Assessment Of Student Performance Research Articles

Development of Science Process Skills Assessment Instruments in Environment Based Practicum on Reaction Rate Material

This study aims to produce an Environmental-Based Chemistry Practicum Assessment Instrument for Reaction Rate Material for Class XI MA / SMA. The development model used in this research is the development model according to Borg and Gall (in Sugiyono, 2011) which consists of 4 stages: Potential and Problems, Gathering Information, Product Design, and Design Validation. The development in this study refers to the product produced in the form of an assessment instrument. which is measured until the validity of the expert where the validity aspects are based on the results of the experts' assessment validation questionnaire. The aspects assessed in the product of the environmental-based practicum performance instrument assessment instrument are the feasibility of instructions, content feasibility and language feasibility. The assessment instrument in this content aspect is arranged sequentially according to the practicum procedure. Based on the results of validation by validators, the linguistic aspect obtained a score with a percentage of 93%, then the linguistic aspect is divided into several assessment criteria, including the use of language in accordance with EYD, clarity of instructions and directions and the language used is straightforward and easy to understand Based on the results of validation by validators, the linguistic aspect obtained a score with a percentage of 91%. The validity level of the chemistry practicum performance assessment instrument measured practicum performance in the form of scores 1-4. Determination of the validity of the practicum performance assessment instrument is done by calculating the score given by the validator and analyzing the validator's suggestions and input on the instrument product assessment questionnaire sheet in the form of a check list. The results concluded that the student practicum performance assessment instrument was feasible to use.

ACADEMICIANS' VIEWS ON FOREIGN LANGUAGE TEACHING: ONLINE DISTANCE-LEARNING VERSUS FACE-TO-FACE INSTRUCTION

The objectives of this study are to examine the challenges faced by academics teaching foreign languages (Arabic and English) via distance education, in comparison with face-to-face instruction; and to suggest strategies and solutions for managing the challenges and difficulties encountered in an online-teaching platform. The recent Covid-19 pandemic provided a real life lab experiment from which to glean information and draw lessons from, given that online distance learning was primarily utilized during the pandemic to facilitate uninterrupted education. Accordingly, 77 academics providing foreign language education remotely during the pandemic were interviewed. These interviews were conducted in the fall semester of the 2022-2023 academic year. The survey questions were developed by the authors, based on established methods. Open-ended questions were developed as an online data collection tool, and data were obtained with a semi-structured interview form (aptly named "The problems faced by instructors teaching foreign languages in Arabic and English during the Covid-19 pandemic"). This study employed a qualitative research method and utilized a phenomenological design that was structured based on this research method. This technique is based on the idea that teaching should be functional, and that the degree of efficacy with which specific learning functions are achieved should be observable and subject to evaluation. The findings of this study suggest that face-to-face education is more effective than distance education, with regard to learning functionality. However, the study also finds that combining online distance learning with face-to-face instruction (i.e. hybrid teaching) appears to elevate learning functionality to an even greater extent. With regard to distance learning alone, the most common problem experienced and thus the greatest perceived challenge to educators was a lack of student interest and motivation. Additionally, assessment and evaluation of student performance in online environments were found to be not sufficiently accurate. The consensus opinion of the survey respondents is that hybrid teaching approaches offer greater effectiveness with regard to both the stimulation of student-interest and more accurate assessment of student performance.

Strengthening the Attainment of Major Competencies of Program Outcomes through Open-ended Experiment using Statistical Designs

Abstract—Unit operations are very essential part of the chemical engineering and allied disciplines; and hence, basic knowledge about the principles and equipment used for various unit operations is mandatory for process engineer. Unit operations course introduces the foundation of process engineering concepts at the second year of undergraduate program of Bachelor of Engineering in Biotechnology. This course mainly focuses on the most essential unit operations utilized in Chemical and allied process industries such as mass transfer, heat transfer, momentum transfer and mechanical operations. The conventional teaching approach practiced so far in Unit Operations Laboratory course was not so effective in the attainment of certain specific core competencies of Program Outcomes (POs). To tackle this challenge, we introduced a system of classifying laboratory experiments into four distinct categories: Demonstration, Exercise, Structural Inquiry, and Open-ended experiments. These categorized experiments were thoughtfully crafted to target various significant technical and professional outcomes such as Investigations of Complex Engineering Problems, Communication, Life-long learning, Follow of Standard Operating Procedure (SOP) and Good Laboratory Practices (GLP). The evaluation criteria for each type of experiment were aligned with program outcomes, competencies, and performance indicators. This alignment proved highly beneficial in achieving a more precise assessment of program outcomes. This study focuses on implementing an interactive and collaborative learning approach in the Unit Operations laboratory course. of Experiments. More precisely, the study employs Central Composite Design (CCD) and Response Surface Methodology (RSM) concepts to examine how various factors influence the Leaching (Solid-Liquid Extraction) process. The leaching process is most important unit operations used in the extraction of substances from solids. The study helped in addressing several important competencies pertaining to the Program Outcomes- PO-4: Demonstrating the capacity to design, execute experiments, and analyze data; PO-10: Exhibiting effective communication skills; PO-12: Embracing lifelong learning; PSO-13: Adhering to Standard Operating Procedures (SOP) and Good Laboratory Practices (GLP). The assessment of student performance employed a rubric-based approach, and the attainment of program outcomes was documented. It was observed that, open-ended experimental approach, led to the improvements in the attainment of PO’s in terms of competencies and performance indicators. To enhance the teaching-learning process, formal and anonymous feedback was gathered from students to identify areas of improvement and deficiencies. Keywords—Central Composite Design; Collaborative learning; Design of experiments; Open-ended experiment; Program outcome; Response Surface Methodology;

Assessing Student Performance Index: An Empirical Study of Factors Affecting Campus Placements

Assessing Student Performance Index: An Empirical Study of Factors Affecting Campus Placements

The Establishment of the Evaluation Index System for Assessing Student Performance in Bilingual Engineering Management Courses

The Establishment of the Evaluation Index System for Assessing Student Performance in Bilingual Engineering Management Courses

Continuous Improvement System on Outcome Planning and Assessment: Case Study of UFE

Purpose of Research: The move to outcome-based education necessitates a process of continuous improvement for academic programs including outcome-based planning, implementation, and assessment. UFE has been demonstrating a commitment to academic excellence through emphasizing outcome-based education since 2009. To do so, the university initiated and developed undergraduate program policy and regulations that indicate learning outcomes at each level including the course and programs. In other words, it shows how course learning outcomes support the programs and we constantly try to measure and evaluate them accordingly. Our learning outcomes model is based on a three-level hierarchically structured definition of learning outcomes that consistently apply to both the entire undergraduate program as well as to each individual course and faculty use this model to design, monitor, and revise both the entire curriculum as well as each individual course on an ongoing basis. As part of this development, the program learning outcomes are being integrated into the information system to link each course's learning outcomes. The new system will make it possible to perform a detailed data analysis to directly assess the program learning outcomes. The overall process guides the university in planning, improving, implementing, and monitoring based on stakeholder satisfaction and performance analysis. This research focuses on quantitative and qualitative analysis of program learning outcomes based on student performance and stakeholder assessment to determine educational achievement, and which can be used in the decision-making about developing or updating programs. 1. During the planning process, we developed a curriculum matrix mapping program learning outcomes onto each of the individual courses and its tasks that would be automated by our information system. So, based on this data, to ensure that all outcomes are covered in at least one course, and preferably more than one. 2. Reviewing the assessment results of determined learning outcomes and its performance. Additionally, Student self assessment is used for this investigation. 3. As well as stakeholders’ assessments are designed and used as significant indicators of educational achievement. So, the gap analysis was employed to examine differences between student performance and the stakeholders’ assessments. 4. To review external stakeholders’ assessment which learning outcomes are preferred or not and their expectations are met. Methods of Research: The research employs a mix of quantitative and qualitative data collection methods to comprehensively assess program education objectives (PEO) and program learning objectives (PLO) at UFE. The following research methods are used in this research. • Quantitative Analysis: Quantitative data from assessments and student performance is statistically analyzed to measure the achievement of program learning outcomes. This includes descriptive statistics, inferential statistics, and potentially regression analysis to identify significant factors influencing outcomes. • Qualitative Analysis: Qualitative data, including stakeholder assessments and student self-assessment narratives, is analyzed using thematic analysis or content analysis to identify recurring themes, patterns, and insights. • Gap Analysis: The gap analysis assesses the differences between student performance and stakeholder assessments, high lighting areas where perceptions may differ. • External Stakeholder Assessment Review: The preferences and expectations of external stakeholders are analyzed to determine which learning outcomes are preferred and if they align with UFE's educational objectives. • By employing these research methods, this study aims to contribute valuable insights into the continuous improvement system of UFE and provide evidence-based recommendations for enhancing the outcome planning and assessment processes within the institution.

Understanding the Factors that Affect the Assessment of Student Performance in Pharmacy Practicums

ObjectiveThe purpose of this study was to explore factors that may influence a practice educator’s assessment of an entry-to-practice pharmacy student during inpatient direct patient care practicums. MethodsThis was a qualitative analysis of semi-structured interviews of existing practice educators from a variety of hospital practice environments. Participants were asked to assess a fictional case of a student’s work, which provided a framework for a broader discussion of assessment practices. Interviews were transcribed and subjectively analyzed for themes and factors that each study participant considered for the case and in their past precepting experiences. ResultsA total of 13 participants consented and were interviewed. Identified themes included the quality of student work, key aspects of the student’s performance, professionalism, and the complexity of the patient assigned to the student. There was significant heterogeneity in both the assessment of the fictional student and the factors that influenced each participant’s assessment. It was clear that not all guidance provided by the academic institution is read or followed. Participants described challenges in applying the assessment rubric, including lack of time, training, resources, knowledge of the degree requirements/structure, and psychological factors inherent in high-stakes courses. ConclusionComplex, varied, and often contradictory factors are used by experiential practice educators in their assessment of pharmacy students on practicum. These findings lead to inconsistency and heterogeneity when assessing a mock case and actual students. Educators should consider mandatory training to ensure those who assess students have an understanding of practicum course expectations and assessments.

MEASURING SCIENTIFIC REASONING OF FOURTH GRADERS: VALIDATION OF THE SCIENCE-K INVENTORY IN PAPER-BASED AND COMPUTER-BASED TESTING ENVIRONMENTS

Nowadays, the assessment of student performance has become increasingly technology-based, a trend that can also be observed in the evaluation of scientific reasoning, with more and more of the formerly paper-based assessment tools moving into the digital space. The study aimed to examine the reliability and validity of the paper-based and computer-based forms of the Science-K Inventory, which assesses children's scientific reasoning in three aspects: experimentation, data interpretation, and understanding of the nature of science. The pilot study involved 84 fourth-grade Hungarian students, with 39 students taking the paper-based test and 45 students taking the computer-based test. Rasch measurements and reliability tests have indicated that both the paper-based and computer-based test versions are equally valid for assessing the scientific reasoning skills of fourth graders. Students achieved high test scores in both mediums, and there were no significant differences between boys' and girls' scientific reasoning in either test type. The novelty of this research was that the Science-K Inventory had not yet been tested in a computer-based format. The results demonstrate that the Science-K Inventory can be effectively utilized in digital testing to provide teachers with rapid and valuable information for fostering the development of their students' scientific reasoning. Keywords: computer-based testing, paper-based testing, primary school, Science-K Inventory, scientific reasoning

Clinical Assessment Specialists: A New Faculty Role to Improve Clerkship Assessment.

Ambulatory clerkships, including longitudinal integrated clerkships (LICs), face challenges to assessment, including time pressure and clinical demands on preceptors. High-quality clinical assessment is critical to implementing competency-based medical education, generating valid grades, and supporting learning. This importance is further heightened with the new pass/fail scoring for US Medical Licensing Exam Step 1, discontinuation of US Medical Licensing Exam Step 2 Clinical Skills, and the growing concern for bias in assessment. The Kaiser Permanente Bernard J. Tyson School of Medicine's LIC spans the first 2 years with 50 students per class. In 2021-2022, the authors created a new faculty role, the clinical assessment specialist (CASp). CASps are highly trained clinical teachers who directly observe clerkship students in the ambulatory setting, provide feedback, and complete competency-based assessment forms. CASps completed 186 assessments of first-year (Y1) LIC students and 333 assessments of second-year (Y2) LIC students. Y2 students achieved average higher milestones and were rated as requiring less supervision compared to Y1 students. Y1 students rated CASps more favorably than Y2 students. Preceptors rated the contribution of CASps similarly across both years. Clerkship directors described benefits including identification of at-risk students and value of augmenting preceptor assessments. The CASp role may offer an innovative way to generate valid assessment of student performance, offset clinical pressures faced by preceptors, identify at-risk students, and mitigate bias, especially in an LIC. Future studies may examine assessment validity, including use in summative assessment. CASps are an innovative approach to clinical clerkship assessment.

Development of an Innovative Media Design Assessment Model in Junior High School Chemistry Learning

An innovative assessment model comprises a set of procedures aimed at gathering information regarding both teacher-led learning and the learning outcomes delivered through technology, such as Quizizz and Google Forms. This research aims to develop an assessment model for junior high school chemistry courses and focus on designing innovative learning materials. This research uses the R&D method with a design thinking approach, this research employed three questionnaires. The questionnaire was dedicated to assessing the validity of the assessment model framework, the validity of the assessment design, and to conduct field trials involving both educators and students. The analysis outcomes demonstrated a notably high level of validity. The assessment model framework achieved an average CVI score of 0.99, "highly valid” grade. Similarly, the assessment design exhibited a high level of validity, securing a score of 0.918, "highly valid" grade. Teachers and students responded favorably to this assessment model, with satisfaction levels exceeding 90%, thus confirming its validity and practicality. Consequently, this assessment model can be readily adopted by junior high school chemistry lecturers for a comprehensive assessment of student performance in chemistry classes. This is especially beneficial in the context of creating innovative learning materials, ultimately enhancing the effectiveness of chemistry education in junior high schools and aligning it with the demands of the 21st century.

Determining the Relationship of Icebreakers with Principles of Learning and Teaching

The occurrence of COVID pandemic has forced higher education institutions to adopt online teaching. A recent study has found that a vast majority of students find online teaching less motivating than face-to-face environments. Icebreakers are activities designed to “break the ice”, energize/re-energize students, and create an interactive environment among teachers and students. This research is aimed at providing a link between icebreakers and re-energizers and teaching and learning models. The purpose of this research is to encourage teachers, especially those dealing with adult learners, to develop their theoretical understanding for effective implementation of icebreakers in class and provide a link between teaching methodologies and icebreakers. The nature of this study is review-based and relies upon previous research. During the evaluation of this research, mapping between teaching perspectives, UKPSF dimensions, and the ripples’ model was developed. Moreover, different perspectives on the design of a student-centered learning environment were also identified. Based on this research, it was detected that there is a need to conduct further studies that can quantitatively measure the effect of icebreakers in fulfilling the learning goals. It is also essential to investigate whether the outcomes of ice-breaker activities can be linked with various aspects of teaching and learning. In this context, some authors have studied the effects of icebreakers on social interaction in online learning. However, their effects on other aspects of online teaching are still understudied. Based on the findings of this research, it is recommended that future research should be carried out on the design and employment of different ice-breaker activities in online classes and link them with the subject matter. The effects of these activities on student performance in assessment, class participation, and critical thinking must be investigated. Moreover, the current literature lacks the use of numerical and statistical analysis to support their results, which should also be taken into consideration.

Impact onFaculty's Own Development When Assessing Student Performance.

Assessing learner performance is a primary focus within simulation-based education in order to prepare students with the knowledge and skills they will need going forward in their careers. In order to properly conduct these assessments of learner performance, faculty must be adequately trained on the scenario, expectations, assessment measures, and debriefing. During Operation Bushmaster, a five-day "deployment" for learners, faculty assess students as they rotate through different leadership roles. The faculty development includes online and in-person training that provides them with an understanding of the scenario; what learners know; the framework used at USU to guide curriculum, development, and assessment; how to assess learners; and how to provide feedback to learners. Research has examined the value of receiving assessment and feedback from a student perspective, but the impact of being the assessor and giving feedback has not been researched from the faculty point of view. The purpose of this study, therefore, was to examine the impact of assessing students in simulation scenarios on faculty's own development as an educator and leader. Through a phenomenological qualitative study, we explored participants' lived experiences as faculty at Operation Bushmaster. Eighteen faculty from a variety of medical specialties and military ranks volunteered to participate. Participants were interviewed in-person using a semi-structured interview. Analyses included individually reading through each transcript; then individually coding and taking notes of terms and phrases used by participants; codes were compiled and organized into categories, which became the themes of our study. The interviews demonstrated the following themes in which providers who serve as faculty of Operation Bushmaster believe they gain from the experience: (1) The experience helps to reground their own thinking; (2) acting as faculty during simulation-based education helps them remain up-to-date on necessary skills; and (3) working with students helps faculty continually develop as an educator and a leader. This work describes how even when faculty are brought in for learner assessment, they are taking away lessons and experiences that aid in their own development as an educator as well as a leader. Acting as an assessing faculty for students may allow faculty to reground their own thinking, remain up-to-date on necessary skills, and continually develop their skills as an educator and leader. These findings suggest that some faculty involved in simulation events may also gain knowledge, skills, and experiences that can help with their own development even when the focus is on learners.

A study on the measurement and standardized assessment model of student learning outcomes in vocational institutions

Abstract As society requires a deeper understanding and demand for the actual abilities of students in higher education institutions, traditional assessment tests no longer meet the current needs. This paper first divides assessment techniques into two main categories from an application perspective: assessment of student learning performance and in-depth cognitive diagnosis. Students are automatically provided with appropriate learning content based on their ability level and learning style, providing them with accurate and timely feedback. Secondly, a new fuzzy inference model is proposed to determine students’ student outcomes by addressing the obvious shortcomings of the fuzzy sets usually used for student outcome assessment. Finally, the validity and usefulness of its assessment model are verified by the student learning performance on a real data set. The results show that the fuzzy inference assessment model designed in this paper can obtain an assessment accuracy of 85.8% for the learner’s learning outcomes, which has a good assessment effect. And the fuzzy inference assessment model also retains the greatest advantage of linear fitting regression, which reflects the correlation between the parameters of students’ learning behaviors and the final learning outcomes. The assessment method based on the fuzzy inference model predicts learners’ learning risks and provides learning interventions in advance for smart learning, and also provides new ideas for deepening education reform.

A National Survey Exploring Practices and Perceptions of Sharing Experiential Evaluations With Future Preceptors

ObjectiveThis study aimed to understand pharmacy programs’ policies and processes of sharing Advanced Pharmacy Practice Experience (APPE) assessment information among preceptors and to determine the types of grading scales currently being used nationally. MethodsA 14-question survey was utilized to collect information on Experiential Education policies and practices regarding APPE evaluations and assessment data sharing. The survey was administered electronically to Experiential Education Administrators at accredited schools of pharmacy nationally and gathered information on approach to APPE assessment, information sharing with future preceptors and open-ended responses on how struggling student learners are supported. Descriptive statistics were used to analyze quantitative responses, while qualitative open-ended comments were analyzed using thematic analysis. ResultsA total of 95 responses were included in the analysis (67.9% response rate). The majority of programs (83.2%) reported not sharing student performance assessments with future preceptors. Themes that emerged from the analysis of open-ended comments included concerns about bias and privacy violations, and the benefits of sharing evaluations for preceptor preparation and longitudinal student growth. The grading approach varied, with 53.7% of programs using traditional tiered letter grades and 45.3% using a pass/fail grading system. ConclusionMost pharmacy programs do not share APPE assessment information with future preceptors due to concerns about bias and protecting student privacy. However, programs may be looking for alternative processes that address the need to facilitate student growth and to support struggling learners. Examples shared may provide stimulus and insight for Experiential Education Offices to engage in programmatic discussions about the approach to assessment sharing practices.

APLIKASI PRESENSI PERKULIAHAN MAHASISWA MENGGUNAKAN QR-CODE DAN LOCATION BASED SERVICE BERBASIS ANDROID

Technological advancements have had a significant impact on life, including work and education. In the era of globalization, technological development is very important, including in the learning process. Attendance is an important aspect of student performance assessment. However, the manual timekeeping system has problems such as fraud, low accuracy, and data entry errors. This study aims to design conferencing applications that use QR codes and location-based services (LBS) to simplify and accelerate attendance management. The development method used is prototyping, which allows interaction between developers and users. This application is built using App Inventor on Android operating system, allowing to scan QR codes for class attendance. Attendance data is automatically stored in Google Drive for recording and report generation that teachers can flexibly access. The application of this technology is expected to increase the efficiency and accuracy of attendance as well as the quality of the learning process in higher education institutions.

Teacher Ability In Conducting Performance Assessment In Differentiate Learning

The challenge teachers often face today is evaluating individual student performance. Assessment of student performance is an essential aspect of different learning, but it is difficult for teachers to evaluate individual student performance when there are many students in a class. This study aims to analyze teachers' ability to conduct performance assessments in differentiated learning. The research method used is the mixing method. The population in this study were the teachers of the learning committee at the driving school. The sample consisted of 30 teachers spread across three districts/cities. Data collection techniques using questionnaires, interviews, and documentation. Data analysis techniques using quantitative and qualitative data analysis. The results showed that the teacher's performance appraisal skills in differentiated learning were still very varied and tended to be in choices 2 and 3 in the predetermined rubric. It was concluded that analyzing the teacher's ability to evaluate performance in differentiated learning was still relatively low. Integrating teacher assessment in learning refers to developing, implementing, and analyzing assessment results that are integrated and interrelated in learning programs. Integrating this assessment is very important because it can help teachers monitor student progress, evaluate the effectiveness of learning programs, and make the right decisions in improving learning programs.

Assessing Student Performance on Open- vs Closed-Book Summative Assessments

Assessing Student Performance on Open- vs Closed-Book Summative Assessments

TEHNICAL GUIDANCE FOR DEVELOPING PROJECT-BASED READING-VIEWING TEACHING MODULES FOR CLASS X OF EFL TEACHERS

This technical guidance aims at providing a training in preparing project-based reading teaching modules for tenth grade English teachers. This training is to design a module that integrates the Kurikulum Merdeka with a project-based approach. This aim is to ensure that the teaching modules prepared relevant to the learning materials set by the government, while still offering interesting and meaningful content for students. The participants are the EFL teachers of senior high school in Sidoarjo. The method applied involves systematic stages, including literature study, needs analysis, goal formulation, material preparation, and validation by education experts and English language experts. This technical guidance also emphasizes the importance of a project-based approach in reading learning, explore potential projects that are relevant to students' real lives, and offer effective strategies and techniques in designing and implementing project-based teaching modules. Also, it discusses aspects of evaluation in project-based Reading-Viewing learning, including assessment of student performance and evaluation of teaching modules. It is hoped that the results of this training can make a positive contribution to improving the quality of Reading-Viewing learning in class X. Teachers are expected to improve their skills in designing and managing learning that is interesting, interactive, and relevant to students' needs and interests. In addition, it is hoped that there will also be an increase in students' interest and motivation in developing their English reading skills.

A Hybrid Framework of Deep Learning Techniques to Predict Online Performance of Learners during COVID-19 Pandemic

COVID-19’s rapid spread has disrupted educational initiatives. Schools worldwide have been implementing more possibilities for distance learning because of the worldwide epidemic of the COVID-19 virus, and Pakistan is no exception. However, this has resulted in several problems for students, including reduced access to technology, apathy, and unstable internet connections. It has become more challenging due to the rapid change to evaluate students’ academic development in a remote setting. A hybrid deep learning approach has been presented to evaluate the effectiveness of online education in Pakistan’s fight against the COVID-19 epidemic. Through the use of multiple data sources, including the demographics of students, online activity, learning patterns, and assessment results, this study seeks to realize the goal of precision education. The proposed research makes use of a dataset of Pakistani learners that was compiled during the COVID-19 pandemic. To properly assess the complex and heterogeneous data associated with online learning, the proposed framework employs several deep learning techniques, including 1D Convolutional Neural Networks (CNNs) and Long Short-Term Memory (LSTM) networks. With the 98.8% accuracy rate for the trained model, it was clear that the deep learning framework could beat the performance of any other models currently in use. It has improved student performance assessment, which can inform tailored learning interventions and improve Pakistan’s online education. Finally, we compare the findings of this study to those of other, more established studies on evaluating student progress toward educational precision.

The Impact of Noise on Nursing Preceptors' Assessment of Student Performance: A Qualitative Study.

Noise is a relatively new concept highlighting the variability of cognitive inputs people grapple with when making a judgment. In this case, preceptors make a judgment of students' clinical performance during clinical practicum. There is scant literature examining the impact of noise on nursing student assessment. This article explores the noise that influences nursing preceptors' assessment of students in clinical practice. A qualitative descriptive design was used, and interviews were conducted with preceptors from the clinical setting. Three themes were identified, describing the tensions faced by preceptors when assessing students and the noise that impacted those assessments. Both system noise and individual noise impacted the process and outcome of nursing student assessment during clinical practicum.