Journal articles on the topic 'Student assessment structures'
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Poland, Susan, and Linda Plevyak. "US STUDENT PERFORMANCE IN SCIENCE: A REVIEW OF THE FOUR MAJOR SCIENCE ASSESSMENTS." Problems of Education in the 21st Century 64, no. 1 (April 25, 2015): 53–65. http://dx.doi.org/10.33225/pec/15.64.53.
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The purpose of this research is to review the nature of four major science assessments administered in the United States: the ACT, PISA, TIMSS, and NAEP. Each assessment provides a very different view into US student performance in science. The TIMSS and PISA are international assessments of student performance and are often cited as evidence that US students are underperforming in comparison to their international peers. The NAEP is used to assess student knowledge of science across multiple age ranges in the United States. Finally, the ACT is administered to college-bound students who elect to take the exam. The underlying philosophies and basic structures of each assessment are explored, and comparisons and contrasts between the assessments are drawn. Historical student performance on each assessment is also analyzed. Analysis of these assessments suggests that US students struggle to apply scientific skills at the high school level, while US middle and elementary students understand scientific content knowledge well. Key words: student performance; science assessment; STEM education; standardized testing.
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Campbell, Philippa H. "The Integrated Programming Team: An Approach for Coordinating Professionals of Various Disciplines in Programs for Students with Severe and Multiple Handicaps." Journal of the Association for Persons with Severe Handicaps 12, no. 2 (June 1987): 107–16. http://dx.doi.org/10.1177/154079698701200204.
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Historically, several different team structures have been used to provide assessment and programming by various disciplines in educational settings. Student goals are established on the basis of isolated assessments by each team member with remedial programming provided through either direct (hands-on) or indirect (consultative) services. This article describes an alternate approach to team programming that uses parents and professionals to select unified programming goals, provide direct and indirect related services, integrate programming methods, and monitor student progress. Program philosophy and overall functional assessment-curriculum organizes team members and guides implementation within various educational structures serving students with severe disabilities.
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Webb, Kevin C., Daniel Zingaro, Soohyun Nam Liao, Cynthia Taylor, Cynthia Lee, Michael Clancy, and Leo Porter. "Student Performance on the BDSI for Basic Data Structures." ACM Transactions on Computing Education 22, no. 1 (March 31, 2022): 1–34. http://dx.doi.org/10.1145/3470654.
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A Concept Inventory (CI) is an assessment to measure student conceptual understanding of a particular topic. This article presents the results of a CI for basic data structures (BDSI) that has been previously shown to have strong evidence for validity. The goal of this work is to help researchers or instructors who administer the BDSI in their own courses to better understand their results. In support of this goal, we discuss our findings for each question of the CI using data gathered from 1,963 students across seven institutions.
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Wardoyo, Retantyo, and Wenty Dwi Yuniarti. "Analysis of Fuzzy Logic Modification for Student Assessment in e-Learning." IJID (International Journal on Informatics for Development) 9, no. 1 (September 14, 2020): 29. http://dx.doi.org/10.14421/ijid.2020.09105.
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The phenomenon of the rapid transfer of learning to online systems, such as e-Learning, has occurred massively. Institutions must ensure that student assessments run well. The characteristics of learning in e-Learning require an appropriate assessment method. The fuzzy logic method can be an option. Research shows that fuzzy logic is capable of providing flexible and objective performance evaluation. Fuzzy logic is a method that can overcome the uncertainty of transparency and objectivity of student assessments. In general, fuzzy logic applications are carried out by standards. Modification is an attempt to reveal the flexibility and to optimize the use of fuzzy logic. This study presents an analysis of fuzzy logic modification for the assessment of Algorithm and Data Structures courses held in e-Learning. These modifications include (i) modification of the parameter score with score compatibility, (ii) consequent modification of the fuzzy rules and (iii) modification of the implication process. The study results show that although the use of fuzzy logic requires more complicated procedures and tools, it can present various kinds of assessment as an option for educators to assess students in e-Learning.
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Karp, Grace Goc, and Marianne L. Woods. "Preservice Teachers’ Perceptions about Assessment and Its Implementation." Journal of Teaching in Physical Education 27, no. 3 (July 2008): 327–46. http://dx.doi.org/10.1123/jtpe.27.3.327.
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Examining how preservice teachers (PTs) perceive and implement assessment may provide clues as to how we can refocus the way future teachers use assessment. A conceptual framework addressing PT beliefs and how they change was applied in this study to examine PTs’ (N = 17) beliefs and understanding of the role of assessment and evaluation on student learning and instruction while implementing a high school physical education program. PTs experienced and discussed the role of needs assessment, assessment-focused instruction, and authentic and alternative assessments in relation to student learning and instruction using a teaching for understanding framework (Wiggins, 1998). Data gathered included surveys and interviews documenting PTs’ previously held beliefs and conceptions; current perceptions of the assessment concepts used during the course and in their units; analysis of assessments used in unit plans; and PTs’ perceptions of assessment and student learning during and after the unit taught. PTs planned and implemented alternative/authentic as well as traditional assessments in three out of four units. PTs’ beliefs about student learning and assessment were varied. Despite ultimate lack of teacher authority, PTs felt that doing these assessments affected their beliefs about assessment. Some PTs accommodated new information about authentic assessment and expanded their understanding, whereas other PTs either resisted or assimilated this new knowledge into existing belief structures. The results indicate that shaping critical and authentic assessment experiences in teacher preparation deserves increased attention and deliberate planning throughout PETE programs if shifts in beliefs are to be made.
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Alpert, Frank, Joo-Gim Heaney, and Kerri-Ann L. Kuhn. "Internships in marketing: Goals, structures and assessment – Student, company and academic perspectives." Australasian Marketing Journal (AMJ) 17, no. 1 (May 2009): 36–45. http://dx.doi.org/10.1016/j.ausmj.2009.01.003.
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Daly, Alan J., Nienke M. Moolenaar, Claudia Der-Martirosian, and Yi-Hwa Liou. "Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement." Teachers College Record: The Voice of Scholarship in Education 116, no. 7 (July 2014): 1–42. http://dx.doi.org/10.1177/016146811411600702.
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Background A growing empirical base suggests that there is a positive relationship between teacher social interaction and student achievement. However, much of this research is based on standardized summative assessments, which, while important, may have limited applicability to timely instructional decision making. As such, in this work, we examine the relationship between teacher social interaction and interim benchmark formative assessments, which have been argued to play a more useful role in instructional decision making. Purpose In this study we used a human and social capital framework to explore the relationship between teacher social interaction and student achievement on an interim benchmark formative assessment. We hypothesized that teacher social capital would be positively related with student achievement as measured by an interim assessment, even after controlling for student and teacher demographics as well as proxies for teacher human capital. Population A sample of 63 teachers from five elementary schools in a midsize U.S. district completed a demographic and social network survey, from which we generated our human and social capital measures. For student-level data, we collected current and prior student achievement from 1,196 third to fifth grade students on an English Language Arts Interim Benchmark Assessment. Research Design We used survey data to conduct social network analysis and hierarchical linear modeling to explore the multilevel relationship between human and social capital and student achievement. Results Results indicated that even when controlling for student demographics and prior achievement, teachers’ human and social capital had a significant effect on student achievement as measured by interim assessments. More specifically our results indicated that more teaching experience in the current school was associated with better student performance on the interim assessment. In addition, the act of reaching out to other teachers to share knowledge regarding reading comprehension was associated with higher student scores on the interim assessment even when controlling for demographics and past academic performance. Conclusions This study offers a unique insight into the role of accessing capital resources and student achievement in strengthening schools under increased pressure to improve. Our work adds to the growing empirical base that suggests that teacher social interaction has a relationship with student achievement. To encourage social interaction, creating formal policies and structures for teachers to develop social ties with one another related to content may be a useful strategy in supporting student outcomes.
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Sugga, Prabhjot Singh, Gaurav Raheja, and Sanjay Chikermane. "Integration of Structures in Students’ Design solutions: A Tool for Assessment." International Journal of Built Environment and Sustainability 7, no. 1 (December 31, 2019): 37–45. http://dx.doi.org/10.11113/ijbes.v7.n1.418.
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Traditional teaching practices are often questioned over their failure to generate interest and profound understanding of structures among students that further affect its integration in design solutions. Alternative teaching practices though claim to be more effective, need a sound evaluation measured through assessment of the level of integration of structures in design solutions- the ultimate objective of such courses. This paper evaluates the integration of structures in design solutions of architecture students. The integration assessment framework used for evaluation is based on building systems approach across three dimensions of performance, physicality and visual. It has been developed after comparing four prior frameworks with a 4-point scale and customized to suit the context of the academic environment. The framework offers flexibility in its use for different technical knowledge levels for each successive year of Bachelor of architecture program. The expert opinion followed by testing on design samples from all the program years further refined the framework. The study was then scaled up to include students from first to fourth years for three architecture schools that have completely different institutional environment. The findings revealed that including structural resolution in a design studio mandate may result in higher resolution of structures in design solutions but it is the building typology and student interest that may result in higher visual integration of structures in design solutions. Furthermore, the institutional environment effects can be seen in the setting of studio mandates where architecture school in technical campus laid more emphasis on resolutions of structures and services when compared to other architecture schools
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Thiry, Heather, Timothy J. Weston, Sandra L. Laursen, and Anne-Barrie Hunter. "The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research." CBE—Life Sciences Education 11, no. 3 (September 2012): 260–72. http://dx.doi.org/10.1187/cbe.11-11-0098.
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This mixed-methods study explores differences in novice and experienced undergraduate students’ perceptions of their cognitive, personal, and professional gains from engaging in scientific research. The study was conducted in four different undergraduate research (UR) programs at two research-extensive universities; three of these programs had a focus on the biosciences. Seventy-three entry-level and experienced student researchers participated in in-depth, semi-structured interviews and completed the quantitative Undergraduate Research Student Self-Assessment (URSSA) instrument. Interviews and surveys assessed students’ developmental outcomes from engaging in UR. Experienced students reported distinct personal, professional, and cognitive outcomes relative to their novice peers, including a more sophisticated understanding of the process of scientific research. Students also described the trajectories by which they developed not only the intellectual skills necessary to advance in science, but also the behaviors and temperament necessary to be a scientist. The findings suggest that students benefit from multi-year UR experiences. Implications for UR program design, advising practices, and funding structures are discussed.
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Liu, Yingchun, Zhuojing Ni, Shimin Zha, and Zhen Zhang. "Exploring the Development of Student Teachers’ Knowledge Construction in Peer Assessment: A Quantitative Ethnography." Sustainability 14, no. 23 (November 27, 2022): 15787. http://dx.doi.org/10.3390/su142315787.
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Peer assessment (PA) is a formative assessment tool that can effectively monitor the development process of knowledge construction. In comment-based PA, comments contain the evidence of how the assessors construct knowledge to conduct professional assessments, which initiates a research perspective to explore the dynamic knowledge construction of the assessors. Quantitative ethnography is both a method for the quantitative analysis of qualitative data and a technique for the network modelling of professional competencies, providing a new way of thinking about the analysis and evaluation of knowledge construction processes. In this paper, quantitative ethnography was used to mine the comments generated from comment-based PA activities to reveal the characteristics of student teachers’ knowledge construction and the developmental trajectories of knowledge structure at different learning stages. The experimental results show that the student teachers’ knowledge structures and knowledge levels evolve in the PA environment, and the cognitive network gradually tends to become more complex and balanced. The student teachers showed stage and gender differences in the level of knowledge progression during the learning process. The second PA was a turning point in knowledge progression. The knowledge structures of the male and female groups are biased towards different kinds of knowledge elements.
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Syafrizal, Syafrizal, John Paharnzah, and Frasasti Wahyu Nuraeni. "An An Analysis of Authentic Assessment Implementation in English Speaking Skill of Second Grade Students." Journal of Educational Research and Evaluation 9, no. 2 (August 23, 2020): 94–99. http://dx.doi.org/10.15294/jere.v9i2.38842.
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This paper is a qualitative study which aimed at finding the result of authentic assessment implementation in assessing student English speaking skill. The data were analyzed using content analysis approach. The result of the study showed that the students in their speaking practice got various score in each category. In fluency category, there were five students or 16.67% got 5 score. It meant the student’s fluency and their volume is better. It was smooth and fluid speech. There were few or no hesitations and also there were not attempts to search for words. In pronunciation and accent category, the students who got 5 score was only two students or 7% which their pronunciation is excellent. They had good effort at accent like native. In vocabulary category, the students who got 5 score was 11 students or 37%. It meant their language control was excellent and there was a wide range of well-chosen vocabulary. In grammar category, there were only one student or 3.33% got 5 score. His/her grammatical structures are accuracy and variety. The last category was details which 16 students 53.33% got 5 score. It meant that their level of description was excellent. Additional details information beyond the required included. In the process of conducting evaluation, authentic assessment has big enough influence especially in assessing students’ speaking skill.
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Shishkin, A. V., and L. A. Bekhovykh. "THE ROLE OF THE STUDENT SCIENTIFIC SOCIETY OF THE DEPARTMENT IN ORGANIZATION OF STUDENTS IN THE UNIVERSITY." Vestnik scientific and methodological council in environmental engineering and water management, no. 22 (2021): 9–13. http://dx.doi.org/10.26897/2618-8732-2021-22-9-13.
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The article shows the role of the student scientific society in attracting students to research work at the university. On the example of the student scientific society "Geosphere" of the Department of Geodesy, Physics and Engineering Structures of the Faculty of Environmental Engineering of the Altai State Agrarian University, a mechanism for involving first-year students in research work is presented. The structure, organization, directions and forms of work of the circle, the main projects being implemented, are also given, an assessment of the results of its activities and the most significant achievements are given. The positive role of the student scientific society in increasing the effectiveness of research work of students at the university is noted.
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Shishkin, A. V., and L. A. Bekhovykh. "THE ROLE OF THE STUDENT SCIENTIFIC SOCIETY OF THE DEPARTMENT IN ORGANIZATION OF STUDENTS IN THE UNIVERSITY." Vestnik scientific and methodological council in environmental engineering and water management, no. 22 (2021): 9–13. http://dx.doi.org/10.26897/2618-8732-2021-22-9-13.
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The article shows the role of the student scientific society in attracting students to research work at the university. On the example of the student scientific society "Geosphere" of the Department of Geodesy, Physics and Engineering Structures of the Faculty of Environmental Engineering of the Altai State Agrarian University, a mechanism for involving first-year students in research work is presented. The structure, organization, directions and forms of work of the circle, the main projects being implemented, are also given, an assessment of the results of its activities and the most significant achievements are given. The positive role of the student scientific society in increasing the effectiveness of research work of students at the university is noted.
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Watson, Jonathan Adam, and Ying Zhang. "A Retrospective Pre-Post Survey to Analyze Course Revisions, Perceived Learning, and Learning Outcomes in an Agricultural Structures Course." Transactions of the ASABE 64, no. 5 (2021): 1415–23. http://dx.doi.org/10.13031/trans.14578.
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HighlightsThe RASE pedagogical model for integrating technology into an upper-division structures course proved effective.A retrospective pre-test/post-test was used to measure changes in students’ perceived competencies.Students indicated increases in perceived knowledge, skills, and attitudes following several course modifications.Students felt technology, experiential learning, and formative and summative assessment improved their learning.Abstract. In early 2019, instructors in the Agricultural Operations Management (AOM) program in the Department of Agricultural and Biological Engineering at the University of Florida developed a retrospective pre-test/post-test survey instrument to measure changes in perceived knowledge, skills, and attitudes (KSA) for students enrolled in AOM4642: Environmental Systems for Agricultural Structures during the fall 2019 semester. The course trains students to understand the components of the environment, the impact of those components on building usage, and how to control the environmental variables of buildings used to house agricultural products (e.g., livestock and horticultural) for more efficient production, processing, and storage. The course stresses a hands-on approach through experiential learning opportunities, and it challenges students to solve problems using critical thinking and application of conceptual principles. The course recently underwent significant revisions following the RASE pedagogical model to create student-centered curricular experiences and link learning objectives with assessments, outcomes, and evaluation. Thirty-one AOM students enrolled in the 16-week course completed the survey. After the course, the students retroactively (i.e., “before and after” instruction) rated their perceived learning. Changes in pre- and post-instruction responses were compared using measures of central tendency and correlations, and statistical significance (p-values) was reported. Constructs measuring KSA items were created using collapsed variables and tested for internal consistency and scale reliability against a threshold reliability coefficient of 0.70. The goal of this study was to assess the effectiveness of the RASE pedagogical model on student-perceived learning with respect to changes in knowledge, skills, and attitudes in an agricultural structures course. The specific objectives of this study were to: (1) measure changes in students’ perceived knowledge, skills, and attitudes, (2) evaluate student sentiment toward the course materials and activities, and (3) solicit feedback from the students on ways to improve the course. Results of the survey indicated significant increases in students’ perceived learning with respect to KSA. In addition, students commented on the effectiveness of several instructional activities (e.g., labs, field trips), indicating that those activities enhanced their experiences, but they also noted that shorter, more frequent homework would help with retention. Keywords: Assessment and evaluation, Construct reliability analysis, Instructional improvement, Perceived learning, RASE pedagogical model, Retrospective pre-test and post-test design, Student perceptions.
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Gordon, T. Christine, and Veronika Ospina-Kammerer. "Critical Thinking Master Student Preferred Learning Aids: An Experimental Study." Review of Social Sciences 1, no. 3 (April 2, 2016): 53. http://dx.doi.org/10.18533/rss.v1i3.15.
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<p>Case Analysis is not new in the realm of learning, use of learning aids and assessment. Critical Thinking requires product design/course, paper completion, and research/citations in support of the student statements and specific parameters of the paper. Teaching and learning theories (inductive and deductive) and critical thinking are the benchmarks in determining the success of teaching techniques in a course. The deductive method includes a preset assessment. The “Table of Contents” structures student learning. A student’s critical thinking becomes self-directed, self-disciplined, self-monitored and self-corrective. Textbooks and lectures are often barriers to learning for many students. A study, of three online Master student cohort groups, was designed to test for (no) preferences of student course aids with respect to critical thinking, learning and assessment. The aids included the text, sample report paper, subject handouts, specific end of course paper preset table of contents, and group work. A survey questionnaire was administered to the cohort groups of Master of Business Administration candidates. A sample of 65 students were surveyed and 53 students responded. The course delivery format was an online setting only. </p><p>Chi Square Goodness of Fit Testing suggested that a preset Table of Contents (a list or in the shape of a tree diagram) for the course assessments, was most preferred by the responders. The five course aids (in student preferred rank order) are:</p><ol><li>Preset table of contents/tree flow diagram</li><li>Rubric/sample report</li><li>Subtopic handouts</li><li>Student sharing/group work</li><li>Textbook readings</li></ol>There was a statistically significant difference in student learning aid preferences at alpha a priori .05 percent. Many responders reported that the course aid, table of contents (tree diagram), would generally be helpful in their “follow on” courses.
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Gonzales, Miguel, and Maria Roberts. "Franchise model schools: rethinking educational practices and structures." Development and Learning in Organizations: An International Journal 34, no. 2 (December 2, 2019): 41–44. http://dx.doi.org/10.1108/dlo-08-2019-0196.
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Purpose How will schools reinvent themselves to respond to the technological and economic demands of the mid-21st century? In response to the demands, a school district in the western region of the United States implemented a model patterned after the franchise business model. Two effective principals were tasked to simultaneously lead multiple high-risk elementary schools and to replicate the success they achieved from their flagship school. This paper aims to introduce the concept of franchise model schools. It also examines the innovative impact of the model as it relates to student achievement and leadership development. Design/methodology/approach The methodology for this research was a case study approach. This case study sought to examine teacher and school leaders' perceptions of the implementation of the franchise model school framework. The setting of this case study was five franchise model elementary schools in the western region of the United States. Participants of this study included 37 grade-level teacher leaders and 133 teacher respondents to an online questionnaire. Semi-structured focus group interviews were conducted with grade-level teacher leaders at each participating school. State and site-based academic assessments were also collected and analyzed. Findings Due to the novelty of the franchise model schools, the long-term effects on student outcomes are not yet discernable. Interviews with the teachers and school leaders revealed that staff morale was low after the initial implementation of the model and student assessment scores also decreased after the first year of implementation. The current pattern of student assessment revealed a decrease after the first year of implementation and a small increase after the second year. Findings revealed assistant principals within the model increased their leadership capacity and efficacy. Assistant principals felt confident in their ability to lead a school as principals. Originality/value The implementation of franchise model schools is unique to the United States education system. Minimal research exists which examines the novelty and impact of franchise model schools. This case study has the potential to inform school systems, policy-makers and educator preparation programs of new practices and innovative structures that can help meet the demands of obtaining a mid-21st-century education. For educational leadership preparation programs, the use of this model provides new practicum and internship opportunities for aspiring school administrators.
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Margiene, A., and S. Ramanauskaite. "Automated e-Assessment: Students’ Needs and e-Evaluation Solution Possibilities." International Journal of Information and Education Technology 12, no. 3 (2022): 252–56. http://dx.doi.org/10.18178/ijiet.2022.12.3.1612.
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E-learning is increasingly gaining its usage. In the COVID-19 period, its importance even increased. One of the important e-learning processes is e-assessment. Suitable e-evaluation implementation depends on multiple factors. One of the factors for suitable testing implementation is alignment between users’ needs for a specific purpose testing and its implementation possibilities. Therefore in this paper, we analyze what are students’ needs for e-evaluation system in knowledge level testing and self-evaluation testing cases. Student survey and multi-criteria decision-making were used to find out how students rank different criteria of e-assessment and how linear, graph-based, and tree-based testing structures rank based on these criteria.
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Buscher, Kristin, and Pam Humphrey. "Structures, Practices, and the Impact of Assessment Committees: From Faculty Committee Members’ Viewpoints." Journal of Assessment and Institutional Effectiveness 11, no. 1-2 (October 1, 2021): 52–87. http://dx.doi.org/10.5325/jasseinsteffe.11.1-2.0052.
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ABSTRACT Assessment of student learning continues to be a common practice in higher education. Even though colleges and universities have different systems and processes for assessment, most institutions have assessment committees that oversee the practice of assessment. This qualitative case study explored the structures, practices, and impact of these committees from faculty committee members’ viewpoints. Eleven faculty committee members from three Midwestern institutions were interviewed to learn more about their experiences serving on their assessment committee. Committee documents were also reviewed and analyzed to triangulate the data collected through the interviews. We share recommendations for assessment committees that can be implemented to improve their practices.
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CAREY, JAMES O., and VICKI L. GREGORY. "Toward Improving Student Learning: Policy issues and design structures in course-level outcomes assessment." Assessment & Evaluation in Higher Education 28, no. 3 (June 2003): 215–27. http://dx.doi.org/10.1080/0260293032000059586.
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Lewis, Wanda, and John C. Chilton. "Studying form – Innovation in Structural Engineering Education." International Journal of Space Structures 17, no. 2-3 (June 2002): 235–42. http://dx.doi.org/10.1260/026635102320321897.
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This paper summarises the authors' experience in the design and implementation of an innovative course in structural engineering education. A course on structural form and behaviour of “non-conventional” or space structures, which primarily focuses on form-finding through physical modelling, is described, although, where appropriate, computer modelling is also encouraged. Several case studies of student work are presented and the insights acquired by the students are discussed. It is concluded that the design of space structures, based on qualitative assessment of their functionality and performance, should be given more prominence within the civil and structural engineering curriculum.
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Button, Katherine S., Christopher D. Chambers, Natalia Lawrence, and Marcus R. Munafò. "Grassroots Training for Reproducible Science: A Consortium-Based Approach to the Empirical Dissertation." Psychology Learning & Teaching 19, no. 1 (June 25, 2019): 77–90. http://dx.doi.org/10.1177/1475725719857659.
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There is a widely acknowledged need to improve the reliability and efficiency of scientific research to increase the credibility of the published scientific literature and accelerate discovery. Widespread improvement requires a cultural shift in both thinking and practice, and better education will be instrumental to achieve this. Here we argue that education in reproducible science should start at the grassroots. We present our model of consortium-based student projects to train undergraduates in reproducible team science. We discuss how with careful design we have aligned collaboration with the current conventions for individual student assessment. We reflect on our experiences of several years running the GW4 Undergraduate Psychology Consortium offering insights we hope will be of practical use to others wishing to adopt a similar approach. We consider the pedagogical benefits of our approach in equipping students with 21st-century skills. Finally, we reflect on the need to shift incentives to reward to team science in global research and how this applies to the reward structures of student assessment.
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BILGIN, AYSE AYSIN, ANGELA POWELL, and DEBORAH RICHARDS. "WORK INTEGRATED LEARNING IN STATISTICS AND COMPUTER SCIENCE AND FAIR ASSESSMENT OF AUTHENTIC PROJECTS." STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 2 (July 4, 2022): 12. http://dx.doi.org/10.52041/serj.v21i2.26.
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Work integrated learning (WIL) has been the norm in disciplines such as medicine, teacher education and engineering , however it has not been implemented until recently in statistics and not for every student in computer science education. With the changed focus of universities, making graduates ‘job ready’ the collaboration of university-industry widened to encompass learning and teaching. Undoubtedly authentic problems coming from industry created opportunities for students to practice their future profession before graduation. However, this shift in the curriculum brought its challenges both for the students and their lecturers. In this paper, we will present assessment structures and case studies from statistics and computer science. Our approaches can be adopted or adapted by teachers of statistics and data science.
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Brewer, Sharon E., Bruno Cinel, Michelle Harrison, and Christina L. Mohr. "First year chemistry laboratory courses for distance learners: Development and transfer credit acceptance." International Review of Research in Open and Distributed Learning 14, no. 3 (July 5, 2013): 488. http://dx.doi.org/10.19173/irrodl.v14i3.1446.
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<p><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">In delivering chemistry courses by distance, a key challenge is to offer the learner an authentic and meaningful laboratory experience that still provides the rigour required to continue on in science. To satisfy this need, two distance general chemistry laboratory courses appropriate for Bachelor of Science (B.Sc.) students, including chemistry majors, have been recently developed at Thompson Rivers University. A constructive alignment process was employed which clearly mapped learning outcomes and activities to appropriate assessment tools. These blended laboratory courses feature custom, home experimental kits and combine elements of online and hands-on learning. The courses were designed for flexible continuous enrollment and provide online resources including tutor support, instructional videos, lab report submission, and student evaluation. The assessment of students includes laboratory reports, safety quizzes, reflective journaling, digital photo documentation, and invigilated written and online practical exams. Emphasizing the quality and rigour in these distance laboratory learning experiences allowed both courses to be accepted for B.Sc. transfer credit by other institutions, an important criterion for students. This paper will outline the design and development process of these new blended laboratory courses, their course structures and assessments, and initial student results.</span></p>
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Rowe, Anna L., Thomas N. Meyer, Todd M. Miller, and Kurt Steuck. "Assessing Knowledge Structures: Don't Always Call an Expert." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (October 1997): 1203–7. http://dx.doi.org/10.1177/1071181397041002107.
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Measures of knowledge structures can be used to access and evaluate conceptual understanding for assessment and training purposes. Typically, the quality of an individual's knowledge structure is determined by comparing it to a standard knowledge structure that is an aggregate of the structures of several experts. Recent research suggests that this approach may not be appropriate for all domains. This study investigated different approaches for forming a standard knowledge structure for two knowledge structure measures: relatedness ratings and a diagramming task. Three approaches to developing knowledge standards were compared: a standard derived from expert data, a standard based on high-performing students, and a rational standard developed through an analysis of instructional materials. The knowledge standards were compared in their ability to predict performance on a multiple-choice test. The results showed that comparison of students' structures with a standard constructed by aggregating high-performing student structures produced scores that were independently predictive of performance for both measures, whereas the expert standard resulted in independently predictive knowledge scores for only the diagramming task. For both measures, the high-performer standard and the aggregate expert standard were superior to the rational standard. These results offer support for using standards other than the expert-consensus standard typically used when assessing the quality of knowledge structures.
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Monson, Renee A. "Do They Have to Like It to Learn from It? Students’ Experiences, Group Dynamics, and Learning Outcomes in Group Research Projects." Teaching Sociology 47, no. 2 (November 17, 2018): 116–34. http://dx.doi.org/10.1177/0092055x18812549.
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Small-group pedagogies, such as group research projects, are a common instructional method in undergraduate education. The literature suggests that small-group learning has positive effects on learning outcomes, but some students have negative attitudes toward group work, and student complaints about negative group dynamics, such as free-riding, are common. This study examines the relationship between learning outcomes associated with group research projects, student experiences, and group dynamics, controlling for students’ individual characteristics, group composition, task type, and incentive structures. The sample includes data on course records and self-assessment narratives for 240 students who completed a sociology research methods course at a small, private liberal arts institution between 2004 and 2015. Multivariate analyses indicate that students’ experiences have indirect effects on individual learning outcomes, and some aspects of group composition, task type, and group dynamics predict students’ experiences with group research projects.
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Zadorozhnii, Mykola I. "Information technologies of teaching in a secondary school." Conference on Computer Simulation and Information Technology in Education (KMITO 1999) 1 (January 1, 2022): 01004. http://dx.doi.org/10.55056/cs-ssh/1/01004.
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The conference participants are offered components of the educational and methodological complex in physics, which are obtained not by advanced pedagogical experience, ie by trial and error, but by detailed and complete analysis and calculation of structures and algorithms of the educational process in secondary school and its individual components. It is a guide for students, systematization of educational information, algorithm for solving physical problems, solving standard physical problems on a computer, diagnosing student performance and rating assessment of knowledge.
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Zukswert, Jenna M., Megan K. Barker, and Lisa McDonnell. "Identifying Troublesome Jargon in Biology: Discrepancies between Student Performance and Perceived Understanding." CBE—Life Sciences Education 18, no. 1 (March 2019): ar6. http://dx.doi.org/10.1187/cbe.17-07-0118.
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The excessive “jargon” load in biology may be a hurdle for developing conceptual understanding as well as achieving core competencies such as scientific literacy and communication. Little work has been done to characterize student understanding of biology-specific jargon. To address this issue, we aimed to determine the types of biology jargon terms that students struggle with most, the alignment between students’ perceived understanding and performance defining the terms, and common errors in student-provided definitions. Students in two biology classes were asked to report their understanding of, and provide definitions for, course-specific vocabulary terms: 1276 student responses to 72 terms were analyzed. Generally, students showed an overestimation of their own understanding. The least accurate self-assessment occurred for terms to which students had substantial prior exposure and terms with discordant meanings in biology versus everyday language. Students were more accurate when assessing their understanding of terms describing abstract molecular structures, and these were often perceived as more difficult than other types of terms. This research provides insights about which types of technical vocabulary may create a barrier to developing deeper conceptual understanding, and highlights a need to consider student understanding of different types of jargon in supporting learning and scientific literacy.
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Vachharajani, Vinay, and Jyoti Pareek. "Effective Structure Matching Algorithm for Automatic Assessment of Use-Case Diagram." International Journal of Distance Education Technologies 18, no. 4 (October 2020): 31–50. http://dx.doi.org/10.4018/ijdet.2020100103.
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The demand for higher education keeps on increasing. The invention of information technology and e-learning have, to a large extent, solved the problem of shortage of skilled and qualified teachers. But there is no guarantee that this will ensure the high quality of learning. In spite of large number of students, though the delivery of learning materials and tests to the students have become very easy by uploading the same on the web, assessment could be tedious. There is a need to develop tools and technologies for fully automated assessment. In this paper, an innovative algorithm has been proposed for matching structures of two use-case diagrams drawn by a student and an expert respectively for automatic assessment of the same. Zhang and Shasha's tree edit distance algorithm has been extended for assessing use-case diagrams. Results from 445 students' answers based on 14 different scenarios are analyzed to evaluate the performance of the proposed algorithm. No comparable study has been reported by any other diagram assessing algorithms in the research literature.
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Wang, Wen-Chung, and Xue-Lan Qiu. "Multilevel Modeling of Cognitive Diagnostic Assessment: The Multilevel DINA Example." Applied Psychological Measurement 43, no. 1 (April 3, 2018): 34–50. http://dx.doi.org/10.1177/0146621618765713.
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Many multilevel linear and item response theory models have been developed to account for multilevel data structures. However, most existing cognitive diagnostic models (CDMs) are unilevel in nature and become inapplicable when data have a multilevel structure. In this study, using the log-linear CDM as the item-level model, multilevel CDMs were developed based on the latent continuous variable approach and the multivariate Bernoulli distribution approach. In a series of simulations, the newly developed multilevel deterministic input, noisy, and gate (DINA) model was used as an example to evaluate the parameter recovery and consequences of ignoring the multilevel structures. The results indicated that all parameters in the new multilevel DINA were recovered fairly well by using the freeware Just Another Gibbs Sampler (JAGS) and that ignoring multilevel structures by fitting the standard unilevel DINA model resulted in poor estimates for the student-level covariates and underestimated standard errors, as well as led to poor recovery for the latent attribute profiles for individuals. An empirical example using the 2003 Trends in International Mathematics and Science Study eighth-grade mathematical test was provided.
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Latham, Krista E., Isabel S. Melhado, Olivia H. Messenger, Tanya Ramos, and Alex F. Wong. "SELF-REFLECTION AS AN ASSESSMENT OF STUDENT PREPARATION FOR PRACTICE IN HUMANITARIAN CRISES." Practicing Anthropology 44, no. 3 (June 1, 2022): 8–12. http://dx.doi.org/10.17730/0888-4552.44.3.8.
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Abstract This article explores the impact of a critical pedagogy of forensic science approach combined with an immersive field experience to train student members of a volunteer humanitarian forensic science team in preparation for immersion in the politically charged and emotionally challenging conditions surrounding migrant death at the United States-Mexico Border. Utilizing self-reflections from student team members before and after their fieldwork, the impact of a holistic and multi-faceted training approach can be evaluated. The goal of this training approach is to produce capable forensic scientists, as well as anthropologists who recognize the power structures inherent in such situations and subsequently work to kindle social change. Comparing expectations before fieldwork to experiences obtained during fieldwork can be a powerful way to gauge their progress in a transformative learning process.
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Baumgartner, Rita, Cecilia Häckter Ståhl, Katri Manninen, and Ann-Marie Rydholm Hedman. "Assessment of nursing students in clinical practice - An intervention study of a modified process." Journal of Nursing Education and Practice 7, no. 11 (July 10, 2017): 111. http://dx.doi.org/10.5430/jnep.v7n11p111.
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Objective: To evaluate an intervention of a modified assessment process for nursing students in clinical practice and how this process was experienced by the nursing students and their supervisors.Methods: An intervention study with a descriptive approach. The data collection was conducted in two phases with a survey and follow-up group interviews. Participants were second-year nursing students and their nursing supervisors. Descriptive statistics were used for the quantitative data (survey) and qualitative content analysis for the qualitative data (tape-record and transcribed interviews). Mixed method was used to integrate all data.Findings: The survey response rate was 65% (n = 41 students) and 100% (n = 9 supervisors). Students and supervisors found the assessment tool applicable for the assessment process. Assessment through dialogue and Supportive learning environment, describe how the modified assessment process was experienced.Conclusions and implication for clinical practice: It is important that the supervisors understand the learning goals and assessment criteria and how to use the assessment tool. Clear structures based on learning goals and assessment criteria as well as their own strategies to reach their goals benefit student learning. Strategies need to be developed to facilitate the assessment process when the teachers from the university have a consulative role. The new assessment tool and changing the university teachers’ involvement can be seen as a form of professional development of the supervisors’ group as they take greater responsibility in conducting the assessment of nursing students in clinical practice.
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Tam, Maureen. "Outcomes-based approach to quality assessment and curriculum improvement in higher education." Quality Assurance in Education 22, no. 2 (April 1, 2014): 158–68. http://dx.doi.org/10.1108/qae-09-2011-0059.
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Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.
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Tarr, James E., Douglas A. Grouws, Óscar Chávez, and Victor M. Soria. "The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses." Journal for Research in Mathematics Education 44, no. 4 (July 2013): 683–729. http://dx.doi.org/10.5951/jresematheduc.44.4.0683.
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We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. We constructed 3-level hierarchical linear models of scores on 3 end-of-year outcome measures: a test of common objectives, an assessment of problem solving and reasoning, and a standardized achievement test. Students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the standardized achievement test. Significant student-level predictors included prior achievement, gender, and ethnicity. At the teacher level, in addition to Curriculum Type, the Opportunity to Learn and Classroom Learning Environment factors demonstrated significant power in predicting student scores, whereas Implementation Fidelity, Teacher Experience, and Professional Development were not significant predictors.
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Chen, He Kai, and Yuan Horng Lin. "Application of Fuzzy Clustering and FSM to Represent Graphic Concept Structures on Assessment Database." Advanced Materials Research 468-471 (February 2012): 683–88. http://dx.doi.org/10.4028/www.scientific.net/amr.468-471.683.
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The purpose of this study was to apply the fuzzy structural modeling (FSM) in analyzing the concept structures of algebra for 4-graders. The authors utilized the response data of 4-graders in 2007 from Taiwan Assessment of Student Achievement. After the calibrating of equating, the distributing of the abilities of task-takers was clustered into 4 groups with the method of fuzzy clustering analysis. The authors chose the vector center for sample from each group, drew the individual concept structure graphs, and analyzed the hierarchical structures of Algebra concepts. Under the frame of IRT, the study showed the structural characteristics of Algebra concepts from Taiwan pupils. Moreover, the FSM graphs of the task-takers in each group had been analyzed and compared their differences.
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Karpov, Aleksandr Olegovich. "Knowledge transformation and educational recursion." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2015): 33–57. http://dx.doi.org/10.51314/2073-2635-2015-1-33-57.
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The idea of knowledge transformation in the process of open education leads to the concept of the “transformative curriculum”, which implies the ability of the curriculum to rebuild its structure and informative activity patterns with due regard for the current generative assessment of a student. The transformative curriculum is regarded as an open self-reorganizing cognitive system. The concept of transformative limits (inflexibilities) of a curriculum has been brought in. For the recursive curriculum as a particular case of the transformative one, the recursive system structures and the curriculum body structures are revealed, the recursive model describing the deductive and inductive successions of education is elaborated, and the role of educational recursion in creation of the active dialogue between a teacher and a student is shown.
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Balseiro, Ana, Claudia Pérez-Martínez, Paulino de Paz, and María José García Iglesias. "Evaluation of the COVID-19 Lockdown-Adapted Online Methodology for the Cytology and Histology Course as Part of the Degree in Veterinary Medicine." Veterinary Sciences 9, no. 2 (January 27, 2022): 51. http://dx.doi.org/10.3390/vetsci9020051.
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The COVID-19 pandemic and lockdown brought numerous teaching challenges requiring innovative approaches to teaching and learning, including novel modes of content delivery, virtual classrooms, and online assessment schemes. The aim of this study is to describe and assess the efficacy of the methods implemented at the University of León (Spain) to adapt to lockdowns in the context of the Cytology and Histology (CH) course for veterinary medicine undergraduate students. To evaluate the success of lockdown-adapted methodologies, we used inferential statistical analysis to compare the academic outcomes of two cohorts: 2018–2019 (traditional face-to-face—presential—learning and evaluation) and 2019–2020 (some face-to-face and some online lockdown-adapted learning and online lockdown-adapted evaluation). This analysis considered scores in both theoretical and practical exams and students’ final subject score. We also evaluated the number of logs onto the Moodle platform throughout the 2019–2020 period, as well as performing a student satisfaction survey in both courses. The use of explanatory pre-recorded lectures, continuous online self-assessment tests, and virtual microscopy (VM) may have produced significant improvements in the acquisition of histology competencies among students in the lockdown cohort. However, we need to implement further strategies to improve the assessment of students’ true level of knowledge acquisition. According to the student feedback, VM is a well-accepted resource that is perceived as a flexible and enjoyable tool to use. However, while students found that the resource enhances their ability to learn about microscopic structures, they felt that it should not completely replace optical microscopy.
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Lin, Yuan Horng, and Jeng Ming Yih. "Graphic Representation on Algebra Concepts of University Students Based on Clustering Approach." Advanced Materials Research 211-212 (February 2011): 866–70. http://dx.doi.org/10.4028/www.scientific.net/amr.211-212.866.
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The purpose of this study is to integrate a knowledge management which provides graphic representation on concept structures based on clustering technique. The polytomous student problem chart (S-P chart) is adopted to classify students into proper learning styles according to response pattern with caution index and score. Furthermore, weighted polytomous ordering theory (OT) is used to construct graphic concept structure of each learning style. The integration of polytomous S-P chart and weighted polytomous OT could help knowledge management for students. In the study, the empirical data is the assessment of linear algebra from university students. The results show that each learning style has its own features of cognitive characteristics. In short, the integrated methodology can improve knowledge management for students more feasible. Finally, some recommendations and suggestions for future studies are discussed.
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Richard, Tucker, and Reynolds Catherine. "The Impact of Teaching Models, Group Structures and Assessment Modes on Cooperative Learning in the Student Design Studio." Journal for Education in the Built Environment 1, no. 2 (August 2006): 39–56. http://dx.doi.org/10.11120/jebe.2006.01020039.
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Donnelly, Roisin. "Embedding ePortfolios in programme-level assessment in Business disciplines." Irish Journal of Technology Enhanced Learning 6, no. 1 (December 11, 2021): 40–57. http://dx.doi.org/10.22554/ijtel.v6i1.75.
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This practice report reflects on a pilot project which explored the embedding of ePortfolios in programme-level assessment in a number of Business disciplines across the College of Business in the Technological University Dublin. The pilot was important for a trio of reasons; firstly, for the university, positioning of an ePortfolio programme level strategy required an understanding of the importance of professional development and support structures for staff and students, and guidance on scaling from a pilot project to a full-scale implementation. Secondly, for staff, highlighting the purpose of the ePortfolio and particular effective teaching, learning and programme level assessment strategies was crucial e.g. personalization for increasing student engagement and reflective practice. Finally, for students, an ePortfolio can enable learning beyond the scope of a particular module to highlight holistic learning across a programme, and can be utilized for showcasing of work and in procuring future employment where it is suitable for capturing practical, critical and creative thinking. This article explores implications for practice for staff seeking clarity on establishing the purpose for assessment, reflection and audience (UG and PG students) for a programme-based ePortfolio. Reflections include the professional development support that paralleled the adoption of the pilot, strategies that can be put in place to move from an initial project to a scalable implementation across a college, and the challenges of engaging critically in programme-level assessment. Recommendations are for educational developers, those working and leading in learning development and learning technologists who support academic staff in decision-making around ePortfolio integration to programme-level assessment strategies.
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Mazzeo, Christopher. "Frameworks of State: Assessment Policy in Historical Perspective." Teachers College Record: The Voice of Scholarship in Education 103, no. 3 (June 2001): 367–97. http://dx.doi.org/10.1177/016146810110300304.
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This paper uses archival and secondary sources to examine the early history of state student assessment in the United States. While it is generally accepted that school evaluation and accountability are the raison d'être of assessment policy making in the United States, between 1865 and 1965 an accountability model for state testing failed to take hold, despite numerous attempts. In accounting for these policy developments, this paper stresses the role that institutionalized clusters of normative and causal ideas play in educational policy making. These idea structures—called policy frameworks—define the core principle or principles that animate state action, the legitimate aims served by intervention, and the manner in which these ends are to be achieved. Three frameworks—examination, guidance, and accountability—play a prominent role in the history of assessment policy making in the United States.
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Lüftenegger, Marko, Ulrich S. Tran, Lisa Bardach, Barbara Schober, and Christiane Spiel. "Measuring a Mastery Goal Structure Using the TARGET Framework." Zeitschrift für Psychologie 225, no. 1 (July 2017): 64–75. http://dx.doi.org/10.1027/2151-2604/a000277.
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Abstract. In prior research, goal structures have been measured as macroscopic and holistic constructs referring to all activities in the classroom setting associated with learning and performing on a meta-level. A more comprehensive approach for identifying concrete classroom structures that should foster students’ mastery goals is provided by the multidimensional TARGET framework with its six instructional dimensions (Task, Autonomy, Recognition, Grouping, Evaluation, Time). However, measurement instruments assessing students’ perceptions of all TARGET dimensions are largely lacking. The main aim of this study was to develop and validate a new student questionnaire for comprehensive assessment of the perceived TARGET classroom structure (the Goal Structure Questionnaire – GSQ). Scales were constructed using a rational-empirical strategy based on classical conceptions of the TARGET dimensions and prior empirical research. The instrument was tested in a study using a sample of 1,080 secondary school students. Findings indicate that the scales are reliable, internally valid, and externally valid in terms of relationships with students’ achievement goals. More concretely, analyses revealed that the TARGET mastery goal structure positively predicts mastery goals, performance approach goals, and an incremental implicit theory of intelligence. No associations were found with performance avoidance goals.
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Belluigi, Dina Zoe. "The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice." Arts and Humanities in Higher Education 17, no. 3 (June 4, 2017): 305–22. http://dx.doi.org/10.1177/1474022217712641.
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Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by students, the paper considers the relation between the espoused theory of criticality in two art schools and their theory-in-use within assessment structures and cultures. Emphasis is placed on the significance of such approaches to criticality for the student experience and their learning engagement. Emerging discourses of ‘subjectivity’ and a lack of development of student meta-cognition indicated that, at an undergraduate level of study, the curricula of these cases are unwittingly underpreparing their graduates for operating with agential criticality as they enter the uncertain context of contemporary art.
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Ayres, Ruth L. "Impact assessment in higher education: a strategic view from the UK." Information and Learning Science 119, no. 1/2 (January 8, 2018): 94–100. http://dx.doi.org/10.1108/ils-06-2017-0064.
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Purpose This paper focuses on the importance of impact in higher education from a strategic perspective, exploring its value to institutions, learners and prospective students in today’s higher education context, using the UK as a case study. The increasing prominence of impact assessment in higher education is discussed, with consideration given to the operational structures, tools and approaches which can be adopted to monitor and evaluate the impact of any strategic project or initiative introduced by a higher education provider. Design/methodology/approach This paper presents a strategic view of impact assessment in today’s higher education landscape. Findings The significance of impact assessment in higher education is discussed from a strategic perspective, drawing upon relevant studies, UK Government policy and initiatives. Consideration is given to the tools and approaches that can be adopted by higher education providers in assessing the impact of any strategic initiatives and projects that have been implemented. Originality/value The paper is of value to 'any higher education provider that is currently undertaking, or planning to deliver large-scale strategic projects and initiatives which have been designed to enhance the student learning experience.
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Whatoni, Achmad Saiful, and Hari Sutrisno. "Development of A Learning Module Supported by Augmented Reality on Chemical Bonding Material to Improve Interest and Motivation of Students Learning for Senior High School." Jurnal Penelitian Pendidikan IPA 8, no. 4 (October 31, 2022): 2210–18. http://dx.doi.org/10.29303/jppipa.v8i4.2057.
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The chemical bonding material is a concept that requires visualization. For students to comprehend chemical bonding concepts better, molecular forms must be depicted in the materials. Consequently, a learning module that can show 3D things made from molecular structures is necessary. This study aims to create and evaluate an augmented reality-based learning module on chemical bonds while examining the similarities and differences between students' interests and learning motivation before and after utilizing the augmented reality-based learning modules. The product is designed utilizing a 4-D model, and this study uses a research and development model. A quasi-experimental method and one group pretest and posttest design were used to evaluate the module involving 53 students chosen randomly. A sample of Hotelling's T2 test was used to analyze the student responses to the questionnaire about interest and motivation for learning. Descriptive quantitative analysis was used to analyze the data from the product quality assessment. The results showed that the developed augmented reality-supported chemical bonding learning module was very suited for chemistry learning and that there were variations between pre- and post-usage in student interest and motivation to study simultaneously or separately
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Oliveira, M. L., T. Silva, J. C. V. Garzón, and E. Galembeck. "THE POTENTIAL OF BIOCHEMISTRY EDUCATION APPS IN THE FORMATIVE ASSESSMENT." Revista de Ensino de Bioquímica 13 (August 24, 2015): 27. http://dx.doi.org/10.16923/reb.v13i2.595.
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Introduction and objectives: Apps can be designed to provide usage data, and most of them do. These data are usually used to map users interests and to deliver more effective ads that are more likely to result in clicks, and sales. We have applied some of these metrics to understand how can it be used to map students’ behavior and to promote a formative assessment using educational software. The purpose of a formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors and students to improve the teaching and learning process. Thus, this modality aims to help both students and instructors to identify strengths and weaknesses that need to be developed. This study aimed to describe the potential of educational apps in the formative assessment process. Material and Methods: We have implemented assessment tools embedded in three apps (ARMET, The Cell and 3D Class) used to teach: 1) Metabolic Pathways; 2) Scale of the cellular structures, and 3) Concepts from techniques used in a Biochemistry Lab course. The implemented tools allow to verify on what issues there were recurring mistakes, the total number of mistakes presented, which questions they most achieved, how long they took to perform the activity and other relevant information. Results and conclusion: Educational apps can provide transparent and coherent evaluation metrics to enable instructors to systematize more consistent criteria and indicators, reducing the subjectivity of the formative assessment process and the time spent for preparation, tabulation and analysis of assessment data. This approach allows instructors to understand better where students struggle, giving to them a more effective feedback. It also helps instructor to plan interventions to help students to perform better and to achieve the learning objectives.
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Goubran, Emile Z., and Sivarama P. Vinjamury. "Interactive Atlas of Histology: A Tool for Self-Directed Learning, Practice, and Self-Assessment." Journal of Chiropractic Education 21, no. 1 (April 1, 2007): 12–18. http://dx.doi.org/10.7899/1042-5055-21.1.12.
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Purpose: An interactive atlas of histology was developed for online use by chiropractic students to enable them to practice and self-assess their ability to identify various histological structures. This article discusses the steps in the development, implementation, and usefulness of an interactive atlas of histology for students who take histology examinations. Methods: The atlas was developed by digitizing images imported through a video-microscope using actual microscope slides. Leica EWS 2100 and PowerPoint software were used to construct the atlas. The usefulness of the atlas was assessed through a comparison of histology exam scores between four classes before and four classes after the use of the atlas. Analysis of admissions data, including overall grade point average (GPA), science and nonscience GPA, and a number of course units, was done initially to avoid any identifiable differences in the academic competency between the two being compared. A survey of the students was also done to assess atlas usefulness and students' satisfaction with the atlas. Results: Analysis of histology exam scores showed that the average scores in the lab exam were significantly higher for the classes that used the atlas. Survey results showed a high level of student satisfaction with the atlas. Conclusion: The development and use of an online interactive atlas of histology for chiropractic students helped to improve lab exams scores. In addition, students were satisfied with the features and usefulness of this atlas.
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A. Nazarenko, M., V. V. Kurenkov, V. V. Muravev, A. S. Novikov, and I. A. Baranova. "Main Directions of Higher Education Regionalization Process as an Integral Part of Social Partnership in Society (the Problems of Inclusive Education)." International Journal of Engineering & Technology 7, no. 4.36 (December 9, 2018): 1135. http://dx.doi.org/10.14419/ijet.v7i4.36.25052.
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The key problem of current Russian regional economics is a shortage of professionals. The aim of Higher Education Institution of Inclusive Education is to build such a system of social partnership, which would include all structures fascinated in qualified professionals. Education regionalization processes need to be spread to all structures that make up the system of social partnership, so that regional universities’ graduates would strive to work in their home region and in order for them to be able to meet professional standards. Authors concluded that standardization would provide an ability to create comprehensive student assessment that will allow businesses to recruit employees that match their requirements better.
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Musabeh Surour Hamad Binnawas, Gamal S. A. Khalifa, and Amyia Bhaumick. "The Influence of Higher Education Service Quality on Behavioural Intention: The Mediating Role of Student Happiness." Restaurant Business 118, no. 10 (October 18, 2019): 444–58. http://dx.doi.org/10.26643/rb.v118i10.9352.
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Higher education frameworks in numerous nations have extended drastically to meet growing economic and social needs. Educational policies, structures and practices have been essentially affected by globalization. Some of these progressions have been driven by financial forces, while others have been driven by political, technological, and social powers. Globalization's effect on education has brought on a reconsidering of numerous ranges in education, including its purpose, structure, pedagogy, content, instructional methodology, and outcomes assessment. The study aims to investigate the casual relationship between service quality and student behavioral intention, as well as, the mediating effect of student happiness. In the current study, the researcher adopted the quantitative technique (using questionnaire method) to achieve the research aim. SPSS25 and Smart PLS3 are implemented for data analysis. The results revealed that higher education service qualities; and student happiness, have a positive effect on student behavioral intention. In addition, student happiness mediates the relationship between higher education service quality and student behavioral intention. Theoretical and practical implications are introduced as well as suggestions for future research.
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Boruta, Michele Caputo, and Kara Bidstrup. "Making It A Reality: Using Standards-Based General Education Science and Math Curriculum To Teach Vocabulary and Language Structures to Students Who Use AAC." Perspectives on Augmentative and Alternative Communication 21, no. 3 (September 2012): 99–104. http://dx.doi.org/10.1044/aac21.3.99.
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Abstract Students who use AAC to access vocabulary and language typically receive much of their language intervention in a classroom environment. Given this, it is important to teach emerging vocabulary and language concepts as well as academic content when delivering curriculum to students who use AAC. In this article, we will focus on identifying the language level of the student, providing him or her with a linguistically based AAC system, and delivering language intervention within the context of standards-based science and math curriculum. In addition, we will show how a standards-based science and math curriculum can serve as an excellent platform for language instruction. We will also discuss and demonstrate backwards planning as a method to create authentic and meaningful lessons for students who use AAC. The sample lessons will include a national standard, that standard reframed into an appropriate language target, assessment tools, strategies for teaching and learning, and an instructional activity and materials.
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Che Md Ghazali, Nor Hasnida, Norazilawati Abdullah, Syaza Hazwani Zaini, and Mahizer Hamzah. "STUDENT TEACHERS’ CONCEPTION OF FEEDBACK WITHIN AN ASSESSMENT FOR LEARNING ENVIRONMENT: LINK TO PUPIL ASPIRATION." Jurnal Cakrawala Pendidikan 39, no. 1 (February 9, 2020): 54–64. http://dx.doi.org/10.21831/cp.v39i1.25483.
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Teacher beliefs for conceptualisations of feedback should facilitate pupil development. However, to what extent does the conception of feedback in assessment for learning influence pupil aspirations as commanded by the Malaysian Education Development Plan? Thus, this study is conducted to explore the degree of influence of the conceptions of feedback factors on Pupil Aspiration. A survey research design is used in this study using a self-report inventory on feedback conceptions and pupil aspirations. The participants involved are 490 student teachers who have completed their teaching practical in the government schools in their previous semester. The feedback conception inventory adapted from the Teacher Conceptions of Feedback (TCoF) is used to measure the conception of feedback and the instrument for Pupil Aspiration is developed by the researchers. A structural equation modelling software, the Analysis of Moment Structures was used to test the hypothesized relationship. The analysis involves two-stage approach. Results of the study indicated that the proposed model was supported, and thus revealing that feedback conceptions was associated with Pupil Aspirations. Ten inter-correlated constructs had good psychometric properties. All the nine constructs of feedback conceptions loaded positively on pupil aspirations. The findings will give rise to further hypotheses which could close the gap of the research.