Student Assessment Research Articles

A Mixed-Methods Investigation of First-Year Medical Students’ Professionalism Competency Development over the Gross Anatomy Course

Abstract Background While competency-based medical education (CBME) and competency assessment in clinical training are well documented, they are less commonly included in preclinical medical education. The gross anatomy laboratory is an opportune setting to incorporate competency assessment and reflection during preclinical medical education. This mixed-methods study determined how first-year medical student assessments of professionalism skills in the gross anatomy lab change over time and analyzed student reflections to contextualize the experiences they had developing the Professionalism competency. Methods First-year medical students at the University of Louisville completed self- and peer-assessments using the Professionalism Assessment Scale (PAS) at the beginning and end of their gross anatomy course (n = 83). The students also completed three competency development portfolio (CDP) entries throughout the course (n = 83). Qualitative thematic analysis with grounded theory was used to analyze comments related to professionalism skill development in the CDP reflections during the course. Results There was no statistical difference in PAS self-assessment scores from Time 1 (M = 4.81, SD = .209) to Time 2 (M = 4.85, SD = .217), p = .108. There was a statistically significant increase in PAS-peer-assessment scores from Time 1 (M = 4.89, SD = .165) to Time 2 (M = 4.93, SD = .127), p = .005. Thematic analysis of CDPs revealed that students believed they developed interpersonal relations/social skills, responsibility skills, and gross anatomy lab-specific skills over the gross anatomy course. Conclusions The Professionalism competency is inherently present and able to be assessed in the gross anatomy lab context for first-year medical students.

Influence of Democratic Leadership Style on Teachers’ Performance in 12 Year-Basic Education in Nyaruguru District, Rwanda

Numerous studies have found that democratic leadership style is commonly applied in Rwanda schools. However, less is known about its influence on teachers’ performance in 12 year-basic education. This article intends to investigate the influence of democratic leadership style on teachers’ performance in terms of instructional planning, student assessment, and teacher-parent collaboration. A quantitative method was used for data collection, utilizing a correlational research design with a sample size made of 164 teachers and 12 head teachers for 12 schools. Proportional sampling was used in determining the number of teachers from each school, simple random sampling to select teachers from the total number of teachers at each school, and purposive sampling to select all head teachers. Data were gathered through the questionnaires distributed to the teachers. Regression and correlational analyses were conducted using SPSS (version 27). The findings revealed that the democratic leadership style has a positive influence on teachers' performance in 12-year basic education. Specifically, 94.7% of the variation in teachers' performance is explained by the democratic leadership style, as indicated by an R-square value of 0.947. The results show that as head teachers increase the use of democratic leadership, teachers' performance improves in areas such as instructional planning, student assessment, and teacher-parent collaboration. Based on these findings, government is recommended to establish a policy framework that explicitly explains and encourages the application of democratic leadership style in 12 year-basic education.

A case study on development of a spiral oral health curriculum for medical students

AbstractInadequate oral healthcare remains a critical public health issue in children and adults in the US affecting adverse social, psychological, economic, and health outcomes. Medical clinicians have a clear role in addressing oral health issues and improving outcomes. Oral health guidelines for health profession schools were developed by the Association of American Medical Colleges (AAMC) oral health core competencies, and the newer Center for Integration of Primary Care and Oral Health's (CIPCOH) Entrustable Professional Activities (EPAs). However, the majority of health professional school deans and residency directors in the US report they are not satisfied with the oral health knowledge and skills of their learners at graduation. To address this issue, faculty at the University of Massachusetts Chan Medical School (UMCMS) have worked for the past decade to develop and implement a true spiral curriculum building on lessons of knowledge, skills, and attitudes throughout the 4‐year student experience. The current UMCMS curriculum involves most courses at the medical school, has community‐based and interprofessional components, and is taught using multimedia. Most of the curriculum is mandatory with selective opportunities for those in specialty tracks or who are seeking more hands‐on training. Our study evaluated the UMCMS curriculum using the AAMC and CIPCOH EPA guidelines. Findings show that all students receive training in 42 of 48 AAMC oral health competencies and seven of seven CIPCOH oral health EPAs with the opportunity to explore oral health further through elective courses. Assessments of students show they perform well and evaluation of the oral health curricula by students are positive. Although our oral health curriculum is robust, the next steps include expanding the evaluation of students to ensure they universally meet competencies. We expect that this case study can serve as a map for creating a generalizable, spiral curriculum for other medical schools.

Professionalism assessment of students in clinical education through Situational Judgment Test (SJT)

Professionalism assessment of students in clinical education through Situational Judgment Test (SJT)

Educational efficiency across Spanish regions: a comparative analysis over time

AbstractThe present study aims to assess the performance of Spanish regional education systems using data from the last waves of the Programme for International Student Assessment dataset (2018 and 2022) to explore how productivity gaps across regions change over time. To do this, we apply a robust version of the base‐group base‐period Luenberger index, which allows us to estimate and compare the performance of schools from different groups (regions in our case), assuming they use different technology of production. Consequently, we can compare the technical and efficiency gaps between regions, to identify the best performers (benchmark) and explain the gaps in terms of efficiency change (catching‐up effect) and technological change. The results show that all Spanish regions have experienced a deterioration in their performance over time, thus confirming the expected negative effect of the school closures caused by the COVID‐19 pandemic. However, there are notable differences in the evolution experienced by the different regions, which allow us to draw several relevant conclusions for the design of educational policies.

Optimized evaluation of the quality of sensor video internet of things (VIOT) by the integration of big data and artificial intelligence

AbstractThe application of sensor video internet of things technology to large-scale integrated work can significantly improve the working quality of employees. However, the degree of improvement in working quality is still difficult to measure in a systematic, intelligent, stable, and accurate manner. local optimization and adjustment after evaluation are still relatively challenging, To address these issues, the study proposes a method of optimizing the evaluation of sensor video quality through the integration of big data and AI techniques. A large-scale integrated distance education system in the field of education and training with a certain application basis is adopted as a case. Including big data and AI techniques such as integrated intelligent agent modules, recommendation algorithms, and transaction optimization algorithms, a new agent-oriented system design with fast response speed, strong scalability, convenient local optimization, and greater stability is achieved. According to the network topology structure of the distance education system in colleges and universities, this paper uses queuing theory to analyze the system performance of the system. The focus of this paper is the quantitative relationship between system communication intensity ρ, user arrival rate λ, system channel capacity n and system waiting delay, blocking probability, average queue length, system throughput and other important performance indicators. In teaching evaluation, the key factor that affects the quality of classroom teaching, that is, Developing a comprehensive system for evaluating classroom instruction is crucial. By incorporating student feedback, leveraging data mining techniques, and harnessing computer technology, a holistic framework for gathering, analyzing, and generating actionable insights on teaching performance is established. This approach makes the evaluation process more systematic and evidence-based, identifying 12 key elements that influence classroom education standards. In the experimental section, the student assessment data sets I1 and I2 exhibit experimental values (statistics) that significantly exceed the thresholds, with a minimum support of 0.32 and a confidence level of 0.61. Moreover, the Boolean matrix is divided into 90 points. The rule U1Ua ≥ U2 is identified as a subset of {U1U2Ua} within the large item set, signifying a strong association rule. These findings confirm the robustness of the artificial intelligence model proposed in this paper for video quality prediction. The optimized sensor video quality evaluation method not only meets a satisfactory confidence level and matching value but also demonstrates good reliability and relevance in the evaluation criteria.

Lembar Kerja Peserta Didik Berdasarkan Model Pembelajaran Generatif untuk Materi Gelombang Cahaya Kelas XI SMA

This research aims to develop LKPD based on a generative learning model on light wave material for class XI SMA that is valid and practical. The generative learning model was chosen because it is able to encourage students to actively build their understanding through interaction, reflection and discussion. This model has proven effective in improving critical thinking and problem-solving skills in physics learning. The developed worksheet is designed following the syntax of the generative learning model: orientation, cognitive conflict, disclosure, construct, application, and reflection, to support in-depth learning and link theory with real application. This research uses the Research and Development (R&D) method with the 4D development model (define, design, develop, disseminate). The define stage includes needs analysis and problem identification. At the design stage, the LKPD was designed by taking into account the content, structure, and aesthetic components. The development stage involves validity testing by experts, well as practicality testing by teachers and students. The dissemination stage is planned for wider application. The results showed that this LKPD has a very high level of validity with a validation index value of 0.94 in the content aspect and 0.86 in the structure aspect, which means that this LKPD meets the eligibility standards of the Merdeka curriculum. The practicality test shows that the LKPD is very practical with a teacher assessment score of 95% and a student assessment of 87%, so it is feasible to use it in the real field because it has been declared valid and practical.

Expecting less in hard times: How the state of the economy influences students’ educational expectations

Students’ realistic aspirations about their educational attainment (expectations) are predictive of their efforts, actions, and future outcomes. Limited evidence suggests these expectations are affected by the macroeconomy; however, the direction is ambiguous. We combine seven waves of Programme for International Student Assessment (PISA) data to examine this relationship in 38 OECD countries. Using within-country fixed-effect regressions, we find students have significantly lower educational expectations when GDP growth is low or negative. Assessing the heterogeneity of these relationships, we find that the expectations of students with below-average reading skills or who attend non-metropolitan schools are most strongly affected by the state of the economy. The results also suggest that when GDP growth is weak, students are significantly more likely to complete zero homework and arrive late to school, are less likely to participate in extracurricular academic programs, and expect lower labour market returns to completed education.

Water Aways Means Something:

I present the outline of and possibilities for a high school English unit examining writers’ symbolic use of water. Water typically symbolizes life, change, or cleansing. I suggest multiple possible texts in varying genres, as well as climate connections, for each of those meanings. I offer a student assessment prompt, “What water means to me,” which students can write to at the beginning of the unit and revisit at the end. I provide a link to a Google folder with references, more resources, customizable activities, and a Spotify playlist.

Examining the Influence of Transformational Leadership Style on Teachers’ Performance in 12 Year-Basic Education in Nyaruguru District, Rwanda

While numerous studies determined leadership styles in schools, limited research addresses the specific impact of transformational leadership on teachers’ performance in 12-year Basic Education. This study examined influence of transformational leadership on teachers’ performance in 12 Year Basic Education in Nyaruguru district, Rwanda. The study employed quantitative approach with correlational design, utilizing regression analysis and correlational analysis. This study used the sample of 164 teachers from 12 schools in Nyaruguru district. Proportional sampling determined the number of teachers from each school, and simple random sampling selected individual respondents. Data were collected via questionnaires and analyzed using regression and correlation techniques with SPSS (version 27). Results indicate a significant positive relationship between transformational leadership and teacher performance: individualized influence accounts for 71% of performance variation, idealized influence 70.6%, intellectual stimulation 58.8%, and inspirational motivation 45.9%. Increased use of transformational leadership by headteachers enhances teachers' performance in instructional planning, student assessment, and parental collaboration. The study recommends that the government provide guideline documents on transformational leadership for schools and encourages headteachers to adopt this style to enhance teacher performance.

COMPARATIVE ASSESSMENT OF VISUAL COLOR MATCHING FOR ARTIFICIAL AND NATURAL TEETH BY STUDENT OF DENTAL FACULTY AT KHARKIV NATIONAL MEDICAL UNIVERSITY

The purpose of this study was to conduct a comparative assessment of dental students’ ability to match the color of patients’ teeth with aesthetic restorations. Materials and Methods. The study was conducted from 2021 to 2024 with participation of 2nd- and 3rd-year students at the Faculty of Dentistry, Kharkiv National Medical University, Kharkiv, Ukraine. Results. Accurate determination and reproduction of natural tooth color is a challenging task in aesthetic dentistry, as color plays a crucial aesthetic role. This process depends heavily on the experience and perception of dentists and can be approached subjectively (visual analysis) or objectively (special devices). Although shade determination is a routine task for dentists, errors are still common. The study revealed that 2nd-year students struggled significantly with color matching, especially for natural teeth, with error rates of 66.6% for artificial teeth and 80.8% for natural teeth, indicating a need for more training. Students performed better using the VITA Classic shade guide, which is simplified, but matching the color of natural teeth requires additional practice. The results confirm that clinical training improves students’ color-matching skills. After training, 3rd-year students showed a marked decrease in error rates: 35.8% for artificial teeth and 53.3% for natural teeth. The Vita 3D Master scale proved more accurate due to its broader color-matching capabilities. Overall, the accuracy levels improved significantly, highlighting the effectiveness of the training program. Conclusion. The results of the study demonstrate that training significantly improves students' ability to accurately determine tooth color. The 3rd year students who underwent clinical training showed better results in matching the color of both artificial and natural teeth, reducing the number of errors by 35.8% and 53.3%, respectively. The Vita 3D Master scale proved to be more accurate due to a wider selection of colors and more evaluation parameters. The 81.5% increase in the overall score confirms the effectiveness of the training in improving the accuracy of tooth color determination in the educational process.

Self-Sovereign Identity-Based E-Portfolio Ecosystem

In Taiwan, traditional student assessments, covering academic and extracurricular achievements, have shifted from paper to electronic portfolios (e-portfolios). However, limited trust among institutions restricts students from freely sharing and using their educational data. This paper introduces a self-sovereign identity-based infrastructure aimed at enhancing personal data security within the e-portfolio ecosystem. The proposed system includes two core components: (1) a decentralized identity chain, aligning user identities across platforms and granting users full self-sovereign control; and (2) an e-portfolio application chain to manage user interactions and access permissions within the ecosystem. A trusted educational authority also audits data sources, ensuring data integrity and reliability. This infrastructure empowers users to control who can access their data, safeguarding their security, with the identity chain preventing unauthorized access and the application chain recording authorization statuses to restrict data visibility to approved parties only.

Responding to Generative AI

There are few technologies which have such great a potential impact on the design and delivery of tertiary education, as found with Generative Artificial Intelligence (Gen-AI). Student’s deep learning and the integrity of student assessment in particular is impacted by this emerging technology. This presentation will report on a three-cycle action research project to redesign assessments for effective learning in an Australian university Health Science (HS) faculty. Cycle 1 reviewed assessments using an innovative appraisal tool for assessments which was designed by the presenting HS academics that aligned recent Gen-AI and academic integrity guidelines from Australian institutions (Lodge et al., 2023a; Monash University, 2023; Flinders University, 2023; TEQSA, 2022; Torrens University n.d.). The tool was reviewed and improved for use in Cycle 2, which involved reviewing the remaining 16 HS subjects and designing a team-based strategy for implementing assessment reform. Cycle 3 involves implementing identified strategies for redesigning assessments across all HS subjects. We will report on the action-research methods used, including the development and use of the assessment appraisal tool, as well as the Cycle 3 early findings from the HS subjects assessment review. Results from the subsequent strategic assessment design will be presented using example assessment improvements based on the study findings. The findings highlight the need for a unified approach to assessment reform, and the potential benefits of systematic, team-based approaches to address emerging technologies. Action-research methodologies such as this one, employed with subject coordinators' involvement and training in evaluation, encourages pro-active subject quality improvement as well as scholarly thinking among university academics. This approach may be relevant to all academics interested in actively creating assessment reform amid the transformative education environment precipitated by the use of Gen-AI.

The national student survey of GenerativeAI use among Australian university students

Entrusting GenerativeAI (GenAI) to complete tasks that require critical engagement with content can have wide-spread implications to the integrity of student learning outcomes. This paper presents the preliminary findings of a mixed-methods survey of Australian university students (n=399) on their use of GenAI in their studies. Preliminary findings suggest student GenAI use in universities is common, with approximately one third of students using GenAI and 53% engaging with ChatGPT alone. In open-ended responses, stigma and judgement towards students utilising GenAI to complete their assignments is evident. Stigma may entrench a culture of secrecy around integrating GenAI into the student workflow, which may work against any initiatives to increase citation or transparency in the sanctioned use of GenAI. Students also discussed implications for employability, skill development, and the originality of their work, with 80% of students concerned that GenAI is devaluing their degrees. These findings require universities to critically engage with either: building a culture of engagement with, or increasing surveillance against the use of GenAI in student assessments (reflecting the GenAI stance of each university).

The Effect of Teaching Strategies on English Language Learning in Libya

This study examines the impact of teaching strategies on English language learning in Libya, focusing on the challenges Libyan teachers face in secondary schools. The research investigates the effectiveness of different teaching methods and explores innovative strategies, including interactive technologies, in the classroom. The primary aim is to assess how these strategies influence student engagement, language proficiency, and overall learning outcomes. A mixed-method approach was employed, incorporating a quantitative analysis of survey data from ten high school English instructors in Hoon. The results indicate that educators frequently employ supportive techniques, including offering comments and encouraging task completion. The study reveals substantial deficiencies in self-assessment and contemporary evaluation techniques, suggesting a dependence on conventional pedagogical methods. The absence of modern methodologies, such as student reflection and peer assessment, may restrict students' active engagement and impede their linguistic advancement. This research paper also identifies differences in teaching practices based on teacher demographics, including gender and years of experience. More experienced teachers were found to employ a broader range of strategies, suggesting the need for mentorship and professional development for newer educators. The study emphasizes integrating technology-enhanced tools and reflective assessment techniques to foster a more effective and engaging learning environment. The conclusions drawn from this research paper recommend that targeted professional development programs be implemented to support teachers in adopting more reflective and modern teaching methods. These programs should focus on enhancing teachers' skills in self-assessment techniques, peer evaluation, and technology integration in the classroom. By doing so, English language instruction in Libya can be significantly improved, contributing to better student outcomes and excellent English proficiency. Overall, the study underscores the need for a dynamic and adaptable approach to teaching English, where traditional methods are supplemented by innovative strategies that actively engage students and equip them with the necessary skills to succeed in a globalized world.

Exploring Online Teaching's Impact on Instructors in Core Engineering Courses: Insights, Challenges, and Future Directions

ABSTRACTThis study examines the impact of online teaching on instructors of fundamental engineering courses, focusing on insights, challenges, and future pathways. By analyzing the instructors' perspectives, the research examines various aspects of online teaching, including mode of delivery, student engagement strategies, assessment preferences, and future directions. Insights are drawn from a comprehensive survey of instructors, shedding light on their experiences, challenges, and preferences in the online teaching landscape. The findings highlight a preference for synchronous sessions, the utilization of diverse engagement techniques, and the significance of maintaining academic integrity in assessments. Instructors' preference for face‐to‐face interaction for improved academic performance and openness to hybrid teaching modes are evident. This study not only provides valuable insights into the dynamics of online teaching but also paves the way for future advancements in pedagogical strategies and educational technology integration. The research identifies potential areas for future work, ranging from refining hybrid teaching models to exploring emerging technologies and fostering instructor training.

Research on physical health assessment and intervention strategies for college students based on biomarkers

Effective physical health assessments and intervention strategies are crucial for college students, who often face unique stressors that can impact their physiological health. In this analysis, we explore how biomarkers can be utilized to assess physical health and the efficacy of targeted interventions for this demographic. Hypotheses were developed based on the three intervention groups: (1) a face-to-face intervention group receiving a tailored wellness program, (2) an Internet of Things (IoT) gadgets intervention group using a health management assessment, and (3) a control group with only baseline and follow-up measurements. College students (n = 204) were randomized into these groups. Biomarkers related to stress and inflammation (e.g., cortisol levels, high-sensitivity C-reactive protein (hs-CRP)) were measured at baseline, post-intervention (10 weeks), and follow-up (36 weeks). Psychological and physical health outcomes were also assessed using standardized questionnaires. The Mixed-Effects Models, ANOVA, and Structural Equation Modeling (SEM) were used to analyze the differences between groups, changes in biomarkers over time, and the relationships between psychological, physiological, and lifestyle variables. Results indicated that the face-to-face wellness group demonstrated significantly better physical health outcomes compared to both the IoT gadgets group and control group, with diet modification showing the highest effectiveness, followed by physical activity and stress management interventions.

Assessing Learning in Mathematical Sensemaking Electromagnetism Instructions among Rwanda Polytechnic Students at Huye College

In the realm of electromagnetic (EM) courses in engineering, many studies have reported students’ learning difficulties related to mathematical frameworks representing physical phenomena. Students’ learning engagement and learning gains are not satisfying. The present study assessed first-year engineering students’ behavioural engagement and perceived learning gains in mathematical sensemaking electromagnetism instructions at RP-Huye College. Within a single-case research design, a six-weeks intervention incorporating mathematical sensemaking instructions, supported by physical experimentation and computer simulations, was implemented to 61 first-year engineering students who were enrolled in the department of electrical and electronics engineering. All enrolled students were purposively recruited to participate because this target population was less than 100. Data were collected through classroom observations, which used the behavioural engagement related to instruction (BERI) and a post-topic evaluation, which used a semi-structured questionnaire. Data analysis involved the use of graphs, descriptive statistics and inductive thematic analysis. Findings revealed that students were mostly engaged during mathematical sensemaking by hands-on and simulation-based activities, particularly in topics related to electromagnets, where engagement levels peaked at 7.5 in average. Conversely, lecture-based tasks, especially on magnetic forces and electromagnetic induction, recorded the lowest engagement at 6.2 in average. The post-topic assessment on perceived learning gains showed that students had highly positive perceptions on their learning experiences (M=4.82, SD=0.48) and recognized the significance of EM in engineering (M=4.85, SD=0.38). These numerical results were complemented by students’ narrations, which indicated that they gained particular attention about specific EM formulas and how they can apply them in engineering. However, the present study also noted that further refinement in instructional design, particularly by incorporating specific dimensions of mathematical sensemaking, could optimize learning outcomes for EM courses in engineering. Additionally, formal assessments of students’ mastery and experimental studies can benefit future work.

Enhancing science achievement through inquiry activities: the critical role of perceived teacher support

ABSTRACT In science education, scientific inquiry is crucial for developing inquiry skills and constructing scientific knowledge. However, the impact of scientific inquiry activities on student achievement continues to be debated. A number of counterintuitive findings highlight the need to explore the underlying factors influencing the effectiveness of inquiry-based learning. This study employed hierarchical linear models (HLM) to investigate the role of students’ perceived school teacher support in moderating the relationship between inquiry-based science activities and science achievement. The sample used in this study was drawn from Beijing, Shanghai, Jiangsu, and Guangdong in mainland China (B-S-J-G-China). These four provinces participated in the 2015 Programme for International Student Assessment (PISA) as a collective group. The dataset comprised 9,592 students (4,543 females and 5,049 males) from 261 schools. Results revealed a negative correlation between inquiry-based activities and science achievement, indicating that a higher frequency of inquiry-based activities was associated with lower science achievement. However, this association was positively and significantly moderated by the extent of school teacher support. These findings highlight the pivotal role of students’ perceived school teacher support in enhancing the effectiveness of inquiry-based practices and shed light on optimising inquiry-based educational strategies. This suggests that the effective implementation of inquiry-based activities requires the backing of supportive teachers, with broader implications for curriculum design and teacher development in science education.

Формирование профессионально-важных качеств сотрудников ОВД посредством проектной методики изучения дисциплины «Профессиональная этика и служебный этикет»

The article is devoted to the study of the formation of professionally important qualities (hereinafter referred to as PIC) of students at the Barnaul Law Institute of the Ministry of Internal Affairs of Russia, ensuring their moral and psychological stability (honesty, discipline, responsibility, justice, etc.). An analysis of expert assessments of the formation of professionally important qualities grouped into four clusters "Moral stability", "Sustainability of working capacity", "Self-organization in professional activity", "Extroversion, social activity" was conducted on a representative sample (over 600 respondents). A comparative analysis by forms of study (full-time, part-time, faculty of professional retraining - short-term full-time programs) showed that students of the correspondence form of study included in practical professional activity, assess the formation of "professionally important qualities of students" significantly higher than students of other forms, with the exception of the cluster "Self-organization in professional activity". A comparative analysis of expert assessments of full-time students of the 2nd and 4th years demonstrated positive dynamics in three clusters, proving the overall effectiveness of the educational work of the university. Stagnation of indicators is observed for the factor "sustainability of working capacity". The results of the study formed the basis for developing the content of the course "Professional Ethics and Service Etiquette". The experience of implementing the project method as a technology for developing "professionally important qualities of students" is substantiated and described