Need Assessment for Sex Education amongst the University Students –A Pilot Study

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Jaideep Kumar

2012-03-01

Full Text Available Background: The morbidity associated with sexual ignorance, poor decision making and inadequate sexuality education is rising in India day by day. The possibility of sex related public health problems like sexual abuse, teenage pregnancies, abortions, unmarried motherhood, STD/HIV infections etc. are always remains high in university students. In this background to assess the student’s knowledge & perceived need for sex education this study was conducted. Objective Of Study: To assess the need of sex education in students To explore the views of students on content, source & preferred grade levels of education for sex education. Methods: It was a crosssectional study conducted among students of Panjab University, Chandigarh. Sample size was 86 (Boys=45, Girls=41. A pre-tested questionnaire was used to collect information from the respondents. The results were calculated in percentage. Results: 95% of students were in favors of mainstreaming of sex education. 76.74% students choose the teacher as the best source to provide sex education. Students preferred grade levels to start sex education was matriculation with curriculum containing the information on sexual body changes during growth, contraceptives and sexually transmitted diseases. Conclusions: Majority of students has received sex information from informal sources and they are not satisfied with their knowledge on sex education. Majority of them supports the implementation of sex education in educational institutes. The government needs to make sex education mandatory as well as plan the educational material in a way that incites not libidinous behavior but instills mature decision making skills in the students

Need Assessment for Sex Education amongst the University Students –A Pilot Study

Directory of Open Access Journals (Sweden)

Jaideep Kumar

2012-01-01

Full Text Available Background: The morbidity associated with sexual ignorance, poor decision making and inadequate sexuality education is rising in India day by day. The possibility of sex related public health problems like sexual abuse, teenage pregnancies, abortions, unmarried motherhood, STD/HIV infections etc. are always remains high in university students. In this background to assess the student’s knowledge & perceived need for sex education this study was conducted. Objective Of Study: To assess the need of sex education in students To explore the views of students on content, source & preferred grade levels of education for sex education. Methods: It was a cross- sectional study conducted among students of Panjab University, Chandigarh. Sample size was 86 (Boys=45, Girls=41. A pre-tested questionnaire was used to collect information from the respondents. The results were calculated in percentage. Results: 95% of students were in favors of mainstreaming of sex education. 76.74% students choose the teacher as the best source to provide sex education. Students preferred grade levels to start sex education was matriculation with curriculum containing the information on sexual body changes during growth, contraceptives and sexually transmitted diseases. Conclusions: Majority of students has received sex information from informal sources and they are not satisfied with their knowledge on sex education. Majority of them supports the implementation of sex education in educational institutes. The government needs to make sex education mandatory as well as plan the educational material in a way that incites not libidinous behavior but instills mature decision making skills in the students

Peer/Self Assessment and Student Learning

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Ndoye, Abdou

2017-01-01

Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

Evaluating Student Self-Assessment through Video-Recorded Patient Simulations.

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Sanderson, Tammy R; Kearney, Rachel C; Kissell, Denise; Salisbury, Jessica

2016-08-01

The purpose of this pilot study was to determine if the use of a video-recorded clinical session affects the accuracy of dental hygiene student self-assessment and dental hygiene instructor feedback. A repeated measures experiment was conducted. The use of the ODU 11/12 explorer was taught to students and participating faculty through video and demonstration. Students then demonstrated activation of the explorer on a student partner using the same technique. While faculty completed the student assessment in real time, the sessions were video recorded. After completing the activation of the explorer, students and faculty completed an assessment of the student's performance using a rubric. A week later, both students and faculty viewed the video of the clinical skill performance and reassessed the student's performance using the same rubric. The student videos were randomly assigned a number, so faculty reassessed the performance without access to the student's identity or the score that was initially given. Twenty-eight students and 4 pre-clinical faculty completed the study. Students' average score was 4.68±1.16 on the first assessment and slightly higher 4.89±1.45 when reviewed by video. Faculty average scores were 5.07±2.13 at the first assessment and 4.79±2.54 on the second assessment with the video. No significant differences were found between the differences in overall scores, there was a significant difference in the scores of the grading criteria compared to the expert assessment scores (p=0.0001). This pilot study shows that calibration and assessment without bias in education is a challenge. Analyzing and incorporating new techniques can result in more exact assessment of student performance and self-assessment. Copyright © 2016 The American Dental Hygienists’ Association.

Contribution of continuous assessment to student learning in ...

African Journals Online (AJOL)

The study seeks to find out whether continuous assessment contributes to students' performance mathematics. The objectives of this study were to find out whether; Students see continuous assessment as a motivating factor in their learning, there is any workload involved in filling of continuous assessment termly, ...

Formative assessment: a student perspective.

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Hill, D A; Guinea, A I; McCarthy, W H

1994-09-01

An educator's view would be that formative assessment has an important role in the learning process. This study was carried out to obtain a student perspective of the place of formative assessment in the curriculum. Final-year medical students at Royal Prince Alfred Hospital took part in four teaching sessions, each structured to integrate teaching with assessment. Three assessment methods were used; the group objective structured clinical examination (G-OSCE), structured short answer (SSA) questions and a pre/post-test multiple choice questionnaire (MCQ). Teaching sessions were conducted on the subject areas of traumatology, the 'acute abdomen', arterial disorders and cancer. Fifty-five students, representing 83% of those who took part in the programme, responded to a questionnaire where they were asked to rate (on a 5-point Likert scale) their response to general questions about formative assessment and 13 specific questions concerning the comparative value of the three assessment modalities. Eighty-nine per cent of respondents felt that formative assessment should be incorporated into the teaching process. The SSA assessment was regarded as the preferred modality to reinforce previous teaching and test problem-solving skills. The MCQ was the least favoured assessment method. The effect size variable between the total scores for the SSA and MCQ was 0.64. The variable between G-OSCE and SSA/MCQ was 0.26 and 0.33 respectively. Formative assessment is a potentially powerful method to direct learning behaviour. Students should have input into the methods used.

Final assessment of nursing students in clinical practice: Perspectives of nursing teachers, students and mentors.

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Helminen, Kristiina; Johnson, Martin; Isoaho, Hannu; Turunen, Hannele; Tossavainen, Kerttu

2017-12-01

To describe the phenomenon of final assessment of the clinical practice of nursing students and to examine whether there were differences in assessments by the students and their teachers and mentors. Final assessment of students in clinical practice during their education has great importance for ensuring that enough high-quality nursing students are trained, as assessment tasks affect what the nursing student learns during the clinical practice. This study used descriptive, cross-sectional design. The population of this study comprised nursing students (n = 276) and their teachers (n = 108) in five universities of applied sciences in Finland as well as mentors (n = 225) who came from five partner hospitals. A questionnaire developed for this study contained questions about background variables as well as structured questions scored on a four-point scale, which also allowed the respondents to provide additional comments. When comparing the results related to nursing teachers' presence in the final assessment situation, it was found that teachers and mentors evaluated this as being carried out more often than nursing students suggested. Nursing students noted that fair and consistent assessment is carried out more often than nursing teachers thought. Mentors and teachers said that honest and direct criteria-based final assessment was carried out more often than nursing students evaluated. Nursing students and mentors need support from educational institutions and from nursing teachers in order to ensure the completion of a relevant assessment process. The findings of this study highlight an awareness of final assessment process. It is desirable to have a common understanding, for example, of how the assessment should be managed and what the assessment criteria are, as this will ensure a good quality process. © 2017 John Wiley & Sons Ltd.

Self-assessment and students' study strategies in a community of clinical practice: a qualitative study.

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Al-Kadri, H.M.; Al-Moamary, M.S.; Al-Takroni, H.; Roberts, C.; Vleuten, C.P.M. van der

2012-01-01

BACKGROUND: Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students' and supervisors' self-assessment and feedback training on students' perceptions and practices of

Empowering Student Learning Through Rubric-Referenced Self-Assessment*

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He, Xiaohua; Canty, Anne

2012-01-01

Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students. Methods: Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided with the identical rubrics for the assignments, the students in this group did not perform rubric-referenced self-assessment. Results: The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool. Conclusion: This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment PMID:22778527

Measuring Primary Students' Graph Interpretation Skills Via a Performance Assessment: A case study in instrument development

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Peterman, Karen; Cranston, Kayla A.; Pryor, Marie; Kermish-Allen, Ruth

2015-11-01

This case study was conducted within the context of a place-based education project that was implemented with primary school students in the USA. The authors and participating teachers created a performance assessment of standards-aligned tasks to examine 6-10-year-old students' graph interpretation skills as part of an exploratory research project. Fifty-five students participated in a performance assessment interview at the beginning and end of a place-based investigation. Two forms of the assessment were created and counterbalanced within class at pre and post. In situ scoring was conducted such that responses were scored as correct versus incorrect during the assessment's administration. Criterion validity analysis demonstrated an age-level progression in student scores. Tests of discriminant validity showed that the instrument detected variability in interpretation skills across each of three graph types (line, bar, dot plot). Convergent validity was established by correlating in situ scores with those from the Graph Interpretation Scoring Rubric. Students' proficiency with interpreting different types of graphs matched expectations based on age and the standards-based progression of graphs across primary school grades. The assessment tasks were also effective at detecting pre-post gains in students' interpretation of line graphs and dot plots after the place-based project. The results of the case study are discussed in relation to the common challenges associated with performance assessment. Implications are presented in relation to the need for authentic and performance-based instructional and assessment tasks to respond to the Common Core State Standards and the Next Generation Science Standards.

Implementing Self-Assessment in Singapore Primary Schools: Effects on Students' Perceptions of Self-Assessment

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Wong, Hwei Ming

2017-01-01

Student academic self-assessment engages the students in deliberate reflection about what they are learning and how they are learning it. This intervention study investigated the effects of self-assessment training on students' perceptions towards self-assessment in two Singaporean primary schools. The study, which used a pretest-posttest design,…

ASSESSING STUDENT PERFORMANCE ON INTERPRETING THROUGH PEER-ASSESSMENT

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Titik Ismailia

2017-12-01

Full Text Available As a part of translation interpreting is translating spoken discourse orally. It needs some requirements like ability to speak clearly, clarity, fluency, eye contact, and self-confidence. It also needs linguistic proficiency, analytical skill, listening and recall, interpersonal skills, ethical behaviour, speaking skills, cultural knowledge, and subject knowledge. Evaluating students performance on interpreting can be done through peer assessment. Peer- assessment is one of alternative assessment to grade the peers in group or individuals by commenting on and judging other students work. To do this process there is a join work between listening and speaking, and two students. The first student as a speaker and the second student as an interpreter. Both of them should do the same quality on speak clearly as a speaker and as an interpreter should able to listen and translating the spoken discourse orally. Evaluation can use analytical grade that allows teacher to set clear criteria for correction like fluency, grammar, terminology, general content, and mechanics. Students and teacher can give comment on every criteria based on their own competency. During the process on making criteria, students and teacher can discuss and give reasonable suggestion to make the assessment suitable to the students competency. At the end, a rubric of assessment with the score from 0 to 100 and criteria and also the comment included in the paper of assessment.

Development of a health literacy assessment for young adult college students: a pilot study.

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Harper, Raquel

2014-01-01

The purpose of this study was to develop a comprehensive health literacy assessment tool for young adult college students. Participants were 144 undergraduate students. Two hundred and twenty-nine questions were developed, which were based on concepts identified by the US Department of Health and Human Services, the World Health Organization, and health communication scholars. Four health education experts reviewed this pool of items and helped select 87 questions for testing. Students completed an online assessment consisting of these 87 questions in June and October of 2012. Item response theory and goodness-of-fit values were used to help eliminate nonperforming questions. Fifty-one questions were selected based on good item response theory discrimination parameter values. The instrument has 51 questions that look promising for measuring health literacy in college students, but needs additional testing with a larger student population to see how these questions continue to perform.

Student perceptions of assessment and student self-efficacy in competence-based education

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Dinther, van M.; Dochy, F.; Segers, M.; Braeken, J.

2014-01-01

The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality

Student Generated Rubrics: An Assessment Model To Help All Students Succeed. Assessment Bookshelf Series.

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Ainsworth, Larry; Christinson, Jan

The assessment model described in this guide was initially developed by a team of fifth-grade teachers who wrote objectives of integrating social studies and language arts. It helps the teacher guide students to create a task-specific rubric that they use to evaluate their own and peers' work. Teachers review the student evaluations, determine the…

HIV/AIDS Knowledge, Attitudes and Behaviors Assessment of Chinese Students: A Questionnaire Study

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Chaojun Xie

2007-09-01

Full Text Available The objective of this study was to assess students' knowledge, attitudes and practices on HIV and AIDS. A questionnaire was administered to a cross section of 259 Chinese undergraduates. Respondents were asked to provide information about knowledge and attitudes about HIV/AIDS. Study results indicated that the majority of undergraduates had a moderate level of HIV and AIDS knowledge, acceptance and attitudes towards people with HIV and AIDS. Boys had more acceptance and positive attitudes towards people with HIV and AIDS than girls. Students majoring in medicine performed better (more knowledgeable and accepting than non-medical students. Differences between students with various monthly expenditures were found-- 6.2% of students had 3-5 sexual partners which has rarely been found in Chinese students; most students did not know HIV VCT centers and most students did not show their confidence for controlling of HIV and AIDS in China. In conclusion, students’ knowledge about HIV/AIDS was uneven. A peer educational program to talk about self esteem, healthy sexual attitudes, being human-accepting and loving should be developed in the near future.

Student Voices in School-Based Assessment

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Tong, Siu Yin Annie; Adamson, Bob

2015-01-01

The value of student voices in dialogues about learning improvement is acknowledged in the literature. This paper examines how the views of students regarding School-based Assessment (SBA), a significant shift in examination policy and practice in secondary schools in Hong Kong, have largely been ignored. The study captures student voices through…

Assessing Saudi medical students learning approach using the revised two-factor study process questionnaire.

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Shaik, Shaffi Ahamed; Almarzuqi, Ahmed; Almogheer, Rakan; Alharbi, Omar; Jalal, Abdulaziz; Alorainy, Majed

2017-08-17

To assess learning approaches of 1st, 2nd, and 3rd-year medical students by using revised two-factor study process questionnaire, and to assess reliability and validity of the questionnaire. This cross-sectional study was conducted at the College of Medicine, Riyadh, Saudi Arabia in 2014. The revised two-factor study process questionnaire (R-SPQ-2F) was completed by 610 medical students of both genders, from foundation (first year), central nervous system (second year), medicine and surgery (third year) courses. The study process was evaluated by computing mean scores of two research study approaches (deep & surface) using student's t-test and one-way analysis of variance. The internal consistency and construct validity of the questionnaire were assessed using Cronbach's α and factor analysis. The mean score of deep approach was significantly higher than the surface approach among participants(t (770) =7.83, p= 0.000) for the four courses. The mean scores of deep approach were significantly higher among participants with higher grade point average (F (2,768) =13.31, p=0.001) along with more number of study hours by participants (F (2,768) =20.08, p=0.001). The Cronbach's α-values of items at 0.70 indicate the good internal consistency of questionnaire used. Factor analysis confirms two factors (deep and surface approaches) of R-SPQ-2F. The deep approach to learning was the primary approach among 1st, 2nd and 3rd-year King Saud University medical students. This study confirms reliability and validity of the revised two-factor study process questionnaire. Medical educators could use the results of such studies to make required changes in the curriculum.

Assessment of dietary calcium intake of university students: a pilot study in Turkey.

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Navruz-Varlı, Semra; Köse, Süleyman; Tatar, Tuğba; Arslan, Sabriye; Köksal, Eda

2018-03-30

The aim of this study was to adapt the rapid assessment method (RAM) and International Osteoporosis Foundation Food Frequency Questionnaire (IOF FFQ) tools, used for the assessment of daily calcium intake in university students, and to compare the data obtained using 24-h recall (24-HR) data. There was a moderate positive correlation between the RAM and IOF. Calcium is an essential mineral that plays vital roles in metabolism and it is very important to accurately assess the amount of calcium intake on the diet. It was aimed to assess the daily calcium intake of university students by two different food frequency questionnaires (FFQs) developed specifically for evaluating calcium intake, and 24-h recall method. The study was conducted with a total of 183 female university students aged 18-31. In the study, a questionnaire including sociodemographic information, a calcium calculator, IOF FFQ, prepared in seven different languages, and RAM was applied. In addition, 1-day food consumption records were obtained using 24-HR method. The daily average calcium intakes of individuals according to two different food frequency questionnaires (RAM FFQ and IOF FFQ) and 24-h food consumption records are respectively 1594.2 ± 810.9, 897.9 ± 368.4, and 605.6 ± 278.3 mg. When the daily average calcium intake was compared with the other two methods, RAM was found to be statistically higher (p fast and short tools to ensure adequate calcium intake from young age. It is thought that FFQs are the most appropriate methods in assessing daily calcium intake for this study group because it is observed that the list of foods and the amount of portions in FFQs reduce the problem of remembering at 24-h method to a great extent.

Team-based assessment of professional behavior in medical students.

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Raee, Hojat; Amini, Mitra; Momen Nasab, Ameneh; Malek Pour, Abdolrasoul; Jafari, Mohammad Morad

2014-07-01

Self and peer assessment provides important information about the individual's performance and behavior in all aspects of their professional environment work. The aim of this study is to evaluate the professional behavior and performance in medical students in the form of team based assessment. In a cross-sectional study, 100 medical students in the 7(th) year of education were randomly selected and enrolled; for each student five questionnaires were filled out, including one self-assessment, two peer assessments and two residents assessment. The scoring system of the questionnaires was based on seven point Likert scale.  After filling out the questions in the questionnaire, numerical data and written comments provided to the students were collected, analyzed and discussed. Internal consistency (Cronbach's alpha) of the questionnaires was assessed. A p<0.05 was considered as significant level. Internal consistency was acceptable (Cronbach's alpha 0.83). Interviews revealed that the majority of students and assessors interviewed found the method acceptable. The range of scores was 1-6 (Mean±SD=4.39±0.57) for the residents' assessment, 2-6 (Mean±SD= 4.49±0.53) for peer assessment, and 3-7 (Mean±SD=5.04±0.32) for self-assessment. There was a significant difference between self assessment and other methods of assessment. This study demonstrates that a team-based assessment is an acceptable and feasible method for peer and self-assessment of medical students' learning in a clinical clerkship, and has some advantages over traditional assessment methods. Further studies are needed to focus on the strengths and weaknesses.

A pilot study on the evaluation of medical student documentation: assessment of SOAP notes

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Ji-Hyun Seo

2016-06-01

Full Text Available Purpose: The purpose of this study was evaluation of the current status of medical students' documentation of patient medical records. Methods: We checked the completeness, appropriateness, and accuracy of 95 Subjective-Objective-Assessment-Plan (SOAP notes documented by third-year medical students who participated in clinical skill tests on December 1, 2014. Students were required to complete the SOAP note within 15 minutes of an standard patient (SP-encounter with a SP complaining rhinorrhea and warring about meningitis. Results: Of the 95 SOAP notes reviewed, 36.8% were not signed. Only 27.4% documented the patient’s symptoms under the Objective component, although all students completed the Subjective notes appropriately. A possible diagnosis was assessed by 94.7% students. Plans were described in 94.7% of the SOAP notes. Over half the students planned workups (56.7% for diagnosis and treatment (52.6%. Accurate documentation of the symptoms, physical findings, diagnoses, and plans were provided in 78.9%, 9.5%, 62.1%, and 38.0% notes, respectively. Conclusion: Our results showed that third-year medical students’ SOAP notes were not complete, appropriate, or accurate. The most significant problems with completeness were the omission of students’ signatures, and inappropriate documentation of the physical examinations conducted. An education and assessment program for complete and accurate medical recording has to be developed.

Assessment of Students' and Parents' Attitudes to Continuous ...

African Journals Online (AJOL)

This study assessed the status of the students' (the beneficiaries) and their parents' (major stakeholders) attitudes to Continuous assessment in order to determine their entry behaviour for SBA with a view to either upgrading or sustaining. The populations of the study were the Junior Secondary School students and their ...

Need Assessment for Sex Education amongst the University Students –A Pilot Study

OpenAIRE

Jaideep Kumar

2012-01-01

Background: The morbidity associated with sexual ignorance, poor decision making and inadequate sexuality education is rising in India day by day. The possibility of sex related public health problems like sexual abuse, teenage pregnancies, abortions, unmarried motherhood, STD/HIV infections etc. are always remains high in university students. In this background to assess the student’s knowledge & perceived need for sex education this study was conducted. Objective Of Study: To assess the nee...

Nursing students' assessment of pain and decision of triage for different ethnic groups: An experimental study.

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Chan, Joanne C Y; Hamamura, Takeshi

2015-08-01

Pain management is a priority in nursing care but little is known about the factors that affect nursing students' assessment of pain expressed by patients of different ethnic backgrounds. This study examined undergraduate nursing students' assessment of pain and decision of triage when pain was expressed in different languages and their relation to students' empathy and social identity. Comparison between students with and without clinical experience was also carried out. This is a cross-sectional quantitative design. This study took place at a university in Hong Kong. 74 female undergraduate nursing students. Students listened to eight audio recordings in which an individual expressed pain in one of the two dialects of Chinese, either Cantonese or Putonghua. For each dialect, two recordings depicted mild pain and two depicted severe pain. After listening to each recording, students rated the pain level and indicated their decision of triage. Subsequently, students completed a questionnaire that measured their empathy and social identity and reported their demographics. The data were analyzed by descriptive statistics, correlational analyses, and t-tests. Severe pain described in Putonghua was rated as more intense than that described in Cantonese but it was not classified as more urgent. Students with clinical experience tended to perceive mild pain as less painful and less urgent than those without clinical experience. For mild pain described in Cantonese, students with clinical experience evaluated it as more urgent than those without such experience. The empathy level of students with and without clinical experience was comparable. Students with more empathy, especially those without clinical experience, reported heightened perceived intensity of severe pain described in Putonghua. Nurse educators should note that empathy, social identity, and clinical experience may alter students' pain assessment of patients from different ethnicities. Pain education needs to

Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012

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Güzeller, Cem Oktay; Eser, Mehmet Taha; Aksu, Gökhan

2016-01-01

This study attempts to determine the factors affecting the mathematics achievement of students in Turkey based on data from the Programme for International Student Assessment 2012 and the correct classification ratio of the established model. The study used mathematics achievement as a dependent variable while sex, having a study room, preparation…

Impact of self-assessment by students on their learning.

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Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

2016-01-01

Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P academic performance, helping them in development of critical skills for analysis of their own work.

Team-based assessment of professional behavior in medical students

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HOJAT RAEE

2004-07-01

Full Text Available Introducrion: Self and peer assessment provides important information about the individual’s performance and behavior in all aspects of their professional environment work. The aim of this study is to evaluate the professional behavior and performance in medical students in the form of team based assessment. Methods: In a cross-sectional study, 100 medical students in the 7th year of education were randomly selected and enrolled; for each student five questionnaires were filled out, including one self-assessment, two peer assessments and two residents assessment. The scoring system of the questionnaires was based on seven point Likert scale. After filling out the questions in the questionnaire, numerical data and written comments provided to the students were collected, analyzed and discussed. Internal consistency (Cronbach’s alpha of the questionnaires was assessed. A p<0.05 was considered as significant. Results: Internal consistency was acceptable (Cronbach’s alpha 0.83. Interviews revealed that the majority of students and assessors interviewed found the method acceptable. The range of scores was 1-6 (Mean±SD=4.39±0.57 for the residents' assessment, 2-6 (Mean±SD=4.49±0.53 for peer assessment, and 3-7 (Mean±SD=5.04±0.32 for self-assessment. There was a significant difference between self assessment and other methods of assessment. Conclusions: This study demonstrates that a team-based assessment is an acceptable and feasible method for peer and self-assessment of medical students’ learning in a clinical clerkship, and has some advantages over traditional assessment methods. Further studies are needed to focus on the strengths and weaknesses.

An international comparison study of pharmacy students' achievement goals and their relationship to assessment type and scores.

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Alrakaf, Saleh; Anderson, Claire; Coulman, Sion A; John, Dai N; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2015-04-25

To identify pharmacy students' preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. This study is the first of its kind to examine pharmacy students' achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge.

STUDENTS EXPECTATIONS OF STUDENT’S ACHIEVEMENT ASSESSMENT: SOCIAL WORK STUDENTS’ ATTITUDE

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Gintautė Žibėnienė

2018-05-01

Full Text Available Assessment of student achievement is one of the indication of the study quality. Each time attention is paid to the student’s achievements assessment issues in Standards and Guidelines for Quality Assurance in the European Higher Education Area (2015 which is a systematically-published European edition relevant to higher education institutions. Also it is reminiscent of the meaning of student oriented studies. The article raises the problem, that it is not clear, what assessment of student›s achievements first-year students would like. Also what assessment methods are relevant and why. The analysis of published literature suggests that this aspect has been less studied in Lithuania. The main aim of the article is to present first-year social work students expectations of the aspect of personal studying achievement assessment. A qualitative research, based on the methodological provisions of social constructivism and theoretical assumptions of social constructivism is presented in the article. Research data collection and analysis methods: document analysis and analysis of scientific literature, open questions, content analysis. The research was conducted on 2013-2015. May. The research involved 23 first-year social work students of bachelor›s degree studies. Was figured out expectations of assessment of studying achievements of students by first-year social work students, which we can connect with essential characteristic of personal achievement assessment which is mentioned in methodological literature: motivational assessment, formative/educational assessment, self promotion, self-assessment integration, criterion assessment. First-year social work students (of bachelor›s degree studies prefer different assessment methods, but they can highlight some of the most likely to choose (test, conversation, debate, open questions, review of literature, essay, project, problem solving. However, first-year students are not sufficiently aware of

Economics within Social Studies: A Comparative Analysis of Student Performance on the 2012 Kansas History-Government Assessment

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Deplazes, Svetlana P.

2014-01-01

The purpose of this study was to examine the overall level of student achievement on the 2012 Kansas History-Government Assessment in Grades 6, 8, and high school, with major emphasis on the subject area of economics. It explored four specific research questions in order to: (1) determine the level of student knowledge of assessed economic…

Assessing Business Student Thinking Skills

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Smith, Gerald F.

2014-01-01

The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student thinking…

Investigating Secondary School Students' Unmediated Peer Assessment Skills

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Tsivitanidou, Olia E.; Zacharia, Zacharias C.; Hovardas, Tasos

2011-01-01

The purpose of this study was to investigate secondary school students' unmediated peer assessment skills. Specifically, 36 seventh graders, without receiving any kind of support, were anonymously assigned to reciprocally assess their peers' science web-portfolios. Additionally, students' attitudes towards and intentions about the use of…

Preservice music teachers' predictions, perceptions, and assessment of students with special needs: the need for training in student assessment.

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VanWeelden, Kimberly; Whipple, Jennifer

2007-01-01

The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' levels of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders (EDBD) and students with acute cognitive delays (ACD). The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers' perceptions of all students' levels of mastery increased from prediction scores overall. Additionally, preservice teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' levels of mastery of the music education concepts within the curriculum. Implications for music therapists, as consultants in special education, are discussed.

Student Emotions in Conversation-Based Assessments

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Lehman, Blair A.; Zapata-Rivera, Diego

2018-01-01

Students can experience a variety of emotions while completing assessments. Some emotions can get in the way of students performing their best (e.g., anxiety, frustration), whereas other emotions can facilitate student performance (e.g., engagement). Many new, non-traditional assessments, such as automated conversation-based assessments (CBA), are…

Voice Assessment of Student Work: Recent Studies and Emerging Technologies

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Eckhouse, Barry; Carroll, Rebecca

2013-01-01

Although relatively little attention has been given to the voice assessment of student work, at least when compared with more traditional forms of text-based review, the attention it has received strongly points to a promising form of review that has been hampered by the limits of an emerging technology. A fresh review of voice assessment in light…

The Effects of Performance-Based Assessment Criteria on Student Performance and Self-Assessment Skills

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Fastre, Greet Mia Jos; van der Klink, Marcel R.; van Merrienboer, Jeroen J. G.

2010-01-01

This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based…

LEARNING ASSESSMENT VIEWS AND PERCEPTIONS OF FINNISH TEACHERS AND INTERNATIONAL STUDENTS IN POSTGRADUATE PHYSICS STUDIES

Directory of Open Access Journals (Sweden)

Roni Tinell

2017-06-01

Full Text Available The way teachers view assessment has a considerable impact on their practice of assessment. Student perceptions of assessment, in turn, affect the ways in which they take advantage of its potential to direct their learning processes and to develop metacognitive skills. In this research, physics teachers and international postgraduate students at a Finnish university were surveyed for their views of assessment. The teachers were found to use assessment in a restricted fashion, which indicates that their conceptions of assessment are also limited in scope. The international students appeared to have a loose grasp of the concepts pertaining to assessment. Furthermore, clear differences were found in the purposes ascribed to assessment by the teachers and students. The implications of the findings are discussed and suggestions are made for the development of assessment practices to ensure a better use of its potential as a tool for achieving learning objectives.

Assessing undergraduate nursing students in clinical practice: do preceptors use assessment strategies?

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McCarthy, Bridie; Murphy, Siobhan

2008-04-01

Health care organisations such as the World Health Organisation (WHO) and An Bord Altranais (ABA, The Irish Nursing Registration Board) demand higher standards of new graduate nurses than heretofore. This is in conjunction with the implementation of degree programmes for undergraduate nurse education. These organisations stipulate that graduates must be well-educated, accountable, and can demonstrate the skills of a safe, caring and competent decision-making practitioner. The Bachelor of Science (BSc) four-year degree programme for undergraduate nurse education was introduced in Ireland in 2002, and is provided in universities and colleges of higher education throughout The Republic of Ireland. During the implementation process, each university and college of higher education developed a range of assessment strategies to clinically assess students. Preceptor nurses were subsequently assigned the responsibility of clinically assessing students, a remit previously undertaken by Clinical Ward/Unit Nurse Managers. Preceptors are qualified nurses, working in clinical units who are specially prepared to support BSc students during clinical placements. The purpose of this study was to explore to what extent preceptor nurses use the devised assessment strategies to clinically assess BSc students in one university in The Republic of Ireland. Data were collected by using a questionnaire distributed to all known preceptors in General, Psychiatric and Intellectual Disability nursing, during year four of the first cycle of the BSc programme. Findings from this descriptive study revealed that many preceptors were inexperienced, did not fully comprehend the assessment process and were not applying all of the recommended assessment strategies when assessing students in clinical practice. In light of these findings suggestions are made in the context of further research, management and education.

A Valid and Reliable Tool to Assess Nursing Students` Clinical Performance

OpenAIRE

Mehrnoosh Pazargadi; Tahereh Ashktorab; Sharareh Khosravi; Hamid Alavi majd

2013-01-01

Background: The necessity of a valid and reliable assessment tool is one of the most repeated issues in nursing students` clinical evaluation. But it is believed that present tools are not mostly valid and can not assess students` performance properly.Objectives: This study was conducted to design a valid and reliable assessment tool for evaluating nursing students` performance in clinical education.Methods: In this methodological study considering nursing students` performance definition; th...

Using Formative Assessment to Facilitate Learner Self-Regulation: A Case Study of Assessment Practices and Student Perceptions in Hong Kong

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Jing Jing, Ma

2017-01-01

One of the key aims of formative assessment in higher education is to enable students to become self-regulated learners (Nicol & Macfarlane-Dick, 2006). Based on Nicol and Macfarlane-Dick's (2006) framework, this exploratory study investigates which formative assessment practices proposed by them were used by one college EFL writing teacher to…

Study of Exclusion and Assessibility of Students with Disabilities in the 1994 Trial State Assessment (TSA) of the National Assessment of Educational Progress (NAEP).

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Stancavage, Fran; And Others

The National Assessment of Educational Progress (NAEP), a survey of national trends in educational achievement, is attempting to expand its inclusion of students with disabilities or limitations that have previously caused them to be excluded from the assessment. The study described was a precursor to the 1996 changes in NAEP inclusion procedures.…

Dental Hygiene Students' Self-Assessment of Ergonomics Utilizing Photography.

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Partido, Brian B

2017-10-01

Due to postural demands, dental professionals are at high risk for developing work-related musculoskeletal disorders (WMSDs). Dental clinicians' lack of ergonomic awareness may impede the clinical application of recommendations to improve their posture. The aim of this study was to determine whether feedback involving photography and self-assessment would improve dental hygiene students' ergonomic scores and accuracy of their ergonomic self-assessments. The study involved a randomized control design and used a convenience sample of all 32 junior-year dental hygiene students enrolled in the autumn 2016 term in The Ohio State University baccalaureate dental hygiene program. Sixteen students were randomly assigned to each of two groups (control and training). At weeks one and four, all participants were photographed and completed ergonomic self-evaluations using the Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks two and three, participants in the training group were photographed again and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were given ergonomic scores by three raters. Students' self-assessments in the control group and faculty evaluations of the training group showed significant improvement in scores over time (F(1,60)=4.25, p<0.05). In addition, the accuracy of self-assessment significantly improved for students in the training group (F(1,30)=8.29, p<0.01). In this study, dental hygiene students' self-assessments using photographs resulted in improvements in their ergonomic scores and increased accuracy of their ergonomic self-assessments. Any improvement in ergonomic score or awareness can help reduce the risks for WMSDs, especially among dental clinicians.

Mining the student assessment data: Lessons drawn from a small scale case study

NARCIS (Netherlands)

Pechenizkiy, M.; Calders, T.G.K.; Vasilyeva, E.; De Bra, P.M.E.; Baker, de R.S.J.; Barnes, T.; Beck, J.E.

2008-01-01

In this paper we describe an educational data mining (EDM) case study based on the data collected during the online assessment of students who were able to immediately receive tailored and elaborated feedback (EF) after answering each of the questions in the test. Our main interest as domain experts

Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education?

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Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

2015-01-01

The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.

Nutritional knowledge assessment of syrian university students

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Louay Labban

2015-01-01

Full Text Available Nutrition knowledge is one of the factors that affect nutritional status and nutritional habits of individuals, families, and societies. Nutrition knowledge is an important tool in assessing the nutritional status of an individual, group or community. Researchers have been trying to design and develop reliable and valid questionnaires that distinguish and measure nutrition knowledge and its impact on dietary behavior and diet-health awareness. Many studies have shown that nutrition knowledge can affect someone to follow dietary recommendations. The aim of this study was to assess the nutrition knowledge of Syrian university students and to find out if there was any relationship between anthropometric measurements, socioeconomic status, type of university and nutrition knowledge of the students. Nutritional knowledge was assessed using valid nutrition knowledge questionnaire, which covered six main sections. The questionnaire was designed for this study and was adapted from Parameter and Wardle. The number of students participated in the study was 998 students and were selected from four universities in Syria. They were asked to complete the nutrition knowledge questionnaire under supervision of trained nutritionist. Anthropometric measurements were taken for all participants by trained professional. The results were statistically analyzed and P 30 had the highest points in TNK. Females had higher TNK score as compared with males. Furthermore, students enrolled in the private university and in health-related programs showed typically better TNK scores than those enrolled in public universities and in nonhealth-related programs. The highest TNK score based on BMI was found among students with BMI >30. The results support the likely value of including nutrition knowledge as a target for health education campaigns aimed at promoting healthy eating.

A Framework for Assessing High School Students' Statistical Reasoning.

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Chan, Shiau Wei; Ismail, Zaleha; Sumintono, Bambang

2016-01-01

Based on a synthesis of literature, earlier studies, analyses and observations on high school students, this study developed an initial framework for assessing students' statistical reasoning about descriptive statistics. Framework descriptors were established across five levels of statistical reasoning and four key constructs. The former consisted of idiosyncratic reasoning, verbal reasoning, transitional reasoning, procedural reasoning, and integrated process reasoning. The latter include describing data, organizing and reducing data, representing data, and analyzing and interpreting data. In contrast to earlier studies, this initial framework formulated a complete and coherent statistical reasoning framework. A statistical reasoning assessment tool was then constructed from this initial framework. The tool was administered to 10 tenth-grade students in a task-based interview. The initial framework was refined, and the statistical reasoning assessment tool was revised. The ten students then participated in the second task-based interview, and the data obtained were used to validate the framework. The findings showed that the students' statistical reasoning levels were consistent across the four constructs, and this result confirmed the framework's cohesion. Developed to contribute to statistics education, this newly developed statistical reasoning framework provides a guide for planning learning goals and designing instruction and assessments.

A Cyclical Self-Assessment Process: Towards a Model of How Students Engage in Self-Assessment

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Yan, Zi; Brown, Gavin T. L.

2017-01-01

While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate students from a teacher education institute took…

Student Self-Assessment and Multisource Feedback Assessment: Exploring Benefits, Limitations, and Remedies

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Taylor, Scott N.

2014-01-01

It has become common practice for management students to participate in some sort of self-assessment or multisource feedback assessment (MSF; also called 360-degree assessment or multirater assessment) during their management degree program. These assessments provide students invaluable feedback about themselves and assist students in their…

Student Self-Assessment in Higher Education

NARCIS (Netherlands)

D.N.M. Lew (Magdeleine)

2009-01-01

textabstractThis thesis addresses the theme of student self-assessment in higher education. Self-assessment is defined as the process by which students make judgments about their learning, particularly their learning outcomes (Boud & Falchikov, 1989; Eva et al., 2004). It functions to train students

Mentor judgements and decision-making in the assessment of student nurse competence in practice: A mixed-methods study.

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Burden, Sarah; Topping, Anne Elizabeth; O'Halloran, Catherine

2018-05-01

To investigate how mentors form judgements and reach summative assessment decisions regarding student competence in practice. Competence assessment is a significant component of pre-registration nursing programmes in the United Kingdom. Concerns exist that assessments are subjective, lack consistency and that mentors fail to judge student performance as unsatisfactory. A two-stage sequential embedded mixed-methods design. Data collected 2012-2013. This study involved a whole student cohort completing a UK undergraduate adult nursing programme (N = 41). Stage 1: quantitative data on mentor conduct of assessment interviews and the final decision recorded (N = 330 from 270 mentors) were extracted from student Practice Assessment Documents (PADs). Stage 2: mentor feedback in student PADs was used in Stimulated Recall interviews with a purposive sample of final placement mentors (N = 17). These were thematically analysed. Findings were integrated to develop a theoretically driven model of mentor decision-making. Course assessment strategies and documentation had limited effect in framing mentor judgements and decisions. Rather, mentors amassed impressions, moderated by expectations of an "idealized student" by practice area and programme stage that influenced their management and outcome of the assessment process. These impressions were accumulated and combined into judgements that informed the final decision. This process can best be understood and conceptualized through the Brunswik's lens model of social judgement. Mentor decisions were reasoned and there was a shared understanding of judgement criteria and their importance. This impression-based nature of mentor decision-making questions the reliability and validity of competency-based assessments used in nursing pre-registration programmes. © 2017 John Wiley & Sons Ltd.

Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

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Amy Siegesmund

2016-05-01

Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

Using Student-Produced Video to Validate Head-to-Toe Assessment Performance.

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Purpora, Christina; Prion, Susan

2018-03-01

This study explored third-semester baccalaureate nursing students' perceptions of the value of using student-produced video as an approach for learning head-to-toe assessment, an essential clinical nursing skill taught in the classroom. A cognitive apprenticeship model guided the study. The researchers developed a 34-item survey. A convenience sample of 72 students enrolled in an applied assessment and nursing fundamentals course at a university in the western United States provided the data. Most students reported a videotaping process that worked, supportive faculty, valuable faculty review of their work, confidence, a sense of performance independence, the ability to identify normal assessment findings, and few barriers to learning. The results suggested that a student-produced video approach to learning head-to-toe assessment was effective. Further, the study demonstrated how to leverage available instructional technology to provide meaningful, personalized instruction and feedback to students about an essential nursing skill. [J Nurs Educ. 2018;57(3):154-158.]. Copyright 2018, SLACK Incorporated.

Assessing students' performance in software requirements engineering education using scoring rubrics

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Mkpojiogu, Emmanuel O. C.; Hussain, Azham

2017-10-01

The study investigates how helpful the use of scoring rubrics is, in the performance assessment of software requirements engineering students and whether its use can lead to students' performance improvement in the development of software requirements artifacts and models. Scoring rubrics were used by two instructors to assess the cognitive performance of a student in the design and development of software requirements artifacts. The study results indicate that the use of scoring rubrics is very helpful in objectively assessing the performance of software requirements or software engineering students. Furthermore, the results revealed that the use of scoring rubrics can also produce a good achievement assessments direction showing whether a student is either improving or not in a repeated or iterative assessment. In a nutshell, its use leads to the performance improvement of students. The results provided some insights for further investigation and will be beneficial to researchers, requirements engineers, system designers, developers and project managers.

Enhancing Student Experiences Abroad: The Potential of Dynamic Assessment to Develop Student Interculturality

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Harsch, Claudia; Poehner, Matthew E.

2016-01-01

Educational institutions are acknowledging the requirements of a globalized world on students' mobility, interculturality, and language skills by offering study-abroad programmes. These need to be accompanied by procedures to assess student needs prior to and during their time abroad as well as upon their return. In the exploratory study reported…

The effects of student self-assessment on learning in removable prosthodontics laboratory.

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Chambers, David W; LaBarre, Eugene E

2014-05-01

It has been consistently shown that there is a weak association between student self-assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self-assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, defined as change in performance, is a function of ability and self-assessment. Dental students at one U.S. dental school self-assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six-month period. Faculty evaluations of these projects were used to determine students' understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self-assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.

Medical and pharmacy students' perceptions of the grading and assessment practices.

Science.gov (United States)

Kasanda, C D; Mitonga, K H; Veii, K; Zimba, R F

2013-01-01

Many students at the University of Namibia have frequently complained about ineffective assessment practices used at the institution. On many occasions, these complaints have not been substantiated with evidence of any kind. The purpose of this study was to obtain some empirical evidence that would ascertain undergraduate students' perceptions of the University of Namibia's grading and assessment practices. Using a structured scaled questionnaire, data were obtained from a representative sample of the University's undergraduate students studying for Medical and Pharmacy degrees. The questionnaire items covered matters related to students' experiences of assessment practices, feedback on assessment tasks, reliability and validity of assessment tools used by lecturers, efficacy of processes of administering examinations, perceptions of irregular and unfair assessment practices, impact of assessment regimes on students' cost of studies, motivation, morale, rate of progression in studies and graduation, the degree of compliance with assessment ethics and on academic quality assurance. According to the data reported in this article, the majority of the respondents perceived that the Schools of Medicine and Pharmacy at the University of Namibia applied assessment practices that yielded reliable and valid results. This was the case because most lecturers in the two schools used appropriate assessment tools and provided their students with prompt and informative feedback on the results of assignments, tests and examinations. In addition, most respondents reported that whereas examination procedures used in the two schools were efficient and effective, lecturers graded examination scripts fairly. These and other results are discussed in the article to communicate the message that the assessment procedures used in the Schools of Medicine and Pharmacy at the University of Namibia would promote effective learning and understanding amongst students as they were of high quality.

Student-generated reading questions: diagnosing student thinking with diverse formative assessments.

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Offerdahl, Erika G; Montplaisir, Lisa

2014-01-01

Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or assertive. We illustrate the utility of one type of formative assessment prompt (reading question assignment) in producing high-quality evidence of student thinking (student-generated reading questions). Specifically, we characterized student assessment data using three distinct analytic frames to exemplify their effectiveness in diagnosing student learning in relationship to three sample learning outcomes. Our data will be useful for university faculty, particularly those engaged in teaching upper-level biochemistry courses and their prerequisites, as they provide an alternative mechanism for uncovering and diagnosing student understanding. © 2013 by The International Union of Biochemistry and Molecular Biology.

SYSTEMIC ASSESSMENT [SA] AS A TOOL TO ASSESS STUDENT ...

African Journals Online (AJOL)

Temechegn

our studies on Systemic Assessment [SA] [5-8] is an ongoing process of .... schema can be considered as a single element in working memory [9]. This is ... our students from surface learning to deep learning of chemical processes in sodium ...

Assessing students' readiness towards e-learning

Science.gov (United States)

Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

2014-07-01

The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

Biometric and Intelligent Self-Assessment of Student Progress System

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Kaklauskas, A.; Zavadskas, E. K.; Pruskus, V.; Vlasenko, A.; Seniut, M.; Kaklauskas, G.; Matuliauskaite, A.; Gribniak, V.

2010-01-01

All distance learning participants (students, professors, instructors, mentors, tutors and the rest) would like to know how well the students have assimilated the study materials being taught. The analysis and assessment of the knowledge students have acquired over a semester are an integral part of the independent studies process at the most…

Does academic assessment system type affect levels of academic stress in medical students? A cross-sectional study from Pakistan

Directory of Open Access Journals (Sweden)

Madiha Ali

2015-06-01

Full Text Available Introduction: Stress among medical students induced by academic pressures is on the rise among the student population in Pakistan and other parts of the world. Our study examined the relationship between two different systems employed to assess academic performance and the levels of stress among students at two different medical schools in Karachi, Pakistan. Methods: A sample consisting of 387 medical students enrolled in pre-clinical years was taken from two universities, one employing the semester examination system with grade point average (GPA scores (a tiered system and the other employing an annual examination system with only pass/fail grading. A pre-designed, self-administered questionnaire was distributed. Test anxiety levels were assessed by The Westside Test Anxiety Scale (WTAS. Overall stress was evaluated using the Perceived Stress Scale (PSS. Results: There were 82 males and 301 females while four did not respond to the gender question. The mean age of the entire cohort was 19.7±1.0 years. A total of 98 participants were from the pass/fail assessment system while 289 were from the GPA system. There was a higher proportion of females in the GPA system (85% vs. 59%; p<0.01. Students in the pass/fail assessment system had a lower score on the WTAS (2.4±0.8 vs. 2.8±0.7; p=0.01 and the PSS (17.0±6.7 vs. 20.3±6.8; p<0.01, indicating lower levels of test anxiety and overall stress than in students enrolled in the GPA assessment system. More students in the pass/fail system were satisfied with their performance than those in the GPA system. Conclusion: Based on the present study, we suggest governing bodies to revise and employ a uniform assessment system for all the medical colleges to improve student academic performance and at the same time reduce stress levels. Our results indicate that the pass/fail assessment system accomplishes these objectives.

Performance assessment instrument to assess the senior high students' psychomotor for the salt hydrolysis material

Science.gov (United States)

Nahadi, Firman, Harry; Yulina, Erlis

2016-02-01

The purposes of this study were to develop a performance assessment instrument for assessing the competence of psychomotor high school students on salt hydrolysis concepts. The design used in this study was the Research & Development which consists of three phases: development, testing and application of instruments. Subjects in this study were high school students in class XI science, which amounts to 93 students. In the development phase, seven validators validated 17 tasks instrument. In the test phase, we divided 19 students into three-part different times to conduct performance test in salt hydrolysis lab work and observed by six raters. The first, the second, and the third groups recpectively consist of five, six, and eight students. In the application phase, two raters observed the performance of 74 students in the salt hydrolysis lab work in several times. The results showed that 16 of 17 tasks of performance assessment instrument developed can be stated to be valid with CVR value of 1,00 and 0,714. While, the rest was not valid with CVR value was 0.429, below the critical value (0.622). In the test phase, reliability value of instrument obtained were 0,951 for the five-student group, 0,806 for the six-student group and 0,743 for the eight-student group. From the interviews, teachers strongly agree with the performance instrument developed. They stated that the instrument was feasible to use for maximum number of students were six in a single observation.

A pilot Tuning Project-based national study on recently graduated medical students? self-assessment of competences - the TEST study

OpenAIRE

Grilo Diogo, Pedro; Barbosa, Joselina; Am?lia Ferreira, Maria

2015-01-01

Background The Tuning Project is an initiative funded by the European Commission that developed core competences for primary medical degrees in Europe. Students' grouped self-assessments are used for program evaluation and improvement of curricula. The TEST study aimed to assess how do Portuguese medical graduates self-assess their acquisition of core competences and experiences of contact with patients in core settings according to the Tuning framework. Methods Translation of the Tuning's co...

Engaging with Assessment: Increasing Student Engagement through Continuous Assessment

Science.gov (United States)

Holmes, Naomi

2018-01-01

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…

A comparison of students' self-assessments with faculty evaluations of their communication skills.

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Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

2013-05-13

To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

The Measurement Properties of the Assessing Math Concepts' Assessments of Primary Students' Number Sense Skills.

Science.gov (United States)

Martin, Christie; Lambert, Richard; Polly, Drew; Wang, Chuang; Pugalee, David

The purpose of this study was to examine the measurement properties of the Assessing Math Concepts AMC Anywhere Hiding and Ten Frame Assessments, formative assessments of primary students' number sense skills. Each assessment has two parts, where Part 1 is intended to be foundational skills for part two. Part 1 includes manipulatives whereas Part 2 does not. Student data from 228 kindergarten through second grade teachers with a total of 3,666 students was analyzed using Rasch scaling. Data analyses indicated that when the two assessments were examined separately the intended order of item difficulty was clear. When the parts of both assessments were analyzed together, the items in Part 2 were not consistently more difficult that the items in Part 1. This suggests an alternative sequence of tasks in that students may progress from working with a specific number with manipulatives then without manipulatives rather than working with a variety of numbers with manipulatives before moving onto assessments without manipulatives.

A Mixed-Methods Analysis in Assessing Students' Professional Development by Applying an Assessment for Learning Approach.

Science.gov (United States)

Peeters, Michael J; Vaidya, Varun A

2016-06-25

Objective. To describe an approach for assessing the Accreditation Council for Pharmacy Education's (ACPE) doctor of pharmacy (PharmD) Standard 4.4, which focuses on students' professional development. Methods. This investigation used mixed methods with triangulation of qualitative and quantitative data to assess professional development. Qualitative data came from an electronic developmental portfolio of professionalism and ethics, completed by PharmD students during their didactic studies. Quantitative confirmation came from the Defining Issues Test (DIT)-an assessment of pharmacists' professional development. Results. Qualitatively, students' development reflections described growth through this course series. Quantitatively, the 2015 PharmD class's DIT N2-scores illustrated positive development overall; the lower 50% had a large initial improvement compared to the upper 50%. Subsequently, the 2016 PharmD class confirmed these average initial improvements of students and also showed further substantial development among students thereafter. Conclusion. Applying an assessment for learning approach, triangulation of qualitative and quantitative assessments confirmed that PharmD students developed professionally during this course series.

Think Pair Share with Formative Assessment for Junior High School Student

Science.gov (United States)

Pradana, O. R. Y.; Sujadi, I.; Pramudya, I.

2017-09-01

Geometry is a science related to abstract thinking ability so that not many students are able to understand this material well. In this case, the learning model plays a crucial role in improving student achievement. This means that a less precise learning model will cause difficulties for students. Therefore, this study provides a quantitative explanation of the Think Pair Share learning model combined with the formative assessment. This study aims to test the Think Pair Share with the formative assessment on junior high school students. This research uses a quantitative approach of Pretest-Posttest in control group and experiment group. ANOVA test and Scheffe test used to analyse the effectiveness this learning. Findings in this study are student achievement on the material geometry with Think Pair Share using formative assessment has increased significantly. This happens probably because this learning makes students become more active during learning. Hope in the future, Think Pair Share with formative assessment be a useful learning for teachers and this learning applied by the teacher around the world especially on the material geometry.

Nursing students assess nursing education.

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Norman, Linda; Buerhaus, Peter I; Donelan, Karen; McCloskey, Barbara; Dittus, Robert

2005-01-01

This study assessed the characteristics of nursing students currently enrolled in nursing education programs, how students finance their nursing education, their plans for clinical practice and graduate education, and the rewards and difficulties of being a nursing student. Data are from a survey administered to a national sample of 496 nursing students. The students relied on financial aid and personal savings and earnings to finance their education. Parents, institutional scholarships, and government loans are also important sources, but less than 15% of the students took out bank loans. Nearly one quarter of the students, particularly younger and minority students, plan to enroll in graduate school immediately after graduation and most want to become advanced nursing practitioners. Most of the nursing students (88%) are satisfied with their nursing education and nearly all (95%) provided written answers to two open-ended questions. Comments collapsed into three major categories reflecting the rewards (helping others, status, and job security) and three categories reflecting the difficulties (problems with balancing demands, quality of nursing education, and the admissions process) of being a nursing student. Implications for public policymaking center on expanding the capacity of nursing education programs, whereas schools themselves should focus on addressing the financial needs of students, helping them strike a balance among their school, work, and personal/family responsibilities and modifying certain aspects of the curriculum.

Assessing Oral Cancer Awareness Among Dental Students.

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Keser, Gaye; Pekiner, Filiz Namdar

2018-02-14

The aim of this study was to assess oral cancer awareness among undergraduate dental students in Marmara University Faculty of Dentistry. A validated questionnaire which tested oral cancer awareness was given to third- and fifth-year students of the dental faculty of Marmara University. A total of 198 students participated in this survey. Knowledge of oral cancer risk factors and diagnosis procedures, dentistry student's attitude towards oral cancers, management practice regarding oral cancer, and oral cancer information sources were assessed using 25 questions. The data were analyzed with IBM SPSS Statistics 22.0 program. Among 198 participant dentistry students, there were 99 (50%) third-grade and 99 (50%) fifth-grade students. The largest number of the third- and last-grade students identified tobacco (98%) and alcohol usage (87.4%), prior oral cancer lesions (94.9%), viral infections (91.9%), UV exposure (94.4%), betel quid chewing (84.8%), older age (62.1%), and low consumption of fruit and vegetables (85.4%). Both groups showed higher scores in indicating squamous cell carcinoma as the most common form of oral cancer (p oral cancer detection and prevention.

Do large-scale assessments measure students' ability to integrate scientific knowledge?

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Lee, Hee-Sun

2010-03-01

Large-scale assessments are used as means to diagnose the current status of student achievement in science and compare students across schools, states, and countries. For efficiency, multiple-choice items and dichotomously-scored open-ended items are pervasively used in large-scale assessments such as Trends in International Math and Science Study (TIMSS). This study investigated how well these items measure secondary school students' ability to integrate scientific knowledge. This study collected responses of 8400 students to 116 multiple-choice and 84 open-ended items and applied an Item Response Theory analysis based on the Rasch Partial Credit Model. Results indicate that most multiple-choice items and dichotomously-scored open-ended items can be used to determine whether students have normative ideas about science topics, but cannot measure whether students integrate multiple pieces of relevant science ideas. Only when the scoring rubric is redesigned to capture subtle nuances of student open-ended responses, open-ended items become a valid and reliable tool to assess students' knowledge integration ability.

The Appropriate Use of Student Assessments

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American Federation of Teachers (NJ), 2008

2008-01-01

Skilled teachers who assess students using high quality, relevant and timely assessments can use the results to modify, refine and individualize instruction. Student assessments should be a reflection of what is taught in the classroom. As more accountability provisions have been implemented at the national, state and district levels, the focus on…

A clinical assessment tool used for physiotherapy students--is it reliable?

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Lewis, Lucy K; Stiller, Kathy; Hardy, Frances

2008-01-01

Educational institutions providing professional programs such as physiotherapy must provide high-quality student assessment procedures. To ensure that assessment is consistent, assessment tools should have an acceptable level of reliability. There is a paucity of research evaluating the reliability of clinical assessment tools used for physiotherapy students. This study evaluated the inter- and intrarater reliability of an assessment tool used for physiotherapy students during a clinical placement. Five clinical educators and one academic participated in the study. Each rater independently marked 22 student written assessments that had been completed by students after viewing a videotaped patient physiotherapy assessment. The raters repeated the marking process 7 weeks later, with the assessments provided in a randomised order. The interrater reliability (Intraclass Correlation Coefficient) for the total scores was 0.32, representing a poor level of reliability. A high level of intrarater reliability (percentage agreement) was found for the clinical educators, with a difference in section scores of one mark or less on 93.4% of occasions. Further research should be undertaken to reevaluate the reliability of this clinical assessment tool following training. The reliability of clinical assessment tools used in other areas of physiotherapy education should be formally measured rather than assumed.

Extrinsic Motivation for Large-Scale Assessments: A Case Study of a Student Achievement Program at One Urban High School

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Emmett, Joshua; McGee, Dean

2013-01-01

The purpose of this case study was to discover the critical attributes of a student achievement program, known as "Think Gold," implemented at one urban comprehensive high school as part of the improvement process. Student achievement on state assessments improved during the period under study. The study draws upon perspectives on…

Institutional Assessment of Student Information Literacy Ability: A Case Study

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Chan, Christopher

2016-01-01

With increasing interest in the assessment of learning outcomes in higher education, stakeholders are demanding concrete evidence of student learning. This applies no less to information literacy outcomes, which have been adopted by many colleges and universities around the world. This article describes the experience of a university library in…

Evaluating the effect of learning style and student background on self-assessment accuracy

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Alaoutinen, Satu

2012-06-01

This study evaluates a new taxonomy-based self-assessment scale and examines factors that affect assessment accuracy and course performance. The scale is based on Bloom's Revised Taxonomy and is evaluated by comparing students' self-assessment results with course performance in a programming course. Correlation has been used to reveal possible connections between student information and both self-assessment and course performance. The results show that students can place their knowledge along the taxonomy-based scale quite well and the scale seems to fit engineering students' learning style. Advanced students assess themselves more accurately than novices. The results also show that reflective students were better in programming than active. The scale used in this study gives a more objective picture of students' knowledge than general scales and with modifications it can be used in other classes than programming.

Assessment of learning and study strategies of university students in Qatar using an Arabic translation of the Learning and Study Strategies Inventory.

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Alkhateeb, Haitham M; Nasser, Ramzi

2014-06-01

413 (119 men, 294 women) undergraduate university students in Qatar completed an Arabic version of the Learning and Study Strategies Inventory (LASSI) measuring Anxiety, Attitude, Concentration, Information Processing, Motivation, Self-testing, Selecting Main Ideas, Study Aids, Time Management, and Test Strategies. The students' learning and study strategies scores were similar to those reported in the literature. Factor analysis indicated the same general factors as in the original study. Internal consistency estimates ranged from .62 to .88. Nine of the 10 scales (i.e., all with the exception of the Study Aids) significantly correlated with students' GPAs. Scores obtained from these scales provide valid assessments of Qatar University students' use of learning and study strategies related to skill, will, and self-regulation components of strategic learning and also academic achievement. There also were statistically significant differences between higher and lower achieving students in their learning and study strategies. This study also explored the use of the LASSI as a predictive measure of academic achievement. Anxiety and test strategies were significant predictors of academic achievement as measured by students' GPA.

Science teachers' mission impossible?: a qualitative study of obstacles in assessing students' practical abilities

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Sund, Per

2016-09-01

Science teachers regard practical work as important and many claim that it helps students to learn science. Besides theoretical knowledge, such as concepts and formulas, practical work is considered to be an integral and basic part of science education. As practical work is perceived and understood in different ways, comparing the results between classes and schools is difficult. One way of making the results comparable is to develop systematic inquiries to be assessed in national large-scale tests. However, introducing similar testing conditions in a laboratory environment is not always possible. Although the instructions and assessment guides for such tests are detailed, many obstacles need to be overcome if equality in the overall test situation is to be achieved. This empirical case study investigates two secondary school science teachers' assessments of 15-16 years old students in three separate groups in the practical part of a Swedish national test in chemistry. Data are gathered using two video cameras and three pairs of spy camera glasses. The results show that individual and independent assessments are difficult due to the social interactions that take place and the physical sources of errors that occur in this type of setting.

Examining student heuristic usage in a hydrogen bonding assessment.

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Miller, Kathryn; Kim, Thomas

2017-09-01

This study investigates the role of representational competence in student responses to an assessment of hydrogen bonding. The assessment couples the use of a multiple-select item ("Choose all that apply") with an open-ended item to allow for an examination of students' cognitive processes as they relate to the assignment of hydrogen bonding within a structural representation. Response patterns from the multiple-select item implicate heuristic usage as a contributing factor to students' incorrect responses. The use of heuristics is further supported by the students' corresponding responses to the open-ended assessment item. Taken together, these data suggest that poor representational competence may contribute to students' previously observed inability to correctly navigate the concept of hydrogen bonding. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):411-416, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Effect of Assessment on Co-Operation among Vietnamese College Students

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Thanh, Pham Thi Hong

2011-01-01

This research study investigated the behaviour and interactions of university students as they engaged with ill-structured and well-structured assessment tasks. Twenty students participated in a one-semester intensive design study in a course on "Vietnamese traditional culture". The students worked in five-person groups that were…

Assessing Students Perceptions on Intensive Face to Face in Open ...

African Journals Online (AJOL)

Therefore, this study assessed students‟ perception on Intensive Face to Face sessions. The study specifically aimed at identifying students‟ perception on quality of interaction between tutors and students and between students on the other hand. It also explored the nature of challenges students meet in attending face to ...

Student Self-Assessment in HOCS Science Examinations: Is There a Problem?

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Zoller, Uri; Ben-Chaim, David

1998-06-01

A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the "testing culture"—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic ("correct/incorrect") questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations.

Disaggregating Assessment to Close the Loop and Improve Student Learning

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Rawls, Janita; Hammons, Stacy

2015-01-01

This study examined student learning outcomes for accelerated degree students as compared to conventional undergraduate students, disaggregated by class levels, to develop strategies for then closing the loop with assessment. Using the National Survey of Student Engagement, critical thinking and oral and written communication outcomes were…

Self-assessment of ergonomics amongst dental students utilising photography: RCT.

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Partido, B B; Wright, B M

2018-03-02

Dental professionals are at high risk of musculoskeletal disorders (MSDs) due to static working positions for extended periods of time. Musculoskeletal pain has been identified as early as during their entry-level dental education. The purpose of this study was to determine whether feedback involving photography and self-assessment would improve ergonomic scores and the accuracy of ergonomic self-assessments amongst dental students. The study involved a randomised control design of 135 dental students. At weeks 1 and 4, participants were photographed, and at weeks 1 through 4, participants completed ergonomic self-evaluations, using a Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks 2 and 3, participants in the training group were photographed and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were evaluated for ergonomic scores by two raters. A mixed-design ANOVA of ergonomic scores revealed that ergonomic scores improved for all students who received the ergonomics training (F(1,254)=17.41, P < .001). In addition, a mixed-design ANOVA of kappa coefficient values between student and rater scores revealed that the accuracy of self-assessments improved for all students who received the ergonomics training (F(1,127)=6.33, P < .05). The use of photographs and self-assessment provides dental and dental hygiene educators with a pragmatic method to improve self-assessment skills, increase student awareness of any postural deviations from ideal and improve musculoskeletal health. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Utilizing LMS tools to help with student assessment in an online course

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Dudley B. Turner

2015-07-01

Full Text Available In online learning, feedback to students is important in their progress. Assessments are often final or summative assessments that do not allow the student to adjust or improve their learning progress. Assessment, however, takes valuable time. This paper describes how using the tools available in a LMS can assist faculty in assessing student work and provide helpful feedback to students in an online course. The tools available for faculty to use can be set up to save time for the faculty during assessments. The assignments in this study were developed based on previous research indicating assessment can be an aid to student learning, and students who know how well they are doing can make needed adjustments. Students used the feedback from these LMS tools to decide whether or not to try again or move on. Students had the opportunity for multiple attempts at assignments and received feedback on each to help measure their learning. The rubric tool was used to not only grade student papers but also to provide appropriate feedback for student performance on the levels of achievement. Quizzes can be automatically graded. Any additional attempts are drawn from a bank of questions. Results from this pilot study show the benefits of multiple attempts at quizzes and assignments. Students who took advantage of multiple attempts did improve their scores. The paper also discusses further research that to help support this practice.

Assessing Student Understanding of Physical Hydrology

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Castillo, A. J.; Marshall, J.; Cardenas, M. B.

2012-12-01

Our objective is to characterize and assess upper division and graduate student thinking by developing and testing an assessment tool for a physical hydrology class. The class' learning goals are: (1) Quantitative process-based understanding of hydrologic processes, (2) Experience with different methods in hydrology, (3) Learning, problem solving, communication skills. These goals were translated into two measurable tasks asked of students in a questionnaire: (1) Describe the significant processes in the hydrological cycle and (2) Describe laws governing these processes. A third question below assessed the students' ability to apply their knowledge: You have been hired as a consultant by __ to (1) assess how urbanization and the current drought have affected a local spring and (2) predict what the effects will be in the future if the drought continues. What information would you need to gather? What measurements would you make? What analyses would you perform? Student and expert responses to the questions were then used to develop a rubric to score responses. Using the rubric, 3 researchers independently blind-coded the full set of pre and post artifacts, resulting in 89% inter-rater agreement on the pre-tests and 83% agreement on the post-tests. We present student scores to illustrate the use of the rubric and to characterize student thinking prior to and following a traditional course. Most students interpreted Q1 in terms of physical processes affecting the water cycle, the primary organizing framework for hydrology, as intended. On the pre-test, one student scored 0, indicating no response, on this question. Twenty students scored 1, indicating rudimentary understanding, 2 students scored a 2, indicating a basic understanding, and no student scored a 3. Student scores on this question improved on the post-test. On the 22 post-tests that were blind scored, 11 students demonstrated some recognition of concepts, 9 students showed a basic understanding, and 2

The relationship between academic assessment and psychological distress among medical students: a systematic review.

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Lyndon, Mataroria P; Strom, Joanna M; Alyami, Hussain M; Yu, Tzu-Chieh; Wilson, Nichola C; Singh, Primal P; Lemanu, Daniel P; Yielder, Jill; Hill, Andrew G

2014-12-01

A systematic review was conducted to determine the relationship between academic assessment and medical student psychological distress with the aim of informing assessment practices. A systematic literature search of six electronic databases (Medline, Medline IN PROCESS, PubMed, EMBASE, Psychinfo, ERIC) from 1991 to May 2014 was completed. Articles focusing on academic assessment and its relation to stress or anxiety of medical students were included. From 3,986 potential titles, 82 full-text articles were assessed for eligibility, and 23 studies met review inclusion criteria. Studies focused on assessment stress or anxiety, and assessment performance. Consistent among the studies was the finding that assessment invokes stress or anxiety, perhaps more so for female medical students. A relationship may exist between assessment stress or anxiety and impaired performance. Significant risks of bias were common in study methodologies. There is evidence to suggest academic assessment is associated with psychological distress among medical students. However, differences in the types of measures used by researchers limited our ability to draw conclusions about which methods of assessment invoke greater distress. More rigorous study designs and the use of standardized measures are required. Future research should consider differences in students' perceived significance of assessments, the psychological effects of constant exposure to assessment, and the role of assessment in preparing students for clinical practice.

A Model for Making Decisions about Ethical Dilemmas in Student Assessment

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Johnson, Robert L.; Liu, Jin; Burgess, Yin

2017-01-01

In this mixed-methods study we investigated the development of a generalized ethics decision-making model that can be applied in considering ethical dilemmas related to student assessment. For the study, we developed five scenarios that describe ethical dilemmas associated with student assessment. Survey participants (i.e., educators) completed an…

Developing and Using a Logic Model for Evaluation and Assessment of University Student Affairs Programming: A Case Study

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Cooper, Jeff

2009-01-01

This dissertation addresses theory and practice of evaluation and assessment in university student affairs, by applying logic modeling/program theory to a case study. I intend to add knowledge to ongoing dialogue among evaluation scholars and practitioners on student affairs program planning and improvement as integral considerations that serve…

Assessing Freshman Engineering Students' Understanding of Ethical Behavior.

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Henslee, Amber M; Murray, Susan L; Olbricht, Gayla R; Ludlow, Douglas K; Hays, Malcolm E; Nelson, Hannah M

2017-02-01

Academic dishonesty, including cheating and plagiarism, is on the rise in colleges, particularly among engineering students. While students decide to engage in these behaviors for many different reasons, academic integrity training can help improve their understanding of ethical decision making. The two studies outlined in this paper assess the effectiveness of an online module in increasing academic integrity among first semester engineering students. Study 1 tested the effectiveness of an academic honesty tutorial by using a between groups design with a Time 1- and Time 2-test. An academic honesty quiz assessed participants' knowledge at both time points. Study 2, which incorporated an improved version of the module and quiz, utilized a between groups design with three assessment time points. The additional Time 3-test allowed researchers to test for retention of information. Results were analyzed using ANCOVA and t tests. In Study 1, the experimental group exhibited significant improvement on the plagiarism items, but not the total score. However, at Time 2 there was no significant difference between groups after controlling for Time 1 scores. In Study 2, between- and within-group analyses suggest there was a significant improvement in total scores, but not plagiarism scores, after exposure to the tutorial. Overall, the academic integrity module impacted participants as evidenced by changes in total score and on specific plagiarism items. Although future implementation of the tutorial and quiz would benefit from modifications to reduce ceiling effects and improve assessment of knowledge, the results suggest such tutorial may be one valuable element in a systems approach to improving the academic integrity of engineering students.

Assessing Students' Motivation to Engage in Sustainable Engineering

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McCormick, Mary; Bielefeldt, Angela R.; Swan, Christopher W.; Paterson, Kurtis G.

2015-01-01

Purpose: The purpose of this study was to design an assessment instrument to evaluate students' attitudes toward sustainable engineering (SE). Factors that impact SE beliefs could then be explored. Design/methodology/approach: Using the definition of sustainability from the Brundtland report and expectancy value theory, students' sentiment toward…

ACADEMICS ASSESSMENT OF STUDENTS WEB 2.0 ACTIVITIES. CASE STUDY OF THE ECONOMIC PROFILE

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Lacurezanu Ramona

2015-07-01

Full Text Available The evaluation is the way through which the universities demonstrate their own value, but also that of their graduates. Our present paper suggests a debate regarding the evaluation of students in economics in a web 2.0 world. More precisely, we are trying to offer an answer to the question: Do the students of economics have the necessary computer science abilities to learn and to be evaluated in a 2.0 web environment? The paper starts off with the presentation of fundamental principles of assessment and teaching done with Web 2.0 means and methods. The exemplifications are added to this structure as they had been presented in the specialized works of this domain. The paper then goes on to present the results of our prospective study. Through this prospective study we wanted to identify the attributes based on which we could create the next phases of our research into elaborating the behavior of the students as it is observed during the process of evaluation. This evaluation takes place in a world that is bombarded with synchronic and a-synchronic means of communication called according to acronyms such as web 2.0, 3.0 and maybe even 4.0. It is in this context that we consider that the main purpose of the present paper is to determine the state of being prepared/ unprepared characterizing the student in the use (acceptance of the evaluation and assessment of certain softs for socialization. In order to achieve our purpose, we have carried out a survey based on which we were intending to obtain the students’ level of perception regarding the evaluation system they are subjected to through web 2.0 means as well as their reaction to the web type of evaluation. The result we obtained demonstrated that the students are willing to participate at a declarative level, but they are not actually willing to be evaluated through web 2.0 means when it comes to practice. The end of the study is where we identified the need for a better means of informing and

The Effects of Portfolio Assessment on Writing of EFL Students

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Nezakatgoo, Behzad

2011-01-01

The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students' writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control…

Perceptions of Students and Self- assessment of Lecturers on ...

African Journals Online (AJOL)

assessments of lecturers on written essay error feedback. Overall 153 University of Botswana students and 20 lecturers participated in this study. All the students and 12 lecturers completed different but related questionnaires with both closed and ...

Assessing Learning in a Sociology Department: What Do Students Say That They Learn?

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Bandini, Julia; Shostak, Sara; Cunningham, David; Cadge, Wendy

2016-01-01

Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students' learning. This qualitative study builds on previous research on assessment by asking what students in…

Assessment of university student health literacy toward Influenza

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Marzieh Meraji

2016-12-01

Full Text Available Background and objective: Outbreak of influenza A/H1N1 become serious concern. Student in academic institutions can play effective role in prevention and control of influenza. Here paramedical faculty student health literacy toward Influenza was assessed. Methods: A cross sectional-descriptive study was conducted among 139 students in Medical Records, Physiotherapy, Radiology, Health Information Technology, Speech Therapy and Optometry discipline at paramedical faculty of Mashhad medical university in 2016. A pandemic influenza questionnaire was translated and edited. Demographic characteristics of student, level of knowledge and perception toward influenza and perception toward government and media were collected. Results: More than half of student correctly identified influenza symptoms as fever 95/1%, body ache 51/2%, cough 46/3% and headaches 43/9%.person to person transmission and contact with infected objects were recognized by 87/8% and 68/3% of student as a mode of transmission. Students Covering identified nose and mouth 87/8%, hand washing with soap and water 80/5% and throwing tissues in rubbish bin as precutions.48/6% of student believed that influenza is not fatal; despite 88/9% of student perceived influenza as serious disease. In Government and media assessment, 39% of student agreed health department and other health authorities had a good control plan, 51/4% of student agreed with transparency of necessary intervention during flu outbreak. Conclusion: This study shows that paramedical faculty student has appropriate influenza health literacy. Delivering more information about mode of transmission, high risk group and precaution intervention and playing more effective role by media is recommended. Paper Type: Research Article.

Dental Students' Self-Assessed Competence in Geriatric Dentistry.

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Kiyak, H. Asuman; Brudvik, James

1992-01-01

A study of four classes of dental students (n=172) exposed to both didactic and clinical geriatric dental training found that the students perceived significant improvements in their abilities to manage geriatric patients in all areas assessed, notably treatment planning, preventive dentistry, referrals, and providing care in alternative settings.…

Assessing aspects of creativity in deaf and hearing high school students.

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Stanzione, Christopher M; Perez, Susan M; Lederberg, Amy R

2013-04-01

To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also adjusting the instructional method in written format, sign language, or spoken English. Deaf students' performance was equal to, or more creative than, hearing students on the figural assessment of divergent thinking, but less creative on the verbal assessment. Additional studies should be conducted to determine whether this was an anomalous finding or one that might contribute to hypotheses yielding effective interventions.

Students' Perceptions of Assessment in Undergraduate Mathematics

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Iannone, Paola; Simpson, Adrian

2013-01-01

A consistent message emerges from research on undergraduate students' perceptions of assessment which describes traditional assessment as detrimental to learning. However this literature has not included students in the pure sciences. Mathematics education literature advocates the introduction of innovative assessment at university. In this…

Validating a Written Instrument for Assessing Students' Fractions Schemes and

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Wilkins, Jesse L. M.; Norton, Anderson; Boyce, Steven J.

2013-01-01

Previous research has documented schemes and operations that undergird students' understanding of fractions. This prior research was based, in large part, on small-group teaching experiments. However, written assessments are needed in order for teachers and researchers to assess students' ways of operating on a whole-class scale. In this study,…

Design Students Perspectives on Assessment Rubric in Studio-Based Learning

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Eshun, Eric F.; Osei-Poku, Patrick

2013-01-01

This study examined students' perspectives on the use of assessment criteria and rubrics in graphic design studio at Kwame Nkrumah University of Science and Technology, Ghana. This assessment strategy was introduced with the desire to improve students' participation and involvement in studio-based learning programme. At the end of the semester, a…

Assessing Student Outcomes of Undergraduate Research with URSSA, the Undergraduate Student Self-Assessment Instrument

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Laursen, S. L.; Weston, T. J.; Thiry, H.

2012-12-01

URSSA is the Undergraduate Research Student Self-Assessment, an online survey instrument for programs and departments to use in assessing the student outcomes of undergraduate research (UR). URSSA focuses on what students learn from their UR experience, rather than whether they liked it. The online questionnaire includes both multiple-choice and open-ended items that focus on students' gains from undergraduate research. These gains include skills, knowledge, deeper understanding of the intellectual and practical work of science, growth in confidence, changes in identity, and career preparation. Other items probe students' participation in important research-related activities that lead to these gains (e.g. giving presentations, having responsibility for a project). These activities, and the gains themselves, are based in research and thus constitute a core set of items. Using these items as a group helps to align a particular program assessment with research-demonstrated outcomes. Optional items may be used to probe particular features that are augment the research experience (e.g. field trips, career seminars, housing arrangements). The URSSA items are based on extensive, interview-based research and evaluation work on undergraduate research by our group and others. This grounding in research means that URSSA measures what we know to be important about the UR experience The items were tested with students, revised and re-tested. Data from a large pilot sample of over 500 students enabled statistical testing of the items' validity and reliability. Optional items about UR program elements were developed in consultation with UR program developers and leaders. The resulting instrument is flexible. Users begin with a set of core items, then customize their survey with optional items to probe students' experiences of specific program elements. The online instrument is free and easy to use, with numeric results available as raw data, summary statistics, cross-tabs, and

Employing Picture Description to Assess the Students' Descriptive Paragraph Writing

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Ida Ayu Mega Cahyani

2018-03-01

Full Text Available Writing is considered as an important skill in learning process which is needed to be mastered by the students. However, in teaching learning process at schools or universities, the assessment of writing skill is not becoming the focus of learning process and the assessment is administered inappropriately. In this present study, the researcher undertook the study which dealt with assessing descriptive paragraph writing ability of the students through picture description by employing an ex post facto as the research design. The present study was intended to answer the research problem dealing with the extent of the students’ achievement of descriptive paragraph writing ability which is assessed through picture description. The samples under the study were 40 students determined by means of random sampling technique with lottery system. The data were collected through administering picture description as the research instrument. The obtained data were analyzed by using norm-reference measure of five standard values. The results of the data analysis showed that there were 67.50% samples of the study were successful in writing descriptive paragraph, while there were 32.50% samples were unsuccessful in writing descriptive paragraph which was assessed by administering picture description test

Finding foundations: A model for information literacy assessment of first-year students

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Zoe Fisher

2017-08-01

Full Text Available In Brief This article presents a case study in establishing an information literacy instruction and assessment program for first-year university students at the University of Colorado Denver. Rather than presenting assessment data, we document the process in which our department engaged with the student learning assessment cycle, with the intention of allowing other information literacy professionals to see how we established an instruction program for first-year English Composition. We include a description of in-class exercises, rubrics, and the procedures we followed in order to assess the foundational information literacy skills of first-year students on our campus. This assessment was not conducted to demonstrate what students learned from librarians (thereby illustrating the value of library instruction. Rather, we assessed student learning to ascertain the information literacy skills students bring with them into a first-year English Composition course.

Assessment of knowledge regarding tuberculosis among non-medical university students in Bangladesh: a cross-sectional study.

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Rana, Masud; Sayem, Abu; Karim, Reazul; Islam, Nurul; Islam, Rafiqul; Zaman, Tunku Kamarul; Hossain, Golam

2015-07-28

Tuberculosis (TB) is the second leading cause of human death and TB is one of the major public health problems in Bangladesh. The aim of the present study was to assess the Knowledge about TB among non-medical university students in Bangladesh. A cross-sectional survey was performed on 839 non-medical university students. Data were collected from University of Rajshahi from March to August 2013 using a standard semi-structured questionnaire. Chi-square test was utilized to find the factors which are associated with students' knowledge about TB. Among 839 students, male and female were 68.2 % and 31.8 % respectively. Most of the students (94.4 %) were informed about the term TB, among them 50 % got information from electronic media. More than 50 % students believed that TB is a communicable disease, 42.8 % students agreed that bacteria is an agent for TB, most of the subjects (93 %) had the knowledge about the vaccination against TB and 97.6 % students believed that TB is curable. However, students had poor knowledge about latent TB (13.7 %) and DOTs program (28.5 %). χ (2)-test demonstrated that gender, residence, type of family and parents education were associated with students' knowledge of TB. In the present study demonstrated that the level of general knowledge about TB was insufficient among non-medical university students. Consequently, health education program is needed to improve the knowledge among university students regarding TB.

Assessing College Student Needs for Comprehensive Financial Counseling

Science.gov (United States)

Choi, Shinae; Gudmunson, Clinton G.; Griesdorn, Timothy S.; Hong, Gong-Soog

2016-01-01

To meet college student needs for financial counseling, it is important to assess why they seek counseling and the extent to which differing financial situations are tied to financial stress. This study examined these issues with a sample of 554 college students who participated in financial counseling and found financial problems in various…

A Model for Predicting Student Performance on High-Stakes Assessment

Science.gov (United States)

Dammann, Matthew Walter

2010-01-01

This research study examined the use of student achievement on reading and math state assessments to predict success on the science state assessment. Multiple regression analysis was utilized to test the prediction for all students in grades 5 and 8 in a mid-Atlantic state. The prediction model developed from the analysis explored the combined…

Quality assessment of medical education at faculty of medicine of sarajevo university - comparison of assessment between students in bologna process and old system of studying.

Science.gov (United States)

Masic, Izet

2013-01-01

NONE DECLARED. The quality of the teaching-learning process at the universities in Bosnia and Herzegovina and abroad depends mainly of infrastructure that includes an optimal teaching space, personnel and equipment, in accordance with existing standards and norms. For the assessment of teaching at the faculties, the opinion of students is very important (4, 5). Students are often unhappy with the educational process. To compare the results of the teaching process evaluation between students studying according to the Bologna system and the old system of education. We used the questionnaire as a carrier of data created with variables relevant for assessing the success of the educational process at the Medical Faculty in Sarajevo. The survey was conducted among students of the sixth year of the Medical Faculty in Sarajevo. There were 103 students surveyed, of which 32 were studying according to the Bologna and 71 by the old concept of studies. Results of survey which measured students satisfaction with the educational process (theoretical and practical instruction, interactive learning, testing, use of IT and technical aids in teaching, availability of instructional literature etc.) lead us to the conclusion that the lowest satisfaction is associated with factors depending on financial resources, specifically related to library funds and the degree of computerization of educational process, and also with the level of teachers capability to convey knowledge to students with the application of modern medical information technology and technical teaching aids.

Student Engagement in Assessments: What Students and Teachers Find Engaging

Science.gov (United States)

Bae, Soung; Kokka, Kari

2016-01-01

Although research has shown that student engagement is strongly related to performance on assessment tasks, especially for traditionally underserved subgroups of students, increasing student engagement has not been the goal of standardized tests of content knowledge. Recent state and federal policies, however, are changing the assessment…

Instructor and Dental Student Perceptions of Clinical Communication Skills via Structured Assessments.

Science.gov (United States)

McKenzie, Carly T

2016-05-01

The aim of this study was to use structured assessments to assess dental students' clinical communication skills exhibited during patient appointments. Fourth-year dental students (n=55) at the University of Alabama at Birmingham evaluated their own interpersonal skills in a clinical setting utilizing the Four Habits Coding Scheme. An instructor also assessed student-patient clinical communication. These assessments were used to identify perceived strengths and weaknesses in students' clinical communication. Both instructor assessments and student self-assessments pinpointed the following clinical communication skills as effective the most often: patient greeting, avoidance of jargon, and non-verbal behavior. There was also relative agreement between instructor assessments and student self-assessments regarding clinical communication skills that were rated as not effective most frequently: ensuring patient comprehension, identification of patient feelings, and exploration of barriers to treatment. These resulted pointed to strengths and weaknesses in the portion of the curriculum designed to prepare students for effective provider-patient communication. These results may suggest a need for the school's current behavioral science curriculum to better address discussion of potential treatment barriers and patient feelings as well as techniques to ensure patient comprehension.

Validating the Assessment for Measuring Indonesian Secondary School Students Performance in Ecology

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Rachmatullah, A.; Roshayanti, F.; Ha, M.

2017-09-01

The aims of this current study are validating the American Association for the Advancement of Science (AAAS) Ecology assessment and examining the performance of Indonesian secondary school students on the assessment. A total of 611 Indonesian secondary school students (218 middle school students and 393 high school students) participated in the study. Forty-five items of AAAS assessment in the topic of Interdependence in Ecosystems were divided into two versions which every version has 21 similar items. Linking item method was used as the method to combine those two versions of assessment and further Rasch analyses were utilized to validate the instrument. Independent sample t-test was also run to compare the performance of Indonesian students and American students based on the mean of item difficulty. We found that from the total of 45 items, three items were identified as misfitting items. Later on, we also found that both Indonesian middle and high school students were significantly lower performance with very large and medium effect size compared to American students. We will discuss our findings in the regard of validation issue and the connection to Indonesian student’s science literacy.

Diagnostic radiography students' perceptions of formative peer assessment within a radiographic technique module

International Nuclear Information System (INIS)

Elshami, W.; Abdalla, M.E.

2017-01-01

Introduction: Assessment is a central part of student learning. Student involvement in peer assessment leads to significant improvement in students' performance, supports students' learning, promotes the development of evaluation skills and encourages reflection. Aim: The aim of this study is to assess perceptions of the Formative Peer Assessment (FPA) initiative within a higher education setting for undergraduate radiography students. Methods: Qualitative action research was conducted. Students were allowed to anonymously assess each other's assignments using a standardized evaluation sheet that they had been trained to use. Participants' perceptions were assessed through focus group discussion. Results: The findings showed that students' experiences with peer assessment were positive. Students acknowledged that they received valuable feedback and learned from assessing their peers. Students recommended the need for training and suggested using more than one evaluator. Conclusion: The FPA initiative in the study institution believed to be succeed as the students had a positive experience with the FPA. Students learnt from PA and from self-assessment. Implementation of PA will promote reflection and critical thinking and problem solving skills, that are important traits in radiography graduate profile as in radiography clinical practice the professional require to modify imaging techniques and critique images to ensure the quality of care. - Highlights: • Participants had a positive experience with the Formative Peer Assessment (FPA). • Students believed that the FPA had a positive impact on their learning. • FPA was time-consuming but benefits outweigh the extra time commitment. • Comprehensive training and detailed grading rubric are recommended to improve FPA.

Chinese Students' Satisfaction of the Study Abroad Experience

Science.gov (United States)

Wang, Qinggang; Taplin, Ross; Brown, Alistair M.

2011-01-01

Purpose: Building upon McLeod and Wainwright's paradigm for rigorous scientific assessment of study abroad programs, this paper aims to use social learning theory to assess mainland Chinese students' satisfaction of the Chinese Curtin Student Accounting Academic Programme. Design/methodology/approach: A sample of mainland Chinese students enrolled…

Parent assessment of medical student skills in ambulatory pediatrics

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Erika Persson

2013-09-01

Full Text Available Background: Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods: Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome and parent attitudes towards 3rd year medical students (secondary outcome at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent and student responses in 8 areas: communication, respect, knowledge, listening, history taking, physical examination, supervision, and overall satisfaction. Results: Overall satisfaction with medical student involvement by parents was high: 56.7% of all parents ranked the encounter as ‘excellent’. Areas of lesser satisfaction included physician supervision of students. Compared to the parent assessment, students tended to underrate many of their skills, including communication, history taking and physical exam. There was no relationship between parent demographics and their attitude to rating any of the students’ skills. Conclusions: Parents were satisfied with medical student involvement in the care of their children. Areas identified for improvement included increased supervision of students in both history taking and physical examination. This is one of the largest studies examining parent attitudes towards pediatric students. The results may enhance undergraduate curriculum development and teaching in pediatric ambulatory clinics and strengthen the ongoing partnership between the community and teaching clinics.

Students' feedback on teaching and assessment at Nishtar Medical College, Multan.

Science.gov (United States)

Rafique, Shoaib; Rafique, Hasaan

2013-09-01

To obtain feedback on teaching and assessment methods in professional undergraduate medical examinations. The study was conducted at Nishtar Medical College, Multan, Pakistan, from May 21 to May 26, 2012. A written questionnaire covering topics on various teaching and assessment methods was used to get feedback from students of 2nd, 3rd, 4th and 5th year M.B.B.S. SPSS version 17 was used for statistical analysis. Of the 534 questionnaires distributed, 538 (99%) were returned duly filled. Overall, 382 (71%) students were satisfied with all aspects of the lectures delivered and 393 (73%) students agreed that teaching staff was punctual in delivering lectures. Although 312 (58%) students were satisfied with the teaching conducted in the wards, students felt dissatisfaction with the teaching carried out in outpatient departments and operating theatres. Multimedia was favoured by 306 (56%) students as a supporting teaching tool. Although the students agreed that questions asked in examinations were relevant and the pattern of Objective Structured Clinical Examination (OSCE) / Objective Structured Practical Examination (OSPE) was satisfactory, they felt that the time allowed was insufficient. 399 (74%) students agreed that multiple modes of assessment improved their knowledge and skill. There was no consensus among the students on the best form of assessment. Number of students favouring short essay questions (SEQ's), multiple choice questions including true/false type, single best choice questions (BCQ'S) and descriptive questions were 209(38.8%), 176(32.7%), 70 (13%) and 28 (5%) respectively. There was disparity in students' satisfaction in internal assessment and university examination. Although 226 (42%) students were satisfied with internal assessment, 199 (37%) were satisfied with university assessment. Overall, the students were satisfied with the lectures and clinical teaching conducted in the wards. Preferred methods of assessment included short essay questions

SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY

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Saeed Almuntasheri

2016-12-01

Full Text Available Shifting from teacher-centred to student-centred practices requires teachers to understand strategies to interact with students in science classes. Formative assessment strategies are very critical component of classroom interaction where teachers obtain information about student learning wherever possible. Traditionally, however, teachers ask questions and evaluate student responses but without investigating student contributions to the classroom interaction. This qualitative study aimed at developing teachers’ knowledge of formative assessment strategies when teaching science-based inquiry in Saudi Arabia. 12 teachers were observed when teaching science and details of one teachers’ practices of formative assessment is presented in this study. Formative assessment framework that describes assessment conversations is used and modified to observe teachers’ assessment practices. Assessment conversation consists of four-step cycles, where the teacher elicits information from students through questioning, the student responds, the teacher recognizes the student’s response, and then uses the information to develop further inquiry. Findings indicate that teachers ask questions and receive responses but rarely allow students to share their own ideas or discuss their own thinking. The study underlines the importance of integrating formative assessment strategies during scientific inquiry teaching for professional development as a way to increase student participation and allow opportunities for students’ inquiry in science classes.

The Perception of Students on E-Assessment in Distance Education

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Emine CABI

2016-06-01

Full Text Available This study was carried out to obtain the views of master's degree students studying via distance education about tools and methods of measurement and e-assessment. Exhibiting advantages and disadvantages of the use of different measurement tools and methods and assessment processes are considered to contribute to elimination of significant deficiencies in terms of both distance education institutions and teaching staff. Phenomenology, one of qualitative research designs, was used for data collection. Criterion sampling method, one of the purposive sampling methods, was taken into consideration. Being taken a course via distance education, and having the experience of measurement and evaluation by students was used as the sampling criteria. In this context, the study was conducted with a total of 10 students; four of which in the second semester and six of which in the third semester have taken course via distance education. In data collection, semi-structured interview form was used. There were five open-ended questions in the interview form. Descriptive analysis was used for the analysis of the obtained data. While assignments-projects and weekly online exams as the most preferred measurement tools by the students, navigation in the digital environment, reports and peer-evaluation were the least preferred ones. All of the students prefer e-assessment instead of the traditional evaluation for it is independent from space, providing equality of opportunity, more comprehensive. In e-assessment, it is stated that students who are responsible, highly motivated, contributor, inquisitive, skillful at using high-technology, are more successful.

Medical student use of Facebook to support preparation for anatomy assessments.

Science.gov (United States)

Pickering, James D; Bickerdike, Suzanne R

2017-06-01

The use of Facebook to support students is an emerging area of educational research. This study explored how a Facebook Page could support Year 2 medical (MBChB) students in preparation for summative anatomy assessments and alleviate test anxiety. Overall, Facebook analytics revealed that in total 49 (19.8% of entire cohort) students posted a comment in preparation for either the first (33 students) or second (34) summative anatomy assessments. 18 students commented in preparation for both. In total, 155 comments were posted, with 83 for the first and 72 for the second. Of the 83 comments, 45 related to checking anatomical information, 30 were requiring assessment information and 8 wanted general course information. For the second assessment this was 52, 14 and 6, respectively. Student perceptions on usage, and impact on learning and assessment preparation were obtained via a five-point Likert-style questionnaire, with 119 students confirming they accessed the Page. Generally, students believed the Page was an effective way to support their learning, and provided information which supported their preparation with increases in perceived confidence and reductions in anxiety. There was no difference between gender, except for males who appeared to be significantly less likely to ask a question as they may be perceived to lack knowledge (P Facebook can play an important role in supporting students in preparation for anatomy assessments. Anat Sci Educ 10: 205-214. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Assessing the knowledge and perceptions of medical students from ...

African Journals Online (AJOL)

The secondary objectives were to determine the degree to which students are involved in awareness campaigns and implementation of the MDG, and to assess students' perceptions regarding the need for the MDG in South Africa. Method: This observational, descriptive, cross-sectional study collected quantitative data.

Systemic Assessment as a New Tool for Assessing Students ...

African Journals Online (AJOL)

Systemic Assessment as a New Tool for Assessing Students Learning in Chemistry using SATL Methods: Systemic Matching, Systemic Synthesis, Systemic Analysis, Systemic Synthetic – Analytic, as Systemic Question Types.

Online system for knowledge assessment enhances students' results on school knowledge test.

Science.gov (United States)

Kralj, Benjamin; Glazar, Sasa Aleksej

2013-01-01

Variety of online tools were built to help assessing students' performance in school. Many teachers changed their methods of assessment from paper-and-pencil (P&P) to online systems. In this study we analyse the influence that using an online system for knowledge assessment has on students' knowledge. Based on both a literature study and our own research we designed and built an online system for knowledge assessment. The system is evaluated using two groups of primary school teachers and students (N = 686) in Slovenia: an experimental and a control group. Students solved P&P exams on several occasions. The experimental group was allowed to access the system either at school or at home for a limited period during the presentation of a selected school topic. Students in the experimental group were able to solve tasks and compare their own achievements with those of their coevals. A comparison of the P&P school exams results achieved by both groups revealed a positive effect on subject topic comprehension for those with access to the online self-assessment system.

Assessing students' communication skills: validation of a global rating.

Science.gov (United States)

Scheffer, Simone; Muehlinghaus, Isabel; Froehmel, Annette; Ortwein, Heiderose

2008-12-01

Communication skills training is an accepted part of undergraduate medical programs nowadays. In addition to learning experiences its importance should be emphasised by performance-based assessment. As detailed checklists have been shown to be not well suited for the assessment of communication skills for different reasons, this study aimed to validate a global rating scale. A Canadian instrument was translated to German and adapted to assess students' communication skills during an end-of-semester-OSCE. Subjects were second and third year medical students at the reformed track of the Charité-Universitaetsmedizin Berlin. Different groups of raters were trained to assess students' communication skills using the global rating scale. Validity testing included concurrent validity and construct validity: Judgements of different groups of raters were compared to expert ratings as a defined gold standard. Furthermore, the amount of agreement between scores obtained with this global rating scale and a different instrument for assessing communication skills was determined. Results show that communication skills can be validly assessed by trained non-expert raters as well as standardised patients using this instrument.

Self-Report Assessment of Executive Functioning in College Students with Disabilities

Science.gov (United States)

Grieve, Adam; Webne-Behrman, Lisa; Couillou, Ryan; Sieben-Schneider, Jill

2014-01-01

This study presents a unique assessment of executive functioning (EF) among postsecondary students with disabilities, with the aim of understanding the extent to which students with different disabilities and in different age groups assess their own difficulties with relevant and educationally-adaptive skills such as planning, initiating, managing…

Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance

OpenAIRE

Barrett, Matthew E.; Swan, Alexander B.; Mamikonian, Ani; Ghajoyan, Inna; Kramarova, Olga; Youmans, Robert J.

2014-01-01

This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n = 39) and then completed either a computer or a paper-based assessment. When note taking and assessment formats were congruent, students scored significantly higher on the assessment when compared to students whose note taking and assessment format were incongr...

Construct validation of teacher portfolio assessment : Procedures for improving teacher competence assessment illustrated by teaching students research skills

NARCIS (Netherlands)

Schaaf, M.F. van der

2005-01-01

The study aims to design and test procedures for teacher portfolio assessments. What are suitable procedures to assess teachers' competencies in developing students' research skills? We first searched into the tasks teachers have in teaching students research skills and the competencies needed to

Assessing Student Achievement in Physical Education for Teacher Evaluation

Science.gov (United States)

Mercier, Kevin; Doolittle, Sarah

2013-01-01

While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

Peer Assessment of Oral Presentations: Effects of Student Gender, University Affiliation and Participation in the Development of Assessment Criteria

Science.gov (United States)

Langan, Mark A.; Wheater, Philip C.; Shaw, Emma M.; Haines, Ben J.; Cullen, Rod W.; Boyle, Jennefer C.; Penney, David; Oldekop, Johan A.; Ashcroft, Carl; Lockey, Les; Preziosi, Richard F.

2005-01-01

Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer-awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have…

Assessing College Student-Athletes' Life Stress: Initial Measurement Development and Validation

Science.gov (United States)

Lu, Frank Jing-Horng; Hsu, Ya-Wen; Chan, Yuan-Shuo; Cheen, Jang-Rong; Kao, Kuei-Tsu

2012-01-01

College student-athletes have unique life stress that warrants close attention. The purpose of this study was to develop a reliable and valid measurement assessing college student-athletes' life stress. In Study 1, a focus group discussion and Delphi method produced a questionnaire draft, termed the College Student-Athletes' Life Stress Scale. In…

Development of performance assessment instrument based contextual learning for measuring students laboratory skills

Science.gov (United States)

Susilaningsih, E.; Khotimah, K.; Nurhayati, S.

2018-04-01

The assessment of laboratory skill in general hasn’t specific guideline in assessment, while the individual assessment of students during a performance and skill in performing laboratory is still not been observed and measured properly. Alternative assessment that can be used to measure student laboratory skill is use performance assessment. The purpose of this study was to determine whether the performance assessment instrument that the result of research can be used to assess basic skills student laboratory. This research was conducted by the Research and Development. The result of the data analysis performance assessment instruments developed feasible to implement and validation result 62.5 with very good categories for observation sheets laboratory skills and all of the components with the very good category. The procedure is the preliminary stages of research and development stages. Preliminary stages are divided in two, namely the field studies and literature studies. The development stages are divided into several parts, namely 1) development of the type instrument, 2) validation by an expert, 3) a limited scale trial, 4) large-scale trials and 5) implementation of the product. The instrument included in the category of effective because 26 from 29 students have very high laboratory skill and high laboratory skill. The research of performance assessment instrument is standard and can be used to assess basic skill student laboratory.

Systemic Assessment as a new tool for assessing students learning ...

African Journals Online (AJOL)

Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

SELF-ASSESSMENT OF STUDENTS PERFORMANCE AT THE UNIVERSITY OF ZAGREB

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Prof. dr.sc. Mirna Andrijašević

2009-11-01

Full Text Available Students spend a larger portion of your time in studying and preparing for the- ir future profession and occupation. Since professional status and influence will be on all other aspects of their lives (financial status, social status, choice of friends, etc.. Is extremely important that students during the study to be aware of the importance of the- ir profession, because it will help them to successfully end the study commenced. The differences in performance are linked with the fundamental human characteristics such as abilities, skills, knowledge, motivation, etc. Given the Bologna process, the socio-eco- nomic conditions markedly that students do not have clear knowledge about their futu- re profession. For this reason, we have conducted research with the aim to investigate whether there is a difference in self-performance among students of social science and bio-tehnical area of science. The study also participated students of Kinesiology and Agriculture faculty at the University of Zagreb, who are representatives of the mentio- ned areas of science. Surveyed the 374 students (46.25% female student. Applied the anonymous questionnaire of 12 statements that students are assessed on the scale of 1 to 5, where 1 indicates “completely false “ 5 “completely true “. The results showed that the surveyed students differ in assessing the performance of self-efficacy to gender and the area of science. Pearson χ2 analysis showed statisti- cally significant difference in the variables applied given the gender and faculty

Results of a study assessing teaching methods of faculty after measuring student learning style preference.

Science.gov (United States)

Stirling, Bridget V

2017-08-01

Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). This study took place at the College of Nursing a large all-female university in Saudi Arabia. 24 female nursing faculty volunteered to participate in the project. A cross-sectional design was used. Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty. Copyright © 2017 Elsevier Ltd. All rights reserved.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program.

Science.gov (United States)

Poirier, Therese I; Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-04-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.

EFFECT OF USING PORTFOLIO ASSESSMENT TO IMPROVE SCIENTIFIC ATTITUDE OF STUDENTS LEARNING PHYSICS IN HIGH SCHOOL

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Gede Wartawan Putu

2018-01-01

Full Text Available This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school in Singaraja. Research was an quasi- experimental study by using “The Posttest-Only Control Group Design”. The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students. The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students. A Likert scale instrument was used to measure the scientific attitude students. Data were analyzed using analysis of variance with SPSS 20.0 at significance level α = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional. The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.

Rapid knowledge assessment (RKA): Assessing students content knowledge through rapid, in class assessment of expertise

Science.gov (United States)

O'Connell, Erin

Understanding how students go about problem solving in chemistry lends many possible advantages for interventions in teaching strategies for the college classroom. The work presented here is the development of an in-classroom, real-time, formative instrument to assess student expertise in chemistry with the purpose of developing classroom interventions. The development of appropriate interventions requires the understanding of how students go about starting to solve tasks presented to them, what their mental effort (load on working memory) is, and whether or not their performance was accurate. To measure this, the Rapid Knowledge Assessment (RKA) instrument uses clickers (handheld electronic instruments for submitting answers) as a means of data collection. The classroom data was used to develop an algorithm to deliver student assessment scores, which when correlated to external measure of standardized American Chemical Society (ACS) examinations and class score show a significant relationship between the accuracy of knowledge assessment (p=0.000). Use of eye-tracking technology and student interviews supports the measurements found in the classroom.

Challenges in assessing college students' conception of duality: the case of infinity

Science.gov (United States)

Babarinsa-Ochiedike, Grace Olutayo

Interpreting students' views of infinity posits a challenge for researchers due to the dynamic nature of the conception. There is diversity and variation among students' process-object perceptions. The fluctuations between students' views however reveal an undeveloped duality conception. This study examined college students' conception of duality in understanding and representing infinity with the intent to design strategies that could guide researchers in categorizing students' views of infinity into different levels. Data for the study were collected from N=238 college students enrolled in Calculus sequence courses (Pre-Calculus, Calculus I through Calculus III) at one of the southwestern universities in the U.S. using self-report questionnaires and semi-structured individual task-based interviews. Data was triangulated using multiple measures analyzed by three independent experts using self-designed coding sheets to assess students' externalization of the duality conception of infinity. Results of this study reveal that college students' experiences in traditional Calculus sequence courses are not supportive of the development of duality conception. On the contrary, it strengthens the singularity perspective on fundamental ideas of mathematics such as infinity. The study also found that coding and assessing college students' conception of duality is a challenging and complex process due to the dynamic nature of the conception that is task-dependent and context-dependent. Practical significance of the study is that it helps to recognize misconceptions and starts addressing them so students will have a more comprehensive view of fundamental mathematical ideas as they progress through the Calculus coursework sequence. The developed duality concept development framework called Action-Process-Object-Duality (APOD) adapted from the APOS theory could guide educators and researchers as they engage in assessing students' conception of duality. The results of this study

Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance

Directory of Open Access Journals (Sweden)

Matthew E. Barrett

2014-01-01

Full Text Available This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79 took lecture notes either by hand (n = 40 or by computer (n = 39 and then completed either a computer or a paper-based assessment. When note taking and assessment formats were congruent, students scored significantly higher on the assessment when compared to students whose note taking and assessment format were incongruent. These findings highlight the importance of research on how in-class technology may affect student performance, and suggest that faculty and administrators seek to coordinate and standardize the use of assessment and note taking technologies where possible.

A comparative study of students' performance in preclinical physiology assessed by multiple choice and short essay questions.

Science.gov (United States)

Oyebola, D D; Adewoye, O E; Iyaniwura, J O; Alada, A R; Fasanmade, A A; Raji, Y

2000-01-01

This study was designed to compare the performance of medical students in physiology when assessed by multiple choice questions (MCQs) and short essay questions (SEQs). The study also examined the influence of factors such as age, sex, O/level grades and JAMB scores on performance in the MCQs and SEQs. A structured questionnaire was administered to 264 medical students' four months before the Part I MBBS examination. Apart from personal data of each student, the questionnaire sought information on the JAMB scores and GCE O' Level grades of each student in English Language, Biology, Chemistry, Physics and Mathematics. The physiology syllabus was divided into five parts and the students were administered separate examinations (tests) on each part. Each test consisted of MCQs and SEQs. The performance in MCQs and SEQs were compared. Also, the effects of JAMB scores and GCE O/level grades on the performance in both the MCQs and SEQs were assessed. The results showed that the students performed better in all MCQ tests than in the SEQs. JAMB scores and O' level English Language grade had no significant effect on students' performance in MCQs and SEQs. However O' level grades in Biology, Chemistry, Physics and Mathematics had significant effects on performance in MCQs and SEQs. Inadequate knowledge of physiology and inability to present information in a logical sequence are believed to be major factors contributing to the poorer performance in the SEQs compared with MCQs. In view of the finding of significant association between performance in MCQs and SEQs and GCE O/level grades in science subjects and mathematics, it was recommended that both JAMB results and the GCE results in the four O/level subjects above may be considered when selecting candidates for admission into the medical schools.

An experimental test of assessment reactivity within a web-based brief alcohol intervention study for college students.

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Fazzino, Tera L; Rose, Gail L; Helzer, John E

2016-01-01

Web-based brief alcohol intervention (WBI) programs have efficacy in a wide range of college students and have been widely disseminated to universities to address heavy alcohol use. In the majority of efficacy studies, web-based research assessments were conducted before the intervention. Web-based research assessments may elicit reactivity, which could inflate estimates of WBI efficacy. The current study tested whether web-based research assessments conducted in combination with a WBI had additive effects on alcohol use outcomes, compared to a WBI only. Undergraduate students (n=856) from universities in the United States and Canada participated in this online study. Eligible individuals were randomized to complete 1) research assessments+WBI or 2) WBI-only. Alcohol consumption, alcohol-related problems, and protective behaviors were assessed at one-month follow up. Multiple regression using 20 multiply imputed datasets indicated that there were no significant differences at follow up in alcohol use, alcohol-related problems, or protective behaviors used when controlling for variables with theoretical and statistical relevance. A repeated measures analysis of covariance revealed a significant decrease in peak estimated blood alcohol concentration in both groups, but no differential effects by randomized group. There were no significant moderating effects from gender, hazardous alcohol use, or motivation to change drinking. Web-based research assessments combined with a web-based alcohol intervention did not inflate estimates of intervention efficacy when measured within-subjects. Our findings suggest universities may be observing intervention effects similar to those cited in efficacy studies, although effectiveness trials are needed. Copyright © 2015 Elsevier Ltd. All rights reserved.

How much is too much assessment? Insight into assessment-driven student learning gains in large-scale undergraduate microbiology courses.

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Wang, Jack T H; Schembri, Mark A; Hall, Roy A

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs' theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology's concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

Assessing clinical reasoning abilities of medical students using clinical performance examination

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Sunju Im

2016-03-01

Full Text Available Purpose: The purpose of this study is to investigate the reliability and validity of new clinical performance examination (CPX for assessing clinical reasoning skills and evaluating clinical reasoning ability of the students. Methods: Third-year medical school students (n=313 in Busan-Gyeongnam consortium in 2014 were included in the study. One of 12 stations was developed to assess clinical reasoning abilities. The scenario and checklists of the station were revised by six experts. Chief complaint of the case was rhinorrhea, accompanied by fever, headache, and vomiting. Checklists focused on identifying of the main problem and systematic approach to the problem. Students interviewed the patient and recorded subjective and objective findings, assessments, plans (SOAP note for 15 minutes. Two professors assessed students simultaneously. We performed statistical analysis on their scores and survey. Results: The Cronbach α of subject station was 0.878 and Cohen κ coefficient between graders was 0.785. Students agreed on CPX as an adequate tool to evaluate students’ performance, but some graders argued that the CPX failed to secure its validity due to their lack of understanding the case. One hundred eight students (34.5% identified essential problem early and only 58 (18.5% performed systematic history taking and physical examination. One hundred seventy-three of them (55.3% communicated correct diagnosis with the patient. Most of them had trouble in writing SOAP notes. Conclusion: To gain reliability and validity, interrater agreement should be secured. Students' clinical reasoning skills were not enough. Students need to be trained on problem identification, reasoning skills and accurate record-keeping.

Peer Assessment with Online Tools to Improve Student Modeling

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Atkins, Leslie J.

2012-11-01

Introductory physics courses often require students to develop precise models of phenomena and represent these with diagrams, including free-body diagrams, light-ray diagrams, and maps of field lines. Instructors expect that students will adopt a certain rigor and precision when constructing these diagrams, but we want that rigor and precision to be an aid to sense-making rather than meeting seemingly arbitrary requirements set by the instructor. By giving students the authority to develop their own models and establish requirements for their diagrams, the sense that these are arbitrary requirements diminishes and students are more likely to see modeling as a sense-making activity. The practice of peer assessment can help students take ownership; however, it can be difficult for instructors to manage. Furthermore, it is not without risk: students can be reluctant to critique their peers, they may view this as the job of the instructor, and there is no guarantee that students will employ greater rigor and precision as a result of peer assessment. In this article, we describe one approach for peer assessment that can establish norms for diagrams in a way that is student driven, where students retain agency and authority in assessing and improving their work. We show that such an approach does indeed improve students' diagrams and abilities to assess their own work, without sacrificing students' authority and agency.

Assessment of critical thinking: a Delphi study.

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Paul, Sheila A

2014-11-01

Nurse educators are responsible for preparing nurses who critically analyze patient information and provide meaningful interventions in today's complex health care system. By using the Delphi research method, this study, utilized the specialized and experiential knowledge of Certified Nurse Educators. This original Delphi research study asked Certified Nurse Educators how to assess the critical-thinking ability of nursing students in the clinical setting. The results showed that nurse educators need time, during the clinical experience, to accurately assess each individual nursing student. This study demonstrated the need for extended student clinical time, and a variety of clinical learning assessment tools. Copyright © 2014 Elsevier Ltd. All rights reserved.

Prior academic background and student performance in assessment in a graduate entry programme.

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Craig, P L; Gordon, J J; Clark, R M; Langendyk, V

2004-11-01

This study aims to identify whether non-science graduates perform as well as science graduates in Basic and Clinical Sciences (B & CS) assessments during Years 1-3 of a four-year graduate-entry programme at the University of Sydney (the 'USydMP'). Students were grouped into five categories: Health Professions (HP), Biomedical Sciences (BMS), Other Biology (BIOL), Physical Sciences (PHYS) or Non-Science (NONS). We examined the performance rank of students in each of the five groups for single best answer (SBA) and modified essay (MEQ) assessments separately, and also calculated the relative risk of failure in the summative assessments in Years 2 and 3. Students with science-based prior degrees performed better in the SBA assessments. The same occurred initially in the MEQs, but the effect diminished with time. The HP students performed consistently better but converged with other groups over time, particularly in the MEQs. Relative performance by the NONS students improved with time in both assessment formats. Overall, differences between the highest and lowest groups were small and very few students failed to meet the overall standard for the summative assessments. HP and BMS students had the lowest failure rate. NONS students were more likely to fail the assessments in Year 2 and 3, but their pass rates were still high. Female students performed significantly better overall at the end of Year 2 and in Year 3. There were only minor differences between Australian resident and International students. While there are small differences in performance in B & CS early in the programme, these lessen with time. The study results will inform decisions regarding timing of summative assessments, selection policy and for providing additional support to students who need it to minimize their risk of failure. Readers should note that this paper refers to student performance in only one of the four curriculum themes, where health professional and science graduates would be

INVESTIGATION OF LEISURE ACTIVITY ASSESSMENT MODES OF THE UNIVERSITY STUDENTS STUDYING AT SCHOOL OF PHYSICAL EDUCATION AND SPORT

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Hayri AKYÜZ

2015-07-01

Full Text Available This study was conducted to determine leisure activi ty assessment modes of the university students studying at Bartın University School of Physical Education a nd Sport . The universe of the study was composed of 405 university students attending to School of Physical Education a nd Sport , and 291 of them were chosen randomly as the sample group who participated to the survey voluntarily. Questionnaire form was used as data collection tool. Collected data were analyzed with SPSS 15.0 statistical software package , frequency (f and percentage (% distributions were interpreted presented in tables. According to analysis results, 43% of students who participated in the study have 3 - 4 hours leisure time and 33 % of students 5 - 6 hours leisure time. In addition, it was observed that families provide d adequate support for students about leisure. Moreover, a large majority of students found that leisure activities are educational and useful. 53.3% of students defined as leisure time left over from the work they have to do. Furthermore a ccording to the majority students , sports provides a regular life to people. The activities in students leisure time respectively shaped 1. listening to music, 2. sports bringing active participation, 3 . going to cinema and theater, 4. watchi ng TV, 5. monitoring sports competitions . As a result, it has been identified that social activities of the department they study are inadequate and they did not adequately use school facilities , even though a majority of students have sufficient time to join in an activity.

EFFECT OF USING PORTFOLIO ASSESSMENT TO IMPROVE SCIENTIFIC ATTITUDE OF STUDENTS LEARNING PHYSICS IN HIGH SCHOOL

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putu wartawan

2017-12-01

Full Text Available This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school  in Singaraja. Research was an  quasi- experimental study by using  “The Posttest-Only Control Group Design”.  The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students.  The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students.  A Likert scale instrument was used to measure the scientific attitude students.  Data were analyzed using  analysis of variance with SPSS 20.0 at significance level a = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional.  The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.

RADIOLOGY EDUCATION: A PILOT STUDY TO ASSESS KNOWLEDGE OF MEDICAL STUDENTS REGARDING IMAGING IN TRAUMA.

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Siddiqui, Saad; Saeed, Muhammad Anwar; Shah, Noreen; Nadeem, Naila

2015-01-01

Trauma remains one of the most frequent presentations in emergency departments. Imaging has established role in setting of acute trauma with ability to identify potentially fatal conditions. Adequate knowledge of health professionals regarding trauma imaging is vital for improved healthcare. In this work we try to assess knowledge of medical students regarding imaging in trauma as well as identify most effective way of imparting radiology education. This cross-sectional pilot study was conducted at Aga Khan University Medical College & Khyber Girls Medical College, to assess knowledge of medical students regarding imaging protocols practiced in initial management of trauma patients. Only 40 & 20% respectively were able to identify radiographs included in trauma series. Very few had knowledge of correct indication for Focused abdominal sonography in trauma. Clinical radiology rotation was reported as best way of learning radiology. Change in curricula & restructuring of clinical radiology rotation structure is needed to improve knowledge regarding Trauma imaging.

Teachers' Assessment of ESL Students in Mainstream Classes: Challenges, Strategies, and Decision-Making

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Cheng, Liying; Milnes, Terry

2008-01-01

Given the increasing numbers of ESL students in Canadian classrooms, this study investigated how teachers of mainstream classes assess the written work of ESL students and whether they use different assessment strategies for ESL versus non-ESL students. Interviews were conducted with seven mainstream teachers from a private high school in Ontario.…

Mathematics authentic assessment on statistics learning: the case for student mini projects

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Fauziah, D.; Mardiyana; Saputro, D. R. S.

2018-03-01

Mathematics authentic assessment is a form of meaningful measurement of student learning outcomes for the sphere of attitude, skill and knowledge in mathematics. The construction of attitude, skill and knowledge achieved through the fulfilment of tasks which involve active and creative role of the students. One type of authentic assessment is student mini projects, started from planning, data collecting, organizing, processing, analysing and presenting the data. The purpose of this research is to learn the process of using authentic assessments on statistics learning which is conducted by teachers and to discuss specifically the use of mini projects to improving students’ learning in the school of Surakarta. This research is an action research, where the data collected through the results of the assessments rubric of student mini projects. The result of data analysis shows that the average score of rubric of student mini projects result is 82 with 96% classical completeness. This study shows that the application of authentic assessment can improve students’ mathematics learning outcomes. Findings showed that teachers and students participate actively during teaching and learning process, both inside and outside of the school. Student mini projects also provide opportunities to interact with other people in the real context while collecting information and giving presentation to the community. Additionally, students are able to exceed more on the process of statistics learning using authentic assessment.

Assessing computer skills in Tanzanian medical students: an elective experience

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Melvin Rob

2004-08-01

Full Text Available Abstract Background One estimate suggests that by 2010 more than 30% of a physician's time will be spent using information technology tools. The aim of this study is to assess the information and communication technologies (ICT skills of medical students in Tanzania. We also report a pilot intervention of peer mentoring training in ICT by medical students from the UK tutoring students in Tanzania. Methods Design: Cross sectional study and pilot intervention study. Participants: Fourth year medical students (n = 92 attending Muhimbili University College of Health Sciences, Dar es Salaam, Tanzania. Main outcome measures: Self-reported assessment of competence on ICT-related topics and ability to perform specific ICT tasks. Further information related to frequency of computer use (hours per week, years of computer use, reasons for use and access to computers. Skills at specific tasks were reassessed for 12 students following 4 to 6 hours of peer mentoring training. Results The highest levels of competence in generic ICT areas were for email, Internet and file management. For other skills such as word processing most respondents reported low levels of competence. The abilities to perform specific ICT skills were low – less than 60% of the participants were able to perform the core specific skills assessed. A period of approximately 5 hours of peer mentoring training produced an approximate doubling of competence scores for these skills. Conclusion Our study has found a low level of ability to use ICT facilities among medical students in a leading university in sub-Saharan Africa. A pilot scheme utilising UK elective students to tutor basic skills showed potential. Attention is required to develop interventions that can improve ICT skills, as well as computer access, in order to bridge the digital divide.

Assessment of psychiatric morbidity among health-care students in a teaching hospital, Telangana state: A cross-sectional questionnaire-based study

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Udai Kiran

2017-01-01

Full Text Available Introduction: Professional education can be a stressful experience for health-care students and may impact negatively on emotional well-being and academic performance which leads to psychiatric morbidity. The aim of this study is to assess the prevalence of psychiatric morbidity among the professional health-care students. Materials and Methods: A cross-sectional study was conducted among professional health-care students in a tertiary care teaching hospital of Telangana state. The information regarding demographic data, academic achievements, and positive and negative events in the recent past was collected using semi-structured pro forma, and the General Health Questionnaire (GHQ-28 is used to assess the psychiatric morbidity. Descriptive analysis and Pearson's correlation analysis were done to analyze the data. Results: A total of 836 students participated in the study, and the overall mean GHQ total score in the study population was 26.8, which is above the cutoff (24 score. The prevalence of psychiatric morbidity among study population is about 58.7%. Academic achievement and negative events in the recent past had effect on psychological morbidity and showed high GHQ scores among study population which was found to be statistically significant. Conclusion: The poor academic performance and negative events had a strong impact on psychological morbidity of students. The higher level of psychological morbidity warrants need for intervention such as social and psychological support to improve the quality of life for the health-care students. Further, a creation of positive academic environment as a teamwork of faculty, administration, educational experts, and students helps to develop psychological healthy dental and medical professionals who can perform better in a coming future.

Impact of Portfolio Assessment on Physics Students' Outcomes: Examination of Learning and Attitude

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Gunay, Abdulkadir; Ogan-Bekiroglu, Feral

2014-01-01

In spite of the commendations for the use of portfolio assessment, there is still little evidence indicating that such assessment actually supports and encourages student learning. Hence, this research study aimed to empirically identify the effects of implementation of portfolio assessment on student learning and attitudes. True-experimental…

Assessing Goal Intent and Achievement of University Learning Community Students

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Pfeffer-Lachs, Carole F.

2013-01-01

The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to…

Teacher Compliance and Accuracy in State Assessment of Student Motor Skill Performance

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Hall, Tina J.; Hicklin, Lori K.; French, Karen E.

2015-01-01

Purpose: The purpose of this study was to investigate teacher compliance with state mandated assessment protocols and teacher accuracy in assessing student motor skill performance. Method: Middle school teachers (N = 116) submitted eighth grade student motor skill performance data from 318 physical education classes to a trained monitoring…

Web-based feedback after summative assessment: how do students engage?

NARCIS (Netherlands)

Harrison, C.J.; Konings, K.D.; Molyneux, A.; Schuwirth, L.W.; Wass, V.; Vleuten, C.P.M. van der

2013-01-01

CONTEXT: There is little research into how to deliver summative assessment student feedback effectively. The main aims of this study were to clarify how students engage with feedback in this context and to explore the roles of learning-related characteristics and previous and current performance.

Improving School Nurse Pain Assessment Practices for Students With Intellectual Disability.

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Quinn, Brenna L; Smolinski, Megan

2017-01-01

School nurses are afforded minimal resources related to assessing pain in students with intellectual disability (ID) and have called for continuing education. The purpose of this study was to measure the effectiveness of an education program regarding best practices for assessing pain in students with ID. Educational sessions were presented to 248 school nurses. Pre-, post-, and follow-up surveys measured (1) difficulty school nurses face when assessing pain, (2) knowledge and use of pain assessment methods, and (3) intent to change and actual changes to professional practices. Participants experienced less difficulty assessing pain following the educational program. Almost all participants intended to change pain assessment practices, but large caseloads limited new practice adoption. Policy makers must consider population size and acuity when determining school nurse staffing. Trainings and other resources should be made available to school nurses in order to make pain assessments for students with ID more thorough and efficient.

Assessment succession of student's goes in for basketball.

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Temchenko V.A.

2012-03-01

Full Text Available The questions of working out of the criteria for assessment the results of students by subject "Physical education" (basketball section are considered. The article focuses on variants of assessing the results physical training employment of the students under the credit and module system. It is set that at the choice of type of sport (or directions motive activity about 40% students of basic separation are given by a preference the playing types of sport. From this number 12% choose basket-ball. Norms in special physical training are given. It's emphasized that there is no common system of assessment the results of students; the model of sectional form of physical training is worked out not enough.

A study of automated self-assessment in a primary care student health centre setting.

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Poote, Aimee E; French, David P; Dale, Jeremy; Powell, John

2014-04-01

We evaluated the advice given by a prototype self-assessment triage system in a university student health centre. Students attending the health centre with a new problem used the automated self-assessment system prior to a face-to-face consultation with the general practitioner (GP). The system's rating of urgency was available to the GP, and following the consultation, the GP recorded their own rating of the urgency of the patient's presentation. Full data were available for 154 of the 207 consultations. Perfect agreement, where both the GP and the self-assessment system selected the same category of advice, occurred in 39% of consultations. The association between the GP assessment and the self-assessment rankings of urgency was low but significant (rho = 0.19, P = 0.016). The self-assessment system tended to be risk averse compared to the GP assessments, with advice for more urgent level of care seeking being recommended in 86 consultations (56%) and less urgent advice in only 8 (5%). This difference in assessment of urgency was significant (P self-assessment system was more risk averse than the GPs, which resulted in a high proportion of patients being triaged as needing emergency or immediate care, the self-assessment system successfully identified a proportion of patients who were felt by the GP to have a self-limiting condition that did not need a consultation. In its prototype form, the self-assessment system was not a replacement for clinician assessment and further refinement is necessary.

Assessing students' conceptual knowledge of electricity and magnetism

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McColgan, Michele W.; Finn, Rose A.; Broder, Darren L.; Hassel, George E.

2017-12-01

We present the Electricity and Magnetism Conceptual Assessment (EMCA), a new assessment aligned with second-semester introductory physics courses. Topics covered include electrostatics, electric fields, circuits, magnetism, and induction. We have two motives for writing a new assessment. First, we find other assessments such as the Brief Electricity and Magnetism Assessment and the Conceptual Survey on Electricity and Magnetism not well aligned with the topics and content depth of our courses. We want to test introductory physics content at a level appropriate for our students. Second, we want the assessment to yield scores and gains comparable to the widely used Force Concept Inventory (FCI). After five testing and revision cycles, the assessment was finalized in early 2015 and is available online. We present performance results for a cohort of 225 students at Siena College who were enrolled in our algebra- and calculus-based physics courses during the spring 2015 and 2016 semesters. We provide pretest, post-test, and gain analyses, as well as individual question and whole test statistics to quantify difficulty and reliability. In addition, we compare EMCA and FCI scores and gains, and we find that students' FCI scores are strongly correlated with their performance on the EMCA. Finally, the assessment was piloted in an algebra-based physics course at George Washington University (GWU). We present performance results for a cohort of 130 GWU students and we find that their EMCA scores are comparable to the scores of students in our calculus-based physics course.

Using standardized patients to assess communication skills in medical and nursing students.

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Ryan, C Anthony; Walshe, Nuala; Gaffney, Robert; Shanks, Andrew; Burgoyne, Louise; Wiskin, Connie M

2010-03-17

A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS). Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's) in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE's and a previously validated global rating scale for CCS. Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5) and sixty four nursing students (Year 2/3 of 4) were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE's for the students. Students who did not pass the assessment were referred for remediation CCS learning. Almost three quarters of medical students (33/46; 72%) and 81% of nursing students (56/64) passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

Assessing Moroccan University Students' English Learning Motivation: A Comparative Study

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Omari, Otmane; Moubtassime, Mohammed; Ridouani, Driss

2018-01-01

This study seeks to survey whether students are motivated to learn English or not and to evaluate the differences within and between three most known universities in Morocco, involving a private one, in terms of students' English learning motivation. Moreover, factors that make a student more motivated to learn English were investigated. This…

Assessing an Intervention Focused on Enhancing Interpersonal Communication Skills and Humor: A Multi-Method Quasi-Experiential Study Among Medical Students.

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Karnieli-Miller, Orit; Michael, Keren; Segal, Oz; Steinberger, Aharon

2017-10-23

Teaching and applying interpersonal communication skills (ICS) and humor in medicine is challenging. The present study assessed an innovative course focused on enhancing ICS and humor based on the Four Habits Model and theater concepts. Medical students enrolled in the course (the study group) were assessed pre- and post-intervention, as well as compared with their peers (the control group) using quantitative methods to measure attitudes, self-efficacy, and behaviors. Qualitative methods were used to learn about students' change in perceptions related to ICS and humor following the course, as well as their experiences of developing these skills during the course. Post-intervention study group participants scored significantly higher on all ICS measurements and on humor behavior compared with pre-intervention, and significantly higher on all humor measurements compared with control group participants. Interviews indicated students' increased understanding and difficulties in learning these skills. Analyses showed how framing humor as one possible ICS and focusing on specific parts of the medical encounter can promote patient-centered care.

Students' Perceptions of Assessment: A Comparative Analysis between Portugal and Sweden

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Pereira, Diana; Niklasson, Laila; Flores, Maria Assunção

2017-01-01

This paper aims at investigating students' perceptions about assessment, especially the ways in which it is put into practice. Data were collected through questionnaires in different programmes in Portugal and Sweden. In total, 173 students from Portugal and 72 from Sweden participated in the study. Findings showed that students had similar ideas…

Pharmacy curriculum outcomes assessment for individual student assessment and curricular evaluation.

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Scott, Day M; Bennett, Lunawati L; Ferrill, Mary J; Brown, Daniel L

2010-12-15

The Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized examination for assessing academic progress of pharmacy students. Although no other national benchmarking tool is available on a national level, the PCOA has not been adopted by all colleges and schools of pharmacy. Palm Beach Atlantic University (PBAU) compared 2008-2010 PCOA results of its P1, P2, and P3 students to their current grade point average (GPA) and to results of a national cohort. The reliability coefficient of PCOA was 0.91, 0.90, and 0.93 for the 3 years, respectively. PBAU results showed a positive correlation between GPA and PCOA scale score. A comparison of subtopic results helped to identify areas of strengths and weaknesses of the curriculum. PCOA provides useful comparative data that can facilitate individual student assessment as well as programmatic evaluation. There are no other standardized assessment tools available. Despite limitations, PCOA warrants consideration by colleges and schools of pharmacy. Expanded participation could enhance its utility as a meaningful benchmark.

Student explanations of their science teachers' assessments, grading practices and how they learn science

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del Carmen Gomez, María

2018-03-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

The Effects of Autonomy Support on Student Engagement in Peer Assessment

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Yuan, Jiangmei; Kim, ChanMin

2018-01-01

Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA), to support students' need for autonomy when they conducted peer assessment. Students' sense of…

Assessing a Theoretical Model on EFL College Students

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Chang, Yu-Ping

2011-01-01

This study aimed to (1) integrate relevant language learning models and theories, (2) construct a theoretical model of college students' English learning performance, and (3) assess the model fit between empirically observed data and the theoretical model proposed by the researchers of this study. Subjects of this study were 1,129 Taiwanese EFL…

Assessment of medical students' attitudes on social media use in medicine: a cross-sectional study.

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Avcı, Kadriye; Çelikden, Sevda Gerek; Eren, Semih; Aydenizöz, Doğukan

2015-02-15

Social media has created a revolution in health services. Information available on the Internet and via social media is now being used as reference guides for sensitive health issues by nonprofessionals, physicians, and medical students. When used by physicians and medical students, social media has the potential to raise issues such as the blurring of the line between professional and private lives, patient relations, and medical ethics. The aim of this cross-sectional study was to evaluate the use of social media and attitudes toward its use in medicine among medical students. Medical students from Afyon Kocatepe University, Faculty of Medicine (Afyonkarahisar, Turkey) were asked to participate in a survey consisting of two sections, the first containing questions assessing the frequency of social media use and the second regarding attitudes toward the use of social media in medicine. Survey responses indicated that 93.4% of medical students used social media and 89.3% used social media for professional purposes. Factor analysis showed that attitudes toward social media are based on five factors: professional usefulness, popularity, ethics, barriers, and innovativeness. A structural equation model revealed the highest positive correlation between usefulness and innovativeness; ethics had a low but positive correlation with other factors. Although social media is being used extensively by medical students, they appear unaware of possible ethical issues. Therefore, social media guidelines should be developed.

Comparison of differences in performance evaluation of faculty by students with faculty's self-assessment.

Science.gov (United States)

Azizi, Kourosh; Aghamolaei, Teamur; Parsa, Nader; Dabbaghmanesh, Tahereh

2014-07-01

The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students' evaluation of the performance of the faculty members at these levels. The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students' evaluation of the faculty members' performance and the professors' self-assessment. The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students' evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students' evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students' performance and understanding especially in the undergraduate level.

Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment

NARCIS (Netherlands)

Timmers, C.F.; Braber-van den Broek, J.; van den Berg, Stéphanie Martine

2013-01-01

Feedback can only be effective when students seek feedback and process it. This study examines the relations between students' motivational beliefs, effort invested in a computer-based formative assessment, and feedback behaviour. Feedback behaviour is represented by whether a student seeks feedback

Peer assessment of individual contributions to a group project: Student perceptions

International Nuclear Information System (INIS)

Kench, Peter L.; Field, Nikki; Agudera, Maila; Gill, Margo

2009-01-01

Group work has many benefits for a student's professional development but it is difficult to determine the individual contributions to the group assessment tasks. Peer assessment of an individual's contribution to group work can be used to encourage student participation. It is important that the method of peer assessment is fair and that the students' submissions be treated confidentially. A model for peer assessment of individual contributions to the group assessment is described. Students who did not participate adequately in the group were penalised resulting in a reduced individual grade. Perceptions of the peer assessment method are reported for students enrolled (n = 169) in the subject 'Medical Radiations Project'. The questionnaire showed a positive student response towards the peer assessment model.

The Relationship between Positive Well-Being and Academic Assessment: Results from a Prospective Study on Dental Students

Directory of Open Access Journals (Sweden)

Cristina Teodora Preoteasa

2016-01-01

Full Text Available Background. Presumably, the academic stress that builds throughout the academic year has a negative effect on dental students’ psychological well-being and may have a relationship with academic performance. This research aimed to analyse the variation of positive well-being in second-year dental students, across the academic semester, in relation to consecutive examinations as part of academic assessment system (1 and to observe the relationship between academic performance during semester evaluation period and dental students’ positive well-being (2. Methods. A prospective study was conducted on second-year dental students, data on positive well-being being collected with WHO-Five Well-Being Index (WHO-5, at the beginning of the semester and after three consecutive mandatory examinations. Results. One hundred and forty-six dental students were included (77% response rate. Repeated ANOVA showed a significant progressive decline of positive well-being over the semester, which was clinically significant for an important part of them. Students who performed better in the semester evaluation period registered higher well-being levels at the beginning of the semester but a more pronounced decline of it until the semester evaluation period. Conclusion. Based on this research, a relationship between positive well-being, academic assessments, and academic performance is suggested, when evaluating them in a prospective frame.

Assessment of Student Outcomes in Undergraduate Health Information Administration Programs

OpenAIRE

Smith, Jody

2006-01-01

The purpose of this research was to a) determine what assessment methods are being used in undergraduate health information administration programs to assess student learning and the usefulness of those methods, b) determine to what extent programs have incorporated good student learning assessment practices. Programs use a variety of assessment tools to measure student learning; the most useful include assessments by the professional practice supervisor, course tests, assignments, presentati...

Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course

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Amir Mohamed Talib

2018-01-01

Full Text Available This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT Fundamentals (IT280 course in the Information Technology (IT Department, College of Computer & Information Sciences (CCIS, Al-Imam Mohammad Ibn Saud Islamic University (IMSIU. The assessment model is developed based on students’ mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students’ performance towards the final examination of the course. A study on 150 second year students (male = 52; female = 98 was conducted to measure students’ knowledge and understanding for IT280 course according to the three level of Bloom’s Taxonomy. The results concluded that students can be categorized as poor (10%, moderate (42%, good (18%, and successful (24% to achieve Level 3 of Bloom’s Taxonomy. This study shows that the students’ performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.

Towards ABET accreditation for a SWE program: alternative student assessment techniques

International Nuclear Information System (INIS)

Alghamdi, A.; Nasir, M.; Alnafjan, K.

2011-01-01

This paper describes assessment techniques utilized for assessing undergraduate students studying in a software engineering program. The purpose behind this work is to get the program accredited by the Accreditation Board of Engineering and Technology (ABET). Therefore, a number of applied direct and indirect assessment techniques are described. These techniques are implemented towards the end of the semester to assess the extent to which the student and course outcomes are satisfied. Consequently, results are obtained and analyzed and various learning issues are eventually identified. Finally, the paper provides suggestions for improvement in course delivery as well as learning mechanism. (author)

Teachers' Attitudes toward Assessment of Student Learning and Teacher Assessment Practices in General Educational Institutions: The Case of Georgia

Science.gov (United States)

Kitiashvili, Anastasia

2014-01-01

The aim of this article is to study teachers' attitudes toward assessment of students' learning and their assessment practices in Georgia's general educational institutions. Georgia is a country in the South Caucasus with a population of 4.5 million people, with 2300 general educational institutions and about 559,400 students. The research…

Physiotherapy Student Clinical Examinations: The Influence of Subjective Judgments on Observational Assessment.

Science.gov (United States)

Alexander, Helen A.

1996-01-01

A study investigated the role of subjective assessment in the evaluation of physiotherapy students in clinical programs. Clinical teachers, visiting lecturers, and students recorded perceptions of daily events and interactions in journals. Analysis suggests that assessors make subjective judgments about students that influence grades, and…

Medical and pharmacy students' perceptions of the grading and assessment practices

OpenAIRE

Kasanda, C. D.; Mitonga, K. H.; Veii, K.; Zimba, R. F.

2013-01-01

Many students at the University of Namibia have frequently complained about ineffective assessment practices used at the institution. On many occasions, these complaints have not been substantiated with evidence of any kind. The purpose of this study was to obtain some empirical evidence that would ascertain undergraduate students' perceptions of the University of Namibia's grading and assessment practices. Using a structured scaled questionnaire, data were obtained from a representative samp...

Assessing Multicultural Competence of Helping-Profession Students

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Hladik, Jakub

2016-01-01

In this article, I focus on assessing multicultural competence of helping-profession students. The "Multicultural Competence Scale of Helping-Profession Students" was used for data collection. The aim of the research was to find out the level of students' multicultural competence due to the current lack of this information in Central…

Using standardized patients to assess communication skills in medical and nursing students

LENUS (Irish Health Repository)

Ryan, C Anthony

2010-03-17

Abstract Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS). Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE\\'s) in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE\\'s and a previously validated global rating scale for CCS. Methods Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5) and sixty four nursing students (Year 2\\/3 of 4) were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE\\'s for the students. Students who did not pass the assessment were referred for remediation CCS learning. Results Almost three quarters of medical students (33\\/46; 72%) and 81% of nursing students (56\\/64) passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. Conclusions A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

Using standardized patients to assess communication skills in medical and nursing Students

Directory of Open Access Journals (Sweden)

Burgoyne Louise

2010-03-01

Full Text Available Abstract Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS. Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE's and a previously validated global rating scale for CCS. Methods Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5 and sixty four nursing students (Year 2/3 of 4 were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE's for the students. Students who did not pass the assessment were referred for remediation CCS learning. Results Almost three quarters of medical students (33/46; 72% and 81% of nursing students (56/64 passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. Conclusions A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language.

Student Teachers' Perceptions towards Teaching Practice Assessment

Science.gov (United States)

Chireshe, R.; Chireshe, E.

2010-01-01

The study investigated the perceptions of student teachers towards teaching practice assessment. Participants N=180:90 males, 90 females were randomly drawn from three primary school teachers' colleges in Masvingo Educational Region of Zimbabwe. A questionnaire was used to gather data from the respondents. A chi-square test was used to analyse the…

Systemic assessment as a new tool to assess student learning

African Journals Online (AJOL)

IICBA01

students' systemic thinking level developed in organic chemistry is strongly related to a deeper understanding of the relevant chemistry concepts (7) .In this regards we will illustrate five types of SAQ,s in heterocyclic chemistry based on systemics to assess students at synthesis and analysis learning levels. We experiment ...

An online formative assessment tool to prepare students

African Journals Online (AJOL)

feedback to students and promotes student learning, whereas summative assessment is .... Kolb's experiential learning cycle, as it offers students the opportunity for ..... Theory and learning in medical education: How theory can inform practice.

Assessing Postgraduate Students' Critical Thinking Ability

Science.gov (United States)

Javed, Muhammad; Nawaz, Muhammad Atif; Qurat-Ul-Ain, Ansa

2015-01-01

This paper addresses to assess the critical thinking ability of postgraduate students. The target population was the male and female students at University level in Pakistan. A small sample of 45 male and 45 female students were selected randomly from The Islamia University of Bahawalpur, Pakistan. Cornell Critical Thinking Test Series, The…

Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment - A cross-sectional correlational study.

Science.gov (United States)

Engström, Maria; Löfmark, Anna; Vae, Karen Johanne Ugland; Mårtensson, Gunilla

2017-04-01

Clinical education is a vital part of nursing students' learning; the importance of assessment tools and feedback in stimulating student learning has been stressed, but this needs to be studied in more detail. To examine relationships between nursing students' perceptions of using an Assessment tool in Clinical Education (AssCE) during their mid-course discussion and final assessment, the content discussed during these meetings between the student, preceptor and nurse teacher and the students' overall perception of the clinical learning environment. A cross-sectional, correlational design was used. A convenience sample of 110 nursing students from one Norwegian university college with two campuses. Data were collected with self-developed questionnaires and analysed using logistic regression with SPSS and the PROCESS macro for mediation analysis. There was a positive relationship between nursing students' perceptions of using the assessment tool AssCE and their overall perception of the clinical learning environment. This relationship was, in turn, mediated by the content discussed during the formative mid-course discussion and summative final assessment. Our conclusion is that the assessment tool AssCE supported students' clinical learning and that this relationship, in turn, was mediated by the degree to which the conversation during the assessment meeting focused on the student's knowledge, skills and professional judgement. Copyright © 2017 Elsevier Ltd. All rights reserved.

Video Review in Self-Assessment of Pharmacy Students' Communication Skills

Science.gov (United States)

Volino, Lucio R.; Das, Rolee Pathak

2014-01-01

The objectives of this study were to develop a student self-assessment activity of a video-recorded counseling session and evaluate its impact on student self-perceptions of specific communication skills. This activity was incorporated into a core-communications course within the third professional year of a Doctor of Pharmacy curriculum. Student…

Designing a Culturally Appropriate Format of Formative Peer Assessment for Asian Students: The Case of Vietnamese Students

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Thanh, Pham Thi Hong; Gillies, Robyn

2010-01-01

Peer assessment has recently been widely recommended in Vietnamese classrooms. However, there are argumentative opinions about this assessment because it has many conflicts with the learning culture of Vietnamese students. To date, there has not been any study addressing this issue. The present study investigated how Vietnamese students…

A mentor-based portfolio program to evaluate pharmacy students' self-assessment skills.

Science.gov (United States)

Kalata, Lindsay R; Abate, Marie A

2013-05-13

Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.

Assessment of Teacher of Nursing Subjects by Pupils and Students

OpenAIRE

Bednářová, Markéta

2006-01-01

The dissertation Assessment of a teacher of nursing subjects by pupils and students focuses on finding the opinion of pupils of secondary nursing schools and students of higher nursing schools and universities on teachers of nursing. The subject of the interest was particularly qualities and skills of the nursing teachers which pupils and students consider important and desirable. The theoretical part of the work summarizes conclusions from thematically similar studies. The empirical part of ...

Assessment of Understanding: Student Teachers' Preparation, Implementation and Reflection of a Lesson Plan for Science

Science.gov (United States)

Juhler, Martin Vogt

2017-05-01

Research finds that student teachers often fail to make observable instructional goals, without which a secure bridge between instruction and assessment is precluded. This is one reason that recent reports state that teacher education needs to become better at helping student teachers to develop their thinking about and skills in assessing pupils' learning. Currently in Europe, the Lesson Study method and the Content Representation tool, which both have a specific focus on assessment, have started to address this problem. This article describes and discusses an intervention in which Lesson Study was used in combination with Content Representation in student teachers' field practice. Empirical materials from one group of student teachers were analyzed to illustrate how the student teachers worked with assessment during the planning of a lesson, how they implemented it in a research lesson, and how they used the gathered observations to make claims about assessment aims. The findings suggest that the student teachers placed greater emphasis on assessment through the intervention. However, it is also found that more attention should have been dedicated to the planning phase and that the group did not manage to keep a research focus throughout the Lesson Study process. This suggests that it properly would be beneficial with several planning sessions prior to the research lesson, as well as having an expert teacher leading the Lesson Study.

Development and Implementation of an Electronic Clinical Formative Assessment: Dental Faculty and Student Perspectives.

Science.gov (United States)

Kirkup, Michele L; Adams, Brooke N; Meadows, Melinda L; Jackson, Richard

2016-06-01

A traditional summative grading structure, used at Indiana University School of Dentistry (IUSD) for more than 30 years, was identified by faculty as outdated for assessing students' clinical performance. In an effort to change the status quo, a feedback-driven assessment was implemented in 2012 to provide a constructive assessment tool acceptable to both faculty and students. Building on the successful non-graded clinical evaluation employed at Baylor College of Dentistry, IUSD implemented a streamlined electronic formative feedback model (FFM) to assess students' daily clinical performance. An important addition to this evaluation tool was the inclusion of routine student self-assessment opportunities. The aim of this study was to determine faculty and student response to the new assessment instrument. Following training sessions, anonymous satisfaction surveys were examined for the three user groups: clinical faculty (60% response rate), third-year (D3) students (72% response rate), and fourth-year (D4) students (57% response rate). In the results, 70% of the responding faculty members preferred the FFM over the summative model; however, 61.8% of the D4 respondents preferred the summative model, reporting insufficient assessment time and low faculty participation. The two groups of students had different responses to the self-assessment component: 70.2% of the D4 respondents appreciated clinical self-assessment compared to 46% of the D3 respondents. Overall, while some components of the FFM assessment were well received, a phased approach to implementation may have facilitated a transition more acceptable to both faculty and students. Improvements are being made in an attempt to increase overall satisfaction.

Assessing student understanding of measurement and uncertainty

Science.gov (United States)

Jirungnimitsakul, S.; Wattanakasiwich, P.

2017-09-01

The objectives of this study were to develop and assess student understanding of measurement and uncertainty. A test has been adapted and translated from the Laboratory Data Analysis Instrument (LDAI) test, consists of 25 questions focused on three topics including measures of central tendency, experimental errors and uncertainties, and fitting regression lines. The test was evaluated its content validity by three physics experts in teaching physics laboratory. In the pilot study, Thai LDAI was administered to 93 freshmen enrolled in a fundamental physics laboratory course. The final draft of the test was administered to three groups—45 freshmen taking fundamental physics laboratory, 16 sophomores taking intermediated physics laboratory and 21 juniors taking advanced physics laboratory at Chiang Mai University. As results, we found that the freshmen had difficulties in experimental errors and uncertainties. Most students had problems with fitting regression lines. These results will be used to improve teaching and learning physics laboratory for physics students in the department.

A study assessing the impact of different teaching modalities for pharmacy students in a Cardio-Pulmonary Resuscitation (CPR) course.

Science.gov (United States)

Khan, Tahir Mehmood; Hassali, Mohamed Azmi; Rasool, Sahibzada Tasleem

2013-10-01

The current study aims to assess the effectiveness of different teaching methods adopted for the practical session of Cardio-Pulmonary Resuscitation (CPR). CPR training is one of the compulsory modules of the Public Health Pharmacy (PHP) course at Universiti Sains Malaysia. CPR training comprises of 10% of total marks of the PHP course. To test the effectiveness of the different teaching strategies, three groups were defined using a two-stage cohort distribution-i.e. based on grade point average (GPA) and different teaching modalities. Group One was instructed using images and PowerPoint lecture slides. Group Two was instructed using videos and PowerPoint lecture slides. Group Three was instructed using PowerPoint slides with white boards and videos. Students in Group Three were not provided with a hard/soft copy of the PowerPoint slides and were encouraged to write down all the information on their personal notebooks. A 20-item questionnaire was used to assess the students' understanding toward the CPR session. Data were analyzed using the Statistical Package for Social Science Students, SPSS version 13®. Based on the response attained, the comparison of the final score among the groups was undertaken using one way ANOVA. Twenty-seven students have participated in this study. Final evaluation using the questionnaire revealed that student's in Group Three had a better understanding of CPR (18.1 ± 1.5, p lecture and use of traditional chalkboard teaching were found significant to improve the students' understanding and learning in the CPR session.

Assessing Students in the Margin: Challenges, Strategies, and Techniques

Science.gov (United States)

Russell, Michael; Kavanaugh, Maureen

2011-01-01

The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess…

Assessment for Learning as Support for Student Self-Regulation

Science.gov (United States)

Heritage, Margaret

2018-01-01

Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

Revision Vodcast Influence on Assessment Scores and Study Processes in Secondary Physics

Science.gov (United States)

Marencik, Joseph J.

A quasi-experimental switching replications design with matched participants was employed to determine the influence of revision vodcasts, or video podcasts, on students' assessment scores and study processes in secondary physics. This study satisfied a need for quantitative results in the area of vodcast influence on students' learning processes. Thirty-eight physics students in an urban Ohio public high school participated in the study. The students in one Physics class were paired with students in another Physics class through the matching characteristics of current student cumulative test score mean and baseline study process as measured by the Study Process Questionnaire (SPQ). Students in both classes were given identical pedagogic treatment and access to traditional revision tools except for the supplemental revision vodcasts given to the experimental group. After students in the experimental group viewed the revision vodcast for a particular topic, the assessment scores of the students in the experimental group were compared to the assessment scores of the control group through the direct-difference, D, test to determine any difference between the assessment score means of each group. The SPQ was given at the beginning of the experiment and after each physics assessment. The direct-difference method was again used to determine any difference between the SPQ deep approach scores of each group. The SPQ was also used to determine any correlative effects between study process and revision vodcast use on students' assessment scores through descriptive statistics and an analysis of variance (ANOVA) test. Analysis indicated that revision vodcast use significantly increased students' assessment scores (p.05). There were no significant correlative effects of revision vodcast use and study processes on students' assessment scores (p>.05). This study offers educators the empirical support to devote the necessary effort, time, and resources into developing successful

Parent assessment of medical student skills in ambulatory pediatrics

OpenAIRE

Erika Persson; Christina Haines; Mia Lang

2013-01-01

Background: Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods: Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome) and parent attitudes towards 3rd year medical students (secondary outcome) at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent an...

The Self-assessment Practices of Hong Kong Secondary Students: Findings with a New Instrument.

Science.gov (United States)

Yan, Zi

Self-assessment is a core skill that enables students to engage in self-regulated learning. The purpose of this study was to examine the psychometric properties of a Self-assessment Practice Scale and to depict the characteristics of self-assessment practices of Hong Kong secondary students using this newly developed instrument. A total of 6,125 students from 10 Hong Kong secondary schools completed the survey. Both Rasch and factor analyses revealed a two-dimension scale structure (i.e., Self-directed Feedback Seeking and Self-reflection). The two subscales demonstrated acceptable psychometric properties and suggestions for further improvement were proposed. The findings regarding self-assessment practices of secondary students indicated that, in general, students were quite used to engaging in self-reflection based on available feedback, but they were less disposed to taking the initiative to seek feedback on their own performance. Key demographic variables, e.g., gender and year level, played important roles in students' self-assessment practices. Girls had significantly higher self-assessment measures on both scales than did boys. Junior students had higher measures on both scales than did their senior counterparts. Implications and directions for future research were discussed.

Assessing Weather Curiosity in University Students

Science.gov (United States)

Stewart, A. E.

2017-12-01

This research focuses upon measuring an individual's level of trait curiosity about the weather using the Weather Curiosity Scale (WCS). The measure consists of 15 self-report items that describe weather preferences and/or behaviors that people may perform more or less frequently. The author reports on two initial studies of the WCS that have used the responses of 710 undergraduate students from a large university in the southeastern United States. In the first study, factor analysis of the 15 items indicated that the measure was unidimensional - suggesting that its items singularly assessed weather curiosity. The WCS also was internally consistent as evidenced by an acceptable Cronbach's alpha, a = .81). The second study sought to identify other personality variables that may relate with the WCS scores and thus illuminate the nature of weather curiosity. Several clusters of personality variables appear to underlie the curiosity levels people exhibited, the first of which related to perceptual curiosity (r = .59). Being curious about sights, sounds, smells, and textures generally related somewhat to curiosity about weather. Two measures of trait sensitivity to environmental stimulation, the Highly Sensitive Person Scale (r = .47) and the Orientation Sensitivity Scale of the Adult Temperament Questionnaire (r = .43), also predicted weather curiosity levels. Finally, possessing extraverted personality traits (r = .34) and an intense style of experiencing one's emotions (r = .33) related to weather curiosity. How can this measure be used in K-12 or post-secondary settings to further climate literacy? First, the WCS can identify students with natural curiosities about weather and climate so these students may be given more challenging instruction that will leverage their natural interests. Second, high-WCS students may function as weather and climate ambassadors during inquiry-based learning activities and thus help other students who are not as oriented to the

Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

Science.gov (United States)

Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

2011-01-01

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

Pharmacy Curriculum Outcomes Assessment for Individual Student Assessment and Curricular Evaluation

OpenAIRE

Scott, Day M.; Bennett, Lunawati L.; Ferrill, Mary J.; Brown, Daniel L.

2010-01-01

The Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized examination for assessing academic progress of pharmacy students. Although no other national benchmarking tool is available on a national level, the PCOA has not been adopted by all colleges and schools of pharmacy. Palm Beach Atlantic University (PBAU) compared 2008-2010 PCOA results of its P1, P2, and P3 students to their current grade point average (GPA) and to results of a national cohort. The reliability coefficient of ...

Relationships Between the Way Students Are Assessed in Science Classrooms and Science Achievement Across Canada

Science.gov (United States)

Chu, Man-Wai; Fung, Karen

2018-04-01

Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.

Assessing students in community settings: the role of peer evaluation

NARCIS (Netherlands)

H.G. Schmidt (Henk); D.H.J.M. Dolmans (Diana); A.A. Abdel-Hameed (Ahmed); M.E.M. Mohi Eldin (Magzoub)

1998-01-01

textabstractThe assessment of students in community settings faces unique difficulties. Since students are usually posted in small groups in different community settings and since the learning (largely) takes place outside the classroom, assessing student performance becomes an intrinsically complex

Cardiovascular Risk Factors among College Students: Knowledge, Perception, and Risk Assessment

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Tran, Dieu-My T.; Zimmerman, Lani M.; Kupzyk, Kevin A.; Shurmur, Scott W.; Pullen, Carol H.; Yates, Bernice C.

2017-01-01

Objective: To assess college students' knowledge and perception of cardiovascular risk factors and to screen for their cardiovascular risks. Participants: The final sample that responded to recruitment consisted of 158 college students from a midwestern university. Methods: A cross-sectional, descriptive study was performed using convenience…

Longitudinal assessment of depression, stress, and burnout in medical students.

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Goel, Akhil D; Akarte, Sulbha V; Agrawal, Sumita P; Yadav, Vikas

2016-01-01

Medical students can and do suffer from mental disorders is a concept yet to get wide acceptance. There are few studies comprehensively evaluating depression, stress, and burnout in medical students, especially in a longitudinal way in India. The current study aims to assess the impact of medical education on the development of psychological morbidities and the role of personality. First-year medical students of a leading medical college of India were enrolled on admission and given anonymized, validated, self-administered questionnaires assessing depression, stress, burnout, and personality. This was repeated at the end of 1 st year. Data were analyzed independently as questionnaires were anonymized. We found that 1 st year of medical college showed a significantly increasing depression ( P stress ( P burnout did not increase significantly. However, only disengagement dimension of burnout increased significantly. Personalities with weak capacity to adjust had a significant positive correlation with depression ( r = 0.277, P stress scores ( r = 0.210, P = 0.008). However, burnout did not correlate with any of the personality dimensions. Right from the 1 st year of medical education students perceive high-stress levels and have a high risk of depression. Burnout starts to creep in at least in the form of disengagement. This study provides a sound groundwork for planning interventions to reduce student's mental morbidity and avoid burnout.

The IDEA Assessment Tool: Assessing the Reporting, Diagnostic Reasoning, and Decision-Making Skills Demonstrated in Medical Students' Hospital Admission Notes.

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Baker, Elizabeth A; Ledford, Cynthia H; Fogg, Louis; Way, David P; Park, Yoon Soo

2015-01-01

Construct: Clinical skills are used in the care of patients, including reporting, diagnostic reasoning, and decision-making skills. Written comprehensive new patient admission notes (H&Ps) are a ubiquitous part of student education but are underutilized in the assessment of clinical skills. The interpretive summary, differential diagnosis, explanation of reasoning, and alternatives (IDEA) assessment tool was developed to assess students' clinical skills using written comprehensive new patient admission notes. The validity evidence for assessment of clinical skills using clinical documentation following authentic patient encounters has not been well documented. Diagnostic justification tools and postencounter notes are described in the literature (1,2) but are based on standardized patient encounters. To our knowledge, the IDEA assessment tool is the first published tool that uses medical students' H&Ps to rate students' clinical skills. The IDEA assessment tool is a 15-item instrument that asks evaluators to rate students' reporting, diagnostic reasoning, and decision-making skills based on medical students' new patient admission notes. This study presents validity evidence in support of the IDEA assessment tool using Messick's unified framework, including content (theoretical framework), response process (interrater reliability), internal structure (factor analysis and internal-consistency reliability), and relationship to other variables. Validity evidence is based on results from four studies conducted between 2010 and 2013. First, the factor analysis (2010, n = 216) yielded a three-factor solution, measuring patient story, IDEA, and completeness, with reliabilities of .79, .88, and .79, respectively. Second, an initial interrater reliability study (2010) involving two raters demonstrated fair to moderate consensus (κ = .21-.56, ρ =.42-.79). Third, a second interrater reliability study (2011) with 22 trained raters also demonstrated fair to moderate agreement

Contradictory Explorative Assessment. Multimodal Teacher/Student Interaction in Scandinavian Digital Learning Environments

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Kjällander, Susanne

2018-01-01

Assessment in the much-discussed digital divide in Scandinavian technologically advanced schools, is the study object of this article. Interaction is studied to understand assessment; and to see how assessment can be didactically designed to recognise students' learning. With a multimodal, design theoretical perspective on learning teachers' and…

Dental students' self-assessment of operative preparations using CAD/CAM: a preliminary analysis.

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Mays, Keith A; Levine, Eric

2014-12-01

The Commission on Dental Accreditation (CODA)'s accreditation standards for dental schools state that "graduates must demonstrate the ability to self-assess." Therefore, dental schools have developed preclinical and clinical self-assessment (SA) protocols aimed at fostering a reflective process. This study comparing students' visual SA with students' digital SA and with faculty assessment was designed to test the hypothesis that higher agreement would occur when utilizing a digital evaluation. Twenty-five first-year dental students at one dental school participated by preparing a mesial occlusal preparation on tooth #30 and performing both types of SAs. A faculty evaluation was then performed both visually and digitally using the same evaluation criteria. The Kappa statistic was used to measure agreement between evaluators. The results showed statistically significant moderate agreement between the faculty visual and faculty digital modes of evaluation for occlusal shape (K=0.507, p=0.002), proximal shape (K=0.564, p=0.001), orientation (K=0.425, p=0.001), and definition (K=0.480, p=0.001). There was slight to poor agreement between the student visual and faculty visual assessment, except for preparation orientation occlusal shape (K=0.164, p=0.022), proximal shape (K=-0.227, p=0.032), orientation (K=0.253, p=0.041), and definition (K=-0.027, p=0.824). This study showed that the students had challenges in self-assessing even when using CAD/CAM and the digital assessment did not improve the amount of student/faculty agreement.

Improving nursing students' assessment of fall risk in community-dwelling older adults.

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Patton, Susan K

2016-12-09

Nationally, approximately one third of older adults fall each year. Falls and resulting injury result in decreased mobility, functional impairment, loss of independence, and increased mortality. Utilization of evidence-based protocols by health care providers to identify older adults at risk of falling is limited, and rates of participation by older adults in prevention activities is low. Because of nursing's increasing role in caring for older adults, development of fall prevention education for nursing students would result in increased awareness of the need for fall prevention in community-dwelling older adults and increased access of older adults to falls risk assessment. There is a need to extend research to inform teaching and learning strategies for fall prevention. After pretesting, a convenience sample of 52 undergraduate nursing students and 22 graduate nursing students completed an online education program and performed a falls risk assessment on an older adult. After completing the clinical assignment, students completed a posttest and self-efficacy survey. Data were analyzed using multivariate statistical tests. Results revealed an increase in knowledge and student self-reporting of efficacy of fall risk assessment skills for the older adult population. This study suggests that nursing students acquired the necessary knowledge and self-efficacy for assessing fall risk of older adults through the combination of an online learning module and participating in actual fall risk assessment of an older adult.

Self-Evaluated Effects of Web-Based Portfolio Assessment System for Various Student Motivation Levels

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Chang, Chi-Cheng

2009-01-01

The purpose of this study was to explore the self-evaluated effects of a web-based portfolio assessment system on various categories of students of motivation. The subjects for this study were the students of two computer classes in a Junior High School. The experimental group used the web-based portfolio assessment system whereas the control…

Assessing multiple intelligences in elementary-school students

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Strecker, Catherine Hunt

The purpose of this qualitative case study was to gain a clear understanding of the manner in which fourth-grade students attending a Kansas elementary school learn when engaged in science activities grounded in H. Gardner's book, Frames of mind the theory of multiple intelligences (1983). The significance of this research lies in the discovery of the difference between teaching practice grounded in multiple intelligences versus that based upon traditional theory. Teacher self-perceptions with regard to the effectiveness of their instruction and student assessment within the classroom were also explored. The research evaluated the overall effectiveness of both traditional curriculum delivery and that rooted in the concept of multiple intelligences.

New assessment forms of educational outcomes of students

Directory of Open Access Journals (Sweden)

Zemlyanskaya E.N.

2015-11-01

Full Text Available In the context of practice-oriented training assessment system applies not only to quality control in vocational education, but becomes one of the control elements of the teacher education system. The article discusses so called assessment for learning. The author believes that the purpose of assessment for learning is to provide research and reflexive independence of students which provides the opportunity to adjust the educational outcomes, forms of students training and evaluation tools. The basic features of assessment for learning are considered from this point of view. The article discusses use of internet-services in assessment for learning , risks and provides procedure of assessment for learning and describes in detail such specific procedures as criteria-based assessment, construction of tests and mindmaps, cumulative assessment.

Assessing Student Learning in Gender Inclusive Tertiary Mathematics and Physics Education.

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Wistedt, Inger

1998-01-01

The merits and limitations of an alternative assessment method implemented in an inclusive university education program are discussed based on data from a study in which 24 Swedish university students presented mathematics and physics project results. The study shows how an interdisciplinary approach to assessment can promote critical reflection…

Self-Assessment of Problem Solving Disposition in Medical Students

OpenAIRE

Olivares-Olivares, Silvia Lizett; López-Cabrera, Mildred Vanessa

2014-01-01

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 ...

The effects of formative assessment on student self-regulation, motivational beliefs, and achievement in elementary science

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King, Melissa Digennaro

Goals 2000 set forth a bold vision for U.S. students: they would be "first in the world in science and mathematics" by the year 2000. Performance indicators such as the TIMSS-R (1999) and NAEP (2000) reports suggest that U.S. students have not yet reached that goal. This study intended to learn how specific assessment strategies might contribute to improved student performance in science. This quasi-experimental study investigated the effects of formative assessment with reflection on students' motivational beliefs, self-regulatory skills, and achievement in elementary science. The study aimed to find out whether and how classroom applications of formative assessment during science instruction might influence fifth-grade students' attitudes and self-perceptions about science learning, self-regulatory learning behaviors, and achievement. To explore the effects of the assessment intervention, the study utilized a mixed methods approach involving quantitative and qualitative investigations of treatment and control groups during a four-week intervention period. Quantitative measures included student self-report surveys administered pre- and post-treatment and an end-of-unit science test. Qualitative measures included classroom observations, student interviews (post-treatment), and a teacher interview (post-treatment). Findings indicated that the fifth-grade students in this study had positive attitudes toward science and high levels of self-efficacy for science. Results suggested that these elementary students employed a wide variety of cognitive and metacognitive strategies to support science learning. Findings revealed that these fifth graders believed formative assessment with reflection was beneficial for science learning outcomes. Research results did not show that the formative assessment intervention contributed to significant differences between treatment and control groups. However, the data revealed different levels of academic achievement and self

Predicting Pre-Service Teachers' Intention of Implementing Peer Assessment for Low-Achieving Students

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Yim, Su Yon; Cho, Young Hoan

2016-01-01

Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers' intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey…

Assessing Student Understanding of the "New Biology": Development and Evaluation of a Criterion-Referenced Genomics and Bioinformatics Assessment

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Campbell, Chad Edward

Over the past decade, hundreds of studies have introduced genomics and bioinformatics (GB) curricula and laboratory activities at the undergraduate level. While these publications have facilitated the teaching and learning of cutting-edge content, there has yet to be an evaluation of these assessment tools to determine if they are meeting the quality control benchmarks set forth by the educational research community. An analysis of these assessment tools indicated that valid and reliable inferences about student learning. To remedy this situation the development of a robust GB assessment aligned with the quality control benchmarks was undertaken in order to ensure evidence-based evaluation of student learning outcomes. Content validity is a central piece of construct validity, and it must be used to guide instrument and item development. This study reports on: (1) the correspondence of content validity evidence gathered from independent sources; (2) the process of item development using this evidence; (3) the results from a pilot administration of the assessment; (4) the subsequent modification of the assessment based on the pilot administration results and; (5) the results from the second administration of the assessment. Twenty-nine different subtopics within GB (Appendix B: Genomics and Bioinformatics Expert Survey) were developed based on preliminary GB textbook analyses. These subtopics were analyzed using two methods designed to gather content validity evidence: (1) a survey of GB experts (n=61) and (2) a detailed content analyses of GB textbooks (n=6). By including only the subtopics that were shown to have robust support across these sources, 22 GB subtopics were established for inclusion in the assessment. An expert panel subsequently developed, evaluated, and revised two multiple-choice items to align with each of the 22 subtopics, producing a final item pool of 44 items. These items were piloted with student samples of varying content exposure levels

The Fear of Being Assessed: An Auto-Ethnographic Case Study on Attempts to Engage and Motivate an Individual Disaffected Access Student

Directory of Open Access Journals (Sweden)

Lebor, Merv

2015-01-01

Full Text Available This paper explores how a tutor engaged an individual student who was abusive to teachers and would not carry out coursework assessments which tutors had set him in the Lifelong Learning Sector. It offers strategies to overcome barriers to achievement, particularly where a student resists carrying out required assessment tasks. It is a self-reflexive, auto-ethnographic case study. The research is based on observation, interview and a narratology of the researcher’s own involvement in the situation. It is concerned with strategies that worked with this particular student. It argues a case for personal engagement, solution-focused and cognitive behavioural strategies in the teaching/learning situation and offers an overall humanist approach. It ultimately argues for the complexity of understanding the key relationship between teacher and student. It is also concerned with ‘improving practice’ which is the central agenda of this journal.

Defining and assessing critical thinking skills for student radiographers

International Nuclear Information System (INIS)

Castle, Alan

2009-01-01

Developing critical thinking skills is a key aim of higher education and is important in preparing student radiographers for their future careers in clinical practice. The aim of this paper was to attempt to devise and assess six key components of critical thinking appropriate for radiographic practice. Each of the six components was divided into three dimensions and a Critical Thinking Skills Scoring Chart (CTSSC) devised to assess students' written performance against each dimension. Scores revealed that approximately 30% of students were rated as good and approximately 10% of students were rated as poor in each component, although there was some variability between different dimensions. It is suggested that educators need to encourage and support students to develop their critical thinking skills by reviewing their curriculum to clearly define specific skills and ensure that they are appropriately taught and assessed

Assessing and Improving Student Understanding of Tree-Thinking

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Kummer, Tyler A.

Evolution is the unifying theory of biology. The importance of understanding evolution by those who study the origins, diversification and diversity life cannot be overstated. Because of its importance, in addition to a scientific study of evolution, many researchers have spent time studying the acceptance and the teaching of evolution. Phylogenetic Systematics is the field of study developed to understand the evolutionary history of organisms, traits, and genes. Tree-thinking is the term by which we identify concepts related to the evolutionary history of organisms. It is vital that those who undertake a study of biology be able to understand and interpret what information these phylogenies are meant to convey. In this project, we evaluated the current impact a traditional study of biology has on the misconceptions students hold by assessing tree-thinking in freshman biology students to those nearing the end of their studies. We found that the impact of studying biology was varied with some misconceptions changing significantly while others persisted. Despite the importance of tree-thinking no appropriately developed concept inventory exists to measure student understanding of these important concepts. We developed a concept inventory capable of filling this important need and provide evidence to support its use among undergraduate students. Finally, we developed and modified activities as well as courses based on best practices to improve teaching and learning of tree-thinking and organismal diversity. We accomplished this by focusing on two key questions. First, how do we best introduce students to tree-thinking and second does tree-thinking as a course theme enhance student understanding of not only tree-thinking but also organismal diversity. We found important evidence suggesting that introducing students to tree-thinking via building evolutionary trees was less successful than introducing the concept via tree interpretation and may have in fact introduced or

Assessing the Food Safety Knowledge of University of Maine Students

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Ferk, Chelsea C.; Calder, Beth L.; Camire, Mary Ellen

2016-01-01

Foodborne illness is a global public health issue. Young adults may work in foodservice while they are university students, and their habits may later shape the practices and well-being of their children. The objective of this study was to establish baseline data and assess the food safety knowledge of 18- to 26-year-old Univ. of Maine students.…

An Investigation of the Programme for International Student Assessment 2012 in Terms of Formative Assessment Use: Turkey Example

OpenAIRE

Tavşancıl, Ezel; Altıntaş, Özge; Ayan, Cansu

2017-01-01

The purpose of this research is to determine whether student oriented teaching, experience oriented teaching, teacher support and the class size predict the usage of formative assessment in mathematics. This study is designed as a predictive research that falls in the correlational survey model, one of the general survey models. The sample of the study consists of PISA 2012 Turkey data (4848 students). The data were obtained from the students and school questionnaires used within the scope of...

Assessment of the critical thinking skills of student radiographers

Energy Technology Data Exchange (ETDEWEB)

Castle, Alan [University of Portsmouth, Centre for Radiography Education, St George' s Building, Portsmouth PO1 2HY (United Kingdom)]. E-mail: alan.castle@port.ac.uk

2006-05-15

Purpose: Enabling students to develop critical thinking skills is one of the key aims of higher education and in preparing student radiographers for the future, there are increasing demands on educators to teach critical thinking skills to facilitate reflective, evidence-based practice and inter-professional working. The aim of the paper is to attempt to compare students' self-perception of their critical thinking skills to their actual written assessment performance. Methods: Students were asked to self-report how they thought the course had developed their critical thinking skills and the outcomes of this exercise were compared to the scores of previous assessments that required the demonstration of these skills. Results: The results suggest that whilst students report having developed critical thinking skills during the course, the results of their written assessments requiring the demonstration of these skills all had a mean score of less than 60% which indicates (in terms of the university's grade criteria guidelines) 'little attempt to use critical discussion in their work.' Discussion: Thirteen components of critical thinking are proposed, together with ways in which they could be incorporated into a radiographic curriculum. Conclusions: It is suggested that educators may need to review the constructive alignment of their curricula and re-assess their teaching and assessment strategies in order to effectively develop students' critical thinking skills.

Assessment of the critical thinking skills of student radiographers

International Nuclear Information System (INIS)

Castle, Alan

2006-01-01

Purpose: Enabling students to develop critical thinking skills is one of the key aims of higher education and in preparing student radiographers for the future, there are increasing demands on educators to teach critical thinking skills to facilitate reflective, evidence-based practice and inter-professional working. The aim of the paper is to attempt to compare students' self-perception of their critical thinking skills to their actual written assessment performance. Methods: Students were asked to self-report how they thought the course had developed their critical thinking skills and the outcomes of this exercise were compared to the scores of previous assessments that required the demonstration of these skills. Results: The results suggest that whilst students report having developed critical thinking skills during the course, the results of their written assessments requiring the demonstration of these skills all had a mean score of less than 60% which indicates (in terms of the university's grade criteria guidelines) 'little attempt to use critical discussion in their work.' Discussion: Thirteen components of critical thinking are proposed, together with ways in which they could be incorporated into a radiographic curriculum. Conclusions: It is suggested that educators may need to review the constructive alignment of their curricula and re-assess their teaching and assessment strategies in order to effectively develop students' critical thinking skills

Small group learning: effect on item analysis and accuracy of self-assessment of medical students.

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Biswas, Shubho Subrata; Jain, Vaishali; Agrawal, Vandana; Bindra, Maninder

2015-01-01

Small group sessions are regarded as a more active and student-centered approach to learning. Item analysis provides objective evidence of whether such sessions improve comprehension and make the topic easier for students, in addition to assessing the relative benefit of the sessions to good versus poor performers. Self-assessment makes students aware of their deficiencies. Small group sessions can also help students develop the ability to self-assess. This study was carried out to assess the effect of small group sessions on item analysis and students' self-assessment. A total of 21 female and 29 male first year medical students participated in a small group session on topics covered by didactic lectures two weeks earlier. It was preceded and followed by two multiple choice question (MCQ) tests, in which students were asked to self-assess their likely score. The MCQs used were item analyzed in a previous group and were chosen of matching difficulty and discriminatory indices for the pre- and post-tests. The small group session improved the marks of both genders equally, but female performance was better. The session made the items easier; increasing the difficulty index significantly but there was no significant alteration in the discriminatory index. There was overestimation in the self-assessment of both genders, but male overestimation was greater. The session improved the self-assessment of students in terms of expected marks and expectation of passing. Small group session improved the ability of students to self-assess their knowledge and increased the difficulty index of items reflecting students' better performance.

Fostering Dental Students' Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback.

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Tricio, Jorge A; Woolford, Mark J; Escudier, Michael P

2016-08-01

Peer assessment is increasingly being encouraged to enhance dental students' learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final-year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self-reflection. At the beginning (baseline) and end (resultant) of the 2012-13 academic year, 86 students (55% of the year group) completed a reflection questionnaire (RQ). Sixty-eight of those students used a modified Direct Observation of Procedural Skills (DOPS) as a framework for peer assessment and peer feedback during a complete academic year. End-of-year, high-stakes examination grades and RQ scores from the participants and nonparticipants were statistically compared. The participants completed 576 peer DOPS. Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high-stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students' academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self-reflection.

Assessment Leaders' Perspectives of Institutional Cultures of Assessment: A Delphi Study

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Fuller, Matthew; Henderson, Susan; Bustamante, Rebecca

2015-01-01

Institutional cultures of assessment are praised as beneficial to student learning. Yet, extant studies have not explored the theoretical foundations and pragmatic approaches to shaping cultures of assessment. The researchers used the Delphi method to explore 10 higher education assessment leaders' attitudes and theoretical perspectives regarding…

Collaborative Assessment: Middle School Case Study

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Parkison, Paul T.

2014-01-01

Utilizing a participant observer research model, a case study of the efficacy of a collaborative assessment methodology within a middle school social studies class was conducted. A review of existing research revealed that students' perceptions of assessment, evaluation, and accountability influence their intrinsic motivation to learn. A…

Assessing medical students' self-regulation as aptitude in computer-based learning.

Science.gov (United States)

Song, Hyuksoon S; Kalet, Adina L; Plass, Jan L

2011-03-01

We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students' usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students' self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.

Assessment of Communication Skills of Physical Education and Sport Students in Turkish Universities

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Aydin, Ali Dursun

2015-01-01

This study assessed the communication skills of the students studying in physical education and sports schools in various universities in Turkey. A total of 1,854 Physical Education and Sports students in five Turkish universities participated in the study. The instrument used to gather information for this study comprised the demographic…

Assessment of cognitive factors that impact on student knowledge of genetics

Science.gov (United States)

Gerow, Tracy Nelson

1999-12-01

Attaining an understanding of basic principles of inheritance and their implications is crucial for all people as society is confronted with a variety of ethical, sociological and ecological questions generated by the rapid growth of genetic knowledge. College level students are burdened by terminology, have difficulty making associations among related ideas, and often possess misconceptions or fragmented ideas about how traits are inherited. Subject comprehension is evaluated mostly with objective testing techniques that don't show how well students truly understand concepts. This research was done to determine how prior subject knowledge in biology and general cognitive ability affected community college students' understanding of several genetic principles both before and after completing a one-semester college biology course. Understanding of genetic principles was determined with a videotape assessment that evaluated student written explanations of experimental events. The evaluations were then used to place students into three categories: descriptive, transitional, and relational type learners. A subset of students was interviewed to better determine how thoroughly genetic concepts depicted in the videotape program were understood. Prior subject matter knowledge and cognitive level were discovered to be moderately correlated with ability to explain genetic phenomena. Most students in this study were categorized as either descriptive or transitional learners. Descriptive type students gave less detailed explanations, employed less successful problem solving methods, had more misconceptions and used feedback less effectively than did transitional type learners. The study results show that science teachers need to be aware of the heterogeneity existing in their students' background knowledge and cognitive skills. It demonstrated that a large contingency of students, descriptive learners, lack a framework of knowledge upon which to build new concepts or change

Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses.

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Preszler, Ralph W; Dawe, Angus; Shuster, Charles B; Shuster, Michèle

2007-01-01

With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning.

Impact of tailored feedback in assessment of communication skills for medical students.

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Uhm, Seilin; Lee, Gui H; Jin, Jeong K; Bak, Yong I; Jeoung, Yeon O; Kim, Chan W

2015-01-01

Finding out the effective ways of teaching and assessing communication skills remain a challenging part of medication education. This study aims at exploring the usefulness and effectiveness of having additional feedback using qualitative analysis in assessment of communication skills in undergraduate medical training. We also determined the possibilities of using qualitative analysis in developing tailored strategies for improvement in communication skills training. This study was carried out on medical students (n=87) undergoing their final year clinical performance examination on communication skills using standardized patient by video-recording and transcribing their performances. Video-recordings of 26 students were randomly selected for qualitative analysis, and additional feedback was provided. We assessed the level of acceptance of communication skills scores between the study and nonstudy group and within the study group, before and after receiving feedback based on qualitative analysis. There was a statistically significant increase in the level of acceptance of feedback after delivering additional feedback using qualitative analysis, where the percentage of agreement with feedback increased from 15.4 to 80.8% (pskills assessment gives essential information for medical students to learn and self-reflect, which could potentially lead to improved communication skills. As evident from our study, feedback becomes more meaningful and effective with additional feedback using qualitative analysis.

Mental health consumer participation in undergraduate occupational therapy student assessment: No negative impact.

Science.gov (United States)

Logan, Alexandra; Yule, Elisa; Taylor, Michael; Imms, Christine

2018-05-28

Australian accreditation standards for occupational therapy courses require consumer participation in the design, delivery and evaluation of programs. This study investigated whether a mental health consumer - as one of two assessors for an oral assessment in a mental health unit - impacted engagement, anxiety states and academic performance of undergraduate occupational therapy students. Students (n = 131 eligible) self-selected into two groups but were blinded to the group differences (assessor panel composition) until shortly prior to the oral assessment. Control group assessors were two occupational therapy educators, while consumer group assessors included an occupational therapy educator and a mental health consumer. Pre- and post-assessment data were successfully matched for 79 students (overall response rate = 73.1%). No evidence was found of significant differences between the two groups for engagement, anxiety or academic performance (all P values >0.05). Including mental health consumers as assessors did not negatively impact student engagement and academic performance, nor increase student anxiety beyond that typically observed in oral assessment tasks. The findings provide support for expanding the role of mental health consumers in the education and assessment of occupational therapy students. Development of methods to determine the efficacy of consumer involvement remains an area for future research. © 2018 Occupational Therapy Australia.

The effects of professional development related to classroom assessment on student achievement in science

Science.gov (United States)

Mazzie, Dawn Danielle

This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

Development of a self-assessment teamwork tool for use by medical and nursing students.

Science.gov (United States)

Gordon, Christopher J; Jorm, Christine; Shulruf, Boaz; Weller, Jennifer; Currie, Jane; Lim, Renee; Osomanski, Adam

2016-08-24

Teamwork training is an essential component of health professional student education. A valid and reliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the potential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a self-assessment teamwork tool for health professional students for use in the context of emergency response to a mass casualty. The authors modified a previously published teamwork instrument designed for experienced critical care teams for use with medical and nursing students involved in mass casualty simulations. The 17-item questionnaire was administered to students immediately following the simulations. These scores were used to explore the psychometric properties of the tool, using Exploratory and Confirmatory Factor Analysis. 202 (128 medical and 74 nursing) students completed the self-assessment teamwork tool for students. Exploratory factor analysis revealed 2 factors (5 items - Teamwork coordination and communication; 4 items - Information sharing and support) and these were justified with confirmatory factor analysis. Internal consistency was 0.823 for Teamwork coordination and communication, and 0.812 for Information sharing and support. These data provide evidence to support the validity and reliability of the self-assessment teamwork tool for students This self-assessment tool could be of value to health professional students following team training activities to help them identify the attributes of effective teamwork.

Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System

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Carmichael, Mary C.; St. Clair, Candace; Edwards, Andrea M.; Barrett, Peter; McFerrin, Harris; Davenport, Ian; Awad, Mohamed; Kundu, Anup; Ireland, Shubha Kale

2016-01-01

Xavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students. In this multiyear study with ∼5500 participants, data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course. The three hour-long exams were common and administered concurrently to all students. New exam questions were developed using Bloom’s taxonomy, and exam results were analyzed statistically with validated assessment tools. All but the comprehensive final exam were returned to students for self-evaluation and remediation. Among other approaches, course rigor was monitored by using an identical set of 60 questions on the final exam across 10 semesters. Analysis of the identical sets of 60 final exam questions revealed that overall averages increased from 72.9% (2010) to 83.5% (2015). Regression analysis demonstrated a statistically significant correlation between high-risk students and their averages on the 60 questions. Additional analysis demonstrated statistically significant improvements for at least one letter grade from midterm to final and a 20% increase in the course pass rates over time, also for the high-risk population. These results support the hypothesis that our data-driven interventions and assessment techniques are successful in improving student retention, particularly for our academically at-risk students. PMID:27543637

Enhancing Student Communication Skills Through Arabic Language Competency and Simulated Patient Assessments.

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Hasan, Sanah; Tarazi, Hamadeh M Khier; Halim Hilal, Dana Abdel

2017-05-01

Objective. To assess student communication and patient management skill with introduction of Arabic and use of simulated patient assessments to a communication and counseling course. Design. Five, 3-hour tutorials (clinical skill laboratory) were added to the course covering: listening and empathic responding, non-verbal communications, interviewing skills, assertiveness, counseling in special situations: conflict, anger, worry or rushed situations, and professional decision making. Arabic content was introduced to the course to enhance Arabic communications and competence among students. Simulated patient assessment was used to evaluate student skills. Students' feedback about course changes was evaluated. Assessment. The course now covers a wider content and Arabic language. Students' scores were similar in the assessment and other assessments within the course and between Arabic and English groups. Students favorably rated the changes in the course and provided constructive feedback on content usefulness and adequacy. Conclusion. Expanding the course to include Arabic language and content and simulated patient assessments enhanced student communication skills.

University students' attitudes towards peer assessment and ...

African Journals Online (AJOL)

On the whole, the findings show that students were happy to peer assess but not so much to be peer assessed. Also, half of the participants estimated that their assessments did not match those to be expected by their course instructor even if the same assessment criteria were to be used. Some recommendations are ...

A Rich Assessment Task as a Window into Students' Multiplicative Reasoning

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Downton, Ann; Wright, Vince

2016-01-01

This study explored the potential of a rich assessment task to reveal students' multiplicative thinking in respect to a hypothetical learning trajectory. Thirty pairs of students in grades 5 and 6 attempted the task. Twenty-two pairs applied multiplicative structure to find the number of items in arrays. However counting and computational errors…

Self-assessment, reflection on practice and critical thinking in nursing students.

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Siles-González, José; Solano-Ruiz, Carmen

2016-10-01

In accordance with the principles of the European Higher Education Area, the aim of this study was to contribute to the implementation of self-assessment through the application of reflection on learning and critical thinking. The theoretical framework employed was Habermas's critical theory and emancipatory interest as a preliminary step to generate educational transformations. The methodological contribution is the design a student self-assessment document that promotes reflection on action and critical thinking. The development of assessment through peer evaluation and other intermediate solutions until achieving self-assessment entails a shift in the educational and scientific paradigm, but also involves the implementation in practice of democratic and ethical principles, values and premises in society. Self-assessment is a novel concept for students, and obliges them to reinterpret their role. Due to the diversity of students' principles, values, motivations, interests and aspirations, this reinterpretation of their role can have a positive outcome, stimulating an active and critical attitude towards group work and self-assessment; or, on the contrary, can generate a stance characterised by disinterest, passivity and lack of critical thinking. The forms of assessment adopted in a given educational system reflect ways of thinking related to ideologies, values, ethical principles and educational paradigms: in order to render implementation of effective self-assessment feasible, it is necessary to undertake structural and regulatory reforms. Students have little experience of reflection on practice or critical thinking. Massification and cultural and structural factors determine the form of assessment. In this context, it would seem advisable to move towards self-assessment gradually and cautiously. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effect of formative evaluation using direct observation of procedural skills in assessment of postgraduate students of obstetrics and gynecology: Prospective study.

Science.gov (United States)

Kumar, Naina; Singh, Namit Kant; Rudra, Samar; Pathak, Swanand

2017-01-01

Direct Observation of Procedural Skills (DOPS) is a way of evaluating procedural skills through observation in the workplace. The purpose of this study was to assess the role of DOPS in teaching and assessment of postgraduate students and to know the effect of repeated DOPS on improvement of the skills and confidence of the students. In both phases, significant difference was observed between the two groups on first DOPS comparison (1st phase: p=0.000; 2nd phase: p=0.002), with simulation group performing better. Comparison of sixth DOPS in the two groups revealed no difference in both phases, but significant difference on first and sixth DOPS comparison in each group (p=0.000). Repeated DOPS results in improved skills and confidence of students in managing real life obstetric emergencies irrespective of the teaching modality. Repeated DOPS results in improved skills and confidence of students in managing real life obstetric emergencies irrespective of the teaching modality.

The effectiveness of students redrafting continuous assessment ...

African Journals Online (AJOL)

In order to improve academic language competence, students in two academic literacy modules at the University of Johannesburg were given opportunities to resubmit continuous assessment tasks utilising tutor feedback to improve performance. Despite the potential benefits to the students, not all of them were taking ...

An Assessment of Factors Relating to High School Students' Science Self-Efficacy

Science.gov (United States)

Gibson, Jakeisha Jamice

This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child's interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura's Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student's Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more

Undergraduate nursing students' perspectives on clinical assessment at transition to practice.

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Wu, Xi Vivien; Wang, Wenru; Pua, Lay Hoon; Heng, Doreen Gek Noi; Enskär, Karin

2015-01-01

Assessment of clinical competence requires explicitly defined standards meeting the national standards of the nursing profession. This is a complex process because of the diverse nature of nursing practice. To explore the perceptions of final-year undergraduate nursing students regarding clinical assessment at transition to practice. An exploratory qualitative approach was adopted. Twenty-four students participated in three focus group discussions. Thematic analysis was conducted. Five themes emerged: the need for a valid and reliable clinical assessment tool, the need for a flexible style of reflection and specific feedback, the dynamic clinical learning environment, students' efforts in learning and assessment, and the unclear support system for preceptors. Workload, time, resource availability, adequate preparation of preceptors, and the provision of valid and reliable clinical assessment tools were deemed to influence the quality of students' clinical learning and assessment. Nursing leadership in hospitals and educational institutions has a joint responsibility in shaping the clinical learning environment and providing clinical assessments for the students.

An online formative assessment tool to prepare students for summative assessment in physiology

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Samantha Kerr

2016-05-01

Full Text Available Background. The didactic approach to teaching physiology in our university has traditionally included the delivery of lectures to large groups, illustrating concepts and referencing recommended textbooks. Importantly, at undergraduate level, our assessments demand a level of application of physiological mechanisms to recognised pathophysiological conditions. Objective. To bridge the gap between lectured material and the application of physiological concepts to pathophysiological conditions, we developed a technological tool approach that augments traditional teaching. Methods. Our e-learning initiative, eQuip, is a custom-built e-learning platform specifically created to align question types included in the program to be similar to those used in current assessments. We describe our formative e-learning system and present preliminary results after the first year of introduction, reporting on the performances and perceptions of 2nd-year physiology students. Results. Students who made use of eQuip for at least three of the teaching blocks achieved significantly better results than those who did not use the program (p=0.0032. Questionnaire feedback was positive with regard to the administration processes and usefulness of eQuip. Students reported particularly liking the ease of access to information; however, <60% of them felt that eQuip motivated them to learn. Conclusion. These results are consistent with the literature, which shows that students who made use of an online formative assessment tool performed better in summative assessment tasks. Despite the improved performance of students, the questionnaire results showed that student motives for using online learning tools indicated that they lack self-directed learning skills and seek easy access to information.

Workplace-based assessment and students' approaches to learning: a qualitative inquiry.

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Al-Kadri, Hanan M; Al-Kadi, Mohammed T; Van Der Vleuten, Cees P M

2013-01-01

We have performed this research to assess the effect of work-place based assessment (WBA) practice on medical students' learning approaches. The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine from 1 March to 31 July 2012. We conducted a qualitative, phenomenological research utilizing semi-structured individual interviews with medical students exposed to WBA. The audio-taped interviews were transcribed verbatim, analyzed, and themes were identified. We preformed investigators' triangulation, member checking with clinical supervisors and we triangulated the data with a similar research performed prior to the implementation of WBA. WBA results in variable learning approaches. Based on several affecting factors; clinical supervisors, faculty-given feedback, and assessment function, students may swing between surface, deep and effort and achievement learning approaches. Students' and supervisors' orientations on the process of WBA, utilization of peer feedback and formative rather than summative assessment facilitate successful implementation of WBA and lead to students' deeper approaches to learning. Interestingly, students and their supervisors have contradicting perceptions to WBA. A change in culture to unify students' and supervisors' perceptions of WBA, more accommodation of formative assessment, and feedback may result in students' deeper approach to learning.

Evaluating the Student Learning Outcomes Assessment Process in Undergraduate Parks and Recreation Academic Programs

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Ross, Craig M.; Young, Sarah J.; Sturts, Jill R.

2012-01-01

Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold:…

Questions for Assessment: A Guide for Tutors’ Practice and Student Development

Directory of Open Access Journals (Sweden)

Conor McKevitt

2015-06-01

Full Text Available Assessment is a time consuming and important part of academic life for tutors and students alike. It shapes the teaching and allows the tutor to guide the learning process. However, student learning is more effective when they understand the assessment process. Tutors, as expert assessor, are in the best place to develop such knowledge but, they need to plan for this in advance and consider the students’ perspective. The purpose of this paper is to both inform and influence tutors’ assessment practice using recent literature. Information searches were employed to gather literature from peer reviewed journal articles using keywords that are important within the assessment context: assessment, formative assessment, criteria, feedback, and self-assessment. The literature was collated under each of three question areas that take into account the students’ perspective: 1. If I had some criteria and examples I would know ‘What do I need to do?’, and ‘What should it look like?’ 2. If I had some feedback while doing my work I would know if ‘I am doing what is required?’ and ‘How I can improve?’ 3. If I had support to self-assess ‘Would I be able to assess myself?’ The literature addressed each of the aforementioned questions. The findings suggest that: in order to answer question one student engagement with criteria and exemplars is required; In order to answer question two students need to engage with tutor feedback that is clear, meaningful and related to criteria; Finally, in order to answer question three students must be given the opportunity to self-assess and be supported through this with feedback from the tutor. Practical suggestions are provided to assist tutors’ assessment practice. Proposed elements and benefits of the assessment process for tutors and students are outlined. In general, a formative approach to assessment is ideal for students. While engagement with the assessment process is valuable for the

Innovative Assessment Paradigm to Enhance Student Learning in Engineering Education

Science.gov (United States)

El-Maaddawy, Tamer

2017-01-01

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering…

Development of a self-assessment teamwork tool for use by medical and nursing students

OpenAIRE

Gordon, Christopher J.; Jorm, Christine; Shulruf, Boaz; Weller, Jennifer; Currie, Jane; Lim, Renee; Osomanski, Adam

2016-01-01

Background Teamwork training is an essential component of health professional student education. A valid and reliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the potential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a self-assessment teamwork tool for health professional students for use in the context of emergency response to a mass casualty. Methods The authors modified a previousl...

Satisfactory reliability among nursing students using the instrument PVC ASSESS to evaluate management of peripheral venous catheters.

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Ahlqvist, Margary; Berglund, Britta; Nordström, Gun; Klang, Birgitta; Johansson, Eva

2014-01-01

Nursing students should be given opportunities to participate in clinical audits during their education. However, audit tools are seldom tested for reliability among nursing students. The aim of this study was to present reliability among nursing students using the instrument PVC assess to assess management of peripheral venous catheters (PVCs) and PVC-related signs of thrombophlebitis. PVC assess was used to assess 67 inserted PVCs in 60 patients at ten wards at a university hospital. One group of nursing students (n=4) assessed PVCs at the bedside (inter-rater reliability) and photographs of these PVCs were taken. Another group of students (n=3) assessed the PVCs in the photographs after 4 weeks (test-retest reliability). To determine reliability, proportion of agreement [P(A)] and Cohen's kappa coefficient (κ) were calculated. For bedside assessment of PVCs, P(A) ranged from good to excellent (0.80-1.0) in 55% of the 26 PVC assess items that were tested. P(A) was poor (satisfactory reliability among nursing students. However, students need training in how to use the instrument before assessing PVCs.

The Role of Digital 3D Scanned Models in Dental Students' Self-Assessments in Preclinical Operative Dentistry.

Science.gov (United States)

Lee, Cliff; Kobayashi, Hiro; Lee, Samuel R; Ohyama, Hiroe

2018-04-01

The aim of this study was to determine how dental student self-assessment and faculty assessment of operative preparations compared for conventional visual assessment versus assessment of scanned digital 3D models. In 2016, all third-year students in the Class of 2018 (N=35) at Harvard School of Dental Medicine performed preclinical exams of Class II amalgam preparations (C2AP) and Class III composite preparations (C3CP) and completed self-assessment forms; in 2017, all third-year students in the Class of 2019 (N=34) performed the same exams. Afterwards, the prepared typodont teeth were digitally scanned. Students self-assessed their preparations digitally, and four faculty members graded the preparations conventionally and digitally. The results showed that, overall, the students assessed their preparations higher than the faculty assessments. The mean student-faculty gaps for C2AP and C3CP in the conventional assessments were 11% and 5%, respectively. The mean digital student-faculty gap for C2AP and C3CP were 8% and 2%, respectively. In the conventional assessments, preclinical performance was negatively correlated with the student-faculty gap (r=-0.47, pStudents in the bottom quartile significantly improved their self-assessment accuracy using digital self-assessments over conventional assessments (C2AP 10% vs. 17% and C3CP 3% vs. 10%, respectively). These results suggest that digital assessments offered a significant learning opportunity for students to critically self-assess themselves in operative preclinical dentistry. The lower performing students benefitted the most, improving their assessment ability to the level of the rest of the class.

Teaching Students How to Integrate and Assess Social Networking Tools in Marketing Communications

Science.gov (United States)

Schlee, Regina Pefanis; Harich, Katrin R.

2013-01-01

This research is based on two studies that focus on teaching students how to integrate and assess social networking tools in marketing communications. Study 1 examines how students in marketing classes utilize social networking tools and explores their attitudes regarding the use of such tools for marketing communications. Study 2 focuses on an…

URSSA, the Undergraduate Research Student Self-Assessment: A Tool for Assessing Student Outcomes of Undergraduate Research

Science.gov (United States)

Laursen, S. L.; Hunter, A.; Weston, T.; Thiry, H.

2009-12-01

Evidence-based thinking is essential both to science and to the development of effective educational programs. Thus assessment of student learning—gathering evidence about the nature and depth of students’ learning gains, and about how they arise—is a centerpiece of any effective undergraduate research (UR) program. Assessment data can be used to monitor progress, to diagnose problems, to strengthen program designs, and to report both good outcomes and strategies to improve them to institutional and financial stakeholders in UR programs. While the positive impact of UR on students’ educational, personal and professional development has long been a matter of faith, only recently have researchers and evaluators developed an empirical basis by which to identify and explain these outcomes. Based on this growing body of evidence, URSSA, the Undergraduate Research Student Self-Assessment, is a survey tool that departments and programs can use to assess student outcomes of UR. URSSA focuses on what students learn from their UR experience, rather than whether they liked it. Both multiple-choice and open-ended items focus on students’ gains from UR, including: (1) skills such as lab work and communication; (2) conceptual knowledge and linkages among ideas in their field and with other fields; (3) deepened understanding of the intellectual and practical work of science; (4) growth in confidence and adoption of the identity of scientist; (5) preparation for a career or graduate school in science; and (6) greater clarity in understanding what career or educational path they might wish to pursue. Other items probe students’ participation in important activities that have been shown to lead to these gains; and a set of optional items can be included to probe specific program features that may supplement UR (e.g. field trips, career seminars, housing arrangements). The poster will describe URSSA's content, development, validation, and use. For more information about

Developing and Implementing the Qatar Student Assessment System. Research Brief

Science.gov (United States)

Gonzalez, Gabriella; Le, Vi-Nhuan; Broer, Markus; Mariano, Louis T.; Froemel, J. Enrique; Goldman, Charles A.; DaVanzo, Julie

2009-01-01

This research brief summarizes the development of a standards-based student assessment system in Qatar, lessons for policymakers in Qatar and elsewhere, and challenges in aligning the assessment with future changes in the curriculum standards. Analysis of Qatar's standards-based student assessment system, the first in the region, offers several…

Assessment and Teaching of Science Skills: Whole of Programme Perceptions of Graduating Students

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Hodgson, Yvonne; Varsavsky, Cristina; Matthews, Kelly E.

2014-01-01

This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six…

Perceptions of Students for Gamification Approach: Kahoot as a Case Study

Directory of Open Access Journals (Sweden)

Huseyin Bicen

2018-02-01

Full Text Available A novel learning experience that increases student motivation can be created in a learning environment that includes a gamification approach to assess competence. Student views on gamification were surveyed to determine the best application of this method, the environment necessary for its use, and the manner by which the application should proceed. The effect of a gamification approach on student achievement through intra-class competition was assessed using quantitative and qualitative methods. In this study, the Kahoot application was the preferred gamification method used. Participating students included 65 undergraduate students studying at the Department of Preschool Teaching. The findings showed that inclusion of a gamification method increased the interest of students in the class, and increased student ambitions for success. This method was also found to have a positive impact on student motivation. Furthermore, the results of this study indicate that the Kahoot application can be used effectively for gamification of lessons. In conclusion, the gamification method has an impact on students that renders them more ambitious and motivated to study.

An analysis of four ways of assessing student beliefs about sts topics

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Aikenhead, Glen S.

The study investigated the degree of ambiguity harbored by four different response modes used to monitor student beliefs about science-technology-society topics: Likert-type, written paragraph, semistrue tured interview, and empirically developed multiple choice. The study also explored the sources of those beliefs. Grade-12 students in a Canadian urban setting responded, in each of the four modes, to statements from Views on Science-Technology-Society. It was discovered that TV had far more influence on what students believed about science and its social, technological context than did numerous science courses. The challenge to science educators is to use the media effectively in combating naive views about science. Regarding ambiguity in student assessment, the Likert-type responses were the most inaccurate, offering only a guess at student beliefs. Such guesswork calls into question the use of Likert-type standardized tests that claim to assess student views about science. Student paragraph responses contained significant ambiguities in about 50% of the cases. The empirically developed multiple choices, however, reduced the ambiguity to the 20% level. Predictably, the semistructured interview was the least ambiguous of all four response modes, but it required the most time to administer. These findings encourage researchers to develop instruments grounded in the empirical data of student viewpoints, rather than relying solely on instruments structured by the philosophical stances of science educators.

The Impact of a Scaffolded Assessment Intervention on Students' Academic Achievement in Web-Based Peer Assessment Activities

Science.gov (United States)

Lee, Chien-I; Yang, Ya-Fei; Mai, Shin-Yi

2016-01-01

Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to…

The Influence of an Internet-Based Formative Assessment Tool on Primary Grades Students' Number Sense Achievement

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Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard G.; Pugalee, David K.; Middleton, Catharina Win

2017-01-01

This study examined primary grades students' achievement on number sense tasks administered through an Internet-based formative assessment tool, Assessing Math Concepts Anywhere. Data were analyzed from 2,357 students in teachers' classrooms who had participated in a year-long professional development program on mathematics formative assessment,…

A Perspective on Student Learning Outcome Assessment at Qatar University

Science.gov (United States)

Al-Thani, Shaikha Jabor; Abdelmoneim, Ali; Daoud, Khaled; Cherif, Adel; Moukarzel, Dalal

2014-01-01

This paper provides a unique perspective on the student learning outcome assessment process as adopted and implemented at Qatar University from 2006 to 2012. The progress of the student learning outcome assessment and continuous improvement efforts at the university and the initiatives taken to establish a culture of assessment and evidence-based…

Students' performance in the different clinical skills assessed in OSCE: what does it reveal?

Science.gov (United States)

Sim, Joong Hiong; Abdul Aziz, Yang Faridah; Mansor, Azura; Vijayananthan, Anushya; Foong, Chan Choong; Vadivelu, Jamuna

2015-01-01

The purpose of this study was to compare students' performance in the different clinical skills (CSs) assessed in the objective structured clinical examination. Data for this study were obtained from final year medical students' exit examination (n=185). Retrospective analysis of data was conducted using SPSS. Means for the six CSs assessed across the 16 stations were computed and compared. Means for history taking, physical examination, communication skills, clinical reasoning skills (CRSs), procedural skills (PSs), and professionalism were 6.25±1.29, 6.39±1.36, 6.34±0.98, 5.86±0.99, 6.59±1.08, and 6.28±1.02, respectively. Repeated measures ANOVA showed there was a significant difference in the means of the six CSs assessed [F(2.980, 548.332)=20.253, pskill to be acquired by medical students before entering the workplace. Despite its challenges, students must learn the skills of clinical reasoning, while clinical teachers should facilitate the clinical reasoning process and guide students' clinical reasoning development.

Student Teacher Assessment Feedback Preferences: The Influence of Cognitive Styles and Gender

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Evans, Carol; Waring, Michael

2011-01-01

The enhancement of assessment feedback is an international concern. This study is unique in its exploration of the nature of the relationship between student teachers' assessment feedback preferences, cognitive styles and gender, with a view to informing the development of assessment feedback practices and course design within initial teacher…

Does self-reflection and peer-assessment improve Saudi pharmacy students' academic performance and metacognitive skills?

Science.gov (United States)

Yusuff, Kazeem B

2015-07-01

The patient-centered focus of clinical pharmacy practice which demands nuanced application of specialized knowledge and skills targeted to meeting patient-specific therapeutic needs warrant that the training strategy used for PharmD graduates must empower with the ability to use the higher level cognitive processes and critical thinking effectively in service delivery. However, the historical disposition to learning in the Middle East and among Saudi students appeared heavily focused on rote memorization and recall of memorized facts. To assess the impact of active pedagogic strategies such as self-reflection and peer assessment on pharmacy students' academic performance and metacognitive skills, and evaluate students' feedback on the impact of these active pedagogic strategies on their overall learning experience. An exploratory prospective cohort study was conducted among 4th year students at the College of Clinical Pharmacy, King Faisal University, Saudi Arabia to assess the impact of self-reflection and peer-assessment in a semester-wide assessment tasks in two compulsory first semester 4th year courses (Therapeutics-3 and Pharmacoeconomics). An end-of-course evaluation survey with a pre-tested 5-item open-ended questionnaire was also conducted to evaluate students' feedback on the impact of active pedagogic strategies on their overall learning experience. Male students (study group) constituted 40.7% of the cohort while 59.3% were females (control group) with mean ± SD age of 23.2 ± 5.6 and 22.1 ± 4.9 years respectively. The mean ± SD scores for quizzes, mid-term and final exams, and the overall percentage pass were significantly higher in the study group for both courses (P self-reflection and peer-assessment appeared to significantly improve examination performance, facilitate deep and constructive engagement with learning and fostered students' confidence in the use of critical thinking and clinical decision-making.

Assessing students' English language proficiency during clinical placement: A qualitative evaluation of a language framework.

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San Miguel, Caroline; Rogan, Fran

2015-06-01

The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency. Copyright © 2015 Elsevier Ltd. All rights reserved.

Are we assessing correctly our students? Spain versus Finland.

OpenAIRE

Camacho-Miñano, María del Mar; Del Campo, Cristina; Pascual-Ezama, David; Urquia-Grande, Elena; Rivero, Carlos; Akpinar, Murat

2016-01-01

[EN] The aim of this paper is twofold: first, to analyse the comparison of coursework and final examination between Finland and Spain to test if there are differences in assessment methodologies; second, to study whether there are different factors (such as gender, age, subject, students’ motivation, and preferences) that have an impact on the assessment of students from the two countries. The final grades obtained by 117 freshmen enrolled on the Statistics and/or Financial ...

A study to assess prevalence of obesity among medical students of G.R. medical college, Gwalior, M. P., India

OpenAIRE

Ranjana Tiwari; Vikas Jain; Ajit Singh Rajput; A. K. Bhagwat; Manish Goyal; Sakshi Tiwari

2014-01-01

Background: Obesity is emerging as a serious problem throughout the world, not only among adults but also children, teenagers and young adults. Medical education is stressful throughout the whole course of training. Overweight and obesity is one of the preventable cause of morbidity and mortality. The social implications of obesity are a major problem that is often neglected. Objectives of current study were to assess the prevalence of overweight and obesity in medical students and to assess ...

Students Explaining Science—Assessment of Science Communication Competence

Science.gov (United States)

Kulgemeyer, Christoph; Schecker, Horst

2013-12-01

Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert-novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers' levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language.

Safety Assessment of Two Hybrid Instrumentation Techniques in a Dental Student Endodontic Clinic: A Retrospective Study.

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Coelho, Marcelo Santos; Card, Steven John; Tawil, Peter Zahi

2017-03-01

The aim of this study was to retrospectively assess the safety potential of a hybrid technique combining nickel-titanium (NiTi) reciprocating and rotary instruments by third- and fourth-year dental students in the predoctoral endodontics clinic at one U.S. dental school. For the study, 3,194 root canal treatments performed by 317 dental students from 2012 through 2015 were evaluated for incidence of ledge creation and instrument separation. The hybrid reciprocating and rotary technique (RRT) consisted of a glide path creation with stainless steel hand files up to size 15/02, a crown down preparation with a NiTi reciprocating instrument, and an apical preparation with NiTi rotary instruments. The control was a traditional rotary and hand technique (RHT) that consisted of the same glide path procedure followed by a crown down preparation with NiTi rotary instruments and an apical preparation with NiTi hand instruments. The results showed that the RHT technique presented a rate of ledge creation of 1.4% per root and the RRT technique was 0.5% per root (protary technique for root canal instrumentation by these dental students provided good safety. This hybrid technique offered a low rate of ledge creation along with no NiTi instrument separation.

Engaging Oral Health Students in Learning Basic Science Through Assessment That Weaves in Personal Experience.

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Leadbeatter, Delyse; Gao, Jinlong

2018-04-01

Learning basic science forms an essential foundation for oral health therapy and dentistry, but frequently students perceive it as difficult, dry, and disconnected from clinical practice. This perception is encouraged by assessment methods that reward fact memorization, such as objective examinations. This study evaluated use of a learner-centered assessment portfolio designed to increase student engagement with basic science in an oral health therapy program at the University of Sydney, Australia. The aim of this qualitative study based on focus groups was to investigate students' engagement with basic science courses following introduction of the portfolio. Three assessments were conducted in three subsequent semesters: one based on students' interest in everyday phenomena (one student, for example, explored why she had red hair); the second focussed on scientific evidence and understanding of systemic diseases; and the third explored relations between oral and general health. Students were encouraged to begin with issues from their personal experience or patient care, to focus on what they were curious about, and to ask questions they really cared about. Each student prepared a written report and gave an oral presentation to the entire cohort. After the portfolios were completed, the authors held focus groups with two cohorts of students (N=21) in 2016 and analyzed the results using Zepke's framework for student engagement research. The results showed that the students successfully interweaved personal experience into their studies and that it provided significant motivation for learning. The students described their learning in terms of connection to themselves, their peer community, and their profession. Many additional benefits were identified, from increased student engagement in all courses to appreciation of the relevance of basic science. The findings should encourage dental and allied dental educators to reconsider the effects of assessments and seek

Assessing Aspects of Creativity in Deaf and Hearing High School Students

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Stanzione, Christopher M.; Perez, Susan M.; Lederberg, Amy R.

2013-01-01

To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also…

Adult Student Assessment in Second Chance Schools in Greece: Teachers' Views

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Koutrouba, Konstantina; Vamvakari, Malvina; Margara, Theodora; Anagnou, Evaggelos

2011-01-01

The present study aims at presenting the views of second chance school (SCS) teachers, seconded from formal education schools. Firstly, on the positive outcomes resulting from project and portfolio assessment and student self evaluation in SCSs, secondly, the difficulties experienced during the assessment process and, thirdly, the combined use of…

A Survey Tool for Assessing Student Expectations Early in a Semester

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Karl R.B. Schmitt

2013-08-01

Full Text Available Quality learning is fostered when faculty members are aware of and address student expectations for course learning activities and assessments. However, faculty often have difficulty identifying and addressing student expectations given variations in students’ backgrounds, experiences, and beliefs about education. Prior research has described significant discrepancies between student and faculty expectations that result from cultural backgrounds (1, technological expertise (2, and ‘teaching dimensions’ as described by Trudeau and Barnes (4. Such studies illustrate the need for tools to identify and index student expectations, which can be used to facilitate a dialogue between instructor and students. Here we present the results of our work to develop, refine, and deploy such a tool.

Assessment of the Vocabulary Learning and Strategies Used by Teacher Education Students

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Esperanza F. Carranza

2015-05-01

Full Text Available One way to assess a person’s communicative competence is through his ability to express his thoughts and ideas in appropriate words and meaningful sentences. Vocabulary learning then is critical to learning a language – be it the first, second or even foreign. However, test results, daily communication and English proficiency exams show that students have difficulty in learning vocabulary. This descriptive-evaluative study assessed the vocabulary learning and the strategies used along context clues, word analysis and dictionary skills of the 100 randomly selected second-year education students of the Sorsogon State College. The study utilized survey-questionnaire, teacher- made test and unstructured interview in gathering data. The study revealed that most of the Bachelor of Elementary Education (BEED and Bachelor of Secondary Education (BSED students oftentimes used strategies in learning vocabulary such as reading books and other materials, looking for clues in sentences and use the dictionary to unlock the unfamiliar words. The students attained nearly competent vocabulary performance along context clues, word analysis and dictionary skills. The context clues and word analysis skills are significantly related to the use of learning strategies when tested at 0.05 level. The developed vocabulary module to enhance the skills of the students can be validated and utilized for instruction.

Assessment of nutrition knowledge and related aspects among first-year Kuwait University students.

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El-Sabban, Farouk; Badr, Hanan E

2011-01-01

Assessing nutrition knowledge of populations assists in drawing strategies for education programs. Nutrition-related problems are common in Kuwait, thus data on nutrition knowledge are needed. This study involved administration of a questionnaire to 1,037 first-year Kuwait University students. The overall nutrition knowledge score was rated as fair, with deficiency in specific areas of knowledge. Students' dietary habits, attitudes, and interest in nutrition information were assessed as fair. Our findings will aid in building a nutrition knowledge database in Kuwait. A simplified course on aspects of healthy nutrition and lifestyle to all Kuwait University students is highly recommended.

Assessing the impact of blended learning on student performance

OpenAIRE

Do Won Kwak; Flavio Menezes; Carl Sherwood

2013-01-01

This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

Assessing the Emotional Intelligence of Gifted and Talented Adolescent Students in the Kingdom of Bahrain

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Al-Hamdan, Najat Sulaiman; Al-Jasim, Fatima Ahmed; Abdulla, Ahmed M.

2017-01-01

This study assessed the differences in the emotional intelligence of gifted adolescent students and talented adolescent students in Bahrain. The sample consisted of 80 gifted adolescent students and 80 talented adolescent students in Grades 9 through 12. A multivariate analysis of variance (MANOVA) indicates that there were significant differences…

Assessment Work: Examining the Prevalence and Nature of Assessment Competencies and Skills in Student Affairs Job Postings

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Hoffman, John L.; Bresciani, Marilee J.

2010-01-01

This mixed method study explored the assessment-related skills and job duties that student affairs administrators expect from new employees as reflected in 1,759 job openings posted in 2008, of which seven job postings were specialist positions in outcomes-based assessment. The skills and duties required of these seven positions were primarily…

Observable phenomena that reveal medical students' clinical reasoning ability during expert assessment of their history taking: a qualitative study.

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Haring, Catharina M; Cools, Bernadette M; van Gurp, Petra J M; van der Meer, Jos W M; Postma, Cornelis T

2017-08-29

During their clerkships, medical students are meant to expand their clinical reasoning skills during their patient encounters. Observation of these encounters could reveal important information on the students' clinical reasoning abilities, especially during history taking. A grounded theory approach was used to analyze what expert physicians apply as indicators in their assessment of medical students' diagnostic reasoning abilities during history taking. Twelve randomly selected clinical encounter recordings of students at the end of the internal medicine clerkships were observed by six expert assessors, who were prompted to formulate their assessment criteria in a think-aloud procedure. These formulations were then analyzed to identify the common denominators and leading principles. The main indicators of clinical reasoning ability were abstracted from students' observable acts during history taking in the encounter. These were: taking control, recognizing and responding to relevant information, specifying symptoms, asking specific questions that point to pathophysiological thinking, placing questions in a logical order, checking agreement with patients, summarizing and body language. In addition, patients' acts and the course, result and efficiency of the conversation were identified as indicators of clinical reasoning, whereas context, using self as a reference, and emotion/feelings were identified by the clinicians as variables in their assessment of clinical reasoning. In observing and assessing clinical reasoning during history taking by medical students, general and specific phenomena to be used as indicators for this process could be identified. These phenomena can be traced back to theories on the development and the process of clinical reasoning.

Student Assessment of the Master of Philosophy in Information ...

African Journals Online (AJOL)

The aim of the study was to determine student assessment of the Master of Philosophy (Mphil) and Master of Science (MSc) in Information Sciences Records and Archives Management (RAM) programmes and propose recommendations to enhance the course content and structure to meet the education and market needs ...

Ergonomics work assessment in rural industrial settings: a student occupational therapy project.

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Bowman, Peter J

2012-01-01

This case study describes a student occupational therapy (OT) program, the creation of a worksite assessment project as a part of a Community Connections: Partners for Learning and Service grant funded by Health Resources and Services Administration. The primary goals were to design occupation-based community learning experiences in a variety of rural community settings, so that students might benefit from participating in the community based learning and: based on the results, embed occupation-based learning into existing occupational therapy curriculum. The components of the project and the ergonomics content of the OT education program are described; details of the work assessment are presented with analysis of data from the student evaluation of this project.

Consultation Needs Assessment in Kermanshah University of Medical Sciences: Viewpoints of Medical Students

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Cyrus Jalili

2018-01-01

Full Text Available Introduction: Consultation can play an effective role in accommodating students to conditions and can be followed by academic achievement. This study was aimed to determine the consultation needs assessment among medical students in Kermanshah University of Medical Sciences (KUMS. Methods: This cross-sectional study was conducted among 300 students from undergraduate basic sciences of medical faculty of KUMS during 2016. Two structured questionnaires were applied for collecting data: demographics and consultation needs assessment. Data were analyzed by SPSS version 16 using bivariate correlations, t-test, and ANOVA test. Results: The age range of participants was 19 to 31 with the average of 22.78±2.30. Gender was associated significantly and statistically with the areas of individual growth and promotion needs, educational needs, employment needs and emotional needs; girls in these areas acquired a higher score compared to boys (P<0.05. Furthermore, the domain of individual growth and promotion needs acquired the highest score. Conclusion: Our findings indicated that most of the students' needs were in the field of individual and educational growth and promotion. Furthermore, the average scores of guidance and consultation needs assessment of the female students was higher, with the necessity of paying more attention to the consultation problems among them.

The molecular biology capstone assessment: a concept assessment for upper-division molecular biology students.

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Couch, Brian A; Wood, William B; Knight, Jennifer K

2015-03-02

Measuring students' conceptual understandings has become increasingly important to biology faculty members involved in evaluating and improving departmental programs. We developed the Molecular Biology Capstone Assessment (MBCA) to gauge comprehension of fundamental concepts in molecular and cell biology and the ability to apply these concepts in novel scenarios. Targeted at graduating students, the MBCA consists of 18 multiple-true/false (T/F) questions. Each question consists of a narrative stem followed by four T/F statements, which allows a more detailed assessment of student understanding than the traditional multiple-choice format. Questions were iteratively developed with extensive faculty and student feedback, including validation through faculty reviews and response validation through student interviews. The final assessment was taken online by 504 students in upper-division courses at seven institutions. Data from this administration indicate that the MBCA has acceptable levels of internal reliability (α=0.80) and test-retest stability (r=0.93). Students achieved a wide range of scores with a 67% overall average. Performance results suggest that students have an incomplete understanding of many molecular biology concepts and continue to hold incorrect conceptions previously documented among introductory-level students. By pinpointing areas of conceptual difficulty, the MBCA can provide faculty members with guidance for improving undergraduate biology programs. © 2015 B. A. Couch et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Online feedback assessments in physiology: effects on students' learning experiences and outcomes.

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Marden, Nicole Y; Ulman, Lesley G; Wilson, Fiona S; Velan, Gary M

2013-06-01

Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes.

Prosody as a Tool for Assessing Reading Fluency of Adult ESL Students

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Seftirina Evina Sinambela

2017-12-01

Full Text Available The prosodic features in reading aloud assignment has been associated with the students’ decoding skill. The goal of the present study is to determine the reliability of prosody for assessing reading fluency of adult ESL students in Indonesia context. The participants were all Indonesian natives, undergraduate students, adult females and males who have learned English in school (at the very least twice a week for more than 12 years. Text reading prosody was assessed by reading aloud task and the students’ speaking manner was taped and measured by using the Multidimensional Fluency Scale, as for text comprehension was assessed with a standardized test. It was discovered by the current study that prosody is a reliable sign to determine reading fluency and also reading comprehension. The student who did not read the text prosodically (with appropriate expression actually showed that he/she failed to comprehend the text. This study also revealed that a struggling reader was also having low comprehension capacity in listening spoken texts. The ESL students’ common problems to acquire prosodic reading skill are low exposure to the target language and do not have a good model to imitate prosodic reading.

A study to assess the knowledge about sexual health among male students of junior colleges of an urban area

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Jayant Ramchandra Kalkute

2015-01-01

Full Text Available Background: Sexuality is an important part of personality of adolescents. The age of sexual debut is falling globally. The subject of adolescent sexuality is taboo in most societies. Since 2007 sexual health education program has been banned in six states including Maharashtra and Karnataka. This may lead to misconceptions about sexual heath knowledge and practices among young people. Objective: The aim was to assess the knowledge about sexual health among male students of junior colleges of an urban area and to evaluate the change in their knowledge after imparting sexual health education. Settings and Design: Pre-post-intervention study. Materials and Methods: All 245 male students of 11 th standard of all three educational streams of two junior colleges were included in the study. The data analysis was performed using Statistical Package for Social Sciences 18. Results: Science students had "adequate" knowledge about sexual health when compared to arts and commerce students (P = 0.004. Students whose parents were unskilled and semiskilled by occupation had "inadequate" knowledge about sexual health when compared with students whose parents were skilled by occupation (P < 0.05. Education of parents had positive effect on the knowledge about sexual health of students (P = 0.062. In posttest, the knowledge about sexual health of students was found to have increased significantly when compared to pretest. The mean posttest score was 12.61 (standard deviation [SD] 3.12, which was significantly higher than the mean pretest score of 6.34 (SD 3.23 (P < 0.001. Students from nuclear families had "adequate" knowledge about sexual health when compared to students from joint families (P = 0.158 Conclusion: Imparting knowledge about sexual health in adolescent age will be beneficial to the students in avoiding risky sexual behavior. Such educational programs must be given due importance to achieve desirable behavior change among them.

An assessment of psychological stress and symptomatology for didactic phase physician assistant students.

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Childers, William A; May, Ryan K; Ball, Natalie

2012-01-01

The purpose of this study was to assess the amount of psychological stress experienced by didactic phase, physician assistant (PA) students. The Symptom Checklist-90-R (SCL-90-R) survey was administered to 81 students in 2011 during the first two didactic phase semesters at two PA programs. Using ANOVA and t-tests, several variables were analyzed for significance. The SCL-90-R results portray that a significant proportion of the students from both programs reported elevated levels of stress during the first and second semester of the didactic year. Although several significant levels were noted throughout this study, it is not known how these scores from PA students would compare to other medical and/or nonmedical graduate students. Additional studies of stress from both medical and nonmedical graduate students would be beneficial for comparison to PA students.

Perception of medical students on e-assessment conducted through Yengage portal

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Latha Rajendra Kumar

2013-01-01

Full Text Available Introduction: E-learning includes various categories of media that distribute text, audio, images, animation, and streaming video, and includes technology applications and processes, computer-based learning, as well as local intranet/extranet learning. Information and communication systems motivate many e-learning processes. E-learning can occur in or out of the classroom. ILIAS (Integriertes Lern-, Informations- und Arbeitskooperations-System [German for "Integrated Learning, Information and Work Cooperation System"] is an open source web-based learning management system (LMS. It supports learning content management and tools for collaboration, communication, evaluation, and assessment for University students. Materials and Methods: First year medical students were requested to register in Yengage, and the date of the assessment was announced. Twenty MCQ from cardiovascular system was preloaded in the Yengage portal, and the students used their personal laptop to answer the questions within the stipulated time. The results were automatically loaded at the end of the assessment. Pre- and post-test was conducted to investigate the usefulness of the E- assessment. Results: The students responded that the E-assessment was easy to assess, unique as they received immediate feedback, customized and flexible. There was significant difference in the post-test score when compared to the pre-test score. Discussion: Technology has created new methods of assessment for today′s generation of students, and these advances are here to stay. Conclusion: It is possible to conduct online examinations in medical school regularly. The e-learning can enhance student interests and allows immediate feedback. Since e-learning is not well-established in India, we hope to create awareness and change the outlook of medical students in online teaching-learning and assessment program.

The negative consequences of other students' drinking: inventory development and assessment of differences by student characteristics and risk behaviors.

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Rhodes, Scott D; McCoy, Thomas P; Omli, Morrow R; Cohen, Gail M; Wagoner, Kimberly G; Durant, Robert H; Vissman, Aaron T; Wolfson, Mark

2009-01-01

College students continue to report being disrupted by other students' alcohol use. This study was designed to develop measures to document the consequences resulting from other students' drinking and identify differences in experiencing these consequences by student characteristics and drinking behaviors. A stratified random sample of undergraduate students (N = 3,908) from ten universities in North Carolina, USA, completed a web-based assessment. Exploratory factor analysis (EFA) was performed on the random first split-half sample (n = 1,954) to identify factor structure. Confirmatory factor analysis (CFA) was performed on the remaining half sample (n = 1,954) using structural equation modeling. EFA revealed two inventories: interpersonal and community consequences of others' drinking inventories. CFA on the second split-half sample identified model fits for the two factor structure suggested by EFA. Of 3,908 participants, 78% reported experiencing one or more consequences due to others' drinking during the past 30 days. Multivariable generalized linear mixed modeling further validated the inventories and resulted in several associations. Male students who reported getting drunk experienced significantly more interpersonal consequences from others' drinking (p students, students who lived on campus and students who reported getting drunk experienced significantly more community consequences from others' drinking (p college students experience consequences from others' drinking, and consequences vary for different subgroups of students. Although these inventories should be tested further, these findings propose standardized measures that may be useful to assess the consequences of others' drinking among college students.

Factors influencing students' receptivity to formative feedback emerging from different assessment cultures

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Harrison, C.J.; Konings, K.D.; Dannefer, E.F.; Schuwirth, L.W.; Wass, V.; Vleuten, C.P.M. van der

2016-01-01

INTRODUCTION: Feedback after assessment is essential to support the development of optimal performance, but often fails to reach its potential. Although different assessment cultures have been proposed, the impact of these cultures on students' receptivity to feedback is unclear. This study aimed to

Intellectually gifted students with possible characteristics of ASD : A multiple case study of psycho-educational assessment practices

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Burger-Veltmeijer, Agnes E.J.; Minnaert, Alexander E.M.G.; Van den Bosch, Els J.

2016-01-01

The Strengths and Weaknesses Heuristic (S&W Heuristic) was constructed in order to reduce biased assessments of students with (suspicion of) Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder (IG + ASD) and to establish a well-founded interconnection between assessment data and

Changing Direction: Assessing Student Thoughts and Feelings about a New Program in Strategic Communication.

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Frisby, Cynthia M.; Reber, Bryan H.; Cameron, Glen T.

A number of recent studies have examined integration of advertising and public relations, but none reports what students think. Over three semesters, students in an introduction to strategic communication course were asked to assess an integrated public relations and advertising curriculum. Students supported integration and viewed a focus on new…

Model of affective assessment of primary school students

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Amir Syamsudin

2016-06-01

Full Text Available This study aims to develop an instrument of affective assessment to measure the social competence of elementary school students in the learning process in schools. This study used the development model of Borg & Gall’s approach which was modified into five phases, including the need analyses, developing draft of the product conducted by experts, developing an affective assessment instrument, trying out the affective assessment instrument conducted by teachers of primary education in Yogyakarta, and the dissemination and implementation of the developed affective assessment instrument. The subjects were elementary school students whose school implemented Curriculum 2013 in the academic year of 2013/2014. The validity and reliability of each construct of the affective instrument were established using the PLS SEM Wrap PLS 3.0 analysis program. The study finds the following results. First, the construct of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing has been supported by empirical data. Second, the validity of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing meets the criteria above 0.70 for each indicator of the loading factor and the criteria below 0.50 for each indicator score of the cross-loading factor. Third, the reliability of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in limited, main, and extended testing meets the criteria above 0.70 for both composite reliability and Cronbach’s alpha scores. Fourth, the number of indicators at preresearch was 53, and 10 indicators were rejected in the limited testing, and four indicators were rejected in the main testing, and one indicator was rejected in the extended testing.

Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics.

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Newkirk-Turner, Brandi L; Johnson, Valerie E

2018-04-05

The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items. The literature review highlights the linguistic and content biases associated with word-based math problems. Useful strategies that SLPs and educators can incorporate in culturally and linguistically appropriate assessments are discussed. The tutorial ends with a discussion of CBLA as a viable assessment approach to use with culturally and linguistically diverse students. Tests used at national, state, and school levels to assess students' math abilities have associated linguistic bias and content bias often leading to an inaccurate depiction of culturally and linguistically diverse students' math skills. CBLA as an assessment method can be used by school-based SLPs to gather valid and useful information about culturally and linguistically diverse students' language for learning math. By using CBLA, SLPs can help modify curricular tasks in broader contexts in an effort to make math, including high-level math, "accessible and achievable for all" students (American Speech-Language-Hearing Association, 2017).

Instructional multimedia: An investigation of student and instructor attitudes and student study behavior

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2011-01-01

Background Educators in allied health and medical education programs utilize instructional multimedia to facilitate psychomotor skill acquisition in students. This study examines the effects of instructional multimedia on student and instructor attitudes and student study behavior. Methods Subjects consisted of 45 student physical therapists from two universities. Two skill sets were taught during the course of the study. Skill set one consisted of knee examination techniques and skill set two consisted of ankle/foot examination techniques. For each skill set, subjects were randomly assigned to either a control group or an experimental group. The control group was taught with live demonstration of the examination skills, while the experimental group was taught using multimedia. A cross-over design was utilized so that subjects in the control group for skill set one served as the experimental group for skill set two, and vice versa. During the last week of the study, students and instructors completed written questionnaires to assess attitude toward teaching methods, and students answered questions regarding study behavior. Results There were no differences between the two instructional groups in attitudes, but students in the experimental group for skill set two reported greater study time alone compared to other groups. Conclusions Multimedia provides an efficient method to teach psychomotor skills to students entering the health professions. Both students and instructors identified advantages and disadvantages for both instructional techniques. Reponses relative to instructional multimedia emphasized efficiency, processing level, autonomy, and detail of instruction compared to live presentation. Students and instructors identified conflicting views of instructional detail and control of the content. PMID:21693058

Instructional multimedia: An investigation of student and instructor attitudes and student study behavior

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Cavanaugh Cathy

2011-06-01

Full Text Available Abstract Background Educators in allied health and medical education programs utilize instructional multimedia to facilitate psychomotor skill acquisition in students. This study examines the effects of instructional multimedia on student and instructor attitudes and student study behavior. Methods Subjects consisted of 45 student physical therapists from two universities. Two skill sets were taught during the course of the study. Skill set one consisted of knee examination techniques and skill set two consisted of ankle/foot examination techniques. For each skill set, subjects were randomly assigned to either a control group or an experimental group. The control group was taught with live demonstration of the examination skills, while the experimental group was taught using multimedia. A cross-over design was utilized so that subjects in the control group for skill set one served as the experimental group for skill set two, and vice versa. During the last week of the study, students and instructors completed written questionnaires to assess attitude toward teaching methods, and students answered questions regarding study behavior. Results There were no differences between the two instructional groups in attitudes, but students in the experimental group for skill set two reported greater study time alone compared to other groups. Conclusions Multimedia provides an efficient method to teach psychomotor skills to students entering the health professions. Both students and instructors identified advantages and disadvantages for both instructional techniques. Reponses relative to instructional multimedia emphasized efficiency, processing level, autonomy, and detail of instruction compared to live presentation. Students and instructors identified conflicting views of instructional detail and control of the content.

Students' Assessment Of Farm Practical Programme In Selected ...

African Journals Online (AJOL)

Students' Assessment Of Farm Practical Programme In Selected Universities Of Southwestern, Nigeria. ... Journal of Agriculture, Forestry and the Social Sciences ... Students reported that lack of planning, improper implementation of activities lined up for the programme, lack of fund to properly finance the programme and ...

The communication skills course for second year medical students at Hannover Medical School: An evaluation study based on students' self-assessments.

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von Lengerke, Thomas; Kursch, Angelika; Lange, Karin

2011-01-01

In the model medical curriculum HannibaL at Hannover Medical School (MHH, Hannover, Germany), communication skills in taking case histories and disclosing diagnoses (breaking bad news) are assessed through an objective structured clinical examination (OSCE). This is part of the examinations which at the MHH represent the equivalent to the First Part of the Medical Examinations. The second year doctor-patient communication course preparing for these examinations was evaluated during the 2009/10 academic year.Using questionnaires specific to the learning objectives, learning needs were assessed, pre-post comparisons of self-assessed competencies were performed and key teaching methods were evaluated (5-point Likert scales, "5"=fully agree). At T0 (start of the course) 267 students participated (response rate: 93.7%), of which 180 filled out the T1 questionnaire during the last session of the course (67.4%). Within-subject analyses of variance and paired t-tests were conducted.The highest learning needs were found for the "to show how"-items regarding history taking and disclosing diagnoses (M=4.4). The T1-T0 comparisons showed the greatest improvements for history taking ("to know how": mean difference = +1.7, "to show how": +1.8, pdecision making (+1.2), self-assessing one's own strengths/weaknesses (+1.0) and confidently approaching new patients (+0.7). Students with T0 values of 1 or 2 on the respective scales improved on average by 2.2 points across all items, students with the value of 3 by 1.1, and from 4 or 5 by 0.1. Methodically, the use of simulated patients was rated the most helpful (M=4.8, 87% with the scale value 5). This doctor-patient communication course is associated with substantial improvements regarding all key learning objectives. Regarding methods, the deployed simulated patients (2-4 per 10-student-course group in 3 of the 7 course sessions, respectively) were rated the most helpful. The present evaluation calls for both further development of

Perceived Preparedness of Health Care Students for Providing Cardiovascular Disease Risk Assessment and Management.

Science.gov (United States)

Zolezzi, Monica; Abdallah, Oraib; Aden, Suad; Major, Stella; White, Diana; El-Awaisi, Alla

2017-02-21

Early assessment and management of risk factors is known to have significant impact in preventing cardiovascular disease (CVD) and its associated burden. Cardiovascular disease risk assessment and management (CVDRAM) is best approached by teamwork across health care professionals. This study aimed at assessing health care students' (HCSs) knowledge about the parameters needed for estimating CVD risk, their self-assessed preparedness/confidence and perceived barriers for the provision of CVDRAM services through a survey administered to third and fourth year pharmacy, medical, and nursing students in Qatar. Although all student cohorts achieved similar knowledge scores, less than half ( n = 38, 47%) were able to identify all of the six main risk factors necessary to estimate absolute CVD risk, and a third (32%) were unable to identify total cholesterol as an independent risk factor necessary to estimate CVD risk. Training on the use of CVD risk assessment tools differed among the three student cohorts. All student cohorts also perceived similar levels of preparedness in CVDRAM. However, pharmacy students reported the highest preparedness/confidence with the use of the latest CVDRAM guidelines. The majority of statements listed under the barriers scale were perceived by the students as being moderate (median score = 3). Poor public acceptance or unawareness of importance of estimating CVD risk was the only barrier perceived as a major by nursing students. Future integration of interprofessional educational (IPE) activities in the CVDRAM curricula of HCSs may be a suitable strategy to minimize barriers and foster collaborative practice for the provision of CVDRAM services in Qatar.

Student Self-Assessment of Operative Dentistry Experiences: A Time-Dependent Exercise in Self-Directed Learning.

Science.gov (United States)

Metz, Michael J; Durski, Marcelo T; O'Malley DeGaris, Megan; Daugherty, Timothy C; Vaught, Randall L; Cornelius, Celine Joyce; Mayfield, Theresa G

2017-05-01

The aim of this study was to evaluate the process of student self-assessment on operative dentistry skills across four years at the University of Louisville School of Dentistry. First, a retrospective analysis of the Class of 2016 students' self-assessment and faculty assessment grade sheets was conducted to determine mean differences and correlations across time. Both preclinical (D2: n=120) and clinical (D3: n=120; D4: n=120) grade sheets were evaluated. Second, 25 students from each of the D1, D2, D3, and D4 classes in 2016 were asked to evaluate dentoform work, and 25 operative calibrated faculty members graded the same two dentoforms. The results of the retrospective analysis were that the D2 students' self-assessment scores were significantly higher than the faculty scores (t-test; pself-assessment scores were also significantly higher than the faculty scores (t-test; pself-assessment scores were not significantly different from the faculty scores (t-test; p>0.05), and there was a positive correlation (r=0.408). In the prospective analysis, the D1, D2, and D3 students graded the dentoforms significantly higher (ANOVA; pself-assessment is a learned process through experiential and continual encounters across time. The summative goal for all dental schools is to provide students with the skills and knowledge to critically evaluate their work for self-directed learning.

Understanding Arts and Humanities Students' Experiences of Assessment and Feedback

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Adams, Joelle; McNab, Nicole

2013-01-01

This article examines how undergraduate students on arts and humanities courses experience assessment and feedback. The research uses a detailed audit, a specially devised questionnaire (the Assessment Experience Questionnaire), and student focus group data, and the article examines results from 19 programmes, comparing those from "arts and…

Relationship Between Academic Performance and Student Self-Assessment of Clinical Performance in the College of Podiatric Medicine and Surgery.

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Yoho, Robert M; Vardaxis, Vassilios; Millonig, Kelsey

2016-05-01

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. 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. 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. 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.

The Use of a Performance Assessment for Identifying Gifted Lebanese Students: Is DISCOVER Effective?

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Sarouphim, Ketty M.

2009-01-01

The purpose of this study was to investigate the effectiveness of DISCOVER, a performance- based assessment in identifying gifted Lebanese students. The sample consisted of 248 students (121 boys, 127 girls) from Grades 3-5 at two private schools in Beirut, Lebanon. Students were administered DISCOVER and the Raven Standard Progressive Matrices…

Effect of Peer and Self-Assessment on Male and Female Students ...

African Journals Online (AJOL)

... and self assessment on the self-efficacy and students' learner autonomy in the learning of mathematics as well as determining the attitude of male and female students towards the use of peer and self assessment. The population was made of senior secondary three students (SS3) of a state public school in Osun State.

A Needs Assessment, Development, and Formative Evaluation of a Health Promotion Smartphone Application for College Students

Science.gov (United States)

Miller, Tiffany; Chandler, Laura; Mouttapa, Michele

2015-01-01

Background: Approximately half of college students who completed the National College Health Assessment 2013 indicated a greater need for health-related information. University-based smartphone applications may help students better access this information. Purpose: This study describes the needs assessment, development, and formative evaluation of…

Student´s self-assessment of clinical competence and objective clinical performance in OSCE evaluation

OpenAIRE

Jünger, J; Schellberg, D; Nikendei, C

2006-01-01

[english] Overestimating one's clinical competence can be dangerous to patient's safety. Therefore the goal of this study was to identify students with high confidence in their own clinical competence but low performance in objective assessment. 171 students in the 14 week course in internal medicine completed the clinical skills-related self-assessment expectations (SE) and were tested in a 12 station OSCE. Both measures were obtained within three days. In total we identified 16% of students...

Assessment of Medical Students in a New Curriculum.

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Engel, Charles E.; And Others

1980-01-01

Reliable and valid methods of student assessment in Newcastle University's new undergraduate medical curriculum are examined as indices of competence within the constraints of the educational program objectives. Considerable attention is given to the assessment of sciences basic to medicine through assessment instruments developed from clinical…

Assessment of Student Professional Outcomes for Continuous Improvement

Science.gov (United States)

Keshavarz, Mohsen; Baghdarnia, Mostafa

2013-01-01

This article describes a method for the assessment of professional student outcomes (performance-type outcomes or soft skills). The method is based upon group activities, research on modern electrical engineering topics by individual students, classroom presentations on chosen research topics, final presentations, and technical report writing.…

Assessing Students' Learning of Internal Controls: Closing the Loop

Science.gov (United States)

Amer, T. S.; Mohrweis, Lawrence C.

2009-01-01

This study describes the multifaceted components of an assessment process. The paper explains a novel approach in which an advisory council participated in a "fun," hands-on activity to rank-order learning outcomes. The top ranked learning competency, as identified by the advisory council, was the need for students to gain a better…

Innovative Approaches to Increasing the Student Assessment Procedures Effectiveness

Science.gov (United States)

Dorozhkin, Evgenij M.; Chelyshkova, Marina B.; Malygin, Alexey A.; Toymentseva, Irina A.; Anopchenko, Tatiana Y.

2016-01-01

The relevance of the investigated problem is determined by the need to improving the evaluation procedures in education and the student assessment in the age of the context of education widening, new modes of study developing (such as blending learning, e-learning, massive open online courses), immediate feedback necessity, reliable and valid…

Assessing Student Behaviors and Motivation for Actively Learning Biology

Science.gov (United States)

Moore, Michael Edward

Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

Educational impact of an assessment of medical students' collaboration in health care teams.

Science.gov (United States)

Olupeliyawa, Asela; Balasooriya, Chinthaka; Hughes, Chris; O'Sullivan, Anthony

2014-02-01

This paper explores how structured feedback and other features of workplace-based assessment (WBA) impact on medical students' learning in the context of an evaluation of a workplace-based performance assessment: the teamwork mini-clinical evaluation exercise (T-MEX). The T-MEX enables observation-based measurement of and feedback on the behaviours required to collaborate effectively as a junior doctor within the health care team. The instrument is based on the mini-clinical evaluation exercise (mini-CEX) format and focuses on clinical encounters such as consultations with medical and allied health professionals, discharge plan preparation, handovers and team meetings. The assessment was implemented during a 6-week period in 2010 with 25 medical students during their final clinical rotation. Content analysis was conducted on the written feedback provided by 23 assessors and the written reflections and action plans proposed by the 25 student participants (in 88 T-MEX forms). Semi-structured interviews with seven assessors and three focus groups with 14 student participants were conducted and the educational impact was explored through thematic analysis. The study enabled the identification of features of WBA that promote the development of collaborative competencies. The focus of the assessment on clinical encounters and behaviours important for collaboration provided opportunities for students to engage with the health care team and highlighted the role of teamwork in these encounters. The focus on specific behaviours and a stage-appropriate response scale helped students identify learning goals and facilitated the provision of focused feedback. Incorporating these features within an established format helped students and supervisors to engage with the instrument. Extending the format to include structured reflection enabled students to self-evaluate and develop plans for improvement. The findings illuminate the mechanisms by which WBA facilitates learning. The

Subjective and Objective Assessment of Mathematics Anxiety Levels among College Students

OpenAIRE

Baloğlu, Mustafa

2015-01-01

The study investigated the relationship between college students’ subjective and objective assessment of mathematics anxiety levels. Students rated their general and current mathematics anxiety levels, mathematical ability levels, and confidence in doing mathematics. The Revised Mathematics Anxiety Rating Scale was used as an objective measure of their mathematics anxiety levels. Participants were 559 students, 406 (72.6%) women and 151 (27.0%) men. Results showed that perceived general mathe...

Is Learner Self-Assessment Reliable and Valid in a Web-Based Portfolio Environment for High School Students?

Science.gov (United States)

Chang, Chi-Cheng; Liang, Chaoyun; Chen, Yi-Hui

2013-01-01

This study explored the reliability and validity of Web-based portfolio self-assessment. Participants were 72 senior high school students enrolled in a computer application course. The students created learning portfolios, viewed peers' work, and performed self-assessment on the Web-based portfolio assessment system. The results indicated: 1)…

Exercise for falls prevention in older people: assessing the knowledge of exercise science students.

Science.gov (United States)

Sturnieks, Daina L; Finch, Caroline F; Close, Jacqueline C T; Tiedemann, Anne; Lord, Stephen R; Pascoe, Deborah A

2010-01-01

Participation in appropriate exercise can help reduce the risk of falls and falls injury in older people. Delivery of population-level exercise interventions requires an expert workforce with skills in development and delivery of group exercise programs and prescription of individually targeted exercise. This study assessed the current knowledge of university exercise science students (as future exercise professionals) across different levels of study. A structured survey designed to assess knowledge in relation to falls in older people and exercise prescription for falls prevention was administered during second, third and fourth year lectures in seven Australian universities. Students' knowledge was assessed as the percent of correct responses. Overall, 566 students completed the survey and knowledge levels increased significantly with study year. Mean knowledge levels were significantly knowledge. They were lowest for falls risk factor questions and highest for issue/cost related questions in second and third year students. Fourth year students had best knowledge about falls interventions and this was the only group and topic with a mean score >70%. In conclusion, knowledge about falls and exercise prescription for falls prevention in current students does not meet a desired competency level of 70% and is therefore insufficient to ensure an adequately equipped future workforce in this area. There is a clear need for the development and widespread delivery of an evidence-based "exercise for falls prevention" curriculum module for exercise professionals. Copyright (c) 2009 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Development and validation of a new assessment tool for suturing skills in medical students.

Science.gov (United States)

Sundhagen, Henriette Pisani; Almeland, Stian Kreken; Hansson, Emma

2018-01-01

In recent years, emphasis has been put on that medical student should demonstrate pre-practice/pre-registration core procedural skills to ensure patient safety. Nonetheless, the formal teaching and training of basic suturing skills to medical students have received relatively little attention and there is no standard for what should be tested and how. The aim of this study was to develop and validate, using scientific methods, a tool for assessment of medical students' suturing skills, measuring both micro- and macrosurgical qualities. A tool was constructed and content, construct, concurrent validity, and inter-rater, inter-item, inter-test reliability were tested. Three groups were included: students with no training in suturing skills, students who have had training, plastic surgery. The results show promising reliability and validity when assessing novice medical students' suturing skills. Further studies are needed on implementation of the instrument. Moreover, how the instrument can be used to give formative feedback, evaluate if a required standard is met and for curriculum development needs further investigation.Level of Evidence: Not ratable.

Impacts of Professional Development in Classroom Assessment on Teacher and Student Outcomes

Science.gov (United States)

Randel, Bruce; Apthorp, Helen; Beesley, Andrea D.; Clark, Tedra F.; Wang, Xin

2016-01-01

The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed…

Board Game in Physics Classes—a Proposal for a New Method of Student Assessment

Science.gov (United States)

Dziob, Daniel

2018-03-01

The aim of this study was to examine the impact of assessing students' achievements in a physics course in the form of a group board game. Research was conducted in two groups of 131 high school students in Poland. In each school, the research sample was divided into experimental and control groups. Each group was taught by the same teacher and participated in the same courses and tests before the game. Just after finishing the course on waves and vibrations (school 1) and optics (school 2), experimental groups took part in a group board game to assess their knowledge. One week after the game, the experimental and control groups (not involved in the game) took part in the post-tests. Students from the experimental groups performed better in the game than in the tests given before the game. As well their results in the post-tests were significantly higher statistically than students from the control groups. Simultaneously, student's opinions in the experimental groups about the board game as an assessment method were collected in an open-descriptive form and in a short questionnaire, and analyzed. Results showed that students experienced a positive attitude toward the assessment method, a reduction of test anxiety and an increase in their motivation for learning.