Journal articles: 'Student assessment'

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Waluconis, Carl. "Student self-assessment: Students making connections." Assessment Update 3, no. 4 (July 1991): 1–6. http://dx.doi.org/10.1002/au.3650030402.

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Dryden, Lisa. "Student assessment." Nursing Standard 27, no. 37 (May 15, 2013): 59. http://dx.doi.org/10.7748/ns2013.05.27.37.59.s51.

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Mennin, S. P., and S. Kalishman. "Student assessment." Academic Medicine 73, no. 9 (September 1998): S46–54. http://dx.doi.org/10.1097/00001888-199809000-00035.

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Mennin, Stewart P., and Summers Kalishman. "Student Assessment." Academic Medicine 73, Supplement (September 1998): S46—S54. http://dx.doi.org/10.1097/00001888-199809001-00009.

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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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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (December 31, 2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.

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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an overview of the use of portfolios in literacy assessments in Indonesian schools. Portfolio assessment on students’ literacy skills is carried out through Indonesian language learning, especially on the efficacy of writing. The portfolio assessment adopted uses models offered by Hamp-Lyons and Condon (2000) consisting of collection, selection, and reflection. Assessments are carried out by combining formative and summative assessments. To balance the summative aspects of portfolio assessment, several formative strategies can be adopted (Lee & Lam, 2009), including (1) ongoing teacher feedback, (2) conferences, and (3) peer reviews.

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Carter, Claudia R. "Assessment." Journal of Secondary Gifted Education 9, no. 2 (November 1997): 68–75. http://dx.doi.org/10.1177/1932202x9700900205.

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Test Analysis, a new alternative assessment method, successfully shifts the responsibility for learning and grading to the student. The method provides enough immediate feedback to satisfy basic student needs yet withholds the final gratification of a grade assignment until the student completes a thorough analysis of his or her performance on the test. The results have effect beyond the immediate student test grade. Students develop the ability to edit future tests, seem to demonstrate increased retention of knowledge as evidenced by performance on semester and final exams, and develop better attitudes about test taking and learning.

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Gu, Chenhua. "Student Peer Assessment." Review of Educational Theory 3, no. 2 (May 27, 2020): 74. http://dx.doi.org/10.30564/ret.v3i2.1762.

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This paper mainly focuses on advantages and challenges of student peer assessment, which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.

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Iv, Edward Hilton, Muath A. Aldosari, Rahen P. Kakadia, Luis Lopez, Aram Kim, and Sang E. Park. "Developing Self-Assessment Skills in Objective Structured Clinical Examinations." Journal of Education and Training Studies 10, no. 4 (August 1, 2022): 70. http://dx.doi.org/10.11114/jets.v10i4.5537.

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Introduction: The purpose of the study was to describe the integration of self-assessments into the Objective Structured Clinical Examination (OSCE) as a part of reflective practice in clinical education. An emphasis was placed on the process of student learning to complement the existing comprehensive patient care assessment model.Methods: Student self-assessment data was captured three times throughout patient care experiences during the clinical education period and measured against corresponding faculty assessments of students at these times in the predoctoral dental program.Results: Analysis revealed that there were some disciplines in which faculty and student assessments were moderately reliable; however, as students progressed through the clinical program, their overall self-assessments did not have a higher correlation with faculty assessments.Conclusion: The OSCE can be designed as a useful tool in measuring non-traditional competencies and provide an opportunity for students to self-assess their learning. However, further emphasis on self-assessment skills for students needs to be incorporated as they progress through clinical programs.

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Hudson, Joanne, and Ann‐Marie Latham. "Student Assessment is Quality Assessment?" Mentoring & Tutoring: Partnership in Learning 4, no. 1 (June 1996): 47–52. http://dx.doi.org/10.1080/0968465960040106.

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Holmes, Naomi. "Engaging with assessment: Increasing student engagement through continuous assessment." Active Learning in Higher Education 19, no. 1 (August 24, 2017): 23–34. http://dx.doi.org/10.1177/1469787417723230.

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Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are ‘assessment-driven’, a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment. It was found that introduction of the e-assessments led to a significant increase in virtual learning environment activity compared to the virtual learning environment activity in that module the previous year, and also compared to the virtual learning environment activity of two other modules studied by the same student cohort. As many institutions move towards greater blended or online deliveries, it will become more important to ensure that virtual learning environments encourage high levels of student engagement in order to maintain or enhance the student experience.

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Larisey, Marian M. "Student Self-Assessment." Adult Learning 5, no. 6 (July 1994): 9–10. http://dx.doi.org/10.1177/104515959400500606.

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Underwood, Terry. "Introduction: Student Assessment." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 6 (August 1994): 313. http://dx.doi.org/10.1080/00098655.1994.9956096.

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McKevitt, Conor Thomas. "Engaging students with self-assessment and tutor feedback to improve performance and support assessment capacity." Journal of University Teaching and Learning Practice 13, no. 1 (January 1, 2016): 4–24. http://dx.doi.org/10.53761/1.13.1.2.

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Assessment is one of the most important elements of student life and significantly shapes their learning. Consequently, tutors need to ensure that student awareness regarding assessment is promoted. Students should get the opportunity to practise assessing work and receive tutor feedback so that they might improve on both the work and their assessment of it. The purpose of this paper is to investigate how student engagement with criteria, exemplars, self-assessment, and feedback influenced students’ performance, their assessment capacity, and also how students experienced the process. A mixed methods approach was used. Students’ performance and assessments were established using a rubric that included 5 criteria each evaluated using 5 point likert scale linked to descriptors. A thematic analysis of the focus group resulted in two themes. The findings show that overall students’ performance in the assignment significantly improved between draft and final submissions. Students’ assessment of their work significantly differed to the tutor’s on some criteria at both submissions but in opposite directions on one criterion between both submissions. The focus group found that the rubric guided students to produce their draft while tutor feedback guided them to improve on it. However, these findings require further investigation. The following recommendations ensue from the research and should assist student development concerning assessment. Tutors should give students an opportunity to assess work and also see tutor’s assessment of that work using the same criteria. Also, tutors should provide constructive feedback during an assignment.

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Eko Handoyo, Ali Masyhar, Kamaludin, Joko Widodo,. "Performance of Educational Assessments: Integrated Assessment as an Assessment Innovation during the Covid-19 Pandemic." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 2708–18. http://dx.doi.org/10.17762/turcomat.v12i6.5777.

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This research aims to find a theoretical concept of assessment for students during the Covid-19 pandemic as a follow-up step for assessment activities in obtaining the validity of assessment results. The research method used is qualitative research methods and conducted on ten Public Elementary School Principals with at least 5 years of teaching experience. The purposive sampling method was used to determine the informants. Here focuses on Analyzing the assessment process and the student learning outcomes process through online learning process during the Covid-19 pandemic. Data collection techniques, in this study, are observation, interviews, and documentation. To obtain data validity, this study uses triangulation of data collection techniques. The result of this study is an integrated assessment theory concept towards the students during the Covid-19 pandemic. The impact of this study provides a new breakthrough, because it provides a different perspective of assessment by integrating 3 perspectives in assessing student academic performance as well as collaborating their own function, namely the teacher's as an assessor of student cognitive competence, the student's as assessors of their own affective competence (self assessment), and the parents’ as assessors of students' psychomotor competencies. The further research can be carried out when the Covid-19 pandemic has ended so that it can provide a different view of the effectiveness of using integrated assessment as an assessment method which can be used sustainably in the future.

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Baiduri, Baiduri. "Effect of self and peer assessments on mathematics learning achievement." Al-Jabar : Jurnal Pendidikan Matematika 13, no. 1 (June 17, 2022): 13–21. http://dx.doi.org/10.24042/ajpm.v13i1.10731.

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Assessment is an essential part of the learning process in higher education. As a result, the assessment should involve students in addition to lecturers. The purpose of this study is to examine the self and peer assessments on the answers to midterm and final-semester exams given by lecturers and their relationship with student achievement. The participants in this study were 114 fifth-semester mathematics education students who took differential equations courses. Data were gathered from student assessment scores on the middle and final test and student achievement in the lecturer's differential equations courses. The data were analyzed using descriptive statistics and an independent sample t-test to describe the self and peer assessments. Pearson correlation analysis was also used to describe the relationship between self and peer assessment and learning achievement. The study revealed no significant difference between self and peer assessments, both midterm and final semester assessments. The midterm assessment said that the average self-assessment was higher than peers. Meanwhile, the assessment average scores obtained in the semester's final exam were nearly identical between the two assessors. There is a positive and significant correlation with a high level of self and peer assessments, both in the midterm and final semester, and a positive and significant correlation with a moderate level of self and peer assessments with learning achievement. These findings can be used as a basis for lecturers to consider when involving students in assessing student achievement.

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Samuels, Marilyn. "Guest Editorial: Assessment of Postsecondary Students: Why We Should be Using Dynamic Assessment." Journal of Cognitive Education and Psychology 5, no. 1 (January 2005): 17–24. http://dx.doi.org/10.1891/194589505787382595.

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Over the past decade, the number of students with learning disabilities and attention disorders attending postsecondary institutions has increased dramatically. This has given rise to an increase in assessments for documentation and support purposes. This article discusses some of the problems with the assessments done on this population, including the lack of specific training of psychologists in assessment of adult students, differences between assessment of children and adults, and validity issues. The benefits of using dynamic assessment as part of a more formal assessment are discussed. Dynamic Assessment is particularly helpful when scores on standardized tests are lower than expected, the student is from a non-Western European culture, has a first language other than English and/or has an unusual school history, the student is performing poorly in a particular skill area, or when students appear unaware of what they are doing/not doing that is impeding their performance. Dynamic assessments are also helpful for providing data-based recommendations for accommodations, strategies, and assistive technologies. The need for the development of new dynamic tools and research for this population is addressed.

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Fernandes, Anthony, Natasha Murray, and Terrence Wyberg. "Assessing Student Understanding." Mathematics Teaching in the Middle School 22, no. 6 (February 2017): 324. http://dx.doi.org/10.5951/mathteacmiddscho.22.6.0324.

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In the current high–stakes testing environment, a mention of assessment is inevitably associated with large–scale summative assessments at the end of the school year. Although these assessments serve an important purpose, assessing students' learning is an ongoing process that takes place in the classroom on a regular basis. Effectively gathering information about student understanding is integral to all aspects of mathematics instruction. Formative assessments conducted in the classroom have the potential to provide important feedback about students' understanding, guide future instruction to improve student learning, and provide roadmaps for both teachers and students in the process of learning.

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Alshamsi, Abdullatif, Alex Zahavich, and Samar El-Farra. "Why Graded Assessment for Undergraduates During the COVID-19 Lockdown? An Experience Introspection." IAFOR Journal of Education 9, no. 2 (April 2, 2021): 55–75. http://dx.doi.org/10.22492/ije.9.2.04.

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This paper presents a retrospective evaluation of the Higher Colleges of Technology’s student assessments during the COVID-19 lockdown, reflecting the justified decision to deploy graded assessments during the lockdown for students to academically progress and/or graduate on time, while maintaining the quality and rigor of academic awards. The outcome-based evaluation of this paper is intended to provide lessons for any future situations of this significance and magnitude. While online education was the obvious response to the pandemic, the provision of assessments was not possible without risk. Taking a high-stakes decision that would affect the future of thousands of students, for years to come, involved complex steps of reasoning and justification. Addressing the role of graded assessment in supporting institutional accountability and transferability of students’ achievements, student efficacy and informed pedagogy alterations were the main objectives. To meet those objectives, the Higher Colleges of Technology was able to deploy an off-campus student assessment model that builds upon three pillars of adjustments (assessment development and deployment; technology infrastructure; and governance resilience) to support students’ learning, while mitigating vulnerabilities. The evaluation of student performance indicators and stakeholders’ satisfaction rates revealed a successful deployment of off-campus assessment while maintaining the traditional conventions pertaining to evaluation of assessments.

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Pham, Huong Thi, and Nga Thi Viet Nguyen. "Pedagogical student assessment tools for learning outcome assessment skills." Cypriot Journal of Educational Sciences 18, no. 1 (January 23, 2023): 158–74. http://dx.doi.org/10.18844/cjes.v18i1.8514.

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Assessment of learning outcomes has always been seen as an essential structure in the teaching process and one of the core competencies of educators. Our research aims at 2; one is to analyze the generated operating systems, a good skill in assessing learning outcomes; Second, a tool to assess pedagogical students' skills was developed to evaluate learning outcomes and test scores on students of some pedagogical universities in Vietnam. Using the Delphi method, the authors conducted three discussions to create a student assessment tool. After developing a tool to evaluate pedagogical students on assessment skills, the researh tested the tool scores on 608 students of pedagogical universities in Vietnam. The study results provide policymakers and administrators of pedagogical student training programs to evaluate and build capacity for pedagogical students. Each country has its training program for teachers. With the trend of internationalization, the practice of assessing learning has common outcomes. Therefore, this research article written for Vietnam can also be used in other countries. Keywords: Assessment techniques, assessment tools, learning outcomes, pedagogical students, pedagogical competence

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Li, Tilo, Tilo Li, Tilo Li, and Tilo Li. "How formative are assessments for learning activities towards summative assessment?" International Journal of Teaching and Education 9, no. 2 (October 20, 2021): 42–57. http://dx.doi.org/10.52950/te.2021.9.2.004.

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To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as reflected by a summative assessment, normally it is a timed final exam or a take-home final essay. The purpose of this paper is to investigate the correlations between formative assessment activities and the summative assessment. Data of an introductory statistics course of different cohorts of a private degree-granting institute in Hong Kong were used in this study. The results indicate that individual assignments have a strong relationship with the exam score, while group projects do not. More surprisingly, group projects are negatively related to exam scores. The implication is that academics should rethink how to make group work a better and fairer assessment for individual student’s contribution.

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Gaffney, Theresa. "Examining the Impact of a Student-Centered Learning and Assessment Strategy on Engagement among Nursing Students." Journal of Quality in Health Care & Economics 5, no. 4 (2022): 1–4. http://dx.doi.org/10.23880/jqhe-16000293.

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Background: Engaged students have better learning experiences and outcomes. Methods: A descriptive, exploratory study using the Student Course Engagement Questionnaire examined the impact of a student-centered learning and assessment strategy on engagement among accelerated nursing students. Results: Overall, the finding show positive support for the student-centered learning and assessment strategy. Of the four engagement factors, performance engagement ranked the highest and participation engagement ranked the lowest. Conclusion: While students are more engaged in student-centered learning environments room for improvement remains.

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Vighnarajah, S., and Lim Shing Yu Jolene. "Assessment of Diversity Through Student Isolation." International Journal of Teacher Education and Professional Development 1, no. 2 (July 2018): 1–13. http://dx.doi.org/10.4018/ijtepd.2018070101.

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As higher education institutions grow as a commodity with diversified groups of local and international students, it is imperative for students, educators and policy makers to identify and address concerns that might arise from such amalgamation of cultures and experiences. In light of this interest, this article shares qualitative findings on how experiences of student isolation can cause deleterious effects on students' university learning experiences. In-depth interviews were conducted with a total of five Malaysian and International students to discuss their student isolation experiences and how it engaged them in the overall university learning experience. The findings disclosed key factors that can potentially cause student isolation in aspects of academic, social and emotional development, and these key factors were critically examined to identify mitigation measures. Findings from this study addressed clear evidence to how student isolation can negatively affect one's university learning experience, especially among international students who are not used to diverse education process, curriculum and expectations. UCSI University anchors great depth of interest in engaging students on holistic and successful university learning experience to ensure holistic development of graduates.

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Stallings, Virginia, and Carol Tascione. "Student Self-Assessment and Self-Evaluation." Mathematics Teacher 89, no. 7 (October 1996): 548–54. http://dx.doi.org/10.5951/mt.89.7.0548.

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Current recommendations for alternative assessment call for more student involvement in the evaluation process. Although very little research on student self-evaluation has been carried out beyond determining how well students' perceptions of their achievement align with their teacher's perceptions, the Assessment Standards for School Mathematics (NCTM 1995) supports activities that involve students in evaluating their own progress. According to the Assessment Standards, student self-assessment can be used to improve students' confidence in their ability to do mathematics and allow them to become more independent in their learning of mathematics. We have employed student self-assessment and self-evaluation in our high school and college mathematics classes and have found that the processes engage students in evaluating their progress, aid in developing their communication skills, and increase their mathematics vocabulary. Most important, students reflect on their understanding of mathematics and on their ability to learn mathematics. Although our procedures differ somewhat, as we describe subsequently, our goal of involving students in the evaluation process is the same.

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Setemen, K., and I. K. Purnamawan. "Student performance assessment strategies by involving peer students." Journal of Physics: Conference Series 1810, no. 1 (March 1, 2021): 012064. http://dx.doi.org/10.1088/1742-6596/1810/1/012064.

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Tan *, Kelvin H. K. "Does student self‐assessment empower or discipline students?" Assessment & Evaluation in Higher Education 29, no. 6 (December 2004): 651–62. http://dx.doi.org/10.1080/0260293042000227209.

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Wheater, C. Philip, A. Mark Langan, and Peter J. Dunleavy. "Students assessing student: case studies on peer assessment." Planet 15, no. 1 (December 2005): 13–15. http://dx.doi.org/10.11120/plan.2005.00150013.

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Kvasova, Olga. "The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course." Languages 7, no. 1 (March 4, 2022): 62. http://dx.doi.org/10.3390/languages7010062.

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The paper proposes the preparation of a new generation of assessment literate teachers. The issues of student assessment literacy and, more specifically, prospective language teacher assessment literacy have not been sufficiently investigated as of yet, although research into the topic seems to have gained momentum. Recent studies state that the assessment literacy of teachers is essentially affected by their pre-existing conceptions of assessments), and teacher education should integrate shaping such conceptions into courses; the process of shaping conceptions is quite long and, because it is time-consuming, it may deter assessment literacy building. The current study explores the conceptions of the assessments shaped by prospective teachers within a general English course. The two major conceptions of assessment, relevant for the framework of teaching general English to second-year student teachers of English, are the understanding of feedback and knowledge of assessment construct and criteria. The findings of the study in this cohort of students of the particular course in language assessment shows that the students’ progress was considerably higher than that of a comparison group in the previous 2020 study. The author suggests two types of AL, i.e., student and prospective teacher assessment literacy.

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Jones, Tim. "Investing in assessment: The role of formative assessment in teaching psychological research methods." Psychology Teaching Review 15, no. 2 (2009): 74–81. http://dx.doi.org/10.53841/bpsptr.2009.15.2.74.

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The role of formative assessment is widely acknowledged to promote student learning, provide teachers with an early indication of student performance (Boston, 2002) and has direct links to student retention (Yorke, 2001). The dominance, however, of summative assessment in higher education (Milton, Pollio & Eiuson, 1986) frequently prevails. This paper investigates the role of formative assessment in teaching psychological research methods to undergraduate students both as a method of increasing deeper learning and as a vehicle to reduce anxiety, and build confidence in a traditionally challenging area of teaching. An idea for engaging students with research design and affording the opportunity to provide formative feedback is presented alongside initial student feedback.

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Hidayat, Asep. "Model Pembelajaran Tatalepa Blended Learning Di Masa Pandemi Covid-19 Untuk Meningkatkan Keaktifan Dan Hasil Belajar Siswa." utile: Jurnal Kependidikan 8, no. 2 (December 20, 2022): 62–71. http://dx.doi.org/10.37150/jut.v8i2.1653.

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Research, entitled " Application of the Tatalepa Blended Learning Model During the Covid-19 Pandemic to Improve Student Activity and Learning Outcomes in ICT Subjects for Class VII Students of SMPN 1 Bojonggenteng " aims to determine the application of the tetalepa blended learning model in SMPN 1 Bojonggenteng and to improve student learning outcomes by implementing this model. This research is a classroom action research, the subject of this research is class VII as many as 30 students. Student learning outcomes are measured using various instruments. Assessment of student knowledge is carried out using multiple choice test questions, assessment of student skills is measured using portfolio assessment, while assessment of attitudes is measured using observation sheets, self-assessment, and peer assessments. The results showed that student learning outcomes had increased, namely in the initial / pre-cycle activities the average student learning outcomes were 71 with a 50% percentage of completeness increased in cycle 1 with an average learning outcomes of 74 but the percentage of completeness was still at 50%. Then in cycle 2 the average student learning outcomes increased to 80 with a percentage of 90% completeness and student activity increased from 41% in cycle 1 to 83% in cycle 2.In conclusion, students can meet the Minimum Completeness Criteria (KKM) of 75 using the model blended learning

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Jenkins, Jayne M. "Student-led Play Days: Incorporating Student Assessment." Strategies 17, no. 3 (January 2004): 15–20. http://dx.doi.org/10.1080/08924562.2004.10591080.

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Rinatamin, Cholifah Punta, Sigit Santosa, and Muhtar Muhtar. "Use of E-Assessment to Support Assessment of Economic Learning during the Covid-19 Pandemic." Social, Humanities, and Educational Studies (SHEs): Conference Series 4, no. 3 (March 30, 2021): 1. http://dx.doi.org/10.20961/shes.v4i3.49956.

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<p class="TableParagraph"><em>The closure of schools, not only disrupts teaching for students around the world but also affects assessments and causes many exams to be postponed or canceled. The purpose of this study was to determine the e-assessment media used and the barriers for teachers to carry out assessments of economic learning in secondary education units in Indonesia during the Covid-19 pandemic. This research uses descriptive analysis method. The results showed that 59.1% of teachers used google classroom as a medium for assessment and the rest used other applications in the learning assessment process. The obstacles faced include geographical conditions, device specifications, and the level of student activity. The use of this application is tailored to the needs and abilities of teachers and students in combining technology and student assessment needs.</em></p>

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Susanto, Ratnawati. "Student involvement in assessment: learning experiences for behavior change." Pedagonal : Jurnal Ilmiah Pendidikan 6, no. 2 (October 31, 2022): 271–82. http://dx.doi.org/10.55215/pedagonal.v6i2.5710.

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The purpose of this study was to obtain data on the situation of learning experiences carried out by teachers in changing student learning behavior by involving students in assessment. The research method used is a qualitative survey method and uses a 5-choice questionnaire that was built and developed from the student assessment concept of David M. Johnson, with a population of primary school teachers in West Jakarta totaling 100 teachers. The research findings provide information that the structure of the learning experience carried out by the teacher to help student behavior learning outcomes through student assessments is in a condition that is not yet effective and a basic literacy assessment model needs to be developed.The conclusion of the study shows that the teacher's ability to condition student involvement in assessment as a learning experience for behavioral change is effective in aspects of academic learning and the focus of assessment.

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Laubenthal, Jennifer. "Assessment in the Private Studio Setting: Supporting Student Learning, Providing Effective Instruction, and Building Faculty-Student Interaction." Music Educators Journal 104, no. 3 (March 2018): 54–59. http://dx.doi.org/10.1177/0027432117745139.

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A significant amount of literature exists about how to design and implement an effective assessment process for students in a music program, specifically in the classroom setting. This article suggests a framework for incorporating individualized assessment in the private-lesson setting based on effective classroom assessment practices. Many in-service music teachers also teach privately. Applying their knowledge of classroom-based assessments and effective teaching strategies to the private-lesson setting can support student learning, provide effective instruction, and build faculty and student interaction. The private teacher plays a significant role in the education of music students. All music instructors—applied and classroom—should prioritize high-quality instruction, provide formative feedback to students, demonstrate teacher effectiveness to their employer (students, parents, or music educators), and use self-reflection to improve their instruction.

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Doz, Daniel, Darjo Felda, and Mara Cotič. "Assessing Students’ Mathematical Knowledge with Fuzzy Logic." Education Sciences 12, no. 4 (April 10, 2022): 266. http://dx.doi.org/10.3390/educsci12040266.

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Assessing student mathematical knowledge is an important factor in the mathematics learning process because students obtain important feedback to improve their knowledge and learning. Despite the importance of student assessment, several researchers have shown that student grades comprise noncognitive and metacognitive factors and teachers’ prejudices and beliefs. One method to obtain a more objective view of student mathematical knowledge is through standardized assessments. In this paper, we analyze two methods of assessing student mathematical knowledge by considering their written and oral grades and achievements on the Italian National Assessment of Knowledge (INVALSI). The final grade was produced using the fuzzy logic inference system. It was tested on a sample of 2279 Grade 13 Italian high school students, who had both an oral and written grade in mathematics and who took the INVALSI assessment in the school year 2020–2021. Both tested fuzzy-logic-based assessment methods lowered the mean grades.

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Grier, Donovon, Suzanne F. Lindt, and Stacia C. Miller. "Formative Assessment with Game-based Technology." International Journal of Technology in Education and Science 5, no. 2 (March 17, 2021): 193–202. http://dx.doi.org/10.46328/ijtes.97.

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The purpose of the current research was to determine the types of educational technology preferred by students and instructors, and to compare formative and summative scores within student classes. During a unit of study within a semester-long class, 44 volunteer student participants were administered four technology-based assessments designed to help them prepare for the summative exam. Following the summative assessment, students were asked to complete a feedback form to explain what type of technology assessment they felt was most helpful in providing them with feedback on their knowledge and which was most interesting to use. Instructors also provided feedback on ease of use and collected students’ scores on formative and summative assessments. The results of this study suggest that technology-based formative feedback can be effective in helping students prepare for summative exams and that students mostly preferred competitive and fun tools that provide immediate feedback.

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M. Villacrusis, Ephraim. "STUDENT ATTITUDES AND BEST PRACTICES ON SCIENCE PERFORMANCE-BASED ASSESSMENT." International Journal of Advanced Research 9, no. 03 (March 31, 2021): 749–68. http://dx.doi.org/10.21474/ijar01/12640.

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Performance â€“based science assessments provide students with valuable experiences and opportunities to improve students learning. Understanding the attitude of both teachers and students is an important aspect to design suitable performance-based assessment to ensure quality science education. Thus, this study was crafted to determine the teachers and students attitude towards performance-based science assessment and best practices of teachers. This descriptive survey explored the attitude of teachers and students about performance â€“ based assessment. While, Mann-Whitney U test was used to analyzed the significant difference between the teachers and students attitude towards science performance â€“ based assessment. Findings, suggest that students viewed the test performance positively in terms of grading the students fairly in getting good marks in science. While science teachers, believe that class presentations provide opportunities for students, to demonstrate their ability and knowledge during science discussion. Mann-Whitney U test indicates a mismatched between the teachers and students attitude on the performance-based science assessments. While, best practices of science teachers on science performance â€“based assessment are focused on student-centered activities such as simulation, student journals, exhibits, debates, community based project, project based learning, presentation of science investigatory project, and open-ended questions. Thus, it is necessary for the schools to strengthens the teachers professional development especially in the development and innovations of effective science performance-based assessment tool in order to increase learners achievement. It is also necessary to strengthens students understanding about the role and importance of the different science performance task implored by the teacher.

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Riegel, Kimberly A. "Creating effective assessment to prepare students for the workforce." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A254. http://dx.doi.org/10.1121/10.0016188.

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Effective assessment is one of the most difficult aspects of instruction. Assessment not only needs to accurately capture the student knowledge and abilities for the instructor but should prepare students for the kind of evaluation that they will face once they enter the field. These connections can help the student better connect with the material and understand the relevance of the assessment. Many common forms of assessment (e.g. tests) require the student to perfume timed and memorized tasks with few available resources for reference. As acoustics students head out into the professional world, the assessment that they encounter during their academic careers should reflect the kind of skills that they will be evaluated on in the workforce. Several examples of assessment that more closely align with industry will be presented. This presentation will include a plea to the industrial partners to help faculty effectively create more of these types of assessments.

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Anderson, Debra K., and Barbara Harris. "Demonstrating Excellence Through Assessment: Measuring Students' Knowledge, Values, and Skills." Journal of Baccalaureate Social Work 9, no. 2 (March 1, 2004): 124–35. http://dx.doi.org/10.18084/1084-7219.9.2.124.

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Excellence in social work education is partially measured by the degree to which assessment models support program uniqueness, foster micro and macro learning, and link mission, goals, and objectives to student outcomes. This article describes an integrated assessment model developed by a small undergraduate social work program that focused on incorporating these characteristics of excellence into student-focused assessments. A modified portfolio approach culminating in a senior research colloquium was chosen because it not only supports student growth and development, but also provides a forum for internal and external reviewers to objectively evaluate student performance. The strengths and limitations of this assessment model for students, faculty, advisory members, and undergraduate social work programs, are identified.

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Vogt, Gayle, Catherine Atwong, and Jean Fuller. "Student Assessment of Learning Gains (SALGains)." Business Communication Quarterly 68, no. 1 (March 2005): 36–43. http://dx.doi.org/10.1177/1080569904273332.

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Student Assessment of Learning Gains (SALGains) is a Web-based instrument for measuring student perception of their learning in a variety of courses. The authors adapted this instrument to measure students’ achieved proficiency in analyzing cases in an advanced business communication class. The instrument showed that students did achieve a high level of proficiency and that they did so equally in both traditional and online classes.

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Popokammenou, Irini-Renika. "STUDENT-CENTERED CLASROOM ASSESSMENT: PERCEPTION AND NEW METHODS." АRS LINGUODIDACTICAE, no. 4 (2019): 4–10. http://dx.doi.org/10.17721/2663-0303.2019.4.01.

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One of the important roles and responsibilities of teachers is to conduct assessment to assess students’ progress. The implementation of alternative assessment methods can be frustrating and rather difficult for teachers. This paper discusses teacher and student perceptions on using alternative assessment. It focuses on how young learners of English perceived three different alternative assessments: peer-assessment, conferencing and the use of students’ drawings as assessment materials. The data sources comprised classroom observations, interviews with teachers and written comments from students. Analysis of the data provided insights on how teachers choose assessment techniques in A1 and A2 level classes. Teachers’ perceptions on the specific assessment methods are discussed. The written comments from students identified how students perceived the combination of the assessment methods employed by teachers and which assessment method they favored. The results show that teachers and students have positive perceptions on alternative assessment. Students’ needs and age are important factors for selecting assessment methods and individual needs must be taken into consideration when choosing alternative assessment methods. This paper highlights the importance of alternative assessment in A1 and A2 level classes since it can improve instruction. Results on the drawings used in the study as assessment materials indicate that students value personalized assessment. Alternative assessment can be a vital component in educators’ efforts to improve education.

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Ismail, Ismail, and Tini Tini. "The Effect of formative assessment on students’ grades in learning English." MAJESTY JOURNAL 2, no. 1 (February 11, 2020): 20–30. http://dx.doi.org/10.33487/majesty.v2i1.315.

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Objective: Assessment is an important for learning and teaching and is an important component for further development if they use the right approach. This study focuses primarily on how formative assessment, as a type of favorable assessment, can be an effective contributor to increasing student motivation in learning English. Method: This study explores the results of formative assessments through questionnaires for 24 students and 5 for teachers, in the SMA 1 Alla-Enrekang, where English is taught as a foreign language. Result: It is assumed that formative assessment has a major influence on what students learn and how the teacher validates. Discussion: Formative assessment can help teachers anticipate initial concerns for student disparity in the development of learning. Therefore, this assessment method cannot accurately assess the frequency of student acquisition, because it varies from one teacher to another and subjects with other subjects.

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Ghosh, Samrat, Benjamin Brooks, Dev Ranmuthugala, and Marcus Bowles. "Authentic Versus Traditional Assessment: An Empirical Study Investigating the Difference in Seafarer Students' Academic Achievement." Journal of Navigation 73, no. 4 (February 12, 2020): 797–812. http://dx.doi.org/10.1017/s0373463319000894.

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Past research showed that traditional assessment methods that required seafarer students to construct responses based on memorisation and analysing information presented in absence of real-world contexts (e.g. oral examinations and multiple-choice questions) disengaged the students from learning. Memorising information is a lower-order cognitive ability, failure in which led to errors and low academic achievement for students. Authentic assessment methods require students to construct responses through the critical analysis of information presented in real-world contexts. Hence, this research investigated the difference in seafarer students' academic achievement (measured through scores obtained in assessment) in authentic assessment as compared with traditional assessment. Two separate and independent student groups (the ‘control’ group and ‘treatment’ group) were used for a selected unit of learning delivered at the Australian Maritime College within the Bachelor of Nautical Science degree program. Because some past researchers had defined and implemented traditional assessment methods as a single-occasion assessment, this project implemented the assessment in a summative format, as opposed to authentic assessments implemented during student preparation. Analysis of student scores revealed that the authentically assessed students were guided towards significantly higher academic achievement.

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Abraham, Reem Rachel, Subramanya Upadhya, Sharmila Torke, and K. Ramnarayan. "Student perspectives of assessment by TEMM model in physiology." Advances in Physiology Education 29, no. 2 (June 2005): 94–97. http://dx.doi.org/10.1152/advan.00051.2004.

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Assessment is the process by which the teacher and the student gain knowledge about student progress. Assessment systems should aim at evaluating the desired learning outcomes. In Melaka Manipal Medical College, (Manipal Campus), Manipal, India, the TEMM model (consisting of 4 assessment methods: Triple Jump Test, essay incorporating critical thinking questions, Multistation Integrated Practical Examination, and multiple choice questions) was introduced to 30 refresher students in the fourth block of the academic year. At the end of the block, a questionnaire was distributed to ask the students to rank the different assessments in the order of their preference with respect to seven items. Analysis of the results showed that not a single type of assessment was ranked highest for all the seven items, proving the earlier observation that a single assessment does not fulfill all aspects of assessment and that there is a need for an evaluating system with multiple ways of assessment.

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Chan, Paula E., Kristall J. Graham-Day, Virginia A. Ressa, Mary T. Peters, and Moira Konrad. "Beyond Involvement." Intervention in School and Clinic 50, no. 2 (May 30, 2014): 105–13. http://dx.doi.org/10.1177/1053451214536039.

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With many states adopting new standards and evaluation systems, teachers must adopt effective instructional strategies and assessment methods aligned to the rigor of new standards and assessments. One way to improve student achievement is through supporting student ownership of learning, a core component of formative instructional practices. Teaching students to take an active role in their learning can benefit students by promoting student goal setting, self-assessment, and self-determination. As students become meaningfully engaged in their learning, they gain a better understanding of learning targets, how to collect and document evidence of their learning, and how to evaluate and clarify additional learning needs, leading to the ultimate goal of improving student achievement. This article (a) describes how promoting student ownership benefits students, (b) identifies some evidence-based practices that promote student ownership of learning, and (c) illustrates the important role student ownership plays in formative instructional practices.

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Sutherland, Ruth M., Katharine J. Reid, Neville G. Chiavaroli, David Smallwood, and Geoffrey J. McColl. "Assessing Diagnostic Reasoning Using a Standardized Case-Based Discussion." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051984941. http://dx.doi.org/10.1177/2382120519849411.

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Background: Development of diagnostic reasoning (DR) is fundamental to medical students’ training, but assessing DR is challenging. Several written assessments focus on DR but lack the ability to dynamically assess DR. Oral assessment formats have strengths but have largely lost favour due to concerns about low reliability and lack of standardization. Medical schools and specialist medical colleges value many forms of oral assessment (eg, long case, Objective Structured Clinical Examination [OSCE], viva voce) but are increasingly searching for ways in which to standardize these formats. We sought to develop and trial a Standardized Case-Based Discussion (SCBD), a highly standardized and interactive oral assessment of DR. Methods: Two initial cohorts of medical students (n = 319 and n = 342) participated in the SCBD as part of their assessments. All students watch a video trigger (based on an authentic clinical case) and discuss their DR with an examiner for 15 minutes. Examiners probe students’ DR and assess how students respond to new standardized clinical information. An online examiner training module clearly articulates expected student performance standards. We used student achievement and student and examiner perceptions to gauge the performance of this new assessment form over 2 implementation years. Results: The SCBD was feasible to implement for a large student cohort and was acceptable to students and examiners. Most students and all examiners agreed that the SCBD discussion provided useful information on students’ DR. The assessment had acceptable internal consistency, and the associations with other assessment formats were small and positive, suggesting that the SCBD measures a related, yet novel construct. Conclusions: Rigorous, standardized oral assessments have a place in a programme of assessment in initial medical training because they provide opportunities to explore DR that are limited in other formats. We plan to incorporate an SCBD into our clinical assessments for the first year of clinical training, where teaching and assessing basic DR is emphasized. We will also explore further examiners’ understanding of and approach to assessing DR.

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Asrial, Asrial, Syahrial Syahrial, Maison Maison, Muhaimin Muhaimin, and Dwi Agus Kurniawan. "E-Assessment for Characters Independence." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 15 (September 11, 2020): 125. http://dx.doi.org/10.3991/ijim.v14i15.12995.

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This study aims to apply E-assessment and evaluation of the character of student learning independence. E-Assessment and evaluation of student learning independence in this study to see the character of student learning independence in science subjects and how the teacher responds to the development of E-Assessment and evaluation of student learning independence with the MySQL system. This research method uses 3 stages, namely: (1) Development, (2) Implementation, and (3) Evaluation carried out on respondents totaling 529 students and 14 teachers in Jambi Province of Indonesia. The results of this study are the validator gives good results regarding the assessment of e-independence characters in the category given is very feasible and obtained valid statements of 24 statements with a reliability value of 0.870. Indicate that the character of student learning independence in learning is classified as good 65.8% (348 students of 529 students) and teacher responses are classified as good with 57% (8 teachers of 14 teachers). So it was concluded that the E-Assessment received a good response and needed to be developed on a large scale.

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Yoho, Robert M., Vassilios Vardaxis, and Kelsey Millonig. "Relationship Between Academic Performance and Student Self-Assessment of Clinical Performance in the College of Podiatric Medicine and Surgery." Journal of the American Podiatric Medical Association 106, no. 3 (May 1, 2016): 214–17. http://dx.doi.org/10.7547/14-166.

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Background: Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between student academic performance and third-year clinical performance self-assessment. No such study exists in podiatric medical education. Methods: Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical. Results: No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data. Conclusions: Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that student academic performance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.

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Hussain, Sajjad, Kelum A. A. Gamage, Wasim Ahmad, and Muhammad A. Imran. "Assessment and Feedback for Large Classes in Transnational Engineering Education: Student–Staff Partnership-Based Innovative Approach." Education Sciences 9, no. 3 (August 23, 2019): 221. http://dx.doi.org/10.3390/educsci9030221.

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Assessment and feedback (A&F) are two major components of any educational program and must be properly in place to ensure student learning and quality of experience. However, these important components come under severe challenges of meeting student expectations in the large class size context. When the program delivery relates to a transnational educational (TNE) scenario, the additional constraints on staff–student physical interaction, regional time differences and cultural background gaps introduce additional challenges: Conducting proper assessments and provide timely and constructive feedback to the students. In this paper, the authors propose a novel assessment and feedback framework which exploits having a large student number as a positive factor by introducing staff–student partnership to implement efficient assessment and feedback strategies. Authors propose to use students for peer-review, assessment design, evaluation rubric design and tutorial-based feedback. The students also take part in preparing feedback clusters based on which the instructor provides pseudo-personalised video feedback. Through feedback clusters, authors introduce the trade-off between individual feedback and generic feedback. The results of the study are particularly promising in terms of student satisfaction and learning enhancement.

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Cleaver, T. G., and L. M. Elbasyouni. "Student Online Assessment Behaviors." IEEE Transactions on Education 48, no. 3 (August 2005): 400–401. http://dx.doi.org/10.1109/te.2004.842886.

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Journal articles on the topic 'Student assessment'

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