Assessment-based Learning Research Articles

Development of Learning Evaluation Based on Automatic Assessment through Quizizz Paper Mode to Improve Students' Natural and Social Sciences Learning Outcomes

Class IV teachers have not implemented technology-based learning evaluation. This research aims to develop, test the feasibility and effectiveness of Automatic Assessment-based learning evaluation through Quizizz Paper Mode to improve the cognitive learning outcomes of class IV students. The type of research used is Research and Development with the Borg and Gall model. The subjects of this research were 20 class IV students. Data collection techniques use technical tests (pretest and posttest); and non-test techniques (observation, interviews, questionnaires). Initial data analysis technique with normality test; final data analysis using the T test and N-Gain test. The results of this research show: Evaluation of learning based on Automatic Assessment via Quizizz Paper Mode with components of questions, answers, question stimuli (images, videos, audio and tables), scores and duration of work with MOTS and HOTS cognitive levels; The results of the feasibility test for material experts and media experts are in the very feasible category; Effectiveness is seen from the pretest and posttest results. The T test results show Sig. (2-tailed) 0.000 <0.05. N-Gain score is 0.70 in the high category. The conclusion of this research is that the development of learning evaluation based on Automatic Assessment through Quizizz Paper Mode has been successfully developed, is very feasible, and is effective in improving the cognitive learning outcomes of class IV students.

Enhancing the Embryology teachinglearning experience in the medical curriculum: a faculty & student lookout

It has been identified that most medical students are dissatisfied with current embryology teaching, and they often find embryology learning difficult. The present study was conducted to evaluate the perception of faculty and undergraduate medical students regarding the existing teaching-learning practices in embryology. The present cross-sectional study involved faculty, undergraduate, and postgraduate students engaged in embryology teaching-learning. The study was conducted in two steps. In the first step, the undergraduates were provided with a semi-structured questionnaire that addressed the practices of embryology teaching- learning in the current medical curriculum. The responses were recorded using a Likert scale. In the second step, the participants were invited to answer an open-ended question on improving the teaching-learning practices of embryology. The study involved 50 faculty, 232 medical undergraduates, and 15 postgraduate students. Most participants (76.1%) agreed that human embryology is essential in understanding anatomical variations, congenital anomalies, and clinical ailments. Although embryology is interesting to study, it is not easy to comprehend, as stated by most students (52.24%). They also felt that embryology is often neglected while learning Anatomy (70.73%). Ways to improve the embryology teaching-learning practices assessed in step two identified the following themes: image and video-assisted learning, experiential learning, 3D-models assisted learning, case-based learning, specimen-based learning, assessment-based learning, and smallgroup teaching. Embryology teaching-learning is an integral part of the Anatomy curriculum. Therefore, there is a need to reform the existing methodologies of embryology teaching-learning to enhance student engagement. Seeking students and faculty’s perceptions about the current practices of embryology teaching and its impact on their learning becomes useful. This study intents to utilize the feedback gained in improving the process of imparting embryology knowledge and will assist in a positive learning experience for the students.

Assessment for Learning: Changes in the Role of Assessment in Learning

The purpose of this research is to describe the state of assessment for learning (AfL) in science learning. The research was conducted in February 2021. This research was conducted with a descriptive method using data collection techniques, namely a survey via google form. Before the instrument is used, calibration and testing are carried out and the test results of all items are declared valid and reliable. The results showed that the teacher agreed to the use of Assessment for Learning (AfL) in science learning, which could activate the learning process and accelerate the achievement of goals. In addition to the use of Assessment for Learning (AfL) in science learning, teachers also answered effectively in developing students' literacy skills according to subject coverage. Assesment for Learning (AfL) provides an overview of how students learn and achieve learning goals effectively that can be reported to students' parents. The obstacle in implementing assessment for learning (AfL) is that teachers still find it difficult to compile and develop assessment-based learning designs that are in accordance with process standards, so that most of these teachers adopt learning designs that are already available from various sources, so that the role of assessment is not yet a an integral part of the teaching and learning process.

Growing Pains: Positive Learning Outcomes but Evaluation Fallouts from Flipping the Embryology Curriculum in an Integrated Medical Gross Anatomy Course

Although embryology lays a strong foundation for understanding gross anatomy, variations, and congenital anomalies, its educational contact hours in the North American medical curricula have become minimal and integrated with other subjects. This poses challenges for students to learn the spatially complex developmental processes, leading many to seek external online resources or resort to rote memorization for the short‐term, neither an ideal solution.To promote effective learning and retention, embryology curriculum was offered in a flipped‐class format in the Fall of 2019 for first‐year medical students. Eleven, 8–16 minute tutorial videos were produced for each hour of embryology lecture in the integrated anatomy course. Before each embryology lecture, students were required to view the tutorial and complete a quiz. The lectures were customized based on pre‐lecture quiz outcomes and in‐class poll to review the difficult concepts, to solve clinical cases, and to complete additional assessments. Before each test in the course, students completed 2 additional hours of active learning sessions, which provided a variety of resources, including more clinical cases, assessment‐based learning, and various visual and physical embryo models. In an IRB‐exempt (#19‐1716), retrospective study, students’ embryology exam performances from the flipped class curriculum were compared with the previous year’s data (2018). The 2018 cohort received nearly identical educational materials, including the learning objectives, active learning sessions, and assessments, but lectures were provided in didactic presentations. The embryology instructor was the same individual in 2018 and 2019.Embryology exam data were analyzed using Item Response Theory, controlled for item difficulty differences. The results reveal that the 2019, flipped‐class cohort (n=184) had higher embryology exam performances in all 4 exams than the 2018, didactic cohort (n=184). T‐Tests revealed that the 2019 cohort performed significantly higher than the 2018 counterparts on embryology in the 2nd exam (p<0.01) and the comprehensive final (p<0.05). Interestingly, in student evaluations, the same embryology instructor was rated significantly lower on educational effectiveness by the 2019 cohort compared to the 2018 cohort. Thematic analysis of the evaluation comments revealed that though 2019 students found the instructor likable and appreciated the resources, efforts, and enthusiasm, the overwhelming majority disliked the flipped classroom model, citing that it did not help them learn, caused more confusion, and lectures felt disorganized.The learning outcomes of this study are consistent with the literature indicating the effectiveness of the flipped classroom in student learning and engagement; however, the negative outcomes of the educator evaluation is alarming and points to the importance of student education about evidence‐based pedagogical practices and student buy‐in.

Bridging the gap: How the National Core Arts Standards forge the divide between the arts and assessment-based learning

ABSTRACTThis article is a review and thematic analysis of the 2014 National Core Arts Standards (NCAS). Historically, there exists a gap between the arts and assessment-based educational practices. Thematic analysis of the NCAS reveals a policy striving to bridge the gap between the way arts educators envision arts in schools, and the current reality of assessment-based schooling in the United States. This policy could become the foundation for the recognition of the arts as academically rigorous subject matter, capable of existing and thriving in an assessment-oriented world; it remains to be seen as to how and if arts educators will use and adapt NCAS. Is the NCAS merely a symbolic policy or does it have the support behind it to be a material policy that truly creates change in the educational system?

What’s Wrong with Learning for the Exam? An Assessment-Based Approach for Student Engagement

It is now widely recognized that assessment and the feedback play key roles in the learning process. However, assessment-based learning approaches are not yet commonly practiced in Japan. This paper provides an example of an assessment-based approach to teaching and learning employed for a course entitled “English as an International Language” offered at the Nagoya University of Commerce and Business in Japan. The course objective was to help develop critical thinking, analytical reasoning, creative thinking, writing, and communication skills through examining the sociolinguistic landscape surrounding the English language in Japan. ICE (Idea-Connection-Extension) methodology was used to assess the course. Students actively engaged in the coursework and their feedback to the course was positive.