Relevant bibliographies by topics / Learners' evaluation

Academic literature on the topic 'Learners' evaluation'

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Published: 25 May 2024

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Journal articles on the topic "Learners' evaluation"

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Venugopal, Dr Daruri. "Learner’s Evaluation in Teaching Learning Process." International Journal for Modern Trends in Science and Technology 6, no. 7 (July 31, 2020): 175–80. http://dx.doi.org/10.46501/ijmtst060729.

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Learner’s Evaluation approach we understood the activities and experiences that the learners undergo in order to acquire the desired behavior. The faculty plays an important role in providing learning experiences. Learning experiences involve interaction of students and content with the help of faculty. Learning experience lead to behavior changes among learners. Learner Appraisal ascertaining the extent to which the teaching objectives have been met. The representation of the educational process shows the linking of each element with the other. In learner’s evaluation in teaching learning process desired direction and attainment of goals is guided by the educational objectives formulated by the educational Institution, University and the faculty.
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Kaiss, Wijdane, Khalifa Mansouri, and Franck Poirier. "Pre-Evaluation with a Personalized Feedback Conversational Agent Integrated in Moodle." International Journal of Emerging Technologies in Learning (iJET) 18, no. 06 (March 21, 2023): 177–89. http://dx.doi.org/10.3991/ijet.v18i06.36783.

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Pre-evaluation of the learner's level is a common learning strategy designed to determine the prior knowledge and skills of learners. A pre-evaluation is carried out at the beginning of the course and based on the results obtained, personalized resources will be provided that respond to individual learner needs. This paper presents a pre-evaluation for a C programming language course by providing, at the end of the quiz, a personalized formative feedback and recommendation to the learners. We have developed our conversational chatbot named QuizCbot, which allows learners to go directly to the parts where they need the most help through the personalized feedback provided to them, including their final scores, the questions they answered correctly and the questions they answered incorrectly with the correct answer and explanation. Hence, the chatbot makes a recommendation on the concepts in which the learner did not obtain the average, identifying the concepts not mastered where the learner needs more (or less) support. Determining what learners know and don't know can help to improve the learning experience. We have integrated our QuizCbot chatbot, which is based on Natural Language Understanding (NLU), into the Moodle learning environment.
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Akyel, Ayse. "Evaluation of an ESP Program." ITL - International Journal of Applied Linguistics 93-94 (January 1, 1991): 1–23. http://dx.doi.org/10.1075/itl.93-94.01aky.

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According to recent arguments, a learning - centered ESP program should take into consideration both the learning needs - what the learner needs to do in order to learn and target needs - what the learner needs to do in the target situation. (Bowers 1980, Hutchinson and Waters 1984, 1987, McDonough 1984.) Hence in line with these arguments, the evaluation of a learning centered ESP program should include both learner assessment (testing) and teacher and learner responses to the program (course evaluation). This paper will present an evaluation of learner and teacher responses to an ESP course designed for a group of in-service Turkish policemen and an analysis of Pre and Post-tests administered both to target learners (experimental group) and control group learners.
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Hota, C. P. Pavan Kumar, and V. Leela Prasad. "A Study of Learners in Information Retrieval System in Relation to Learning Parameters." International Journal of Emerging Research in Management and Technology 6, no. 6 (June 29, 2018): 246. http://dx.doi.org/10.23956/ijermt.v6i6.277.

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For the last few years, education methodologies are drastically changing as per leaner’s needs. In the current competitive environment, if a learner wants to achieve a good grade in their course work the learner should focus on various parameters as per their learning style. In this paper, we focused mainly on learner-centric approach rather than teacher-centric approach. Learner -centric approach facilitates the leaner to involve in the teaching learning process. In this approach, educationist considers learning curricula, learning theories, learning styles, learning models, learning methods, and learning evaluation to understand learner’s effectively. Educationist can track the involvement of the learner and their progress by various approaches, but learning analytics is a modern approach to understand, focus and analyze learner’s easily with available tools and technologies. In this paper, we focused on learning analytics approach with a group of learners to understand their ability of learning based on cognitive theory and able to find slow and fast learners.
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Hull, Louise, Stephanie Russ, Maria Ahmed, Nick Sevdalis, and David J. Birnbach. "Quality of interdisciplinary postsimulation debriefing: 360° evaluation." BMJ Simulation and Technology Enhanced Learning 3, no. 1 (November 30, 2016): 9–16. http://dx.doi.org/10.1136/bmjstel-2016-000125.

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IntroductionDebriefing is widely perceived to be the most important component of simulation-based training. This study aimed to explore the value of 360° evaluation of debriefing by examining expert debriefing evaluators, debriefers and learners’ perceptions of the quality of interdisciplinary debriefings.MethodThis was a cross-sectional observational study. 41 teams, consisting of 278 learners, underwent simulation-based team training. Immediately following the postsimulation debriefing session, debriefers and learners rated the quality of debriefing using the validated Objective Structured Assessment of Debriefing (OSAD) framework. All debriefing sessions were video-recorded and subsequently rated by evaluators trained to proficiency in assessing debriefing quality.ResultsExpert debriefing evaluators and debriefers’ perceptions of debriefing quality differed significantly; debriefers perceived the quality of debriefing they provided more favourably than expert debriefing evaluators (40.98% of OSAD ratings provided by debriefers were ≥+1 point greater than expert debriefing evaluators’ ratings). Further, learner perceptions of the quality of debriefing differed from both expert evaluators and debriefers’ perceptions: weak agreement between learner and expert evaluators’ perceptions was found on 2 of 8 OSAD elements (learner engagement and reflection); similarly weak agreement between learner and debriefer perceptions was found on just 1 OSAD element (application).ConclusionsDebriefers and learners’ perceptions of debriefing quality differ significantly. Both groups tend to perceive the quality of debriefing far more favourably than external evaluators. An overconfident debriefer may fail to identify elements of debriefing that require improvement. Feedback provided by learners to debriefers may be of limited value in facilitating improvements. We recommend periodic external evaluation of debriefing quality.
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Singh, Ninni, Vinit Kumar Gunjan, Ramana Kadiyala, Qin Xin, and Thippa Reddy Gadekallu. "Performance Evaluation of SeisTutor Using Cognitive Intelligence‐Based “Kirkpatrick Model”." Computational Intelligence and Neuroscience 2022 (April 16, 2022): 1–14. http://dx.doi.org/10.1155/2022/5092962.

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The classroom learning environment facilitates human tutors to interact with every learner and get the opportunity to understand the learner’s psychology and then provide learning material (access learner prior knowledge and well align the learning material as per learner requirement) to them accordingly. Implementing this cognitive intelligence in intelligent tutoring system is quite tricky. This research has focused on mimicking human tutor cognitive intelligence in the computer-aided system of offering an exclusive curriculum to the learners. The prime focus of this research article is to evaluate the proposed SeisTutor using Kirkpatrick’s four-phase evaluation model. Experimental results depicting the enhanced learning gain through intelligence incorporated SeisTutor as against the intelligence absence are demonstrated.
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Anohina, Alla, Marks Vilkelis, and Romans Lukasenko. "Incremental Improvement of the Evaluation Algorithm in the Concept Map Based Knowledge Assessment System." International Journal of Computers Communications & Control 4, no. 1 (March 1, 2009): 6. http://dx.doi.org/10.15837/ijccc.2009.1.2409.

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The paper is devoted to the knowledge assessment system that has been developed at the Department of Systems Theory and Design of Riga Technical University for the last four years. The system is based on concept maps that allow displaying the knowledge structure of a particular learner in the form of a graph. Teacher’s created concept maps serve as a standard against which learner’s concept maps are compared. However, it is not correct to compare teacher’s and learners’ concept maps by examining the exact equivalence of relationships in both maps, because people construct knowledge in different ways. Thus, an appropriate mechanism is needed for the flexible evaluation of learners’ concept maps. The paper describes the algorithm implemented in the concept map based knowledge assessment system and its evolution through four prototypes of the system.
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Cotos, Elena, and Sarah Huffman. "Learner Fit in Scaling Up Automated Writing Evaluation." International Journal of Computer-Assisted Language Learning and Teaching 3, no. 3 (July 2013): 77–98. http://dx.doi.org/10.4018/ijcallt.2013070105.

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Valid evaluations of automated writing evaluation (AWE) design, development, and implementation should integrate the learners’ perspective in order to ensure the attainment of desired outcomes. This paper explores the learner fit quality of the Research Writing Tutor (RWT), an emerging AWE tool tested with L2 writers at an early stage of its development. Employing a mixed-methods approach, the authors sought to answer questions regarding the nature of learners’ interactional modifications with RWT and their perceptions of appropriateness of its feedback about the communicative effectiveness of research article Introductions discourse. The findings reveal that RWT’s move, step, and sentence-level feedback provides various opportunities for learners to engage with the revision task at a useful level of difficulty and to stimulate interaction appropriate to their individual characteristics. The authors also discuss insights about usefulness, user-friendliness, and trust as important concepts inherent to appropriateness.
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Singh, Ninni, Vinit Kumar Gunjan, Amit Kumar Mishra, Ram Krishn Mishra, and Nishad Nawaz. "SeisTutor: A Custom-Tailored Intelligent Tutoring System and Sustainable Education." Sustainability 14, no. 7 (March 31, 2022): 4167. http://dx.doi.org/10.3390/su14074167.

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Education is the cornerstone of improving people’s lives and achieving global sustainability. Intelligent systems assist sustainable education with various benefits, including recommending a personalized learning environment to learners. The classroom learning environment facilitates human tutors to interact with every learner and obtain the opportunity to understand the learner’s psychology and then provide learning material (access learner previous knowledge and well-align the learning material as per learner requirement) to them accordingly. Implementing this cognitive intelligence in Intelligent Tutoring System is quite tricky. This research focused on mimicking human tutor cognitive intelligence in the computer-aided system of offering an exclusive curriculum or quality education for sustainable learners. The prime focus of this research article was to evaluate the proposed SeisTutor using Kirkpatrick four-phase evaluation model. The experimental results depict the enhanced learning gained through intelligence incorporated SeisTutor against the intelligence absence, as demonstrated.
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Amira, Teimzit, Mahnane Lamia, and Mohamed Hafidi. "Implementation and Evaluation of Flipped Algorithmic Class." International Journal of Information and Communication Technology Education 15, no. 1 (January 2019): 1–12. http://dx.doi.org/10.4018/ijicte.2019010101.

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Recent years have brought the need for new pedagogical approaches that appeal to the involvement and participation of learners in the learning process. One of these approaches is the flipped classroom, which gives to learners the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. Many studies merely replace in-class instructions by videos and use class time for group discussions. Nevertheless, what instructional design framework should we use in planning the overall flipped classroom approach? This article answers this question through exploratory studies conducted at Algeria University. In this work, the authors have used a flipped classroom concept for an algorithmic course like java programming, based on learner's learning style and learner's skill level.
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Dissertations / Theses on the topic "Learners' evaluation"

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Bagley, Sylvia Stralberg. "Alternative assessment and students' identities as learners." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1459904851&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Morgan, Rachel C. "Inclusive Education for Preschool Learners with Autism| A Program Evaluation." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746766.

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This is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done with regards to this age group, nor to pinpoint the perceptions and perspectives on the outcomes and process of teaching learners with autism in inclusive settings.

The main research question was, How, if at all, can andragogy learning theory be applied to inclusive education for preschool learners with autism? To answer this question, the researcher set up a standalone intervention experience for the study participants, utilizing two self-assessments and discussion group, with time for self-reflection. The stakeholders of the project included leaders, those that are in positions of authority in providing supports to preschool learners within the early childhood center; and practitioners, who are responsible to implement the supports for preschool learners in the early childhood center. A qualitative program evaluation was the research design utilized to measure both the program outcomes and processes.

The leaders and practitioners took the two self-assessments and from the second self-assessment tool, MIPI-PLA, individuals volunteered to participate in a focus group discussion. Eight themes emerged from the research analysis as barriers for inclusive education: support and preparedness, team collaboration, defined roles and responsibilities, learner engagement, communication differences, valuing learners with autism point of view, belief in learners with autism, and transformative learning/change.

The program evaluation found that andragogy learning theory provides support towards transformative change in beliefs, attitudes, and values with regards to preschool learners with autism engaged in inclusive opportunities. Ultimately, the experience of critical self-reflection through self-assessment provided the leaders and practitioners a different perspective regarding their assumptions of the preschool learner with autism and their capabilities in participating in an inclusive education experience.

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Carter, Joshua James. "Technology Integration and English Language Learners." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748305.

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The purpose of this study was to examine teachers’ levels of mobile device implementation and any measured differences in English Language Learners’ (ELLs’) performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers’ reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students’ overall performance.

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Stratton, Kristin L. "English Language Learners and Balanced Literacy Approach| Exploring the Efficacy of Read 180 with 11th and 12th Grade English Language Learners." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13423779.

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This study investigated the efficacy of the Read 180 program and its impact on upper secondary ELL students participating in the Read 180 program. The targeted population consisted of four 11th and 12 th grade ELL READ 180 students attending a rural school with a school population of 884 students. To assess the effects of the Read 180 program, data was collected in regards to student reading, writing, speaking, and listening abilities from the beginning and the end of the 2017–2018 academic school year. Although this study was limited in duration and scope, it clearly shows that the Read 180 program had limited success in regards to student achievement in the areas of reading and writing. In addition, the data shows little to no progress for the target students in regards to listening and speaking. In addition, the study revealed that the students’ lack of a positive attitude in regards to the Read 180 program may have hindered student progress. Based on these findings, some pedagogical and teacher training recommendations are discussed, and a suggestion is included for future research.

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Israeloff, Alanna. "Comparison of feedback generated by experts and learners during formative evaluation." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61293.

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Despite the recommendation to use both expert and learner feedback during formative evaluation, little research has compared the differences in data produced by these two sources. The presents study examines the differences in feedback produced by experts and learners. Six sessions with experts and six sessions with learners were conducted to obtain feedback about a six page instructional unit. The think-aloud method was used to gather data from experts and the talk-aloud method was used with learners. Comments from experts and learners were transcribed, segmented, and coded according to two coding system which addressed both the amount and type of feedback. Results indicated that when compared to learners, experts identify a higher percentage of problems, make more comments related to their knowledge of the subject matter, provide more revision suggestions, and summarize their comments and actions more often. Learners elaborate more about each problem and focus on issues related to instructional design and language. The findings support the use of both experts and learners to evaluate instruction.
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Engleking, Charlene. "Exploring an Accelerated College Program for Adult Learners| A Program Evaluation." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027093.

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Many colleges and universities have expanded their mission to include adult learners. Programs range from scheduling traditional courses in the evening to designing new programs tailored to meet the needs of working adults. Program designers have relied on theorists such, as Mezirow (1991), Houle (1996), and Knowles, Holton, and Swanson (1998), to develop programs that apply adult learning theory. Lindenwood College, now Lindenwood University, established The Lindenwood College for Individualized Education (LCIE) in 1975 to serve adult students in the St. Louis metropolitan area. The program has evolved over the course of 40 years, and this program evaluation evaluated the program effectiveness in its current delivery format.

This program evaluation employed a mixed-method design to answer one main research question and two sub-questions. The main research question asked, How does LCIE, in its current incarnation, address the ideals of adult learning theory, the needs of busy contemporary adult students, and the requirements of the accrediting agency? Sub-question #1 asked, How have LCIE learning processes evolved since 1975? Sub-question #2 asked, Is there congruency between LCIE mission and practice?

The outcome measurement data was gathered through a comparison of pre-test and post-test data collected by the university to assess critical thinking skills of entering and graduating students. The university employed the ETS Proficiency Profile, and a sample of 30 students was extracted from that data set for comparison for this study. The findings showed that the differences between pre-test and post-test scores were not significant.

The process measurement data was gathered through interviews with volunteer faculty (3) and students (9) from the program. A series of interview questions was posed, and the responses coded to identify three emerging themes. The three themes were general satisfaction, the importance of job preparation and career mobility, and program rigor.

The program evaluation found that LCIE is currently applying adult learning theory and there is congruency between the program mission statement and the program practice. The answer to sub-question 1 concerning the changes in the program was inconclusive as the students had not experienced the changes and therefore felt unqualified to comment.

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Benkenstein, Alex. "An evaluation of an after-school programme for high school learners in Cape Town, South Africa." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25209.

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Poor academic achievement in relation to developing country peers, together with a range of other issues such as violence in schools, high drop-out rates and high teenage pregnancy rates, contribute to the perception of a crisis in South African education. In this context, after-school programmes have been developed in order to supplement the education and support learners receive during school. There is a large and growing body of literature which supports the view that after-school programmes can deliver positive outcomes, particularly for low-income students. Such positive outcomes, however, are far more likely to be observed with high quality programmes. This study presents an outcome evaluation of the EduCentre programme, an after-school programme targeted at high school youth. The EduCentre is implemented by a nonprofit organization in Vrygrond, a low-income community situated 25km south of Cape Town's central business district near the suburb of Muizenburg. The research design is pre-experimental and is based on the Success Case Method (Brinkerhoff, 200). A survey of a selected cohort of programme participants were surveyed in order to assess perceptions around programme design and impact, as well as assessing social and emotional skills. Following the Success Case Method, interviews were subsequently conducted with selected 'success' and 'non-success' cases, supplemented by interviews with programme staff. The study concludes that, within the limits of the pre-experimental methodology, there is evidence for the beneficial impact of the programme. The study concludes with recommendations to support programme design and future monitoring and evaluation efforts.
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Jones, Carrie Sloss Traci Wallace Janet. "Research-Based Best Practices for Closing the Achievement Gap between English Language Learners and Non-English Language Learners in Southeastern School District." Thesis, Lipscomb University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666879.

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The English Language Learners (ELL) student population continues to increase in American schools. Schools have the obligation and privilege to serve this population, but challenges exist to help ELLs become proficient in all subjects. The need for educators to use research-based best practices is critical to help best serve ELLs and to increase academic achievement. The researchers conducted a mixed-methods study in order to identify the research-based practices proven to increase the academic achievement of ELLs. The researchers found that Sheltered Instruction Observation Protocol (SIOP) was a research-based framework proven to help ELLs academically. ELL Directors of middle Tennessee districts having statistically significant gains with ELLs believed that the top best practices to use with ELLs were activating prior knowledge and building background, comprehensible input, academic vocabulary, explicit instruction and differentiated instruction. Teachers within Southeastern School District (SSD) believed the top five practices to use with ELLs were activating prior knowledge and building background, differentiated instruction, scaffolding instruction, teaching academic vocabulary, and continual review of vocabulary and content. The study also found the instructional models that work best with the varying levels of ELLs. The instructional model best used with newcomers was pullout, and for active ELLs, either pullout or push-in. Push-in or Structured English Immersion was most effective with Transitional 1 and Structured English Immersion for Transitional 2 ELL students. Educational stakeholders can use the findings of this study in order to promote the academic achievement of ELLs.

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Williams, Veronika A. "An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612136.

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The concept of learner autonomy (LA) in second/foreign language education has been the central focus for many researchers (Benson, 2007, 2011, 2013; Holec, 1981; Gu & Nguyen, 2013; Little, 2007, 2009 and others) and has become a part of mainstream practice of language education in some educational contexts; however, there is still a high interest in researching language learner autonomy and ways to foster it. Partially, this renewed interest is due to advances in technology and pedagogy such as self-access centers, distance learning, blended learning and Computer Assisted Language Learning (CALL) in general and changes in educational policies (Benson 2011, 2013). Modern language learners are exposed to various choices in their language education such as numerous learning modes and a variety of language learning resources. However, this change means that learners must be capable of making informed decisions about their language education and taking some control over it in order to become successful and maximize their learning experience. There are examples of autonomous learning programs which place autonomy at the center, worldwide. Recently, the Center of English as a Second Language (CESL) at the University of Arizona (UA) created and implemented a new educational practice, Program for Intentional Learning (PIL). The goal of this program is to foster LA as well as equip CESL students with knowledge, skills, tools, and resources to be successful in both language learning and their future American college education. PIL is a hybrid program in terms of combining different approaches to fostering LA: resource-based, technology-based, curriculum-based, learner-based, and teacher-based (Benson, 2011).Responding to Benson's (2011) and Nguyen's (2012) call for more rigor in research on LA and educational interventions to promote LA, this dissertation follows the guidelines proposed by Nguyen (2012): a) having a clear operationalized definition of LA, (b) implementing both quantitative and qualitative research methods, and (c) piloting and validating tools. This dissertation examines the effectiveness of the PIL program in terms of its capacity to foster LA and to help CESL students to become more successful in learning English. The evaluation of the program was conducted as a multiple-case study of four participants with a mixed-method research design. The present study draws upon a main survey which measures a degree of LA as pre- and post-test, interviews with case study participants and their instructors, learning diary, and action plan comparison. Even though the comparison of pre- and post-survey scores revealed that only two case study participants had a significant change towards greater LA, all four participants reported changes in their learning behaviors. These changes point to a higher degree of LA, and all participants shared a positive overall evaluation of the PIL workshops. The study suggests that this type of educational intervention to promote LA can be effective, especially in developing metacognitive knowledge and skills, increasing participants' motivation and changing their attitude towards language learning and their teachers.
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Dhungana, Hari P. "Satisfaction of Technology, Online Learning, and Intent to Persist in Older Adult Learners." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706773.

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The purpose of this quantitative correlational study was to examine the relationship between six factors of student satisfaction and intent to continue with online education in a sample of older adult learners. Participants were chosen using a stratified random sampling of students enrolled at Mercer University and South University online programs to ensure a proportional mix of qualifying learners. The randomly selected qualifying online students received an email inviting them to participate in the study. An online survey adapted from the technology acceptance model (TAM), the Student e-learning Satisfaction Instrument (SESI), along with demographic questions were used to gather the data. The data were analyzed using logistic regression. This study involved the investigation of the relationships between the perceived satisfaction of older adults with online technologies in an educational setting, as measured by the SESI instrument with the criterion variable of intent to continue online learning. Overall, mean scores for the six predictor variables were somewhat stable across the variables, ranging from the lowest for Personalization (M=3.65, SD=0.61) to the highest for Learner Interface (M=3.81, SD=0.77). Results of binomial logistic regression analysis indicated that the variable of e-learning satisfaction is a statistically significant predictor of the odds that older adult learners intend to continue online learning (β=1.205, p=0.006). None of the perceived satisfaction scores averaged below 3, indicating that a majority of the participants affirmed that they were satisfied with technology. The practical recommendations suggest that to ensure the success of older adult learners in the online environment, learners must be able to adopt new techniques for effective teaching and learning in an online environment. The online teaching instructor should also design the programs based on the needs of the leaners. Future research recommendations include a qualitative analysis of the research problem could produce results that substantiate the findings of the current study.

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Books on the topic "Learners' evaluation"

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When learners evaluate. Portsmouth, NH: Heinemann, 1998.

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Rita-Marie, Conrad, and Ely Donald P, eds. Assessing learners online. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2008.

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ERIC Clearinghouse on Languages and Linguistics., ed. Assessment portfolios: Including English language learners in large-scale assessments. [Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 2000.

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Weddel, Kathleen Santopietro. Needs assessment for adult ESL learners. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, National Clearinghouse for ESL Literacy Education, 1997.

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1952-, Murphy Patricia, and Open University, eds. Learners, learning and assessment. London: P. Chapman Pub. in association with the Open University, 1999.

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Assessing English language learners. Washington, D.C: National Education Association, 2003.

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Educational Resources Information Center (U.S.), ed. The voices of learners at work: Final evaluation report. Gorham, ME: Casco Bay Partnership for Workplace Education, University of Southern Maine, 1997.

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David, Moseley, and Learning and Skills Research Centre., eds. Thinking skill frameworks for post-16 learners: An evaluation. London: Learning and Skills Research Centre, 2004.

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Wood, Meena. APL and bilingual learners. London: Routledge, 1995.

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Bordeaux, Roger. Assessment for American Indian and Alaska native learners. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1995.

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Book chapters on the topic "Learners' evaluation"

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McGaghie, William C. "Evaluation of Learners." In Handbook for the Academic Physician, 125–46. New York, NY: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-6328-6_8.

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Farah, Yara N., and Lindsay M. Nixon. "Understanding Evaluation Systems." In Assessment of Gifted and High-Ability Learners, 15–23. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233114-4.

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Mian, Tariq Saeed. "Learners’ Performance Evaluation Using Genetic Algorithms." In Advances on Intelligent Computing and Data Science, 88–99. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36258-3_8.

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Adams, Cheryll M., and Melanie Caughey. "Evaluation Tools to Assess Gifted Programs." In Handbook on Assessments for Gifted Learners, 271–94. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003285991-23.

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Lee, Ju Seong. "Evaluation of Instruments for Researching Learners' LBC." In The Routledge Handbook of Language Learning and Teaching Beyond the Classroom, 312–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003048169-26.

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Olaniyi, Nkaepe, and Jessie Chuang. "Intelligence Augmentation for Educators, Training Professionals, and Learners." In Adaptive Instructional Systems. Design and Evaluation, 224–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_15.

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VanTassel-Baska, Joyce. "Conclusion to Part III on Evaluation of Programs." In Handbook on Assessments for Gifted Learners, 312–17. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003285991-25.

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VanTassel-Baska, Joyce. "Introduction to Part III on Evaluation of Programs." In Handbook on Assessments for Gifted Learners, 265–70. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003285991-22.

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Huver, Emmanuelle. "Evaluation and plurilingual competence." In Assessment of Plurilingual Competence and Plurilingual Learners in Educational Settings, 230–44. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003177197-18.

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Yahaya, M. F. "U-learning: Rethinking assessment for 21st-century learners." In Improving Assessment and Evaluation Strategies on Online Learning, 29–36. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003261346-5.

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Conference papers on the topic "Learners' evaluation"

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Heck, Tanja, and Detmar Meurers. "Exercise parameters influencing exercise difficulty." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16921.

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Macro-adaptive systems aim to assign practice exercises to language learners that match their proficiency levels. While learner-dependent parameters of exercise difficulty need to be considered online, learner-independent parameters can inform an exercise’s difficulty level in a resource-efficient offline procedure. We present an evaluation of learners’ responses to form-based grammar exercises that aims to identify learner-independent exercise parameters affecting exercise complexity. The results indicate that the exercise type can yield coarse-grained complexity estimates, whereas exercise type specific features can inform more fine-grained estimates. For fine-grained estimates, we show that syntactic variants significantly impact exercise difficulty. Since there is strong variation between learning targets and learners with respect to the impact of different exercise parameters on a learner’s performance, exercise difficulty can only be reliably determined if the exercises are created in a systematic way and by also considering characteristics of the learner.
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Vančová, Hana. "PRONUNCIATION EVALUATION CRITERIA FOR EFL LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end035.

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"Pronunciation is one of the competencies foreign language learners of English are implicitly or explicitly judged for in classroom context as well as real-life communication. At the same time, both teachers and learners express concerns concerning this competence, as relatively little attention is being paid to pronunciation issues. While accuracy was desired in the past, comprehensibility is preferred as the goal of pronunciation instruction in recent years. Mistakes and errors the speakers make vary across the language background of speakers and can be manifested at segmental and suprasegmental levels; however, familiarity with the topic discussed may help overcome many obstacles the foreign language speakers may make. Pronunciation may be judged by human raters as well as automatically by specialized software. The presented study aims to current practices presented in research papers published in the past ten years. The results suggest different criteria applied to pronunciation evaluation. The paper presents partial research outcomes of the projects KEGA 019TTU-4/2021 Introducing new digital tools into teaching and research within transdisciplinary philological study programmes and 7/TU/2021 Pronunciation mistakes of pre-service teachers of English."
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Bouarab-Dahmani, Farida, Malik Si-Mohammed, Catherine Comparot, and Pierre-Jean Charrel. "Learners automated evaluation with the ODALA approach." In the 2009 ACM symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1529282.1529303.

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Okewole, Dorcas Modupe, Ayobami Fadilat Gboyega, Kayode Samuel Adekeye, and Olusanya Elisa Olubusoye. "A Topic-Specific Evaluation of Students’ Attitudes Towards Statistics." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t3f2.

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This study involves an evaluation of students’ attitudes towards various topics in statistics. The purpose of the study is to determine how students’ attitudes towards statistics vary across different topics and to determine possible changes in students’ attitudes from the beginning to the end of a course. The target population is that of students taking a statistics course for non-majors at a university in Nigeria. The study involved a pre-test (within the first week of the course) and a post-test (applied at the end of the course) focused on specific topics in the statistics course. Results indicated that students’ attitudes were moderately positive at the onset and remained the same at the end of the course for most topics. Implications for teaching statistics are discussed.
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Salem, Yaman, Mohammed Moreb, and Khalid S. Rabayah. "Evaluation of Information Security Awareness among Palestinian Learners." In 2021 International Conference on Information Technology (ICIT). IEEE, 2021. http://dx.doi.org/10.1109/icit52682.2021.9491639.

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Oliver, M., G. Conole, and B. Kewell. "An overview of an evaluation toolkit for learning technology use." In IEE Colloquium on Exploiting Learning Technology: Issues for Learners and Educators. IEE, 1998. http://dx.doi.org/10.1049/ic:19980738.

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Lavesson, Niklas, and Paul Davidsson. "APPrOVE: Application-oriented validation and evaluation of supervised learners." In 2010 5th IEEE International Conference Intelligent Systems (IS). IEEE, 2010. http://dx.doi.org/10.1109/is.2010.5548402.

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Jun, Woochun. "Development of Evaluation Standards of Learners for Physical Computing." In 2018 International Conference on Information and Communication Technology Convergence (ICTC). IEEE, 2018. http://dx.doi.org/10.1109/ictc.2018.8539466.

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Albayrak, A., M. Ozgur Cingiz, and M. Fatih Amasyali. "Evaluation of robustness of ensemble learners to noisy data." In 2013 21st Signal Processing and Communications Applications Conference (SIU). IEEE, 2013. http://dx.doi.org/10.1109/siu.2013.6531479.

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Kachroo, Smita, William W. Melek, and C. J. Kurian. "Evaluation of predictive learners for cancer incidence and mortality." In 2013 E-Health and Bioengineering Conference (EHB). IEEE, 2013. http://dx.doi.org/10.1109/ehb.2013.6707388.

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Reports on the topic "Learners' evaluation"

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Kucirkova, Natalia Ingebretsen, and Anna Lindroos Cermakova. Consolidated Benchmark for Efficacy and Effectiveness Frameworks in EdTech. University of Stavanger, January 2024. http://dx.doi.org/10.31265/usps.270.

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Post-COVID19 evaluation reports of Educational Technologies (EdTech) pointed to the imperative to scientifically evaluate EdTech’s impact on learners. The absence of a shared definition for such evaluations, coupled with the availability of diverse frameworks and criteria in the field, poses a challenge. This paper is concerned with two critical dimensions of impact on learning outcomes — efficacy and effectiveness — with a focus on teaching and learning EdTech for the K12 age range. A systematic literature search identified 65 frameworks that target the efficacy or effectiveness of K12 EdTech products. The frameworks were analysed in relation to their rigour, using the science of learning principles embedded in the EdTech Evidence Evaluation Routine (Kucirkova, Brod & Gaab, 2023). The results were synthesised into a consolidated benchmark that categorises the available frameworks at three levels based on the rigour applied to their assessments. The consolidated Effectiveness/Efficacy benchmark serves as a valuable tool for evaluating any EdTech type with available frameworks, facilitating informed decision-making in the dynamic landscape of educational technology.
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Woods, Mel, Saskia Coulson, Raquel Ajates, Angelos Amditis, Andy Cobley, Dahlia Domian, Gerid Hager, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course were: * Discover what citizen science and citizen observatories are * Engage with the general process of a citizen science project, the tools used and where they can be accessed * Collect and analyse data on relevant issues such as environmental challenges and disaster management, and discuss the results of their findings * Explore projects happening around the world, what the aims of these projects are and how learners could get involved * Model the steps to create their own citizen science project * Evaluate the potential of citizen science in bringing about change This course also provided five open-source, downloadable tools which have been tested in previous citizen science projects and created for the use of a wider range of projects. These tools are listed below and available in the research repository: * Empathy timeline tool * Community-level indicators tool * Data postcards tool * Future newspaper tool * Co-evaluation tool
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