmark. Specifically, this study models limits to information transfer, incomplete discussions and potentially detrimental group characteristics, as well as interaction patterns. Findings First, limits to information transfer among workshop participants can prevent a correct consensus. Second, increasing the required number of stable discussion rounds before an assessment improves the correct assessment of high but not low likelihood risks. Third, while theoretically advantageous group characteristics are associated with the highest assessment correctness for all risks, theoretically detrimental group characteristics are associated with the highest assessment correctness for high likelihood risks. Fourth, prioritizing participants who are particularly concerned about the risk leads to the highest level of correctness. Originality/value This study shows that by increasing the duration of simulated risk workshops, the assessments change – as a rule – from underestimating to overestimating risks, unraveling a trade-off for risk workshop facilitators. Methodologically, this approach overcomes limitations of prior research, specifically the lack of an assessment and process benchmark, the inability to disentangle multiple effects and the difficulty of capturing individual cognitive processes.
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Bhati, Shyam S. "The effectiveness of oral presentation assessment in a Finance subject: An empirical examination." Journal of University Teaching and Learning Practice 9, no. 2 (April 1, 2012): 81–102. http://dx.doi.org/10.53761/1.9.2.6.
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The purpose of this paper is to study the effectiveness of oral presentation as an assessment tool in a Finance subject. Assessment data collected from a postgraduate Finance subject in an Australian university over a period of five years from 2005 to 2009 was analysed statistically to determine the relation between students’ performance in oral presentation and other forms of assessments. The sample consists of assessment records of 412 students and 98 group presentations. From the study of correlations between oral presentations and other assessments, it is concluded that students perform better in written assessments compared to oral assessment. The study of effect of gender on students’ performance leads to the conclusion that female students perform better than male students in all forms of assessments except oral presentations where male students perform better although difference between males and females in oral presentation is not very large. The study of students’ performance based on their nationality leads to the conclusion that domestic students perform better than international students in all forms of assessments. Based on the study of student’ performance in oral presentation, it is found that students did well in the development of content of presentations, quality of their analysis, group coordination and organisation of presentation. There is however a general tendency to treat group work as a sum of parts instead of treating the group work as a single task. This study is limited by the fact that effectiveness of oral presentation is studied in only one Finance subject. This study makes an original contribution to the literature as the effectiveness of oral assessment in Finance subject is being studied for the first time. The conclusions arrived in this paper have many implications for policies and practice of learning and teaching in Finance.
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Tumpa, Roksana Jahan, Samer Skaik, Miriam Ham, and Ghulam Chaudhry. "Authentic Design and Administration of Group-Based Assessments to Improve the Job-Readiness of Project Management Graduates." Sustainability 14, no. 15 (August 5, 2022): 9679. http://dx.doi.org/10.3390/su14159679.
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Group-based assessments have been recognized as one of the ways of developing work-ready attributes in project management graduates. This paper is aimed at exploring the best practices for improving the administration process of group-based assessments to make it fit for purpose. The study adopted a systematic literature review and 22 semi-structured interviews with project management academics in higher education. The study found that teams should be small in size and formed by the faculty. Tasks should be based on a real-world context and be sufficiently challenging for students. The group should create a team charter to establish expectations and ground rules for group members. Group assessments should include team member peer evaluations and oral presentations to curb social loafing. Academics should be actively involved in giving regular feedback, training students about teamwork, and communicating their expectations to students. The study findings are useful to inform project management academics about the design and administration characteristics that need to be considered to achieve the ultimate purpose of group-based assessments in polishing the job-readiness attributes of project management graduates.
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Sidhu, Gaganpreet, Seshasai Srinivasan, and Nasim Muhammad. "Challenge-based and Competency-based Assessments in an Undergraduate Programming Course." International Journal of Emerging Technologies in Learning (iJET) 16, no. 13 (July 13, 2021): 17. http://dx.doi.org/10.3991/ijet.v16i13.23147.
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In this work, we investigate an optimal assessment strategy to measure student learning in the first-year undergraduate engineering course at X-Department at X University. Specifically, we evaluate and compare challenge-based and competency-based assessment strategies. In the challenge-based approach, the students are required to design a C++-based application that meet the required design objectives. The competency-based assessment involves assessing learning by asking a variety of pointed questions pertaining to a single or a small group of concepts. After studying the performance of 207 students, we found that in the challenge-based assessment, due to the complex nature of the questions that assess numerous concepts simultaneously, students who are not very thorough with even one or two concepts fared very poorly since they were unable to finish the challenge and present a functional prototype of the program. On the other hand, the competency-based assessment allowed for a more balanced approach in which the students’ learning was reflected more accurately by their performance in the various assessments.
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Wilson, J. Matthew. "How are we doing? Group-based economic assessments and African American political behavior." Electoral Studies 31, no. 3 (September 2012): 550–61. http://dx.doi.org/10.1016/j.electstud.2012.04.003.
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Setiawan, Deny, Apiek Gandamana, Nurhairani Nurhairani, and Reh Bungana Beru PA. "Pendampingan Penilaian Autentik Berbasis Karakter untuk Guru Sekolah Dasar." Pelita Masyarakat 1, no. 2 (March 9, 2020): 91–96. http://dx.doi.org/10.31289/pelitamasyarakat.v1i2.3225.
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Community service activities generally aim to develop character in developing the potential of students who have intelligence, personality and noble character. Through this activity to assist teachers in 104202 Bandar Setia Elementary School, Percut Sei District, Deli Serdang District in carrying out character-based authentic assessments. The model applied in the implementation of Community Service is carried out in several stages, namely: First, the stage of preparation with activities, (a) conducting socialization to teachers; (b) carrying out observations and interviews; (c) determining the schedule of activities; and (d) preparing facilities and infrastructure. Second, the implementation phase through, (a) Focus Group Discussion (FGD); (b) training and education for the preparation of authentic assessment instruments; and (c) assisting in the application of character-based authentic assessments. Third, the evaluation and reflection phase is an assessment of attitudes, skills and knowledge. Through this activity the teacher has character-based authentic assessment guidelines and the formation of the Teacher Working Group (KKG)
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Anisimova, Tatyana V., and Svetlana A. Chubay. "Principles of delimitation of speech genres expressing a positive assessment." Neophilology, no. 3 (2023): 519–33. http://dx.doi.org/10.20310/2587-6953-2023-9-3-519-533.
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We consider the possibility question of an unambiguous distinction between genres close in meaning, included in the same thematic group. The aim of the study is to describe the rhetorical parameters of the genres of praise, approval, compliment and flattery, which are included in the genres group of a positive assessment of a person and his actions, as well as to develop criteria for distinguishing between these genres. All genres belonging to this group are united by the addresser position: he experiences (or pretends to experience) one or another positive attitude, which he wants to notify the addressee about. The rhetorical features of all genres of the group are described in detail and the characteristics by which they can be distinguished are highlighted. Praise is considered to be the group central element of positively evaluative genres. A comparison of praise with other genres shows that the differences most often relate to the object of evaluation (in praise, the object is a person, and in approval, ideas, projects and other products of intellectual activity) and the nature of the assessments used (praise is based on objective assessments, and compliments are based on subjective assessments).
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Li, Li, Jia Huang, Jingsong Wu, Cai Jiang, Shanjia Chen, Guanli Xie, Jinxin Ren, et al. "A Mobile Health App for the Collection of Functional Outcomes After Inpatient Stroke Rehabilitation: Pilot Randomized Controlled Trial." JMIR mHealth and uHealth 8, no. 5 (May 13, 2020): e17219. http://dx.doi.org/10.2196/17219.
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Background Monitoring the functional status of poststroke patients after they transition home is significant for rehabilitation. Mobile health (mHealth) technologies may provide an opportunity to reach and follow patients post discharge. However, the feasibility and validity of functional assessments administered by mHealth technologies are unknown. Objective This study aimed to evaluate the feasibility, validity, and reliability of functional assessments administered through the videoconference function of a mobile phone–based app compared with administration through the telephone function in poststroke patients after rehabilitation hospitalization. Methods A randomized controlled trial was conducted in a rehabilitation hospital in Southeast China. Participants were randomly assigned to either a videoconference follow-up (n=60) or a telephone follow-up (n=60) group. We measured the functional status of participants in each group at 2-week and 3-month follow-up periods. Half the participants in each group were followed by face-to-face home visit assessments as the gold standard. Validity was assessed by comparing any score differences between videoconference follow-up and home visit assessments, as well as telephone follow-up and home visit assessments. Reliability was assessed by computing agreements between videoconference follow-up and home visit assessments, as well as telephone follow-up and home visit assessments. Feasibility was evaluated by the levels of completion, satisfaction, comfort, and confidence in the 2 groups. Results Scores obtained from the videoconference follow-up were similar to those of the home visit assessment. However, most scores collected from telephone administration were higher than those of the home visit assessment. The agreement between videoconference follow-up and home visit assessments was higher than that between telephone follow-up and home visit assessments at all follow-up periods. In the telephone follow-up group, completion rates were 95% and 82% at 2-week and 3-month follow-up points, respectively. In the videoconference follow-up group, completion rates were 95% and 80% at 2-week and 3-month follow-up points, respectively. There were no differences in the completion rates between the 2 groups at all follow-up periods (X21=1.6, P=.21 for 2-week follow-up; X21=1.9, P=.17 for 3-month follow-up). Patients in the videoconference follow-up group perceived higher confidence than those in the telephone follow-up group at both 2-week and 3-month follow-up periods (X23=6.7, P=.04 for 2-week follow-up; X23=8.0, P=.04 for 3-month follow-up). The videoconference follow-up group demonstrated higher satisfaction than the telephone follow-up group at 3-month follow-up (X23=13.9; P=.03). Conclusions The videoconference follow-up assessment of functional status demonstrates higher validity and reliability, as well as higher confidence and satisfaction perceived by patients, than the telephone assessment. The videoconference assessment provides an efficient means of assessing functional outcomes of patients after hospital discharge. This method provides a novel solution for clinical trials requiring longitudinal assessments. Trial Registration chictr.org.cn: ChiCTR1900027626; http://www.chictr.org.cn/edit.aspx?pid=44831&htm=4.
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Hyder, Huma. "The Assessment of Critical Thinking Skills in Secondary School Students in Saudi Arabia." Advances in Social Sciences Research Journal 11, no. 2 (February 10, 2024): 88–98. http://dx.doi.org/10.14738/assrj.112.16442.
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The assessment of critical thinking skills in secondary school students in Saudi Arabia involves evaluating their ability to analyze, synthesize, and evaluate information. Various methods are employed, including traditional exams, project-based assessments, and scenario-based tasks. Traditional exams may include questions that require students to apply logic and reasoning, while project-based assessments assess their ability to solve real-world problems. Scenario-based tasks present students with situations where they must make informed decisions, encouraging critical thinking. Additionally, group discussions and debates are utilized to gauge their capacity for reasoned argumentation. Educators often use rubrics to evaluate students' thought processes and the depth of their analyses. Challenges in this assessment process may include cultural influences on critical thinking styles, language barriers, and varying educational backgrounds. Therefore, it's crucial to design assessments that consider these factors and promote a holistic understanding of critical thinking skills. Continuous professional development for teachers and the integration of critical thinking across the curriculum are essential for fostering these skills. Overall, a multifaceted approach ensures a comprehensive evaluation of critical thinking skills in Saudi Arabian secondary school students, preparing them for the complexities of the modern world. The assessment of critical thinking skills in secondary school students in Saudi Arabia employs diverse methods, encompassing exams, projects, and discussions. These evaluations gauge students' abilities to analyze, synthesize, and evaluate information. Exam questions are crafted to test logical reasoning, while project-based assessments measure problem-solving in real-world scenarios. Group discussions and debates assess students' reasoned argumentation, promoting critical thinking. Rubrics provide a structured evaluation framework, ensuring consistency. Cultural influences, language barriers, and diverse educational backgrounds pose challenges. Adaptable assessments considering these factors are crucial. Continuous professional development for educators and integrating critical thinking across curricula enhance skill development. A holistic approach ensures comprehensive evaluations, preparing students for the complexities of the modern world.
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Afanasieva, T. V., and A. Kh Kazanbieva. "Approach to Assessing the Digital Economy Development Based on Clustering of Russian Regions." Economy of Region 18, no. 4 (2022): 1075–88. http://dx.doi.org/10.17059/ekon.reg.2022-4-8.
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The present article proposes and tests a new approach to the assessment of the digital economy development in order to obtain evaluative knowledge (qualitative assessments) from quantitative indicators of the constituent entities of the Russian Federation. The distinctive features of the proposed approach are the integration of cluster analysis and qualitative assessment, as well as the use of elements of the fuzzy set theory for modelling evaluative knowledge and presenting it in linguistic form at three levels of interpretation. Three methods (K-means, BIRCH, DBSCAN), differing in terms of grouping principles, were applied to improve the quality of clustering. The most suitable method for clustering the constituent entities of the Russian Federation was automatically selected based on a proven quality metric. The developed automated methodology for qualitative assessment of digital economy was tested on 15 indicators observed over 9 years, presented on the website of the Federal State Statistics Service for 83 regions of the Russian Federation. The study identified six clusters, for which three classes of qualitative assessments were determined, characterising the problems of digital economy development by indicators, their groups and year based on the aggregation of linguistic assessments. Thus, the level of the indicator (Low, Medium, High), as well as belonging to the problem according to the group of indicators (Problem/No problem) and according to all indicators (Developed/Developing) were estimated for each region in the clusters. Analysis of qualitative estimates obtained from various regional numerical indicators showed that the most «problematic» in 2010 and in 2018 was the group of indicators «Science and Innovation». Additionally, the group of indicators «Economic Efficiency» demonstrated a negative trend in the period 2010-2018, while a positive trend was observed in the group of indicators «Information Society» and «Labour Market».
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Wayan, I., I. Wayan, Maria Goreti, Desak Putu, and Made Aryawan. "The Effect of Project Based Assessment with Value Clarification Technique in Improving Students’ Civics Learning Outcomes by Controlling the Family Environment." European Journal of Educational Research 11, no. 4 (October 15, 2022): 1969–79. http://dx.doi.org/10.12973/eu-jer.11.4.1969.
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<p style="text-align: justify;">The decline in student character is the result of low student learning outcomes. The common student learning outcomes are influenced by several factors, and one of them is teacher-centered, monotonous learning model. For this reason, it is deemed necessary to conduct research that aims to determine the effect of project-based assessment on values clarification technique (VCT) learning on improving students’ learning outcomes by controlling the family environment. This study uses a 2x2 factorial experimental design. The sample was selected through multistage random sampling with 120 students. The two-way ANCOVA data analysis technique was used to analyze the data. The findings obtained after controlling the family environment are: 1) civics learning outcomes from the group of students who used value clarification techniques are higher than those using conventional learning models and 2) civics learning outcomes from the group of students who were given project-based assessments are higher than the group who are given conventional assessments. Thus, it can be recommended that civics education teachers used appropriate VCT and project-based assessments to improve learning outcomes.</p>
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BUI, CONG CUONG. "ON GROUP DECISION MAKING UNDER LINGUISTIC ASSESSMENTS." International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems 07, no. 04 (August 1999): 301–8. http://dx.doi.org/10.1142/s0218488599000258.
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In this paper we consider a fuzzy logic-based model in group decision making, with a focus on the set of all alternatives and on the individual lingustic preference relations. Some choice processes are devoted to the model using consensus measures and linguistic ordered weighted averaging (LOWA) operator. A multiple criteria group decision model in linguistic setting and some aggregation processes are also considered. The model and the new processes allow to incorporate human consistency in decision support systems.
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Alvarado-Dyer, Ronald, Faddi G. Saleh Velez, Hera A. Kamdar, Naomi Niznick, Elizabeth Carroll, Carlos Castillo-Pinto, Melvin Parasram, et al. "Curriculum Innovations: A Social Media–Based Educational Curriculum Improves Knowledge for Trainees in Neurocritical Care." Neurology: Education 2, no. 3 (August 2, 2023): e200087. http://dx.doi.org/10.1212/ne9.0000000000200087.
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Introduction and Problem StatementThe Neurocritical Care (NCC) Society Resident and Fellow Task Force's NEURON study concluded that learners had significant concerns regarding the need for educational improvement in NCC. To address these shortcomings, we identified the lack of an educational curriculum for trainees in NCC and developed a Twitter-based educational curriculum for trainees to improve knowledge in NCC.ObjectivesThe objectives of this study were to describe the pathophysiology, delineate a systematic diagnostic approach, and apply evidence-based strategies in the management of diseases in NCC.Methods and Curriculum DescriptionTen trainees developed a Tweetorial (educational content available on Twitter)–based curriculum, with individual review by at least 2 NCC faculty. Learners were recruited through Twitter and randomized to 1 of 2 groups in a wait-list control prospective study. Group 1 completed the curriculum in the first 6 months of the 2021–2022 academic year, and group 2 completed the curriculum in the second half. Tweetorials were posted weekly on a private Twitter account only available to the active learner group. Learners were assessed by a multiple-choice format test (written by the trainees and reviewed by faculty) at 3 time points: before the first Tweetorial was released (preeducational curriculum assessment), after group 1 completed all tutorials and before group 2 started the curriculum (assessment 1), and after both groups finished (assessment 2). The primary outcome was the mean score on the second and third assessments.Results and Assessment DataOne hundred forty-six learners were assigned to group 1 or 2 using stratified block randomization including 99 (68%) Neurology residents, 81 (55%) US-based. Each group was composed of 73 participants. A total of 20 Tweetorials were published on a private Twitter account (@NeurocriticalE). Completed assessments were obtained from 100, 32, and 18 learners for the pre-educational curriculum assessment, assessment 1, and assessment 2, respectively. Group 1 and group 2 performed similarly in the pre-educational curriculum assessment. A potential for knowledge improvement was observed in group 1 at assessments 1 and 2 when compared with the learner group 2. Group 1 had more impressions, engagements, likes, URL clicks, and media views.Discussion and Lessons LearnedAlthough there was some learner attrition, our study demonstrates that social media can effectively deliver educational content and engage a diverse group of trainees around the globe.
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Rapi, N. K., I. W. Suastra, P. Widiarini, and I. W. Widiana. "The Influence of Flipped Classroom-Based Project Assessment on Concept Understanding and Critical Thinking Skills in Physics Learning." Jurnal Pendidikan IPA Indonesia 11, no. 3 (September 30, 2022): 351–62. http://dx.doi.org/10.15294/jpii.v11i3.38275.
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This study aims to analyze the influence of flipped classroom-based project assessment on critical thinking skills and physics learning outcomes. This quantitative research has a post-test-only non-equivalent control group design. The population is distributed into two classes. The data are collected using questionnaires and tests and analyzed using descriptive statistics and Manova. The results indicate differences between critical thinking skills and physics learning outcomes between students who learned with project assessments based on the flipped classroom approach and students who learned with conventional assessments simultaneously and partially. The significance value indicates more than 0.05. Thus, it can be concluded that flipped classroom-based project assessment influences critical thinking skills and concept understanding. Flipped classroom-based project assessment is recommended as one innovative assessment based on constructivism to improve concept understanding and critical thinking. Excellent critical thinking skills and concept understanding will help students solve contextual problems.
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Eggert, Leona L., Elaine A. Thompson, Jerald R. Herting, and Liela J. Nicholas. "Reducing Suicide Potential Among High‐Risk Youth: Tests of a School‐Based Prevention Program." Suicide and Life-Threatening Behavior 25, no. 2 (June 1995): 276–96. http://dx.doi.org/10.1111/j.1943-278x.1995.tb00926.x.
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This study tested the efficacy of a school‐based prevention program for reducing suicide potential among high‐risk youth. A sample of 105 youth at suicide risk participated in a three‐group, repeated‐measures, intervention study. Participants in (1) an assessment plus 1‐semester experimental program, (2) an assessment plus 2‐semester experimental program, and (3) an assessment‐only group were compared, using data from preintervention, 5‐month, and 10‐month follow‐up assessments. All groups showed decreased suicide risk behaviors, depression, hopelessness, stress, and anger; all groups also reported increased self‐esteem and network social support. Increased personal control was observed only in the experimental groups, and not in the assessment‐only control group. The potential efficacy of the experimental school‐based prevention program was demonstrated. The necessary and sufficient strategies for suicide prevention, however, need further study as the assessment‐only group, who received limited prevention elements, showed improvements similar to those of the experimental groups.
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Azam, Fahad, Abida Shaheen, Khurram Irshad, Nismat Javed, and Madiha Ata. "Trends of undergoing formative assessment in undergraduate medical students." Journal of Shifa Tameer-e-Millat University 1, no. 1 (January 16, 2019): 21–26. http://dx.doi.org/10.32593/jstmu/vol1.iss1.34.
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Objective: Medical curriculum is always subject to new strategies to ensure effective delivery of learning material. Online formative assessments are gaining popularity over conventional paper based formative assessments due to recent advances in technology and increasing familiarity of students with computer-based examinations. With this background, objectives of this study were to explore trends of computer based formative assessment in undergraduate medical students and to investigate the impact of online formative assessments on summative assessment scores.
Methodology: A prospective cohort study was conducted on 100 medical students from 3rd year in November 2016 and July 2017. The data was collected using SPSS software and analyzed by T-tests and descriptive tables.
Results: The mean summative score of students who took an online formative assessment in a module was significantly higher compared to mean score of students who did not take formative assessment. Mean summative score of another group of students who took an online formative assessment in a different module was statistically different than mean score of students who did not take formative assessment (p- Value = 0.00).
Conclusion: Online formative assessment is an effective tool for improving student’s performance in the summative assessment.
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Saputra, Hendra Nelva, Salim Salim, Nurul Idhayani, and Tri Kukuh Prasetiyo. "AUGMENTED REALITY-BASED LEARNING MEDIA DEVELOPMENT." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 176–84. http://dx.doi.org/10.35445/alishlah.v12i2.258.
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The purpose of this study is to create an augmented reality based learning media. Augmented reality development on media platform is a learning media innovation that is not taking place much in Southeast Sulawesi. Augmented reality has the ability to combine virtual and real objects together so that it can create quality learning and learning. The products developed in this study are markers and augmented reality applications. The marker developed will be placed on the book. While augmented reality applications will be installed on smartphones so it ACTS as a marker reader. This research is a development study using the model Lee Owens. The object of this study is a learning media expert, a material expert, and eight students of Information Technology Education. Data collection is done using likert scale interview techniques and instruments. The results of the test assessments of the learning media experts obtain highly valid 87.20% worth of worthiness. The results of the material expert test assessments get a valid rating of 82.65%. The results of small group test assessments get an average of valid 80,89%. The assessment of the study media expert, the materials expert, and the small group test indicates that a augmented reality based media is so valid and valid that it can be used in the learning process after doing a small revision.
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Swan, Lauren, Niamh Martin, N. Frances Horgan, Austin Warters, and Maria O’Sullivan. "Assessing Sarcopenia, Frailty, and Malnutrition in Community-Dwelling Dependant Older Adults—An Exploratory Home-Based Study of an Underserved Group in Research." International Journal of Environmental Research and Public Health 19, no. 23 (December 2, 2022): 16133. http://dx.doi.org/10.3390/ijerph192316133.
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Background: Adults of advanced age, with functional dependency, socioeconomic disadvantage, or a need for home care, are expected to be at high risk of sarcopenia, frailty and malnutrition, yet are likely to be underrepresented in research. We aimed to explore the assessment of sarcopenia, frailty, and malnutrition in-home, and to describe the practicality of performing these assessments. Methods: Home-based health assessments and post-study feedback surveys were conducted among community-dwelling older adults ≥65 years in receipt of state-funded home care (n = 31). Assessments included probable sarcopenia [hand-grip strength (HGS), chair rise-test, and SARC-F case-finding tool], the Mini Nutritional Assessment (MNA), and the Clinical Frailty Scale (CFS). Results: The study group was of mean age 83.2 ± 8.2 years, 74% were female and 23% lived in socioeconomically disadvantaged areas. Almost all met the criteria for probable sarcopenia (94%, n = 29/31), were frail or vulnerable by the CFS (97%, n = 30/31), and over a quarter were at risk of malnutrition (26%, n = 8). Participants had low physical activity (71.0%, n = 22/31), with a mean daytime average of 11.4 ± 1.6 h spent sitting. It was possible to assess probable sarcopenia (by HGS and SARC-F, but not the chair rise test), malnutrition (MNA), and frailty (CFS). Home-based research was a complex environment, and unearthed significant unmet need, prompting referrals to health services (36%, n = 11), in addition to technology assistance. The majority of participants (93%) reported a willingness to partake in future research. Conclusions: Most community-dwelling older people in receipt of home support, assessed in this exploratory study, were at risk of probable sarcopenia, frailty, and low physical activity, with over a quarter were at risk of malnutrition. Our initial findings provide practical data for large scale studies and may inform the development of intervention studies aiming to support ageing in place.
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Iraji, Hamid Reza, Mostafa Janebi Enayat, and Mahyar Momeni. "The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 716. http://dx.doi.org/10.17507/tpls.0604.08.
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Alternative assessments have increasingly gained attention in L2 writing. One of the areas of research which has received much attention in the literature of ELT is the use of self- and peer-assessments and their effects on developing the writing ability of ESL/EFL learners. The purpose of this study was to find the effect of self- and peer-assessments on the argumentative writing performance of intermediate Iranian EFL learners. For this purpose, 36 intermediate EFL students were selected and homogenized based on the results of Oxford Quick Placement Test and an argumentative writing which served as the pre-test of this study. They were then randomly assigned into control and experimental groups to receive different treatments. The compositions of participants in the control group were assessed using traditional teacher-assessment while for the experimental group, self- and peer-assessments were used writing assessment. The results of post-test indicated that the use of self- and peer-assessments significantly affected the writing ability of the learners. Based on the obtained results, it was concluded that using alternative assessments for Iranian EFL students could be helpful in overcoming some of their argumentative writing difficulties. The results of this study have clear implications for both learners and teachers and other stakeholders of ELT. They can use these alternative assessments as a learning opportunity to lower the anxiety and improve the argumentative writing skill of the students. s, but they were permanently different in illocutionary acts. Finally, in terms of perlocutionary acts, the candidates were mostly intended to get the hearers know by their assertion, explanation, clarification, argumentation, etc.
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Tumpa, Roksana Jahan, Samer Skaik, Ghulam Chaudhry, and Miriam Ham. "Group-based Assessments and Project Management Education: Towards a Dynamic Framework with Best Practices." International Journal of Innovative Business Strategies 6, no. 2 (December 31, 2020): 425–33. http://dx.doi.org/10.20533/ijibs.2046.3626.2020.0054.
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Barkalov, Sergey, Sergey Moiseev, Vera Poryadina, and Denis Kvasov. "Economic security evaluation model of enterprises based on the latent variables theory." E3S Web of Conferences 164 (2020): 09050. http://dx.doi.org/10.1051/e3sconf/202016409050.
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The paper presents the model of obtaining a comprehensive assessment of economic security for a group of enterprises. A comprehensive assessment of enterprise ES is based on the assessment of measures for some components of ES. The work highlights the components: financial, information, personnel, technical and technological, legal and power. Much attention is given to the traditional estimation method and an alternative approach based on the Rasch model for estimating latent variables. A comparison of the estimates of ES obtained by different methods is carried out, and using computational experiments, the adequacy and objectivity of the estimates obtained by the method proposed in the work are established. In addition, it was shown that a model based on the theory of latent variables has the following main advantages over the additive model, which follow from the properties of the Rasch model: comprehensive assessments of enterprise ES are their individual characteristics and are independent of the set of components for which the assessment is carried out; EB scores are measured on a linear dimensionless scale that can be easily converted to any other scale; in addition to comprehensive assessments of the ES of enterprises it is possible to obtain estimates of the ES components obtained for the entire group of enterprises, which are also individual for the components and linear.
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Hsiao, Cheng-Ting, Fremen ChihChen Chou, Chih-Cheng Hsieh, Li Chun Chang, and Chih-Ming Hsu. "Developing a Competency-Based Learning and Assessment System for Residency Training: Analysis Study of User Requirements and Acceptance." Journal of Medical Internet Research 22, no. 4 (April 14, 2020): e15655. http://dx.doi.org/10.2196/15655.
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Background The increasingly complex medical environment highlights the importance of milestones and entrustable professional activities (EPAs) to realize the ideals of competency-based medical education (CBME). However, if enormous amounts of assessment results need to be compiled, the development of a digital system to manage, integrate, and synthesize learning and assessment data will be necessary. Furthermore, this system should be able to facilitate real-time assessment with feedback and therefore enhance users’ learning through coaching in the moment in the clinical workplace. Objective The main purpose of this study was to develop a competency-based electronic platform system to provide resident physicians with clinical assessments and learning in order to enhance the learning of trainees and reduce the burden of assessments. Methods A competency-based learning and assessment system (CBLAS) for residency training was designed, developed, and evaluated in this study. Opinion interviews and a focus group consensus meeting of key users, including trainees, clinical teachers, and administrative staff, were conducted as needs assessments. The structure of the CBLAS was designed according to the thematic analysis of needs assessments. Clinical teachers’ acceptance of using CBME assessments, according to the constructs of attitude, perceived usefulness, and perceived ease of use, was surveyed in the beginning and half a year after implementation of the CBLAS. Additionally, the satisfaction of using the CBLAS, according to information, system, and service qualities, was surveyed after implementation. Results The main functions of the CBLAS, including milestones, EPAs, learning portfolios, teacher/student feedback, e-books, learning materials, assessment progress tracking, and statistical analysis of assessment results, were designed and developed for responding to nine themes, which emerged from the needs assessments of the three user groups. Twenty clinical teachers responded to the CBME assessment acceptance surveys before and after CBLAS implementation, which revealed a significant improvement in the factor of “attitude” (P=.02) but no significant differences in the two factors of “usefulness” (P=.09) and “ease of use” (P=.58) for CBME assessments. Furthermore, satisfaction surveys were performed in 117 users, and 87.2% (102/117) were satisfied with the CBLAS in terms of information, system, and service qualities. There was no significant difference in satisfaction among different user groups. Conclusions The CBLAS is a user-centered platform that supports clinical teachers’ assessment exercises and residents’ learning, as well as administrative work for staff according to users’ needs assessments and operationalized features of CBME assessments. With the system, clinical teachers had a more positive attitude to conduct the assessment activities of milestones and EPAs and learners could arrange their study schedules to enhance their learning effectiveness. The CBLAS sheds light on how to effectively design and develop a digital system to execute milestone- and EPA-based assessments for enhancing competency-based education among residents, according to our experiences in Taiwan.
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Setyowati, Yulis, Surya Priambudi, and Dewanto Dewanto. "Supervision of the Development of Higher-Order Thinking Skills (HOTS)-Based Assessment of Learning in Wijaya Putra School." Mattawang: Jurnal Pengabdian Masyarakat 4, no. 4 (December 17, 2023): 367–76. http://dx.doi.org/10.35877/454ri.mattawang2240.
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As an educator, a teacher ideally should have a strong understanding of the concept of Higher Order Thinking Skills (HOTS) in learning and assessment. This understanding is crucial to support the implementation of teaching and assessment in the era of Society 5.0. Higher Order Thinking Skills, commonly known as HOTS, refer to an individual's ability to think in a more complex manner. Indicators used in HOTS questions include three aspects within the context of Bloom's taxonomy, namely analysis (C4), evaluation (C5), and creation (C6). This community service activity aims to illustrate the steps and analyze the results of supervision in enhancing the competence of teachers in developing HOTS-based learning assessments at SMA Wijaya Putra in Surabaya. The supervision method employed is participative, utilizing direct guidance and Focus Group Discussions. The results of this supervision show an improvement in teachers' ability to create assessments of learning.This improvement is evident in the initial observation of learning assessments, where only ability increased to 75%, indicating a substantial improvement from the initial condition. In conclusion, this community service activity successfully enhanced the skills of teachers in developing HOTS-based assessments.".
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Loureiro, Manuel, Isabel Mesquita, Ana Ramos, Patrícia Coutinho, João Ribeiro, Filipe Manuel Clemente, Fábio Yuzo Nakamura, and José Afonso. "Flexible Training Planning Coupled with Flexible Assessment: A 12-Week Randomized Feasibility Study in a Youth Female Volleyball Team." Children 10, no. 1 (December 24, 2022): 29. http://dx.doi.org/10.3390/children10010029.
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According to the Quality Education and Gender Equality ambitions established at the 2030 Agenda for Sustainable Development Goals, we aimed to test the feasibility of a flexible planning and assessment process, using ongoing, bidirectional feedback between planning and assessment. Eighteen players (11.5 ± 0.5 years of age) from a U13 female volleyball team were randomized into an experimental group (in which the plan could be changed daily) or a contrast group (pre-defined planning, adjusted monthly). The pedagogical intervention lasted three months. Besides ongoing daily assessments from the training practices, the Game Performance Assessment Instrument was adopted as a starting point for the weekly assessments in 4 vs. 4 game-forms (i.e., the instrument was modified monthly based on feedback from the training process). Information from daily and weekly formal assessment was used in the planning of the experimental group, and monthly in the contrast group. Data suggested that pre-established and strict planning (even updated monthly) failed to fit current learner needs. Over 12 weeks, the pre-established planning suffered regular modifications in the experimental group, and the assessment tool changed monthly. In conclusion, both planning and assessment should be open and flexible to exchange information mutually, and support the design of tailor-made learning environments.
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Radford, Kylie, Suncica Lah, Zoë Thayer, Miranda J. Say, and Laurie A. Miller. "Improving Memory in Outpatients with Neurological Disorders Using a Group-Based Training Program." Journal of the International Neuropsychological Society 18, no. 4 (May 18, 2012): 738–48. http://dx.doi.org/10.1017/s1355617712000379.
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AbstractMemory problems are common in patients with a range of neurological conditions, but there have been few attempts to provide and evaluate the usefulness of memory training for groups of neurological outpatients. We used a waitlist-controlled trial design to assess the effectiveness of a newly created, 6-session intervention, which involved training in the use of compensatory strategies as well as education regarding memory function, neurological damage, sleep and lifestyle factors that have an impact on memory. Fifty-six patients with neurological conditions (e.g., stroke, epilepsy) and memory complaints completed the training and assessments. Outcomes were evaluated in terms of reported strategy use as well as objective and subjective measures of anterograde and prospective memory. Training resulted in significant improvements on number of strategies used, scores on the Rey Auditory Verbal Learning Test (total learning and delayed recall) and self-report on the Comprehensive Assessment of Prospective Memory. Improvements were stable at 3-month follow-up. Better individual outcomes were related to lower baseline memory scores, fewer symptoms of depression and greater self-awareness of memory function. Overall the study provides encouraging results to indicate that patients with neurological conditions such as stroke and epilepsy can show improvements in memory after a relatively short group-based intervention. (JINS, 2012, 18, 1–11)
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Blomqvist, Per. "Vad uppmärksammar lärare i samtal om skrivbedömning?" Nordisk Tidskrift för Allmän Didaktik 4, no. 1 (April 30, 2018): 34–55. http://dx.doi.org/10.57126/noad.v4i1.12214.
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This article reports on a qualitative study of Swedish teachers’ summative assessments of students’ writing in upper secondary school. Based on teacher group discussions, the study describes and analyses teachers’ expressions of norms when assessing and grading students’ writing in the subject of Swedish. Data consist of audio- and video recordings from three focus group discussions, comprising a total of 17 teachers. Topic analysis (Linell, 2001) is the method used to identify expressions of assessment norms in these discussions. The analysis reveals that these teachers’ summative assessments of students’ writing express two competing norms: a non-compensatory and a compensatory norm. The non-compensatory norm is expressed through perceptions that all text qualities must correspond to the same criteria. This means that shortcomings in texts are crucial for teachers’ summative assessments. The text qualities that primarily determine these decisions are language style and text structure. Meanwhile, the compensatory norm is expressed through perceptions that in summative aspects such as students’ age and writing instructions as well as students’ writing development and the national test must be considered. These competing assessment norms have a substantial impact on these teachers’ decisions on summative assessments. The teacher groups show significant variation in the basis for their decisions regarding summative assessment of students' writing.
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Yang, Ying Ying, Ling Yu Yang, and Chia Chang Huang. "Miller triangle-based model trains Chinese residents as confident “system-based practice” competency instructors." International Journal for Innovation Education and Research 3, no. 11 (November 30, 2015): 92–100. http://dx.doi.org/10.31686/ijier.vol3.iss11.472.
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Junior members of medical system including residents and clerks should be trained early for ACGME system-based practice (SBP) competency to improve primary patient care quality. Twelve second-year (R2), twelve first-year (R1), and twelve postgraduate year-1 (PGY1) residents were enrolled into group A, B and C, respectively, as trainees. After three training protocols had been completed, a writing test, self-assessed questionnaire and mini-OSTE and bedside-assessment were used in auditing the four Miller triangle levels of the SBP, namely competency, performance, and teaching ability. Baseline expert-assessed, faculty-assessed, self-assessed SBP proficiency were relatively low for the PGY1 residents. After three training protocols, SBP proficiencies, performance, and teaching abilities were improved to similar levels cross the three training levels of residents based on the expert-assessed writing test-audited assessments and on the faculty and standardized clerk-assessed bedside-/mini-OSTE-audited assessments. Overall, this study is characterized by its use of a multi-faceted approach to the training and auditing of the SBP competency across different levels of residents. The Miller triangle-based different protocols used to teach group A, B and C were equally beneficial and fitted their needs; namely the different levels of the trainees; specifically, each level was able to augment their SBP proficiency.
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Olsson-Tall, Maivor, Fredrik Hjärthag, Bertil Marklund, Sven Kylén, Eric Carlström, and Lars Helldin. "The Impact of Repeated Assessments by Patients and Professionals: A 4-Year Follow-Up of a Population With Schizophrenia." Journal of the American Psychiatric Nurses Association 25, no. 3 (June 4, 2018): 189–99. http://dx.doi.org/10.1177/1078390318777785.
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The needs of people with schizophrenia are great, and having extensive knowledge of this patient group is crucial for providing the right support. The aim of this study was to investigate, over 4 years, the importance of repeated assessments by patients with schizophrenia and by professionals. Data were collected from evidence-based assessment scales, interviews, and visual self-assessment scales. The data processing used descriptive statistics, correlation and regression analyses. The results showed that the relationships between several of the patients’ self-rating assessments were stronger at the 4-year follow-up than at baseline. In parallel, the concordance rate between patient assessments and case manager assessments increased. The conclusions drawn are that through repeated assessments the patients’ ability to assess their own situation improved over time and that case managers became better at understanding their patients’ situation. This, in turn, provides a safer basis for assessments and further treatment interventions, which may lead to more patients achieving remission, which can lead to less risk for hospitalization and too early death.
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Thompson, Jennifer L. W., Aaron S. Richmond, Barika Barboza, Jennifer Bradley, J. Noland White, and R. Eric Landrum. "Measuring What Students Know: SNAP’s Guidelines and Suggestions for Assessing Goal 1 Content in Psychology." Teaching of Psychology 47, no. 4 (September 11, 2020): 262–73. http://dx.doi.org/10.1177/0098628320945113.
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Although many psychology departments and instructors are aware of the American Psychological Association Guidelines for the Undergraduate Psychology Major Version 2.0, they are often less aware of the means by which to assess student mastery of the recommended goals. Our purpose is to discuss general principles for assessment, offer a psychology learner taxonomy that aligns with Goal 1 of the Guidelines 2.0, and present a rubric for reviewing assessments. Goal 1 of the Guidelines 2.0 is based on content knowledge in psychology. Whereas most assessments allow for the measure of the mastery of content to different extents, the results of those assessments can be invalid due to the design or inappropriate use of the rubric. The working group at the Summit on National Assessment of Psychology addressed these issues and curated evidence-informed assessment exemplars designed to measure content knowledge in psychology.
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Caballo, Vicente E., and Gualberto Buela. "Molar/Molecular Assessment in an Analogue Situation: Relationships among Several Measures and Validation of a Behavioral Assessment Instrument." Perceptual and Motor Skills 67, no. 2 (October 1988): 591–602. http://dx.doi.org/10.2466/pms.1988.67.2.591.
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The molar/molecular problem has been present for a long rime within behavioral assessment and especially in the field of social skills. Our study performed a series of molar and molecular assessments based not only on amount/frequency measures but also on measures of adequacy. The study concerned the behavior showed by a group of 65 university subjects in an analogue situation of extended interaction with a member of the opposite sex. To achieve the molecular assessment of behavior based on adequacy, an assessment instrument (the Social Skill Behavioral Assessment System) was constructed. This instrument was composed of 21 elements which are widely used in the literature of social skills. A series of relationships was found between the assessments based on adequacy and those based on amount/frequency. Our data also lend criterion validity to the behavioral assessment test constructed in this study (Social Skill Behavioral Assessment System). The application of this instrument in assessing situations different from those used in the present work could evaluate its wider validity and also assist in finding the most significant molecular elements within those situations.
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Mlsnová, Gabriela. "Effects of a 6-Month Conditioning Program on Motor and Sport Performance in The Group of Children’s Fitness Competitors." Acta Facultatis Educationis Physicae Universitatis Comenianae 56, no. 2 (November 1, 2016): 115–28. http://dx.doi.org/10.1515/afepuc-2016-0010.
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Summary The aim of our study was to determine changes in sport and motor performance of competitors in the category of children’s fitness as a result of conditioning training intervention. We conducted a two-group simultaneous experiment. Experimental group (EG) and control group (CG) consisted of 18 girls competing in the 12 to 15 years old age categories. EG performed supervised conditioning program over a period of 25 weeks with training frequency 3 times per week. Based on the results of physical tests, competitive and expert assessments of sport performance in the children’s fitness category we found significant effect of our conditioning program to increase sport and motor performance in the experimental group. Subsequently, these improvements could lead to success in domestic and international competitions where they occupied the leading positions. Significant relationships (EG = 19; CG = 10) were found between competitive and expert assessments as well as physical tests results, between expert and competitive assessments of physiques and routines. These changes manifested positively not only in the competitive assessment of the physique but also in the expert “blind“ assessment in the competitive discipline of the physique presentation in quarter turns where we observed significant improvements in the EG. Based on the obtained results we recommend to increase the ratio of conditioning training to gymnastic-dance training to 50 %, inclusion of strengthening and plyometric exercises into the training process and monitor regularly the level of general and specific abilities of the competitors in the individual mezocycles of the annual training cycle.
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Ducasse, Ana Maria. "Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context." Languages 7, no. 1 (January 29, 2022): 26. http://dx.doi.org/10.3390/languages7010026.
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This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecting on five multi-modal e-assessments through individually assessed oral audio-recorded post-assessment reflection tasks (n = 125). A thematic content analysis applied to transcriptions yields findings from a pedagogical perspective on language learning, completing assessments and personal affective responses. The learners’ candid and explicit orientations towards various types of multimodal language-learning e-assessment tasks offer instructors information on learners’ awareness of classroom-based assessment tasks being enablers for individual learning goals.
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Bergquist, Kathleen Ja Sook. "Student Behavior in the Virtual Environment: Using Web-based Quizzes to Promote Student Learning." Journal of Baccalaureate Social Work 10, no. 2 (March 1, 2005): 102–11. http://dx.doi.org/10.18084/1084-7219.10.2.102.
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This exploratory comparative study examined the efficacy of Web-based formative assessments in promoting student performance on in-class summative assessments. Online quizzes were incorporated into one section of a foundational undergraduate social work class (N= 25). Pre- and post-tests were administered to the experimental group (N= 25) and a comparison group (N= 25) which did not have access to the formative assessments. A comparison of pre- and post-test mean differences neared significance (p = .051), with students who took the Web-based quizzes performing only slightly better than those who did not. Instructor evaluations and final course grades were analyzed for triangulation purposes. Implications for the use of instructional technology to broaden pedagogical approaches are discussed.