Educational Assessment Research Articles

Psychological Fitness Education Driven by Artificial Intelligence Technology and Its Influence on Education Assessment

Psychological Fitness Education Driven by Artificial Intelligence Technology and Its Influence on Education Assessment

Konsep Dasar Evaluasi Pembelajaran

The learning process of students can be assessed through evaluation methods. The purpose of this evaluation is to assess learning outcomes as well as to evaluate the learning process. The concept of learning evaluation involves the control, assurance, and establishment of learning quality for all components at various levels and pathways of education, which is the responsibility of educational management. Assessment is the process of using various methods and tools to collect information about specific learning outcomes. Measurement, in English, refers to an action taken to adjust something. The basic way of measuring is by comparing something to a certain standard. Educators provide a series of tasks or questions to students to gauge their understanding and reach an agreement between students and teachers regarding the taught material, in line with current learning objectives, commonly referred to as tests. Therefore, it can be concluded from the table that tests are a benchmark for success in delivering education through educational assessment.

Tes Standar dan Tes Buatan Guru

Education is very important for human life so it must be fulfilled and carried out to improve the quality of human life. Therefore, to see the results or progress of the education, whether the results are good or bad. Evaluation and assessment must be carried out by an educational institution, but this evaluation and assessment has an administration that must be followed by an educational institution. This article explains clearly the administration of evaluation and assessment in education including definition, objectives, functions, space, scope and targets.

Of study enthusiasts and homebirds: students’ everyday mobility and sustainability dilemmas in online higher education

PurposeOnline education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO2 emissions. This paper aims to examine whether online education can contribute to university-related sustainable everyday mobility, with particular consideration given to aspects of social sustainability and potential rebound effects. Specifically, it explores sustainability dilemmas that arise from conflicting social and ecological effects.Design/methodology/approachDrawing on qualitative data from mobility diaries and extensive semistructured interviews (n = 26) collected at Osnabrück University of Applied Sciences in Germany, this study deploys thematic analysis and a typification approach to analyze and classify students’ daily practices related to studying, mobility and dwelling, which may be impacted by online education.FindingsThe study identifies six distinct student types with diverse practices in studying, mobility and dwelling. Comparisons between student types reveal stark differences regarding professional and social goals that students associate with their studies, influencing university-related mobility and residential choices. This leads to varying assessments of online education, with some students expecting benefits and others anticipating severe drawbacks.Practical implicationsThe typology developed in this paper can assist Higher Education Institutions (HEIs) in comparable contexts in understanding the distinct needs and motivations of students, thereby proactively identifying sustainability dilemmas associated with online education. By leveraging these findings, HEIs can effectively balance diverse interests and contribute meaningfully to sustainability.Originality/valueTo the best of the authors’ knowledge, this study is among the first to systematically investigate conflicts and rebound effects of online education in the context of sustainable mobility within HEIs.

Can Adaptive Testing Improve Test-Taking Experience? A Case Study on Educational Survey Assessment

ABSTRACT Test-taking experience is a consequence of the interaction between students and assessment properties. We define a new notion, rapid-pacing behavior, to reflect two types of test-taking experience – disengagement and speededness. To identify rapid-pacing behavior, we extend existing methods to develop response-time thresholds for individual items based on empirical patterns of response time and response accuracy. An analysis procedure is proposed to compare the extent of rapid-pacing behavior across testing formats. We also present a case study using datasets from an educational survey assessment of mathematics. A large-scale randomized experiment was conducted involving two testing formats (linear and multistage) for U.S. 8th-grade students. Results suggest that using multistage testing instead of linear testing has differential impact on test-taking experience across performance levels. The lower performers appear more engaged when presented with items better targeted to their proficiency, whereas the higher performers experience more time pressure when presented with more difficult items.

Evaluating the evaluators: a comparative study of AI and Teacher Assessments in Higher Education

This study aims to examine the potential differences between teacher evaluations and artificial intelligence (AI) tool-based assessment systems in university examinations. The research has evaluated a wide spectrum of exams including numerical and verbal course exams, exams with different assessment styles (project, test exam, traditional exam), and both theoretical and practical course exams. These exams were selected using a criterion sampling method and were analyzed using Bland-Altman Analysis and Intraclass Correlation Coefficient (ICC) analyses to assess how AI and teacher evaluations performed across a broad range. The research findings indicate that while there is a high level of proficiency between the total exam scores assessed by artificial intelligence and teacher evaluations; medium consistency was found in the evaluation of visually-based exams, low consistency in video exams, high consistency in test exams, and low consistency in traditional exams. This research is crucial as it helps to identify specific areas where artificial intelligence can either complement or needs improvement in educational assessment, guiding the development of more accurate and fair evaluation tools.

Analysis of Physiology Theory Question Papers for Competency-Based Medical Education Implementation in Gujarat: A Pilot Study.

Introduction Theory question papers form an important part of assessment in medical education. As per the Competency-Based Medical Education (CBME) guidelines 2019, questions should test higher levels of cognition. This pilot study analyzes 60 question papers from different universities in Gujarat for their construct and content validity. The aim was to analyze the quality of physiology question papers from various medical universities in Gujarat to gain insights into assessment quality and its alignment with the CBME guidelines. The objectives were twofold: to evaluate the "construct validity" and "content validity" of these physiology theory question papers over the past three years according to the CBME standards. Methods An observational study using a cross-sectional records-based approach was carried out, evaluating 60 summative exam question papers in physiology from eight different universities of Gujarat for their construct and content validity. Using Bloom's taxonomy, the learning level of the cognitive domain for the questions asked was assessed. The findings compared and displayed a sample of papers. Results A total of 1842 questions were analyzed from the 60 question papers of eight different universities of the Gujarat state. The study found that the questions asked for different levels of cognition in Bloom's taxonomy, i.e., remember, understand, apply, analyze, evaluate, and create, were 560 (30.40%), 434 (23.26%), 222 (12.05%), 118 (6.41%), 94 (5.10%), and 0.00%, respectively. A total of 414 (22.48%) questions did not have any verb, so they did not fit into any level of Bloom's taxonomy. The majority of questions (1773, 96.25%) were asked from the core competencies, while a small percentage (69, 3.75%) of questions were asked from the non-core competencies of physiology. Conclusion The majority of questions in the summative question papers in physiology were of level "remember" and "understand" as per Bloom's taxonomy. Of the questions, 26% did not have any verb. There is a need to incorporate more questions testing higher levels of cognition and to use blueprints by universities. Faculty training is also necessary to bring about course correction.

The Transformative Impact of Stealth Assessment on Medical Education.

This Letter explores the transformative impact of stealth assessment on medical education and its potential to enhance learning outcomes. Stealth assessment, an innovative approach, subtly measures students' learning progress while the students interact with rich and engaging environments, seamlessly integrating assessment within authentic learning activities. By mirroring the testing scenario with the learning format, stealth assessment mitigates test-related anxiety and promotes continuous engagement in training. It also plays a pivotal role in evaluating non-cognitive skills and attributes, such as empathy and ethical decision-making, which are often overlooked by traditional testing methods. Stealth assessment offers advantages in scalability and efficiency, leveraging technology and automation to streamline data analysis and feedback generation. The adoption of stealth assessment in medical education holds the promise of nurturing self-directed learning, reflective practices, and the development of nuanced skills necessary for medical practice, ultimately producing competent and well-rounded healthcare professionals.

Step by step: Utilizing Kotter's model to design and implement a strategic plan for institutionalizing interprofessional education and practice

Health professional schools are complex environments. Academic leaders of interprofessional education and practice (IPEP) have the unique challenge of navigating these intricacies on the individual and collective level to create a common vision that supports the sustainable implementation and assessment of quality interprofessional education (IPE). In order to move beyond a common approach to IPE that has been described as a “series of isolated events” that insufficiently address the Interprofessional Education Collaborative (IPEC) core competencies in their entirety, a strategic planning process can help institutions design and develop robust IPE experiences with intentionality.This article describes the steps taken in a formal strategic planning process to create and sustain a pan-university IPEP office to strengthen IPE and collaboration among emerging health professionals/schools-departments at a public flagship university in the southeastern U.S. Additionally, Kotter's model for institutional change highlights strategies to gain buy-in, and lessons learned. This paper provides a guide to help grow, sustain, and invest in formal IPEP programs for other academic institutions.

Artificial intelligence for the colorectal surgeon in 2024 – A narrative review of Prevalence, Policies, and (needed) Protections

Artificial Intelligence (AI) touches innumerable aspects of our lives today. It plays our music, turns on our lights, answers our weather questions, and even helps navigate our cars safely down the road - to name but a few capabilities. Review of the literature shows that AI applications are rapidly infiltrating most aspects of healthcare. For the microcosm of colorectal surgery, AI can assist in specimen acquisition, pathologic and radiologic diagnosis, selection of treatment modality, pre/postoperative risk stratification, and more globally in surgeon education, grantsmanship, and claims assessment. However, with such power comes the risk of its abuse, and subsequent harm to patients (and providers). Understanding a brief history of AI and the hierarchy of the predominant forms with which we interact, allow us to better understand the nature of these risks and how we can apply ethical frameworks to better understand and mitigate/prevent them. Finally, considering President Biden's October 2023 executive order, we can evaluate how US policy addresses these concerns.

Continuing Education Assessment

Continuing Education Assessment

Comparative analysis of large language models as AI assistants for educational Assessment: A case study in steam education

Comparative analysis of large language models as AI assistants for educational Assessment: A case study in steam education

Successful collaboration between Ifsi trainers and field professionals in the field of TVE

The educational dimension plays an important role in patient care, given the reduction in hospitalisation time, the complexity of the information to be given to patients and the increase in chronic diseases. It is therefore important to train not only healthcare professionals, but also nursing students. To provide Patient Therapeutic Education (PTE), students must be able to adopt an educational posture rather than that of experts and graduates must be able to carry out educational diagnoses or shared educational assessments and run therapeutic workshops. A cross-disciplinary PTE project has been developed at the Ifsi in Périgueux, in collaboration with health professionals and expert patients.

Big Data Analysis Based on the Evaluation of College Students’ Civic Web

With the support of large-scale information technology, education assessment no longer aims at the administration of the education system and the decision-making needs of educational institutions as before, but can serve all groups or people who are interested in and participate in education. The pertinence and effectiveness of students’ ideological and political education can be improved based on the analysis of data. As political educators in colleges and universities, they must keep pace with the times, actively analyze the students’ thoughts and behaviors with BDA, so that students have reason to make decisions on ideological and political education, so as to improve the pertinence and effectiveness of students’ political education and serve students to become talents. Therefore, based on the students’ political network, this paper puts forward a wide range of methods and analysis. The results show that our method can effectively promote the evaluation of students’ political education.

Teachers’ Perceptions About Authentic Assessment in Higher Education A University Case Study

Teachers’ Perceptions About Authentic Assessment in Higher Education A University Case Study

The Effectiveness of Technology Enhanced Assessment in Malaysian Higher Education for Medical Students

Technology-enhanced assessment (TEA) means all types of assessments that use technological aid either online or offline, either during or after learning with the objective of improving or assessing the process of learning. Aims: This study assessed the effectiveness and influence of TEA on the academic performance of medical students in a Malaysian private university. A cross-sectional study was conducted and convenience sampling was applied to recruit participants. A validated online questionnaire was used and the participants were required to report their demographic characteristics, academic performance before and after using TEA, and their attitudes towards the TEA. Paired-t-test was performed to assess the difference in medical students’ mean CGPA before and after using TEA. Study findings showed that medical students have positive attitudes towards TEA and believe that TEA offers value to their learning. TEA was found to have a positive impact on the academic performance by which there is a significance difference in medical students’ mean CGPA before and after using TEA (p0.05). TEA is an effective tool that can enhance the learning process among medical students. Nevertheless, the sample studied need to be more diverse to be able to generalize the results for all medical students along different universities and countries.

An Exploration of the Internal Quality Assurance System of Postgraduate Education in the UK

Universities in the UK are primarily responsible for the quality of postgraduate education. Through in-depth research on the educational quality assurance organization system, educational quality assurance process and educational quality assessment and feedback system of graduate students in British universities, it is found that universities in the UK provide all-round guarantee for the training of graduate students, forming a top-down quality assurance organization, diversified guarantee methods and student-oriented guarantee concept.

Assessment of Knowledge Competency Achievement

Assessment in education has an important role in measuring and supporting students' overall learning achievement. The background to this research is the need to understand how various assessment techniques can be used to obtain a comprehensive picture of student abilities. The aim of this research is to identify and evaluate the effectiveness of various assessment techniques and instruments in education. The research methods used include literature studies and literature analysis related to assessment techniques, including formative, summative assessments, written tests, observations, interviews, and portfolios. The research results show that using various assessment techniques simultaneously can provide a deeper understanding of students' learning achievements and support the holistic development of their skills and competencies. In conclusion, comprehensive and diverse assessments not only measure learning outcomes but also serve as a means to improve the learning process itself.

Assessment of elementary education in Chamarajanagara District, Karnataka: a geospatial analysis

Assessment of elementary education in Chamarajanagara District, Karnataka: a geospatial analysis

Learning, teaching and assessment in health professional education and scholarship in the next 50 years

This paper explores how health professional education and scholarship is likely to evolve over the next 50 years. Recognising the ambitious nature of this goal, we have adopted an approach of “looking back to predict the future”, drawing on past trends and lessons learnt to offer some predictions and recommendations. In doing so, we are mindful that recent advances in technology, especially related to generative artificial intelligence (AI), have added a further layer of complexity. The rapid rate of maturation of these technologies and the accompanying array of AI-based software solutions suggest that the educational landscape is likely to change dramatically—and continuously—over the foreseeable future. Within this context, it may seem premature to predict the future or make recommendations. However, in this paper we argue that urgent action is needed by educators to engage with the evolving landscape and to proactively develop models to harness the full potential of emerging technologies. Six themes are addressed, including: 1) the evolving role of educators and education providers, 2) innovative educational models and ethical frameworks, 3) future-focused competencies, 4) authentic assessment, 5) interprofessional education and 6) educational scholarship. This paper proposes a set of recommendations with the intention of stimulating critical discourse that can potentially lead to ongoing exploration of relevant issues.