Student Assessment Research Articles

Preparing for Primary Specialized Accreditation in a Simulation Center: Assessments of Students who Studied in the Foreign Language

An anonymous survey of 40 foreign students from medical universities in a number of Russian cities who studied in an intermediary language showed not only the high level of the program for preparing for primary specialized accreditation implemented at the Center for Electronic Medical Education of the Volgograd State Medical University, but also the problems of students with knowledge of the Russian language, which, in general, reduces the effectiveness of training future specialists (in particular, therapists).

Conversational Artificial Intelligence: A Catalyst for Rethinking Assessment in Higher Education

Conversational Artificial Intelligence has disrupted higher education by fundamentally altering its landscape. Fuelled by natural language processing and machine learning this technology has gained widespread adoption particularly since the release of ChatGPT in November 2022. As universities embrace digital transformation, assessment practices must evolve to align with the capabilities of Artificial Intelligence-driven chatbots and virtual assistants. This paper explores how conversational artificial intelligence impacts higher education, in particular, student assessment. A fundamental shift in assessment and evaluation of student competencies is necessary to not only consider knowledge retention but also critical thinking, communication, and adaptability skills. A review of the literature was conducted to understand how assignments should change due to the emergence of this disruptive technology. Conversational Artificial Intelligence and its application within the higher education context is uncertain, with disparate practices—in terms of ethical consideration and understanding—across the sector. A case study was conducted in which MSc Management students undertaking a specific module were tasked to use three Artificial Intelligence tools in their report writing of a business, to verify the sources and content provided by the Artificial Intelligence tool, and to critically evaluate the process as well as the output received for each prompt. The paper proposes a collaborative approach to navigate the ethical implementation and utilization of conversational Artificial Intelligence in higher education, advocating for the co-creation of guidelines through forums like Knowledge Cafés, stressing the need to rethink student assignments and its assessment and the adoption of artificial intelligence technologies by students for assignments.

Patient Feedback Applied in Undergraduate Dental Education for Individual Student Development and Assessment: A Scoping Review.

Active involvement of patients in healthcare professional education is well established, taking a variety of forms. There is a steer towards patient feedback informing the development of dental students and while there is recognition of its potential value to individual students, challenges exist related to collection and use. What is unclear is, within a dental education setting, the extent and use of patient feedback to individual students. A scoping review was conducted to assess and map the volume and characteristics of the research/literature in this area. Systematic searches of bibliographic databases Ovid MEDLINE(R), Scopus, ERIC and Embase were conducted, and wider literature (Google Scholar) was searched. Screening was conducted based on eligibility criteria and a customised data charting form was used. The electronic and citation tracking searches identified 1021 studies. After duplicates were removed, 778 studies were screened by title and abstract, and 718 studies were found to be irrelevant to the current review. Sixty full-text studies were assessed for eligibility, 46 studies were excluded, and 14 studies were included for data charting. This review has identified that patient feedback has been captured through both simulated and real patient encounters. There was a bias towards feedback generated through simulated patient encounters. Feedback was reported to support the development of a range of skills, most frequently communication and patient management. Challenges that were identified by researchers related to staff/student engagement and available resources.

Analisis Pembelajaran Ekonomi Dalam Mencapai Profil Pelajar Pancasila Terhadap Pencapaian Karakter Siswa.

This study aims to analyze economic learning in achieving the profile of Pancasila students towards the achievement of the character of public high school students in North Banjarmasin. The problem focused on the lack of independence of students learning economics students in developing the character of the research method used is descriptive research with a quantitative approach. Samples were taken using Purposive Random Sampling technique as many as 226 public high school students in North Banjarmasin. Data collection techniques through observation, interviews, documentation and questionnaires to students as well as taking references from journals, books and other relevant sources. Data analysis in this study was conducted using descriptive statistical analysis, classical assumption analysis, simple regression analysis and partial test (t-test). The results showed that there was a positive influence between economic learning in achieving the Pancasila student profile on the character assessment of public high school students in North Banjarmasin.

Artificial Neural Network and Adaptive Neuro Fuzzy Inference System Hybridized Models in the Sustainable Integration of Language and Mathematics Skills: The Case of Singapore and Hong Kong

The four basic language skills, listening, speaking, reading, and writing play, a crucial role in the development of an individual’s skills in other disciplines. The current study aims to underpin the relationship between language skills and mathematics skills by focusing on the language and mathematics curricula of two consistently high-achieving countries, Hong Kong and Singapore, in the Program for International Student Assessment (PISA) rankings. In the current study, the convergent parallel mixed method was utilized that qualitative and quantitative data were composed together. Primarily, the outcomes of four language skills were determined in the native language teaching curricula of the two countries. The topics and themes related to four basic language skills were determined from the two mathematics curricula. The curricula were examined by document analysis from qualitative research methods. The analysis was conducted by examining the native language teaching and the mathematics curricula of both countries by the content analysis method. Later, the findings of the document analysis were used to develop machine learning models to find a possible positive relationship between language skills and the PISA scores. Although a number of previous studies have found a reasonable relationship between language skills and mathematics skills, the current study results were contradictory to the ones performed previously in the literature, and considering the curricula no positive relationship between the language and mathematics skills was found. The findings of the current study were further supported by the artificial neural network (ANN) and Adaptive Neuro Fuzzy Inference System (ANFIS) model performance metrics. Compared to an acceptable level of 0.80, significantly low R2 values of 0.35 and 0.39 for the ANN and ANFIS models, respectively, indicated very little relationship between the language and mathematics skills.

Direct observations of practice in social work education: the role of professional autonomy in policy enactment

ABSTRACT Although the assessment of students via direct observation of practice is a regulatory requirement of social work qualifying programmes in England, there is relative freedom in exactly how this policy is enacted. This study takes a constructionist approach to explore what direct observations are perceived to be and whether this influences their enactment. Interview data was collected from five participants who are all practitioners involved with this assessment method. Training materials were also analyzed and themed along with interview data. Interpretation of the data revealed three themes; participants had a clear concept of direct observations, valued them as an assessment method and they are embedded in social work education. Analysis of the findings revealed that the lack of regulatory expectations supports professional autonomy by enabling the translation of the direct observation policy into practice in a way which supports ownership, commitment and creativity. These findings demonstrate that it can be more beneficial to allow professional expertise to guide policy enactment in educational contexts than the top-down managerial approaches that dominate both educational and practice settings.

Monitoring the Validity of Formative Assessment: Tools and Methods

The relevance of the study is related to the need to increase the validity of formative assessment in classrooms, which is a factor in improving the quality of education and the development of students. The purpose of the study is to determine the criteria for the validity of formative assessment, which will allow gaps in its implementation in national schools and provide professional support to teachers to improve practice. The research methods used were lesson observation (the analysis of teachers’ approaches to formative assessment of students’ achievements) and a questionnaire, which revealed similarities and differences in the views of teachers and students on the practice of formative assessment. The results showed that the experience of formative assessment of teachers is associated with their knowledge and skills of implementing formative assessment. However, it also became known that the knowledge and views of teachers about formative assessment does not always correspond to their practice. The results of the study will allow us to develop guidelines for the implementation of formative assessment and ensuring its validity, which will contribute to improving the quality of education in schools in Kazakhstan.

A smart system for student performance assessment (SPA)

The proposed smart system for Student Performance Assessment (SPA) is a system that evaluates students' knowledge and skill attainment in a specific course by measuring their achievements of the Course Learning Outcomes (CLOs). The instructor defines the aspects, weights, and rating scale used by SPA to analyze each course. The system calculates the average of students' marks in each learning outcome and compares them with the CLO targets and scores to determine the effectiveness of the teaching and learning methods used. The system uses facts and rules extracted from the course syllabus and Bloom's Taxonomy to build its knowledge base. This paper presents the development of the SPA inference engine, which is used to find CLO targets based on the course level. The inference engine uses efficient procedures and a prediction process to determine the correct target and score, providing a reliable and understandable methodology for reasoning about the information in the knowledge base and formulating conclusions. SPA is a highly responsive and intelligent system that can be a valuable tool for measuring students' achievements. Its characteristics include high performance, reliability, and intelligibility, and its combination of cognitive systems and cognitive theory has led to remarkable progress in measuring student performance. Limitations include dependency on accurate course content and initial setup time, potential bias in CLO weight assignments, challenges in integrating SPA with existing institutional databases, the need for continuous updates to the knowledge base to reflect curriculum changes, and potential resistance from educators to adopt new technologies. Future improvements could involve adaptive learning integrations, enhanced user interfaces, and broader applicability across diverse educational settings.

Reading habits of student teachers studying at a distance-learning institution in South Africa

Background: South Africans are widely perceived as not being a reading nation. For many South African children, their first encounter with books and stories occurs when they formally enter the schooling system. This raises the question of how teachers understand their role as reading role models.Objectives: This article aims to investigate how pre-service teachers who are registered at an open distance learning institution evaluate their reading habits.Method: The study employed phenomenography as a research design. All students registered for the Children’s Literature module in 2023 were invited to participate in the study. The submissions of a formal forum discussion assessment of students who agreed to participate in the study were analysed and arranged in themes and codes using Atlas.ti.Results: The article shows that most students perceive themselves as readers, though for varied reasons. The findings suggest the rejection of a monolithic definition of a reader identity. Instead, the notion of categories of readers provides more valuable information for understanding reading behaviour and reader identities.Conclusion: This study confirmed that pre-service teachers are aware of the benefits of reading, though their actions to improve their reading ability, are inadequate.Contribution: Since pre-service teacher training is arguably an important opportunity for addressing the literacy crisis, the findings of this study emphasise the important role of teachers as reading role models.

Mathematical literacy learning environment for inclusive education teachers: A framework

The Program for International Student Assessment (PISA) 2022 study revealed low mathematical literacy scores among students, including those in inclusive education settings. A significant factor contributing to this issue is the inadequate capacity of teachers to effectively teach mathematical literacy. In response, this study aimed to design a mathematical literacy learning environment framework to enhance teachers' theoretical and practical understanding of teaching mathematical literacy in schools. The research employed a design research methodology, specifically the development study type, which involved preliminary research, prototype development, and evaluation stages. This paper focuses on the preliminary research phase, where data were collected through literature reviews and focus group discussions (FGDs) with teachers from inclusive schools. The collected data were analyzed qualitatively and descriptively. The study successfully developed a framework for a mathematical literacy learning environment that integrates courses, social media, and community engagement. This framework is intended to serve as a comprehensive reference for improving teachers' capacity to teach and assess students' mathematical literacy in a more holistic manner.

Teaching experience for process identification using first‐order‐plus‐time‐delay models

AbstractThis paper introduces an instructional framework for process identification, combining theoretical concepts with practical laboratory exercises, focusing particularly on the identification of first‐order‐plus‐time‐delay models. Our methodology emphasizes guiding students through the various stages involved in the system identification process, namely mastering techniques, such as data acquisition and preprocessing, identification and validation stages, and method comparison. The laboratory assignment is structured into three distinct stages: an initial prelab task working with simulated data, the hands‐on work with laboratory equipment, and the assignment report writing and oral presentation. The assessment of students' learning outcomes is conducted using a detailed rubric. Feedback from a focus group interview indicates that the majority of students appreciated the well‐balanced content, highlighting a strong link between theoretical concepts and practical application.

Exploring the health and wellbeing landscape at a third level institution

In line with the Healthy Campus framework, this study explored the health, health literacy, and wellbeing landscape for students at an Irish third level institution using a participatory action research approach with the aim to identify potential need, and inform future health promotion action(s). Methods. This mixed-method study involved three phases; (1) a scoping review to audit what activities are currently available to support student health and wellbeing on campus, (2) assessment of students’ current health literacy using the Health Literacy Questionnaire, analysed using Cohen's d to investigate the magnitude of differences between student groups, (3) qualitative discussions with university stakeholders, analysed using reflexive thematic analysis, to provide greater understanding and context to the results of the previous phases. Results. The scoping review identified 151 activities on campus to support students’ holistic health, with the majority focused on individual support. Students’ health literacy scores were in line with the broader literature. A number of themes were identified within the qualitative data; i) the need for an ‘opt-in’ approach to support a health-integrated culture, ii) barriers and facilitators to health information, iii) the importance of ‘walking the walk’, iv) the specific university experience of 2022 as society emerged from Covid-19, and v) factors that influence student engagement. Conclusion. Insight into the participatory action approach undertaken in this study may be useful to inform other higher education institutions (HEIs) interested in undertaking similar work. Thorough description of the findings may also allow these to be transferred to other contexts. The findings of this study can help inform and direct the current university's, and potentially other HEIs, future actions in regards to enhancing the health and wellbeing of its stakeholders. To foster an authentic ‘Healthy Campus’, a whole-university approach is needed HEIs, supported by open dialogue between stakeholders and senior leadership commitment.

Pemanfaatan Platform Merdeka Mengajar terhadap Kompetensi Pedagogik Guru di SMAN 1 Airpura

The curriculum changes that occur are a challenge for teachers in their implementation. Therefore, the Ministry of Education and Culture launched the Independent Teaching Platform with the aim of helping teachers in understanding and implementing the Independent Curriculum. This study aims to determine the use of the Independent Teaching Platform on the pedagogic competence of teachers at SMA Negeri 1 Airpura. This research is a type of evaluative research with a quantitative descriptive approach. The sample in this study amounted to 49 people. The data analysis in this study was carried out descriptively. The results of the research on the use of the Merdeka Mengajar platform on the pedagogic competence of teachers at SMA Negeri 1 Airpura, with a percentage of questionnaire results of 74% on the Inspiration Video feature, 79% on the Independent Training feature, 76% on the Proof of Work feature, 73% on the Student Assessment feature, and 80% on the Teaching Tool feature, it can be concluded that this platform has played a significant role in supporting the development of teachers' pedagogic competence. Overall, this study shows that the Merdeka Teaching platform has been well utilized by teachers at SMA Negeri 1 Airpura. However, there are still several aspects that need to be improved to ensure that all features can be used optimally by all teachers, so that they can be more maximal in improving their pedagogic competence

Influence of Personal, Psychofunctional Qualities Students for the Formation of Professional Artistic Skills

Problem and goal. The article presents materials from a study of the problem of the influence of personal, psychofunctional qualities of students on the effectiveness of the formation of professional skills in visual activity. The study of the innate psycho-functional inclinations of perceptual perception on the process of forming students’ imaginative thinking makes it possible to improve the quality of learning and effectively implement the acquired skills to create an artistic image. The development of students’ creative abilities in the process of professional training allows them to develop an interest in independent intellectual activity and improve professional skills in creative activities. The purpose of the article is to study the influence of personal, psychofunctional qualities of students in the “Design” direction on the formation of professional skills in visual arts. Methodology. The study used methods for assessing the creative thinking of students: Personal creative characteristics of F. Williams (1980), E. E. Tunik. Self-organization of activities Mandrikova E. Yu. Assessment of students’ mastery of graphic skills was carried out according to generally accepted criteria for visual activity. The results obtained were processed by methods of mathematical statistics using the software package “Statistica 10.0 for Windows”. Studying the problem of developing the creative potential of the innate, creative inclinations of the individual allows us to solve the problem of developing professional skills in visual arts. The results of the study indicate that the formation of professional skills in visual arts is determined by individual, innate inclinations of creative thinking; imagination, curiosity, the ability to find new solutions and apply complex techniques when performing a drawing. At the same time, determination in combination with self-organization of educational activities is the basis for the effective development of artistic and professional skills. Conclusion. As a result of the study, it was found that the effectiveness of the formation of professional skills in visual arts among students is determined by the innate inclinations of creative thinking: purposefulness, focus on the present, attentive attitude to the technique of representation, in combination with self-organization of educational activities, such as a necessary condition for the effectiveness of mastering professional skills, at the same time, for students with a dominant, passive, sensory-emotional perception of the world around them, orderliness and perseverance, as indicators of self-organization of activity, have a relatively subjective nature of application in the process of visual activity.

O73 - Online practical neonatal resuscitation assessments of midwifery students in regional and remote areas of Western Australia

O73 - Online practical neonatal resuscitation assessments of midwifery students in regional and remote areas of Western Australia

Optimal Assessment of Postgraduate Students: Beyond the Theory Paper

Optimal Assessment of Postgraduate Students: Beyond the Theory Paper

Developmental characteristics and control effects of myopia and eye diseases in children and adolescents: a school-based retrospective cohort study in Southwest China

ObjectivesTo characterise the prevalence of myopia and eye diseases among school adolescents and children in Southwest China, and to evaluate the effectiveness of myopia control tools.DesignRetrospective cohort study.SettingAcross 95 basic...

An interdisciplinary assessment of information literacy instruction

Information literacy is a crucial skill often overlooked by faculty in higher education, who expect incoming Gen Z students to have some ability to navigate the information landscape appropriately and efficiently either from prior high school instruction or simply by the ubiquity of information access. Assessments of college students' information literacy paints a different picture, indicating that information literacy instruction is required and that deliberate efforts should be made to aid students in proper evaluation and use of informational media. This study investigates the value of generalized information literacy instruction at a medium-sized, public 4-year university in a rural area. Student knowledge is assessed pre- and post-instruction to determine specific impacts of information literacy instruction on various facets of information literacy – source quality, relevance, and context. Specifically, the purpose of this research is to determine (1) whether information literacy varies across students in different fields/disciplines and (2) if so, whether generalized information literacy instruction tends to close those cross-disciplinary gaps or extend existing disparities. Data collected herein demonstrate that gains in information literacy vary substantially by academic discipline. For example, students in the College of Humanities and Fine Arts began with the second-highest average pre-instruction scores (75.00 %) and exhibited the largest gains between pre- and post-instruction assessments (+12.14 %). The results obtained in this study indicate that generalized instruction tends to inflate existing disparities in information literacy between disciplines. Based on these findings, there is ample evidence to suggest that discipline-specific information literacy instruction could provide students with larger individual gains and potentially allow information literacy to converge across fields.

ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ И МОТИВЫ ИССЛЕДОВАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ СТУДЕНТОВ

The article raises the problem of low interest of students in scientific work. The question of the influence of motivation levels of engineering students on their interest in research activities is considered. Attention is paid to the potential of junior courses' block of natural science disciplines as the first step in a series of measures to attract students to research. An anonymous survey of three-year students of a technical university was conducted to identify their motivations for vocational training. An analysis of the results of assessment of students of different courses by levels of manifestation of motives is presented, with elements of author's scaling of empirical data. In order to obtain and analyse qualitative data, the results of the focus group method are presented. The pedagogical principles of early development of research activity are defined: systematicity, interdisciplinarity, variability. A significant time and organisational resource for conducting optional research activities was identified. They are the hours in the working programmes of general education disciplines, allocated for independent work of students. Organisational and pedagogical conditions and approaches for early involvement of students in research activities are proposed. It is noted that the proposed measures have been successfully implemented in Tver State Technical University. The obtained results do not contradict similar studies of other authors.

An ensemble features aware machine learning model for detection and staging of dyslexia

<p>Dyslexia is a specific learning disorder (SLD) which may affect young child's cognitive skills, text comprehension, reading-writing and also problemsolving abilities. To diagnose and identify dyslexia, the testing scale tool has been proposed using artificial intelligence technique. The proposed tool allows the student who is suspected to have dyslexia to take up quiz and perform certain task based on the type of learning impairments. After completion of the test, resultant data is provided as input to the proposed ensemble feature aware machine-learning (EFAM) XGBoost (XGB) model. Based on the student assessment score and time taken by children, the EFAMXGB algorithm predicts dyslexia. The proposed EFAM-XGB is used to develop an integrated and user-friendly tool that is highly accurate in identifying reading disorders even with presence of realistic imbalanced dataset and suggest the most appropriate instructional activities to parents and teachers. The EFAM-XGB-based dyslexia detection method achieves very good accuracy of 98.7% for dyslexia dataset; thus, attain better performance in comparison with existing machine learning (ML)-based methodologies.</p>