Journal articles on the topic 'Task analysis in education Evaluation'
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Gilmer, Jerry S., Suzanne D. Koury, and Marlys Dunphy. "Time-on-task data for cost-benefit analysis and formative evaluation in dietetics education." Journal of the American Dietetic Association 93, no. 8 (August 1993): 908–10. http://dx.doi.org/10.1016/0002-8223(93)91532-u.
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Bryfonski, Lara, and Todd H. McKay. "TBLT implementation and evaluation: A meta-analysis." Language Teaching Research 23, no. 5 (December 22, 2017): 603–32. http://dx.doi.org/10.1177/1362168817744389.
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Task-based language teaching (TBLT) is an empirically investigated pedagogy that has garnered attention from language programs across the globe. TBLT provides an alternative to traditional grammar translation or present-practice-produce pedagogies by emphasizing interaction during authentic tasks. Despite several previous meta-analyses investigating the effect of individual tasks or short-term task-based treatments on second language (L2) development, no studies to date have synthesized the effects of long-term implementation of TBLT in authentic language classrooms. The present study uses meta-analytic techniques to investigate the effectiveness of TBLT programs on L2 learning. Findings based on a sample of 52 studies revealed an overall positive and strong effect ( d = 0.93) for TBLT implementation on a variety of learning outcomes. The study further examined a range of programmatic and methodological features that moderated these main-effects (program region, institution type, needs analysis, and cycles of implementation). Additionally, synthesizing across both quantitative and qualitative data, results also showed positive stakeholder perceptions towards TBLT programs. The study concludes with implications for the domain of TBLT implementation, language program evaluation, and future research in this domain.
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Cho, Byeong-Young, Lindsay Woodward, Dan Li, and Wendy Barlow. "Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task." American Educational Research Journal 54, no. 4 (April 11, 2017): 691–724. http://dx.doi.org/10.3102/0002831217701694.
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Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants’ concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with scoring rubrics. Path analysis indicated that strategic meaning making coordinated with self-monitoring and source evaluation positively influenced the quality of the generated questions, whereas information-locating strategies alone contributed little to the participants’ question generation. Further, source evaluation played a positive role when readers monitored and regulated their strategies for information location and meaning making. The findings on the interplay of metacognitive, critical, and intertextual strategies in online reading are discussed with regard to research and practice.
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Sukkary-Stolba, Soheir, and Judith T. Fullerton. "Task analysis in education and evaluation: an application among midwives in the republic of yemen." Midwifery 10, no. 2 (June 1994): 104–11. http://dx.doi.org/10.1016/s0266-6138(05)80251-7.
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Hsiao, Hsien-Sheng, Fu-Hsing Tsai, and I.-Ying Hsu. "Development and Evaluation of a Computer Detective Game for Microbial Food Safety Education." Journal of Educational Computing Research 58, no. 6 (May 18, 2020): 1144–60. http://dx.doi.org/10.1177/0735633120924924.
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Past studies have suggested that young people lack knowledge regarding food safety, and that food safety education is appropriate for integration into science education since it often involves science knowledge. Thus, this study combined the methods of inquiry-based and game-based learning to develop a computer detective game, called the Poison Riddle, that makes students actively explore food safety knowledge through playing the role of a science detective to solve a task related to food poisoning at home in a virtual world. To evaluate the learning effectiveness of this game, 109 high school students were selected as the research participants. The research findings indicated that this game could help students improve their microbial food safety knowledge. Most students had positive participation perception and gaming behaviors related to the game. In addition, the analysis indicated that the students who successfully solved the game task gained more positive gaming behaviors, food safety knowledge, and significant sequential behaviors compared to those who were unsuccessful in solving the game task.
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Flores Guerrero, Katiuzka, and María Cristina López de la Madrid. "Evaluation of self-regulated learning in university students. Analysis from online education." Apertura 14, no. 2 (September 30, 2022): 110–25. http://dx.doi.org/10.32870/ap.v14n2.2224.
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A self-regulated student is guided by task-oriented strategies, seeks to achieve his personal goals, and monitors his or her behavior in terms of his goals. This paper presents the results of a quantitative study whose purpose was to describe the components of self-regulated learning used by students in their online learning processes and to determine if there are significant differences in the way that these components are used. In this investigation, a questionnaire was applied to 306 students of online courses, and the data obtained were processed using descriptive statistics and ANOVA of one factor of repeated measures. The results showed that most of the factors and strategies of self-regulates learning are used in an acceptable way; in addition, significant differenceswere found of the motivational component and in the strategies of the behavioral and contextual component. The findings of the study provide instructional designers with information on the aspects that can be emphasizes to motivate students, which would contribute to the development of different types of skills and methods to self-regulate their learning, training that will allow them to advance more successfully through their education, regardless of the modality in which they work.
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Harding, Lynn R. H., Vikki F. Howard, and T. F. McLaughlin. "Using Self-Recording of On-Task Behavior by a Preschool Child with Disabilities." Perceptual and Motor Skills 77, no. 3 (December 1993): 786. http://dx.doi.org/10.2466/pms.1993.77.3.786.
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In an evaluation of effects of self-monitoring on the on-task behavior by a preschool child with disabilities, analysis indicated that self-monitoring increased the child's on-task behavior in each of three settings in the classroom. The import of these findings for preschool education was noted.
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Yu, Junling. "Mobile Edge Computing Application in English Teaching Classroom Evaluation System Based on BPSO Algorithm." Mobile Information Systems 2022 (August 17, 2022): 1–12. http://dx.doi.org/10.1155/2022/3744523.
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This paper proposes a multi-user and multi-MEC scenario based on mobile edge computing to maximize the overall revenue to complete the task and proposes business guarantee and resource constraints as conditions to form the optimal task offloading resource allocation problem based on the Lyapunov mobile edge computing theory. Because this problem is NP-hard problem, decoupling is proposed as a solution to the channel resource allocation problem, which is solved by the KKT task allocation condition and the 0-1 integer programming problem. Aiming at the high-speed mobile terminal scene, a high-speed unloading algorithm is proposed, which explains the task unloading system model in the high-speed mobile terminal scene. The task offloading algorithm first allocates several subtasks according to the number of MEC servers and the remaining available resources of the MEC servers. At the same time, taking campus as an example, the English teaching classroom evaluation application uses the big data evaluation scale to complete the evaluation and uses statistical software to test the reliability of the evaluation results. Based on the analysis results, it summarizes and reflects on the education evaluation index system and puts forward suggestions for improving the evaluation system and implementing the English education guarantee mechanism. This paper uses the research of mobile edge computing resources to allocate big data and applies it to the application of English teaching classroom evaluation, thereby promoting the rapid development of classroom teaching.
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Taranto, Eugenia, Simone Jablonski, Tomas Recio, Christian Mercat, Elisabete Cunha, Claudia Lázaro, Matthias Ludwig, and Maria Flavia Mammana. "Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics." Mathematics 9, no. 22 (November 22, 2021): 2975. http://dx.doi.org/10.3390/math9222975.
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In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC “Task Design for Math Trails”, with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC’s topics’ task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research.
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Lawanto, Oenardi, Angela Minichiello, Jacek Uziak, and Andreas Febrian. "Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course." International Education Studies 11, no. 7 (June 28, 2018): 43. http://dx.doi.org/10.5539/ies.v11n7p43.
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Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students’ self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor’s and students’ task interpretation of the assigned problems. Furthermore, the analysis showed that students’ had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.
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Martínez-Romera, Daniel David, and Sara Cortés-Dumont. "ICT and 360º evaluation: Improving professional skills in higher education in Spain." Tuning Journal for Higher Education 10, no. 1 (November 29, 2022): 89–111. http://dx.doi.org/10.18543/tjhe.2361.
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The current dynamics of knowledge and innovation generation are faced with, sometimes, incompatible social and cultural trends. Something to which the University is not oblivious. Based on contemporary studies and our own experience, one of the clearest tensions has to do with the ability to judging based on reasons and not emotions. To help with this, in the educational context, the 360-degree evaluation can be a useful instrument in terms of the strengthening of their objective judgment. It is a technique that was conceived to exercise objective evaluation, in several and concurrent ways, which also allows to know their degree of objectivity. To demonstrate its potential, a sample of 56 students was used, taking the teacher’s grading as a reference. The task involved self, peer and inter-group assessment. The methodology was mixed, with support in descriptive statistics for quantitative grades and natural language processing for comments and clarifications. It was possible to detect differences in behavior depending on the type of analysis (self-assessment, peers, and groups), as well as determining which students were most qualified to assess objectively. Another issue was the general reluctance to explain numerical grades through notes. Here we consider several factors to explore, among which we highlight: the digital tool used and the time available; the phase of the academic course and the characteristics of the task; and subjective bias, especially in cases of low score. About the experience, it has also been possible to detect some difficulties derived from the application of a methodology, as complex and demanding as the one used, which generated more than 3000 evaluations. In any case, and in view of the data obtained, we consider that the results corroborate the practical utility of this approach and invite to explore additional aspects within this area.
Received: 24 February 2022Accepted: 12 September 2022
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Akyeampong, Albert, Teresa Franklin, and Jared Keengwe. "Technology and Teacher Education." International Journal of Information and Communication Technology Education 6, no. 2 (April 2010): 1–10. http://dx.doi.org/10.4018/jicte.2010040101.
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This study explored one primary question: To what extent do student perceptions of various forms of instructional technology tools predict instructional quality? Participants for the study were drawn from a teacher education program in a large Midwest public university. Data were collected using a web-based survey with a total of 121 responses used in the final analysis. A multiple regression analysis was conducted to evaluate how well Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools predict Student Evaluation of Faculty Instructional Quality. The overall significant results of the regression model and the subsequent significant results of the t-test for Presentation Tools and Productivity Tools is an indication that Presentation and Productivity tools can be used by faculty to facilitate student and faculty interaction, promote cooperation among students, promote active learning techniques, give prompt feedback, emphasize time on task, communicate high expectation and respect diverse talents and ways of learning.
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Montes, César Silva. "The world-system of academic capitalism: Process of consolidation of the entrepeneurial university." education policy analysis archives 17 (December 15, 2009): 24. http://dx.doi.org/10.14507/epaa.v17n24.2009.
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This article presents an analysis of the system of the faculty evaluation by their students at the Universidad Autonoma de Ciudad Juarez (UACJ). The study was conducted following an interpretative and ethnographic methodology; empirical data was obtained based on participative observation. My presence on a daily basis allows me to register the processes in detail. In this methodology, the subjectivity, ideology and political stand of the researcher are made explicit. Results from the study indicate that for the perspective of the university administration, the faculty evaluation validates the teaching quality, and it is a referent to justify the professor exclusion from the university's incentive program. The faculty views the student evaluation as a control of their labor and as a revenge mechanism from those students who felt that will fail the course. The student perceives the evaluation as a mandatory and unimportant task, because its results do not modify the faculty pedagogic practice. Although there is an agreement between the administration and the faculty to maintain the student evaluation process for merit incentive purpose, faculty questions if this type of evaluation is appropriate for all the disciplines; the validity of peer evaluations; and, the student's judgment to leave them without labor economic incentives. As a result of the found divergence, it is proposed a dialogue among the professors; University's administration, and the students to generate an opinion poll in agreement to the context.
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Sözen, Erol, and Mücahit Coşkun. "Evaluation of Some School Applications in Turkish National Education according to Students’ Viewpoints." Journal of Education and Training Studies 5, no. 3 (February 23, 2017): 201. http://dx.doi.org/10.11114/jets.v5i3.2243.
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The purpose of this study is to evaluate students’ perspectives according to various variables about use of smart boards and tablet computers in class rooms, academic performance tasks, distribution of course books, and changes made in exam grading regulation at high schools which came into effect as of academic year 2013-2014 under Faith Project. Formulation and application of measurement techniques and data collection were performed with high school students in Düzce province. A correlational comparative survey method was applied with quantitative research approach in this study. Statistical Package Program SPSS 20.0 was used in data analysis. Descriptive statistics analysis was performed to evaluate frequency values, percentages and arithmetic average values, while, One-Way Variance Analysis (ANOVA) and t-test were used for unrelated sampling. A sample of 606 students was selected from various high schools in Düzce during academic year 2015-2016. Students’ viewpoints on the categories defined in measurement scale were determined generally as “I am indecisive” or “I agree”.Resultantly, no significant differences were found in students’ opinions according to gender and residential area variables. On the other hand, significant differences were detected in students’ perspectives on use of smart boards, performance tasks and course books distribution according to the school type variable. Use of smart board was found to be considered more positively in Anatolian high schools, while, performance task and course book distribution were considered more positively in vocational schools. Moreover, it was also found that students’ viewpoints on use of tablet computers and distribution of course books showed significant differences according to the variable of class size. Students’ viewpoints on use of smart board and tablet computers, performance task, and distribution of course books were found to be viewed more positively in classes with strength of 21-25 students.
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Patacsil, Frederick F., Paulo V. Cenas, Bobby F. Roaring, Jennifer M. Parrone, and Daniel Bezalel A. Garcia. "Evaluating Pangasinan State University Faculty Performance Using Associative Rule Analysis." International Journal of Information and Education Technology 12, no. 1 (2022): 21–29. http://dx.doi.org/10.18178/ijiet.2022.12.1.1582.
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Evaluating faculty members' performance is a very complex area to study. In addition, predicting the performance of these faculty members is a very difficult and challenging task. However, the core of education is teaching and learning, and teaching-learning works to its fullest when there are effective teachers. Measuring the effectiveness of faculty members is done based on the student evaluation of faculty. This research aims to develop a model to predict the performance of the faculty members using associative rule based on the existing evaluation form used by PSU to evaluate faculty members. The model is designed to utilize the knowledge of text analytics rule capabilities that will provide great support for the decision-making of Pangasinan State University in the Philippines. The result reveals that the term good is still the top one terms occurred for all campuses followed by teaching. The results indicated that teacher/faculty members on all campuses are good teachers. Associating words reveal that "teaching good subject/topic," "explains simply" and other meaningful associated words can be utilized to evaluate the performance of the teacher. The results exposed not only the quantitative values of faculty evaluation it also exposed the qualitative opinion of the students in the performance of their faculty members. This study reveals important aspects of the faculty member's teaching performance in terms of words/association of words that will describe their teaching performance. The results can be utilized in coaching and mentoring faculty members to cope with their weaknesses. The proposed model can be utilized by Pangasinan State University to evaluate the faculty members in terms of their teaching performance by utilizing the comments/opinions of the students.
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Pshenychna, Olena, Roman Klopov, Oleksandr Gura, and Tetiana Gura. "Improvement of the student evaluation system based on the ICT use." E3S Web of Conferences 166 (2020): 10018. http://dx.doi.org/10.1051/e3sconf/202016610018.
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Today, considerable attention is paid to the higher education quality issues. The problem is solved by using tests that should provide a reliable student evaluation. The article presents the technology for improving test tasks. It includes functional procedures that specify the test and test task improvement sequence. It is found that it is better to use specialized computer applications for their implementation, that is why this technology involves the use of the author program “Statistical Analysis of Test Results”. This program calculates the indicators – the item difficulty, discrimination, reliability and validity – according to empirical student testing data. The indicators help identify unsatisfactory quality test tasks and improve the student assessment means, as the program derives the recommendations. The steps set out by the testing result processing technology with the help of a statistical package increase the improvement process efficiency. The correlation and factor analyses help identify the tasks that put the highest load into the test score. These procedures influence on making a decision on the test task review need. The technology involves repeated checking procedures. The presented technology has been tested at Zaporizhzhya National University and Zaporizhzhya Regional Institute of Postgraduate Teacher Education. ANOVA has helped prove its effectiveness.
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Assefa, Yalalem. "Towards Learner-Oriented Monitoring and Evaluation in Adult Education Program: A Vital Approach to Ensure Adult Learners’ Learning Needs." Education Research International 2021 (April 22, 2021): 1–11. http://dx.doi.org/10.1155/2021/6663700.
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Monitoring and evaluation practice of adult education by its flexible nature highly needs effective and continuous professional support based on a bureaucratic system that accomplishes expectations using a hierarchical arrangement. The central essence of adult education monitoring is conceptualized as the continuous comparison of implementation progress against the predetermined principles. As well, another common vital task is evaluation. Such practice can provide formative and summative information about program implementation and outcomes for concerned stakeholders. This study placed on examining learner-oriented monitoring and evaluation practices in integrated functional adult education programs. In doing so, a qualitative research approach and case study design were employed. Purposive and available sampling techniques were used to select 83 respondents. Data were collected through interviews, FGD, and document analysis. The collected data were analyzed using thematic analysis. Results showed that integrated functional adult education monitoring practice was limited to report learners’ enrollment data and mere attendance in literacy class. Narrow emphasis is given to monitoring and evaluation activities that can enhance adult learners’ academic performance and ability in relation to their life skills and practical learning needs have been largely forgotten.
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Fuchs, Douglas, and Lynn S. Fuchs. "Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks." Exceptional Children 83, no. 3 (April 2017): 255–68. http://dx.doi.org/10.1177/0014402917693580.
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In 2010, the Institute of Education Sciences commissioned a much-needed national evaluation of response to intervention (RTI). The evaluators defined their task very narrowly, asking “Does the use of universal screening, including a cut-point for designating students for more intensive Tier 2 and Tier 3 interventions, increase children’s performance on a comprehensive reading measure?” Their regression-discontinuity analysis showed that first-grade children designated for (but not necessarily receiving) more intensive intervention in the 146 study schools performed significantly worse than children not designated for it. There were no reliable differences between designated and nondesignated students in Grades 2 or 3. The provocativeness of these findings notwithstanding, the evaluation’s focus and design weakens its importance. RTI implementation data were also collected in the 146 study schools. These data suggest many of them were not conducting RTI in a manner supported by research and policy. Such findings and others’ evaluations of RTI advance the idea that simpler frameworks may encourage more educators to implement RTI’s most important components with fidelity.
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Morales-Martinez, Guadalupe Elizabeth, Maria Isolde Hedlefs-Aguilar, Janneth Trejo-Quintana, Yanko Norberto Mezquita-Hoyos, and Miriam Sanchez-Monroy. "Chronometric Constructive Cognitive Learning Evaluation Model: Measuring the Consolidation of the Human Cognition Schema in Psychology Students’ Memory." International Journal of Learning, Teaching and Educational Research 20, no. 5 (May 30, 2021): 56–72. http://dx.doi.org/10.26803/ijlter.20.5.4.
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This study illustrates the application of the Chronometric Constructive Cognitive Learning Evaluation Model to assess learning about human cognition knowledge schema in 48 second-year psychology students (79% females, 21% males). In the first phase, the participants carried out a conceptual definition task based on the Natural Semantic Networks technique. They defined ten target concepts related to the course by using verbs, substantives, adjectives, and pronouns (definers). Participants then rated the grade of relatedness between definers and targets concepts. Subsequently, the present authors carried out a computational simulation with data from the first study. In addition, students participated in a semantic priming experiment. They participated in a lexical decision task. Participants read pairs of words; these pairs were sometimes related by cognition scheme or common association, and sometimes were unrelated. The three tasks were applied at the start of the course and the end. The computational simulation analysis and ANOVA indicated that the initial pattern for conceptual activation had changed at the end of the course. Additionally, the initial chronometric behavior of the human cognition schema of the participants also changed at the end of the course. This evidence supports the idea that cognitive evaluation tools can help assess the schematic behavior patterns induced by academic learning.
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Nelius, Thomas, and Sven Matthiesen. "Experimental Evaluation of a Debiasing Method for Analysis in Engineering Design." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 489–98. http://dx.doi.org/10.1017/dsi.2019.53.
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AbstractDuring analysis in engineering design, systematic thinking errors - so-called cognitive biases - can lead to inaccurate understanding of the design problem. With a simplified version of the Analysis of Competing Hypotheses - ACH method and a simplified decision matrix, the confirmation bias in particular can be minimized. To evaluate this method, it was taught to experienced design engineers and mechanical engineering students. During the experimental evaluation the participants analysed a real technical problem. The procedures and results were compared with a previously conducted study with the same task. The design engineers have not changed their approaches and could not further improve their analysis success. The students profited considerably from the training. They have mentioned twice as much supporting evidence and six times as much contradicting evidence through the training indicating a more extensive analysis. As a result, the students showed significantly fewer signs of confirmation bias than without training. The findings suggest that debiasing strategies should be introduced early in engineering design education.
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Lloyd, Blair P., Kayla R. Randall, Emily S. Weaver, Johanna L. Staubitz, and Naomi Parikh. "An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion." Behavioral Disorders 45, no. 2 (May 14, 2019): 85–102. http://dx.doi.org/10.1177/0198742919837647.
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Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in passive forms of problem behavior. We evaluated a concurrent operant analysis (COA) framework to identify reinforcers for appropriate replacement behaviors for four students referred for FBA and reported by teachers to engage in low levels of work completion. After completing two COAs per student (researcher-as-therapist and teacher-as-therapist), we used alternating treatments designs to compare the effects of an intervention matched with COA outcomes to intervention conditions that were not matched to COA outcomes on levels of work completion and task engagement. COA outcomes corresponded across therapists for three of four participants and intervention results validated COA outcomes for two of these participants. Although results of this initial investigation seem promising, more research on COA frameworks is needed to determine their utility to guide reinforcement-based interventions in schools.
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Ekanem, Ekpenyong E., Comfort R. Etor, and Nse N. Ukpong. "Task-Based Approach to Learning Risk Management on University Business Administration." International Education Studies 13, no. 4 (March 22, 2020): 133. http://dx.doi.org/10.5539/ies.v13n4p133.
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Introduction: Lack of accountability demands in university business administration may be as a result of less attention given to genuine learning approach in university education. This study was undertaken to assess the causal effects of task-based approach to learning risk management on effective business decision making and outcome appraisal of universities in Nigeria.
Method: The study was a true experimental design study aimed at Knowledge and Learning Management (KALM) in universities for enforcing business accountability. The population included 250 undergraduate final year students of educational management in public universities in Cross River State, Nigeria for 2017/2018 session. The sample consisted of 120 subjects purposely selected. A researcher constructed instrument was validated and had a reliability coefficient of 0.88 obtained using cronbach’s alpha method. Three research questions and one hypothesis guided the study. Data was analysed using mean, percentage and independent t-test analysis.
Results: The results showed that task-based approach produced improvement in knowledge after learning risk management. Male and female students learned risk management in the same way for university business decision making and outcome evaluation.
Discussion and conclusion: Based on the result above, task-based approach to learning risk management guaranteed development of knowledge and cognitive skills of university students in university business opportunities. The implication of this finding was that students’ learning motivation and task sharing towards knowledge retention in university business outcome could not have been achieved unless something urgent was done to address the issue in a timely manner. Therefore, university management should be able to pay particular attention to genuine learning of task processes and task strategies in risk management. More so, university teachers should be aware of the benefits of integrating learning stages of pre-task, task cycle and post task in enhancing quality decision making choices in university business offers.
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Rusu, Oana. "The Evaluation of Cohesion in the Sports Groups within a Romanian City." Physical Culture and Sport. Studies and Research 85, no. 1 (March 1, 2020): 1–13. http://dx.doi.org/10.2478/pcssr-2020-0001.
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AbstractWe propose to conduct an analysis, by studying the influences exercised by certain variables (the biological gender, the ranking and the sociomotor space) on the level of cohesion among the sports teams in the municipality of Iaşi, Romania, evolving in the first leagues. A questionnaire was conducted on a number of 158 athletes (55 females, 103 males) who practice basketball, soccer, handball, rugby, volleyball. The responders answered the questionnaire regarding the group environment (GEQ). Factor analysis groups the items on two factors at the level of the Romanian subjects. The homogeneity of the instrument was evaluated for the entire scale, as well as independently for each of the two factors. The gender variable does not influence the level of social cohesion and the one of task cohesion among the sports teams taken into account. The ranking does not influence task cohesion among the teams studied. Both the ranking and the level of sociomotor space, as independent variables, determine significant differences regarding the level of social cohesion among the teams studied. The sociomotor space variable determines at the level of the teams sportive studied significant differences also regarding task cohesion.
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Etscheidt, Susan. "An Analysis of Legal Hearings and Cases Related to Individualized Education Programs for Children with Autism." Research and Practice for Persons with Severe Disabilities 28, no. 2 (June 2003): 51–69. http://dx.doi.org/10.2511/rpsd.28.2.51.
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Developing appropriate programs for students with autism has been an increasingly complex task for parents, schools, and other stakeholders. Parents of students with autism have challenged the appropriateness of proposed school district programs, and these disputes represent the fastest growing and most expensive area of litigation in special education. In this article, 68 hearings and cases were reviewed. The article discusses the outcomes of administrative and judicial decisions related to appropriate programs for children with autism. Three primary factors were identified: Individualized education program (IEP) goals must be matched to evaluation data, IEP team members must be qualified to develop programs, and the methodology selected must be able to assist the students in achieving identified IEP goals. Implications for school teams are discussed.
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López García, Narciso José. "Kahoot!, Plickers And Socrative: ICT resources to assess musical content in Primary Education." Apertura 14, no. 1 (March 22, 2022): 6–25. http://dx.doi.org/10.32870/ap.v14n1.2134.
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Assessing musical competencies is a complicated process. However, the implementation of ICT in the classroom has facilitated this task, helping the Music education teacher to collect data in real time to describe the level of musical content of the students and information to fill in the required official documents. In this study, different evaluation strategies in music education are analyzed, as well as the main characteristics of three digital platforms, Kahoot!, Plickers and Socrative, whose main potential lies in the generation of gamified evaluation tests and evaluation and qualification reports of the students required by the educational administrations. The work method has been the analysis of information, which has served to make an exhaustive description of these platforms with the aim of providing the teachers information and tools that enable them to use and implement ICT in the evaluation of musical content of the Primary Education curriculum. Finally, the conclusions related to the benefits and limitations of these digital tools when applied in the Music classroom are presented.
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Schmidt, Sergio L., Yolanda Eliza Moreira Boechat, Guilherme J. Schmidt, Denise Nicaretta, Eelco van Duinkerken, and Juliana J. Schmidt. "Clinical Utility of a Reaction-Time Attention Task in the Evaluation of Cognitive Impairment in Elderly with High Educational Disparity." Journal of Alzheimer's Disease 81, no. 2 (May 18, 2021): 691–97. http://dx.doi.org/10.3233/jad-210151.
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Background: The Clinical Dementia Rating (CDR) scale is commonly used to stage cognitive impairment, despite having educational limitations. In elderly with low education, a previous study has shown that intraindividual variability of reaction time (CV) and commission errors (CE), measured using a culture-free Go/No-Go task, can reliably distinguish early Alzheimer’s disease (AD) from mild cognitive impairment (MCI) and healthy controls. Objective: We aimed to extend the clinical utility of this culture-free Go/No-Go task in a sample with high educational disparity. Methods: One hundred and ten participants with a wide range of years of formal education (0–14 years) were randomly selected from a geriatric unit and divided based on their CDR scores into cognitively unimpaired (CDR = 0), MCI (CDR = 0.5), and early AD (CDR = 1). All underwent a 90-s reaction-time test that measured the variables previously found to predict CDR in low educated elderly. Here we added years of formal education (educational level) to the model. Multivariate analyses compared differences in group means using educational level as confounding factor. A confirmatory discriminant analyses was performed, to assess if CDR scores could be predicted by the two Go/No-Go variables in a sample with high educational disparity. Results: Over all three groups, differences in both CE and CV reached statistical significance (p < 0.05). The discriminant analysis demonstrated that CV and CE discriminated cognitively impaired from cognitively normal elderly. These results remained similar when discriminating MCI from cognitively unimpaired elderly. Conclusion: The Go/No-Go task reliably discriminates elderly with MCI from elderly without cognitive impairment independent of educational disparity.
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Feng, Liu. "Research on Higher Education Evaluation and Decision-Making Based on Data Mining." Scientific Programming 2021 (November 8, 2021): 1–9. http://dx.doi.org/10.1155/2021/6195067.
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Educational data mining is concerned with developing methods to explore the data from educational environments which provides insights that help in understanding the learning process and improving the educational outcomes. The evaluation and decision-making methods of higher education resources ignore the number of specific basic systems of resource evaluation and decision-making, resulting in the low accuracy of evaluation and decision-making. Therefore, a research on higher education evaluation and decision-making based on data mining is proposed. We analyze the application of big data in the field of higher education and design its optimal curriculum design model. We calculate the phased teaching task objectives of higher education curriculum, form its curriculum teaching guidance according to the influence degree between learners’ learning progress and learners’ thinking limitations, and obtain the learning effect produced by the optimal selection of curriculum teaching content. Then the probability of learners completing the structured teaching goal is calculated, so as to establish the optimal curriculum design model of higher education. Finally, we obtain the quantitative values of different experiences, extract the main influencing factors of resource evaluation and decision-making, and carry out higher education resource evaluation and decision-making analysis on this basis. The experimental results show that the research method improves the flexibility and universal applicability of higher education evaluation and decision-making, achieving an evaluation accuracy of above 90% and with below 7% error rate.
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YALÇIN, Yasemin, and Hasanali Kağan KURNAZ. "Evaluation of Cognitive Flexibility and Goal Orientation Levels of Students Preparing for Special Talent Exam." International Education Studies 14, no. 11 (September 30, 2021): 10. http://dx.doi.org/10.5539/ies.v14n11p10.
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In the current study, it is aimed to determine the correlation between cognitive flexibility levels and goal orientation levels of the students who are preparing for special talent exams for sports, and to compare these in terms of various demographics. The study group of the research consists of students (n=351) preparing for special talent exams in order to study at faculties/schools of higher education of sports of the universities predetermined through convenience sampling method, which is a sampling method that is not based on probability, that will accept students for 2021-2022 academic year. 180 of the participants are female (51.3%) whereas 171 of them are male (48.7%). In the study, “Cognitive Flexibility Inventory” (CFI) and “Task and Ego Orientation in Sports Questionnaire” (TEOSQ) are used. In order to evaluate CFI and TEOSQ levels of the participants in terms of various demographic features, t-test, ANOVA and Pearson Correlation tests are used. Before the statistical analysis of the obtained data, skewness and kurtosis values of the data are calculated to determine if the data has normal distribution, and it is determined that the data has normal distribution. As a result of the research, it is determined that there is a significant and positive correlation between cognitive flexibility and task-oriented goals and ego-oriented goals. In addition, it is seen that there is a significant difference in control subscale of cognitive flexibility and goal-oriented and ego-oriented targets subscales of participants when the high schools of the participants are considered.
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Morton, D., L. M. Berent, B. Bolon, K. L. Boyd, G. D. Coleman, R. L. Hall, M. J. Kinsel, S. J. Tornquist, and D. W. Wilson. "The 2008 ACVP Role Delineation Survey and Initial Data Analysis: From the Role Delineation Task Force." Veterinary Pathology 46, no. 4 (March 9, 2009): 567–75. http://dx.doi.org/10.1354/vp.09-vp-0044-m-com.
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The American College of Veterinary Pathologists commissioned a role delineation survey to define the specialized tasks, knowledge, and tools that define the current practice of veterinary clinical pathology and veterinary anatomic pathology. The survey also identified when competence was acquired for each task (i.e., before certification or after certification). The response rate by diplomates was high, with approximately 50% of practicing pathologists within each specialty responding to each survey. Using the survey results, all tasks for each specialty were classified as either appropriate or unsuitable for testing in the certifying examinations. The role delineation survey data will facilitate the creation of test plans that objectively define the content in each certifying examination, the evaluation and enhancement of training curricula, and the optimization of continuing education opportunities for practicing veterinary pathologists.
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Dizdar, Senada, and Amina Isanović Hadžiomerović. "Časopis Obrazovanje odraslih - bibliografska opremljenost i sadržajna analiza objavljenih članaka (2001-2017)." Obrazovanje odraslih/Adult Education, no. 1 2018 (2018): 73–100. http://dx.doi.org/10.53617/issn2744-2047.2018.18.1.73.
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Journals represent the most prominent medium of formal scholarly communication, and therefore, evaluation of journals has become an important tool for researchers who publish novel research results as well as for those who wish to be up-todate with the current research streams. Within this context, the analysis of Journal Adult Education was conveyed aiming to identify changes that were brought in the editing process of the Journal from 2001 until 2017. This general research objective is further divided into two research tasks – bibliographic analysis and content analysis of the journal. On the basis of bibliometric method on the selected sample of contributions, presence (or omission) of the following identification bibliographic data were assessed: author name, article title, author’s institutional affiliation, author’s contact details; article’s UDC, abstract and key words in two languages; article title and reference list. Further analysis included also author’s country of origin. The second research task was aimed at content analysis of published articles, in particular, scholarly-professional communication in adult education, which reflects cognitive texture of the field. The focus of analysis was content elements such as: key words, thematic focus and the level of andragogical approach to the given phenomenon. The results indicate that the Journal has witnessed increase in the quality of data of article identification, that on the basis of larger representation of authors from the neighbouring countries it can be regarded as regional journal, but that it is still not thematically clearly defined. Andragogical approach in much regard is mixed with approaches of other disciplines, more or less congenial to it, even to a certain extent completely deviating from the logics of adult education.
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Tekin Dede, Ayse, and Esra Bukova Guzel. "Reflections from planning and implementing a modelling task." International Electronic Journal of Mathematics Education 18, no. 1 (January 9, 2023): em0728. http://dx.doi.org/10.29333/iejme/12821.
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The aim of this study is to investigate both the planning and implementation process of a modelling task by a middle school mathematics teacher. The participant of the study, which was conducted as a single case study, is a middle school mathematics teacher who have knowledge and experience in modelling. The data collecting tools of this study were the lesson plans of the teacher, the observation notes taken by the researchers during the implementation of the modelling task, the video records of the implementation, students’ solution papers and the voice records of the pre- and final-interview conducted with the teacher. Whole data were analyzed according to a framework for modelling implementations developed by the authors through descriptive analysis. The teacher planned his in-class implementation to consolidate the circle concept and revised an existing modelling task by developing appropriate materials for the task. He asked students to arrange their desks appropriate to group work, decided to enable students to evaluate both the implementation and their peers, and announced their students that they would present their group solution and evaluate each other at the end of the lesson. During the implementation, he first reminded prior knowledge about circle and then presented the materials. He shared instructions about group work in the context of sharing social norms and gave information about the peer assessment form, which the students filled at the end of the lesson. During the students were solving the task, he intervened about enabling self-assessment in the groups, considering realistic values and comparing mathematical results with the problem context. In addition, during the solution, he tried to establish socio-mathematical norms by making explanations. After the solution process ended, student groups presented their solution approaches and discussed different solutions by comparing each solutions. Peer assessment form and affective evaluation form regarding the implementation were filled by the students at the end of the implementation. This study contributed the literature regarding modelling implementations and presented a different view about teacher actions in planning and implementing a modelling task.
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Zhang, Xuezhu. "Evaluation of Suitability of a Listening Textbook for English Majors in Universities of China." Advances in Language and Literary Studies 11, no. 4 (July 29, 2020): 87. http://dx.doi.org/10.7575/aiac.alls.v.11n.4p.87.
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Textbooks occurring in diverse social settings points to the need to make textbook evaluation in its social context. Many researchers have highlighted the significance of evaluating textbooks in local practices. The present study aims at exploring the suitability of a listening textbook--- A Listening Course(I) published by Shanghai Foreign Language Education Press in terms of content analysis. The analysis of the textbook finds that the general organization of the book, text types, listening tasks and activities are mostly suitable for first-grade English majors, but it still needs improvement on theme interests, authenticity, task options and assessment. Although ALC is a localized textbook, it still mirrors the macrocosm of English language teaching. The findings of this study will shed light on developing listening materials for textbook developers in order to avoid some pitfalls, and enlighten teachers on selecting suitable listening textbooks.
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Raja, M. Palaninatha, and A. M. Abirami. "Item Analysis Technique for improving Course Outcome Attainment." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 234–42. http://dx.doi.org/10.16920/jeet/2022/v35is1/22034.
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It has become a challenging task to derive information on attainment of cognitive skills by analysing students’ performance. There are certain subjective critical factors such as understanding of basic concepts, quality of teaching, quality of question papers, and the mode of evaluation, which influence of students accomplishment. The authors feel that it is necessary to examine the attributes of end semester examination question papers. It is essential to assess the type of questions posed in the examinations using the statistical techniques and measures. This paper analyse the analysis of quality of questions used in the end semester examinations. The proposed methodology uses ‘item analysis’ technique for improving the course outcome attainment. Statistical results indicate that the question setters may consider the resulted norms while examining the students by standardizing the assessment questions, which in turn yield better academic performance by students. Keywords: Item Analysis, Course Outcome Attainment, Student Performance, Question Paper Quality
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Lai, Ying. "Analysis of the Intervention Effect of Positive Behavior Support (PBS) Art Education on the Psychological Characteristics of Autistic Adolescents." BCP Social Sciences & Humanities 16 (March 26, 2022): 222–31. http://dx.doi.org/10.54691/bcpssh.v16i.464.
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Art education is an essential part of basic education. For teenagers with autism, the art curriculum can play an important role in aesthetic ability and stress relief. Finding a relatively reasonable curriculum evaluation method is the common expectation of art educators in the field of autism. This study tries to find out the current differences between "teaching" and "healing" in academic circles. Based on the positive behavior support (PBS) theory, it makes an empirical investigation on Chinese educators who are offering art courses for autism, and establishes an evaluation method for art courses for autism based on PBS theory. The results show that under the positive behavior support (PBS) mode, whether it is task-oriented and relief-oriented, or functional teaching mode/atmosphere teaching mode, it has a significant effect on the pathological psychological characteristics of autistic teenagers. The results are helpful for educators to analyze the strategy of "teaching students in accordance with their aptitude", so that specific psychological characteristics can better match the appropriate intervention measures. The research also makes exploratory analysis of other related variables, and puts forward reference suggestions and prospects for the future development of art education of autism in China.
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McGuire, K. Lesley, and Carolyn R. Yewchuk. "Use of Metacognitive Reading Strategies by Gifted Learning Disabled Students: An Exploratory Study." Journal for the Education of the Gifted 19, no. 3 (April 1996): 293–314. http://dx.doi.org/10.1177/016235329601900304.
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This study examines the use of metacognitive strategies by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task. The students had WISC-R Verbal or Performance IQs above 125 and standardized reading achievement scores at least one year below grade placement. The results indicated that, although in general the four students actively monitored their reading and reported frequent use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in executing the strategies effectively. Analysis of student profiles revealed significant individual differences in implementation of strategies, indicating a need for individualized reading instruction matched to student profiles.
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Wang, Yun, Yong Han, and Qiang Wang. "The Application of Motion Trajectory Acquisition and Intelligent Analysis Technology in Physical Education Teaching in Colleges and Universities." Security and Communication Networks 2022 (June 13, 2022): 1–13. http://dx.doi.org/10.1155/2022/1917469.
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Traditional classroom teaching analysis is mainly based on manual coding of time sampling, which has problems such as overreliance on experts, low analysis efficiency, and difficulty in large-scale services. Classroom teaching analysis based on artificial intelligence technology breaks through the predicament. With the continuous development of intelligent analysis technology, the research on physical education in colleges and universities becomes more and more meaningful. The task of physical education is to impart physical knowledge, technology, and skills to students, enhance their physical fitness, and cultivate their morality, will, and quality. It is one of the ways to implement sports goals. This article proposes how to change traditional teaching based on intelligent analysis technology. This article aims to study how to apply the emerging intelligent analysis technology to the physical education teaching process in colleges and universities; this enables students to be more personalized in the learning process, stimulates their enthusiasm for learning, and meets their basic requirements, breaking through traditional teaching methods, and making it possible to teach students in accordance with their aptitude. In the experimental analysis of this article, from the overall trend of the student evaluation data for 7 consecutive semesters, it can be found that the minimum value of the mean, median, and mode appears in the first semester of the 2016–2017 school year, and the maximum appears in the first semester of the 2019–2020 school year. The average score (mean) of students' evaluation of teaching fluctuates from 4.71 to 4.72, and the fluctuating range of the students' evaluation score (median) of the middlemost students is from 4.56 to 4.66. The results show that the intelligent analysis technology has played a stimulating effect on teachers' teaching and effectively mobilized teachers' teaching initiative. Therefore, the application of intelligent analysis technology is very necessary. Combine health education with moral education, intellectual education, physical education, aesthetic education, and labor education, and integrate it into the whole process of education, teaching, management and services, and build a health education system that is oriented to and responsible for everyone.
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Abdul Sali, Abdul Haiy. "POSNER’S CURRICULUM ANALYSIS FRAMEWORK TOWARDS THE DEVELOPMENT OF PHILIPPINE MADRASAH EDUCATION." Journal of Southeast Asian Studies 26, no. 1 (June 30, 2021): 163–85. http://dx.doi.org/10.22452/jati.vol26no1.8.
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The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key informant interviews of program implementers. Based on the analysis, the perspective of the curriculum is to provide appropriate and relevant educational opportunities within the context of accepted cultures, customs, traditions and interests of Muslim Filipino learners. In addition, there is an attempt to contextualise the learning goals of the Philippine classroom. However, some of the participants described the curriculum as relevant but not age-appropriate. In addition, as basic tenets in designing a curriculum, there were no specific learning activities elaborately explaining the instructional strategies and course resources. Also, there was no assessment task or evaluation explicitly incorporated in the curriculum. Conversely, the institutionalisation of the Madrasah Education Program (MEP) in public school provides an opportunity to develop and ensure access to quality and relevant education among Muslim learners. The results provide baseline data in understanding the curriculum and serve as an impetus for future curriculum development of madrasah education in the Philippines.
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McGill, Megann, Jordan Siegel, and Natasha Noureal. "A Preliminary Comparison of In-Person and Telepractice Evaluations of Stuttering." American Journal of Speech-Language Pathology 30, no. 4 (July 14, 2021): 1737–49. http://dx.doi.org/10.1044/2021_ajslp-19-00215.
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Purpose The purpose of this study was to compare in-person and telepractice evaluations of stuttering with adult participants. The research questions were as follows: Is an evaluation for stuttering via telepractice equivalent to an in-person evaluation in terms of (a) duration of individual evaluation tasks and overall length of the evaluation, (b) clinical outcomes across evaluating clinicians, and (c) participant experience? Method Participants were 14 adults who stutter (males = 11; age range: 20–68) who were simultaneously assessed via telepractice and in-person. Comprehensive evaluations included analysis of the speaker's stuttering, evaluation of the speaker's perceptions and attitudes about stuttering, and language testing. Evaluations were administered by either an in-person clinician or a telepractice clinician but were simultaneously scored by both clinicians. Participants were randomly assigned to the in-person-led assessment condition or the telepractice-led assessment condition. Results No statistically significant differences were found between the in-person and telepractice-led evaluations in terms of overall evaluation task duration, evaluation clinical outcomes, or participants' reported experiences. That is, telepractice evaluations for stuttering in adults may be an equivalent option to in-person evaluations. Conclusions Results of this preliminary study indicate that telepractice evaluations of stuttering may be comparable to in-person evaluations in terms of duration, clinical outcomes, and participant experiences. The current study supports the notion that telepractice evaluations may be a viable option for adult clients who stutter. Clinical considerations and future directions for research are discussed.
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Ustinov, I. Y., and A. A. Karavanov. "REFLEXIVE-VALUE SUPPORT OF VOCATIONAL CREATIVE TRAINING OF EDUCATION STUDENTS: THE CONCEPT STRUCTURE." Bulletin of Nizhnevartovsk State University, no. 3 (December 15, 2020): 96–104. http://dx.doi.org/10.36906/2311-4444/20-3/14.
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The aim of this work is to form in different categories of current and future officers a stable idea of the phenomenon of professional-educational culture, disclosure of its basic and functional components, explaining the mechanisms of formation and development of this quality and thus contributing to the efficiency of professional training of military personnel not only in higher military-training institutions, but also directly in the units and units of the Armed Forces of the Russian Federation. In the study of the characteristics of the professional and educational culture of the officer, the most significant role is played directly by military-educational activity, the unit of analysis of which are its tasks. In turn, the professional-educational culture, being a personal characteristic of the officer, appears as a way of military-educational activity, providing solving various kinds of pedagogical problems. Thus, the process of solving pedagogical problems constitutes the technology of military-educational activity as a component of the training of an officer. The concept of “task of activity” chosen by us as a unit of analysis of military-educational activities has justified the category of «technology of pedagogical activity» as a component of officer training; to consider its task nature, presented by binary groups of analytics-reflexive, constructive-predictive, organizational-activity, evaluation-information and corrective-regulating tasks. Although these task groups are typical of commanders and superiors as subjects of professional military-educational activities, all of them in a particular situation involve an indispensable search for a creative, individual-personality solution.
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Šćepanović, Rada, and Jasmina Milinković. "Formative assessment of achievements in mathematics and selection of tasks." Zbornik radova Pedagoskog fakulteta Uzice, no. 23 (2021): 127–50. http://dx.doi.org/10.5937/zrpfu2123127s.
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The evaluation of mathematical knowledge is based on multiple sources of information. In modern teaching practice, a special place has a formative evaluation of mathematical achievements of students as an integral part of teaching that supports learning and provides useful information to teachers and students. The paper is dedicated to the analysis of innovative evaluation techniques in mathematics teaching that reflect the changed paradigm of mathematics education. The aim of this paper is to explore the features and implications of authentic evaluation techniques and, accordingly, to make the choice of tasks as evaluation instruments. Using the method of theoretical analysis of research results of authentic methods for assessing mathematical knowledge, skills and attitudes, we determine the criteria for selecting tasks for evaluating students' mathematical achievements (focus on in-depth and extended application of existing knowledge in different contexts, multiple solutions, research possibilities). The discourse is then directed towards considering the originality of the task evaluation criteria. In the final considerations, we point out that the selection of mathematical tasks creates an opportunity to apply a wide range of authentic techniques in evaluating students 'mathematical achievements, and broader and deeper plans the further course of teaching in students' cognitive and motivational development. We point out that by choosing mathematical tasks, it creates an opportunity to apply a wide range of authentic techniques in evaluating students' mathematical achievements, and broader and deeper plans the further course of teaching in the cognitive and motivational development of students.
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Westhoff, Gerard J. "A prioriassessment of language learning tasks by practitioners." Language Teaching 42, no. 4 (January 15, 2009): 504–18. http://dx.doi.org/10.1017/s0261444808005697.
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Teachers' competence to estimate the effectiveness of learning materials is important and often neglected in programmes for teacher education. In this lecture I will try to explore the possibilities of designing scaffolding instruments fora prioriassessment of language learning tasks, based on insights from SLA and cognitive psychology, more specifically connectionist theory. I will subsequently outline the development and evaluation of a ‘yardstick’ to judge complex, integrated, life-like tasks, such as WebQuests. The possibilities will be explored of performing in-deptha prioritask analyses as a learning task for teachers in order to enhance their competence in making ‘educated guesses’ about task effectiveness. Finally, an experiment will be described to determine the reliability and validity of an instrument for in-depth analysis of language learning tasks based on the theoretical framework previously described.
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Lamanauskas, Vincentas, Margarita Vilkonienė, and Rytis Vilkonis. "NATURAL SCIENCE LITERACY OF THE WOULD-BE TEACHERS: THE ANALYSIS OF UNDERSTANDING OF SOME NATURAL PHENOMENA." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, no. 1 (March 25, 2007): 5–13. http://dx.doi.org/10.48127/gu-nse/07.4.05.
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Many researches of last years specify necessity of perfection of natural science education at all levels of an education system. For more than the last two decades, Western countries have tried to advance teaching techniques of natural sciences and suggest using a constructive system instead of didactical one (Zoller, Tsaparlis, 1997). However, in general, there is little research on the secondary school learners’, university students` would-be teachers achievements, motivation for learning chemistry/physics and the peculiarities of concept and phenomenon perception. The object of research is the university students would-be teachers ability to perceive physical/chemical phenomena. This pilot research focuses on how students would-be teachers understand such everyday phenomena as the impact of temperature on the flow of particles (diffusion), evaporation and condensation, material solution, combustion, air expansion and reduction caused by the fluctuation in temperature conditions. Research was carried out in February-March, 2007. The students would-be teachers of Siauliai university participated in the survey. Concerning the format of the pilot research, the survey sample was limited. 87 students representing Faculty of Education were involved in research. Such sample complies with capacity requirements for the pilot research. The five tasks (phenomena: diffusion, air expansion and reduction, combustion, evaporation and condensation, solution) have been evaluated applying the proportion scale (no comments made - 0 points, a wrong option is chosen – 0.25 points, the phenomenon is perceived but failed to be fully explained – 0.5 points, the task is almost correctly completed – 0.75 points, the task is successfully accomplished – 1 point). Three experts have individually evaluated the tasks by general agreement. We can state that a total general evaluation of the accomplishment of all tasks correlates with an individual task. The high correlation coefficients show that all the tasks are basically of a similar complexity and none of them can be singled out from the whole system of 5 tasks. Research is of a local character and the reached conclusions are not applied for the whole population. The examination and evaluation of the respondents’ results disclosed that the tasks were rather complicated and the surveyed participants' knowledge was insufficient to explain the introduced phenomena. The most unfavourable comments are made interpreting nature phenomenon 4, which is the air qualities. The respondents have failed to explain why the heated air expands and the iced air – reduces. The best results are obtained describing situation 2 which is the evaporation of heated water and condensation of cooled water vapour. Key words: natural phenomena, science education, would-be teachers, pilot research.
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Dubovyk, Liudmyla Petrivna. "Designing of system of educational task in the disciplines of professional and practical training for future technology teachers and professionals in vocational education." Engineering and Educational Technologies 8, no. 1 (March 31, 2020): 33–47. http://dx.doi.org/10.30929/2307-9770.2020.08.01.03.
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The article is devoted to the design and technological training of engineering and pedagogical specialists using the system of educational technical tasks. The analysis of the concepts of "task", "educational task", "technical task". The features and content of educational tasks are disclosed. Examples of educational technical problems that are used in teaching subjects of vocational and practical training are given. . The tasks were developed for health education at a higher education (higher education) level, to recognize the specialty of the technology teacher, the education service (on the basis of the Kherson State University) and the specialty of the "State Agency". It is proved that the educational task becomes educational only in conjunction with the previous and subsequent, that is, in the task system. It is demonstrated how each next task must necessarily contain elements of the previous one, however, the conditions for their use, as well as the wording or designation of the previously discussed concepts must be new. Performing repeatedly repeated operations with the same concepts and with a variation in the initial data and the form of posing questions contributes to the development of skills to solve technical problems. It is indicated that the solution of creative problems requires a future specialist to know the basics of various sciences and skills to effectively apply knowledge in each specific situation. In particular, in solving technical problems, students use drawing knowledge (analyzing graphically given conditions of the problem, schematically depicting their sentences), in physics (mechanics, electrics and magnetism, optics), they develop personal abilities for analysis, critical evaluation, generalization, and systematization. The use of educational technical tasks in the training of future specialists is an important element of their creative development, since their solution to technical ones promotes the integrated application of students' knowledge. I’m developing a system of primary technical tasks; I’m thinking for an independent robot and for activating an initial process.
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Escobar Grisales, Daniel, Juan C. Vásquez-Correa, Jesús F. Vargas-Bonilla, and Juan Rafael Orozco-Arroyave. "Identity Verification in Virtual Education Using Biometric Analysis Based on Keystroke Dynamics." TecnoLógicas 23, no. 47 (January 30, 2020): 197–211. http://dx.doi.org/10.22430/22565337.1475.
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Virtual education has become one of the tools most widely used by students at all educational levels, not just because of its convenience and flexibility, but also because it can expand educational coverage. All these benefits also bring along multiple issues in terms of security and reliability in the evaluation the of student’s knowledge because traditional identity verification strategies, such as the combination of username and password, do not guarantee that the student enrolled in the course really takes the exam. Therefore, a system with a different type of verification strategy should be designed to differentiate valid users from impostors. This study proposes a new verification system based on distances computed among Gaussian Mixture Models created with different writing task. The proposed approach is evaluated in two different modalities namely intrusive verification and non-intrusive verification. The intrusive mode provides a false positive rate of around 16 %, while the non-intrusive mode provides a false positive rate of 12 % In addition, the proposed strategy for non-intrusive verification is compared to a work previously reported in the literature and the results show that our approach reduces the equal error rate in about 24.3 %. The implemented strategy does not need additional hardware; only the computer keyboard is required to complete the user verification, which makes the system attractive, flexible, and practical for virtual education platforms.
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Nichols, Polly. "Role of Cognition and Affect in a Functional Behavioral Analysis." Exceptional Children 66, no. 3 (April 2000): 393–402. http://dx.doi.org/10.1177/001440290006600309.
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Erroneous beliefs, distorted thoughts, and poorly controlled emotional responses to stress contribute to behavior problems as fundamentally as do observable environmental antecedents. The methods of this classical functional behavioral assessment for evaluating high-frequency problem behaviors are insufficient for understanding such low-frequency behavior as drawing a weapon or such covert behavior as possessing drugs. To understand the function of problem behaviors in students' lives, assessment of their social perspectives, beliefs, and feelings is as necessary as assessment of their immediate desires for attention, task avoidance, or escape. The purpose of this article is to present a multidimensional perspective that will lead to psychoeducational interventions in which students are taught to think clearly, solve problems, and self-regulate the intensity of their emotions.
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Carvalho, Luciana Vieira de, Aline Tomaz de Carvalho, Aline Cruz Esmeraldo Áfio, Andréa Soares Rocha da Silva, Máguida Gomes da Silva, and Lorita Marlena Freitag Pagliuca. "Construction of assistive technology as online course for the blind about hypertension." Revista Brasileira de Enfermagem 71, no. 4 (August 2018): 1970–76. http://dx.doi.org/10.1590/0034-7167-2017-0056.
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ABSTRACT Objective: to develop affordable education course for the blind on the prevention of hypertension. Method: we used the Model of Development of Digital Educational Materials composed by the stages of analysis and planning; modeling; implementation; evaluation and maintenance; distribution. Results: we obtained fifteen pages divided into six learning units. The study followed the accessibility standards of national and international documents. Evaluation and maintenance phase occurred during preparation of the course. Final considerations: to elaborate a course as assistive technology for the visually-impaired is a feasible task, provides knowledge about hypertension prevention and equality of access to digital educational materials.
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Rugube, Talent T., and Desmond Govender. "Evaluation of a Software Model for Integrating Learning Management Systems and Massive Open Online Courses." International Journal of Innovative Research and Scientific Studies 5, no. 3 (July 22, 2022): 170–83. http://dx.doi.org/10.53894/ijirss.v5i3.493.
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Educational technology is widely used in higher education. The implementation requires the integration of learning systems. The integrated systems can be evaluated to see if they assist learners in achieving learning outcomes by interacting with relevant content. The study focused on inferential statistics arising from the technology acceptance evaluation of a software design model. The proposed software design model automatically combines data to integrate a Learning Management System (LMS) with Massive Open Online Courses (MOOCs). The inferential statistics explain the acceptance or rejection levels of the software design model by the stakeholders (lecturers, students, and universities at large) based on the Technology Acceptance Model and Task-Technology Fit. Google forms were used to obtain information on the software design model. Partial least squares structural equation modelling was applied for data analysis because the data were non-normally distributed. The study’s results showed that Task-Technology Fit constructs had a significant effect on the technology acceptance model. The three constructs influencing use that emerged from this study were, in order of importance: perceived usefulness, perceived ease of use, and intention to adopt. Perceived usefulness was the most powerful construct due to its total effect size, proving the importance of useful technology in the higher education setting.
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Susanti, E., R. Maulidah, and Y. S. Makiyah. "Analysis of problem-solving ability of physics education students in STEM-based project based learning." Journal of Physics: Conference Series 2104, no. 1 (November 1, 2021): 012005. http://dx.doi.org/10.1088/1742-6596/2104/1/012005.
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Abstract This study is a quantitative descriptive. This study aimed to describe the problem-solving abilities of physics education students in the 2nd School Physics Laboratory course. The subjects of this study were 65 people consisting of 2 classes with the determination of the sample using the purposive sampling technique. Data collected is done through a problem-solving ability instrument which includes four indicators recognizing problems, planning solutions, solving problems, and evaluating. Based on the results of the data analysis, the conclusion is that students’ problem-solving abilities have been at a high level with a percentage average of 79. The caused by learning that applies STEM-based Project-Based Learning (PjBL). The learning helps develop students’ abilities in planning, communicating, solving problems, and making the right decisions from the problems given. This learning can train students’ skills in planning, organizing, negotiating, and making conventions about the issues of the task to be done, who is responsible for each task, and how the information will be collected and presented.
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Lajoie, Susanne P., Roger Azevedo, and David M. Fleiszer. "Cognitive Tools for Assessment and Learning in a High Information Flow Environment." Journal of Educational Computing Research 18, no. 3 (April 1998): 205–35. http://dx.doi.org/10.2190/ltrw-br1g-b75l-3f65.
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A simulation-based intelligent tutoring system (ITS) was designed for nurses working in a Surgical Intensive Care Unit (SICU). A cognitive task analysis approach was used to identify the cognitive components of clinical decision making of “expert” surgical nurses. Quantitative analyses revealed that expert nurses reached the same decisions. However, a qualitative analysis of the verbal protocols revealed great variability in how the nurses arrived at their clinical decisions. Differences were observed in: hypothesis generation, planning of medical interventions, actions performed, results of evidence gathering, interpretation of the results, heuristics, and the overall solution paths. The results of these analyses were used to design a prototype ITS. The tutoring environment (SICUN) is described in terms of the cognitive tools it provides, and the assessment opportunities it presents. Implications for the evaluation of this system are discussed.
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Sham, Rosnah Mohd, and Mohd Nazri Latiff Azmi. "THE WASHBACK EFFECT OF SCHOOL-BASED ORAL EVALUATION PERFORMANCE AND ITS CAUSAL RELATIONSHIP WITH FEAR OF NEGATIVE EVALUATION." LANGUAGE LITERACY: Journal of Linguistics, Literature, and Language Teaching 2, no. 1 (July 7, 2018): 1–16. http://dx.doi.org/10.30743/ll.v2i1.434.
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This paper presents part of a study that investigates the washback effect of a School-Based Oral Evaluation (SBOE) performance from the teachers’ perceptions. It also investigates the causal relationship between students who have passed in the school-based oral evaluation (SBOE) with fear of negative evaluation. The participants are 302 of form four students and four English teachers from the Putrajaya Federal Territory government secondary schools in Malaysia. It is a mixed-method study in which data were collected in sequential, analysed separately, and then explained. The quantitative data were collected by using FLCAS, the School-Based Oral Evaluation (SBOE) results and the qualitative data were collected from the semi-structured interviews with the English teachers and guidelines on SBOE from the Ministry of Education Malaysia. The quantitative method used descriptive statistical analysis, whereas the qualitative method used content analysis. Students’ result in the mid-term examination 2017 had shown that they scored high marks in the SBOE. The quantitative results revealed that the students experienced low mean level of fear of negative evaluation. The teachers reported that students had shown positive attitude during the SBOE and English class interaction. They were focused, confident, responsive and not panic. There is a positive washback effect of SBOE on the students’ result. High results in SBOE affected the mean level of fear of negative evaluation. The partial eta-squared showed the value of 0.106 which is considered high. This study suggests two broad future tasks. The first task involves the development of national curriculum in English language which dependence upon oral English language. The second task focuses on the development of English language training and skills for the English teachers.Keywords: washback effect, School-Based Oral Evaluation performance, causal relationship, fear of negative evaluation