Assessment Of Learning Achievement Research Articles

Hubungan Kebiasaan Sarapan Pagi terhadap Prestasi Belajar Siswa Siswi Kelas XII IPA SMA Negeri 8 Tangerang Selatan dan SMA Negeri 4 Tangerang Selatan

Breakfast habits are an important factor in fulfilling nutrition in the morning in order to support health and also support student achievement in school. Even so, many of the children go to school without breakfast. The purpose of this study was to assess the relationship between breakfast habits and student achievement in class XII science. This study used a cross sectional study design from December 2019 to January 2020. A 24-hour Food Recall questionnaire was used to determine breakfast habits. Other factors such as knowledge of nutrition, rest patterns, physical activity and gender were also measured using a questionnaire to support the relationship between variables. Assessment of learning achievement is used by taking the average value of the latest daily test scores with core subjects. The selected sample size is 246 students which are divided into 2 schools. Data were analyzed by computer software. Of the 246 respondents who were divided into 2 schools, there was a significant relationship between breakfast and learning achievement with p < 0.05 for the two schools. The multivariate results of SMA Negeri 8 Tangerang Selatan showed the most dominant physical activity variable with PR (Prevalence Risk) 17,196 and SMA Negeri 4 Tangerang Selatan showed the same result, namely the variable physical activity was the most dominant among other variables with a PR (Prevalence Risk) value of 5,482. Consumption of breakfast that is not regular or not having breakfast has an influence on brain performance in the learning process at school. One of the important factors influencing physical activity is the number of calories for breakfast, nutritional knowledge, rest patterns and gender. Students are expected to practice a healthy breakfast eating pattern with the recommendation of the Nutrition Adequacy Rate (RDA) and regulate physical activity so as not to get tired during school hours.

Assessment of learning achievement using self-assessment rubric in the role-play for pharmacological education.

Assessment of learning achievement using self-assessment rubric in the role-play for pharmacological education.

Primary School Pupils’ Self-Assessment: the Attitude of Students, their Parents and Teachers

The article deals with the more significant theoretical and practical aspects of primary school pupils’ self-assessment achievements: the concept, the purpose and significance of promoting self-assessment, opportunities of primary school pupils’ self-assessment. The results of the exploratory research are presented: the attitude of primary school pupils, their parents and teachers towards the self-assessment of the pupils of this age.
 The object of the research – the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements.
 The aim of the research – to examine the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements.
 The quantitative research was done in February 2012 at secondary schools: Vilnius Ateities High School, Švenčionys Primary and High Schools aiming to find out the attitude of teachers, students and parents towards the assessment of learning outcomes and self-assessment in primary education.
 Research instrumentation formed: surveys for teachers, students and their parents.
 Research scope: 70 surveys for teachers, 70 for students and 70 for students’ parents were formed and distributed. The received reversibility quota reached 100 %.
 The research showed that the assessment of learning outcomes is important and significant to all members of educational process (students, parents and teachers). Besides, parents feel that they are able to participate in the assessment together with teachers and they want to be considered as their partners. Thus all the above mentioned members / partners of the educational process should be included into the process of the assessment of students’ progress and achievements.
 The basis of the assessment of learning achievements and progress in primary education is the self-assessment of students. It is an interesting, human and effective way of assessment that allows children to lead their own learning by their selves with responsibility, to be equitable partners of teachers and personally observe their own progress.
 The main participants of the education (learning) process (pupils, their parents and teachers) acknowledge that primary school pupils are capable to evaluate their learning achievements. Teachers are the most optimistic about the self-assessment of the pupils of this age, meanwhile parents are the most pessimistic. Most of parents and teachers of primary school pupils understand the pupils’ self-assessment as a method of developing pupils’ responsibility for their learning. Parents of primary school pupils much rarely than teachers relate the self-assessment with the education of the pupil as an equal teacher’s partner and with the education of the pupil who is capable to manage his/her learning on his / her own.
 Only a minority of parents of primary school pupils accept the idea that pupils of this age are capable to manage their learning on their own. The answers of primary school pupils and teachers indicate that primary school pupils are allowed to evaluate themselves, however, students’ self-assessment is now associated with the generalizing assessment. The daily learning is related to teacher’s evaluation rather than students’ self-assessment.

Las evaluaciones de logros educativos y su relación con la calidad de la educación

En el presente artículo se delinea el panorama actual de las evaluaciones de logros de aprendizaje nacionales e internacionales que nacieron como una estrategia para conocer el nivel de desarrollo de las competencias de los estudiantes, especialmente en las áreas de matemática y lengua materna, incluyéndose más tarde en estas baterías las evaluaciones de ciencias y escritura y, en el presente, las de habilidades ciudadanas. Los resultados de las diferentes pruebas internacionales existentes, en las que participa la mayoría de los países del primer mundo y algunos de América Latina, señalan lo que ya sabíamos: que el nivel de aprendizaje de los estudiantes latinoamericanos está muy por debajo del de los europeos y los asiáticos. La importancia que muchos países le asignan a la evaluación de los sistemas educativos, en cuanto a los aprendizajes de los estudiantes, no concuerda con la utilización que de sus resultados hacen para la definición de políticas educativas que procuren el mejoramiento de la calidad de la educación. La escasa aplicación puede deberse a que lo insatisfactorio de los resultados compromete a las administraciones, por lo que en muchos casos se prefiere no difundirlos, o bien, a que los equipos técnicos no alcanzan el nivel necesario para realizar los análisis correspondientes, sin olvidar que los cambios continuos de autoridades ministeriales afectan la sostenibilidad de los proyectos de evaluación. La difusión de los resultados por los medios de comunicación muchas veces incide negativamente en los docentes, quienes se sienten totalmente culpabilizados y estigmatizados por la sociedad. El conocimiento de los nudos críticos de los sistemas educativos es demasiado relevante como para desechar esta herramienta que, bien utilizada, puede convertirse en la principal estrategia para marcar el camino hacia la mejora de la calidad educativa.