Mastery Assessment Research Articles

Mastery Assessment: What, Why, and How?

Mastery Assessment: What, Why, and How?

Model of Flipped Classroom Environment for Mastery Learning Approach Using the “ZOOMRBT App”

In the digital era that encourages innovation in educational technology, it is crucial to incorporate the use of technology into pedagogy. Since the inception of hybrid learning and other approaches that involve students and instructors in educational activities, the learning environment has undergone significant changes. By utilizing instructional resources such as textbooks and videos, it has become feasible to engage with students beyond the confines of the classroom and during evening hours. Research conducted on students in grades 8 and 9 in Ontario, Canada, revealed that due to their limited spare time, they opted to study and complete their homework after school. Moreover, they exhibited a clear prioritization of their depth of subject knowledge over other factors. The study aimed to adapt the existing learning environment to establish a new environment conducive to mastery learning. It involved fifteen student participants, including an expert teacher in the flipped classroom teaching method. The study employed qualitative techniques such as focus groups, document analysis, expert agreement percentages, and innovative flipping of the classroom. The study resulted in the identification of five thematic analyses: learning flexibility, application skills, usage of application skills, mastery assessment, and the human touch. Collectively, these qualitative findings provide compelling evidence that the research participants actively engage with various aspects of the flipped learning environment, as outlined by the aforementioned themes. The participants in the case study acted as both fresh and established elements within the flipped learning environment.

STUDENT EVALUATION OF TEACHING QUALITY AT THE UNIVERSITY OF KINSHASA

The aim of this study was to obtain information on the perception of Université de Kinshasa students of the quality of the education provided at their institution. The study was based on two hypotheses: (1) Université de Kinshasa students would have a positive appreciation of the quality of the education they receive; (2) socio-demographic variables such as age, gender, promotion and department would influence students' assessment of the quality of the education they receive. To test this hypothesis, a scale was designed and administered to 114 students from the University of Kinshasa, Faculty of Psychology and Educational Sciences. The scale assessed four dimensions of teaching quality: the quality of teaching planning, teachers' performance, learning assessment and teachers' mastery of the subject. The results show that students at the University of Kinshasa have a positive assessment of the teaching provided at their institution. In other words, they affirm that the quality of teaching at their university is good. This quality is reflected in four indicators: (1) good planning of teaching by teachers, (2) good performance by teachers, (3) good assessment of learning and (4) mastery of the subject by teachers.

Addressing Students’ Different Learning Style in Teaching Vocabulary through Spelling Bee

In Indonesia, drills, question and answer technique, translation technique and minimal use of media are still in existence to teach vocabulary. These might lead to students’ boredom and learning disengagement. This qualitative study aims to report on teacher's experience when integrating Spelling Bee as a monitoring assessment of vocabulary mastery and as a consideration to specify possible teaching instruction. The action research method was employed to prescribe a set of sequential steps: reflect, get data, plan, act, and analyze. The steps are fluid, flexible and iterative at any point when necessary. Data triangulation was used to validate multiple data sources collected. There were two main findings after the second cycle was complete i.e., students’ level of engagement and students score increased by integrating Spelling Bee in the activity. Spelling Bee to equip students with meaningful activities has been achieved especially to serve the purposes of a warm up and an occasional touch to reflect DI implementation. Yet, the time allocation for the integration was inefficiency. Therefore, the integration successfully addresses young students’ style of learning and it can be less effective for more higher level of junior high school students.

Development of Learning Instrument to Increase Student’s Physics Concept Mastery Through Conflict Cognitive Approach

Physics learning using direct instruction method or speech method did not optimal in increasing concept mastery. This case results in low learning outcomes due to the low mastery of students' physics concepts. The solution to this problem is to develop learning instruments based on a cognitive conflict approach assisted by lesson videos to improve students' mastery of physics concepts as valid and appropriate products for use in learning. The learning tools developed are syllabus, lesson plans, Student’s Worksheet, lesson videos and concept mastery assessment instruments. The kind of research is research and development with the 4D method (define, design, develop, disseminate). This research is limited to the development stage, which includes validity testing. The results of this study can be concluded that the learning tools in the category are very valid and reliable. Based on these results, the learning tools developed are suitable for use in learning.

Pelatihan Pembuatan soal bagi Guru SMK Kepariwisataan di Kabupaten Bandung Barat

This community service activity aims to provide an understanding of the characteristics and ways to develop quality HOT (Higher Order Thinking) questions, provide direct experience in transforming ordinary questions into HOT questions and in developing HOT questions for students. Tourism teacher at SMK in West Bandung Regency. The target of PPM is vocational tourism teachers in West Bandung Regency who were selected by random sampling, meaning that one teacher is selected from several tourism teachers in each Vocational School in West Bandung Regency. PPM will be held on Friday 03 September 2021 at SMK Bina Wisata Lembang with lecture, discussion, and question and answer methods on issues related to developing HOT questions, as well as practice converting LOTS questions into HOT. responsibility in a row in the categories of good, very good, and good. The assessment of mastery of HOT questions through independent assignments changes the MANY questions into HOT questions. In general, this PPM activity was successful and on target, as evidenced by the participants who were very enthusiastic about participating in the activity from beginning to end and all participants stated that the PPM activity was beneficial. It is hoped that the participants who attend the activity can share knowledge with other teachers at their school or even other schools

ДИСТАНЦІЙНЕ НАВЧАННЯ: ПРИНЦИПИ ТА ОСОБЛИВОСТІ

Despite the fact that distance education developed in the 90s of the XX century in most countries, now this type of learning is very relevant because of the events taking place in Ukraine. The aim of this paper is to analyze distance learning with its all peculiarities and features, to compare it with online and virtual learning as it is often associated with online and virtual learning. However, these are different concepts. Distance learning has a more detailed design of the lesson and has a relatively clear structure, such as: setting the lesson, goals, assessment of students’ understanding of the lesson material, the content of the lesson, assessment of mastery of the lesson, time frame of the lesson. Tasks should be clear, useful, and understandable. Distance learning, unlike online one, which has emerged as a result of the spread of the coronavirus pandemic, is more thoughtful and active. It is flexible, teaches independence, and expands the capabilities of both teachers and students. The main difference between distance learning and other types of learning is that online learning is the acquisition of knowledge and skills through gadgets connected to the Internet in the “here and now” mode and this format is a continuation of distance learning. Apps like Face Time, Google Hangouts, Skype, Microsoft Teams, Zoom or What’s App can be used to provide these synchronous connections. Among the advantages of distance learning are individualization of learning topics, accessibility, individual consultation with the teacher, effective feedback, ease of viewing and processing the lesson material and others. Distance learning is a multifaceted concept, because it can be understood as anything – sending tasks, tests and independent work. It can be both synchronous and asynchronous, completely independent, or with the support of the teacher at certain stages. Keywords: distant learning, virtual learning, online learning, synchronous and asynchronous learning, independent work.

Implementation of PhET Virtual Laboratory Media-Based Physics Learning on The Progress of Student Concept Mastery During the Covid-19 Pandemic

This research aims to analyze the progress of mastery of the concept of Work & Energy and the concept of Dynamic Electricity with the application of media-based learning in the Virtual PhET laboratory. This type of research uses descriptive research to describe the object studied against the sample, namely students of the physics education study program, FKIP University of Cenderawasih. Collecting research data using a concept mastery test instrument given at the end of the lecture through a written essay test with 9 questions. This test is given to determine the mastery of students' concepts after taking lessons on the concepts of Work & Energy, and Dynamic Electricity. The test result data were analyzed based on the student's concept mastery assessment score. The results of the research obtained for concepts 1 and 2 mostly obtained very good and good categories of 63.50%, sufficient percentage category of 12.00%, and less and very poor categories of 21.00%. Therefore, the application of learning concept 1 and concept 2 based on the Virtual PhET laboratory media during the covid-19 pandemic for Cendrawasih University physics education students progressed to better mastery of concepts with the largest gains in the good and very good categories.

Development and Implementation of Greater Learning Model Integrated Structured Tasks to Improve Student's Concepts Understanding

This study was conducted at the Chemistry Education Study Program, Faculty of Teacher Training and Education, Khairun University. This study aims to develop the GREATER-2T learning tool and its implementation to students' understanding of concepts in basic chemistry 1 course & teaching and learning strategies of chemistry. The population and sample in this study were all students of the chemistry education study program who programmed chemistry teaching and learning planning courses and chemical research methodology, the odd semester of the 2021/2022 academic year. Sample selection using saturated sampling technique. The method used in this research is research and development ( research and development ). The products to be developed are learning tools in the form of lecture program units (SAP), learning implementation plans (RPP), and teaching materials. The development model used by Plomp consists of 5 stages, namely: 1) initial investigation, (2) design, (3) realization/construction, (4) evaluation and revision, and (5) implementation. The research instruments were in the form of validation sheets for learning tools and teaching materials, student response assessment sheets, and concept mastery assessment instruments. Data analysis used descriptive and inferential analysis, using the SPSS software.

Learning Materials of Concept Attainment Model with Concept Mapping Techniques to Improve Students’ Creative Thinking Skills and Concept Mastery

This research describes the validity of learning materials consisting of the syllabus, lesson plans, handouts, student worksheets, assessment of creative thinking skills, and concept mastery. The method is a modified research and development method, and this research is only limited to the validity of the learning materials. The developed learning materials were tested on 18 grade ten of Senior High School students. The data collection was carried out using the validation methods, and data analysis was carried out quantitatively. The validation results by three validators concluded that the syllabus obtained an average score of 3.81 with a completely valid category, lesson plan obtained an average score of 3.87 with a completely vali category. Meanwhile, handouts obtained an average score of 3.78 with a completely valid category, student worksheets obtained an average score of 3.88 with a completely valid category, assessment of creative thinking obtained an average score of 3.83 with a completely valid category, and assessment of concept mastery obtained an average score of 3.77 with a completely valid category. So that the learning materials developed is declared valid.

Self-referenced vs. reward-based feedback messages in online courses with formative mastery assessments: A randomized controlled trial in secondary classrooms

Mastery assessments are used in many digital learning environments to control learning progression and support low-achieving students relearning important content. But research on personalized feedback following a mastery assessment is scarce and yielded ambiguous effects. Therefore, this study seeks to contribute to this area of research by investigating the effect of two different feedback messages in short online courses for German and English language grammar and spelling in secondary classrooms (grades 6–10). The study compares a reward-based feedback message to a self-referenced feedback message. The reward-based message indicates if the learner reaches the mastery criterion and how many points the learning app awarded for completing the test. The self-referenced feedback message applies motivation theory to strengthen students' internal attribution of causes for the test performance. The web-app MasteryX (www.masteryx.de) randomly assigned students to either the reward-based or the self-referenced feedback message. The study sampled 620 students (309 female, 311 male) in 53 classrooms from 27 secondary schools. It analyzed the effect of the two types of feedback messages on the level of test-retest-sequences (n = 2450). Results indicate small though significant positive effects of the self-referenced feedback message on subsequent learning behavior (reading elaborated item feedback, training behavior). However, a multilevel regression model showed small to medium effects of the reward-based feedback message on the higher course levels' follow-up mastery assessment score. The findings emphasize the complexity of designing personalized feedback strategies in online learning environments with mastery assessments.

The Validity of Science Learning Devices Based on the 7E Learning Cycle Model to Improve Concept Mastery of Junior High School Students

This study aimed to develop a science learning tool based on the 7E learning cycle model that is valid to improve the mastery of concepts and science process skills for Junior high school students. The device development carried out refers to the Research and Development (R & D) development model based on the Thiagarajan 4D development model which includes the design, define, develop and disseminate stages. Based on the results of validation by 3 expert validators, it was obtained that the average value of the validity of the learning learning tools developed included the Syllabus 83.33%, lesson plan 81.48%, student worksheet 74.17%, Concept Mastery Assessment Instruments 77.78% and science process skills tests 80.00%. Based on the results of validation by 3 validators, In conclusion, the science learning device based on the 7E learning model developed is valid for use in learning.

The Effective Use of Negative Stems and “All of the Above” in Multiple-Choice Tests in College Courses

Over the past few decades, test-writing experts have converged on a set of best-practice guidelines for constructing multiple-choice (MC) items. Despite broad acceptance, some guidelines are supported by scant or inconsistent empirical evidence. This study focused on two of the most-commonly violated of these guidelines: the use of negatively oriented stems (e.g., those using the qualifiers “not” or “except”) and the use of “all of the above” (AOTA) as a response option. Specifically, I analysed the psychometric qualities of 545 MC items from science courses that I taught at a liberal arts college. In this dataset, items with negatively oriented stems did not differ in difficulty or discriminability from questions with positively oriented stems. Similarly, items with AOTA as a response option did not differ in difficulty or discriminability from those without AOTA as an option. Items that used AOTA as a distractor were significantly more difficult, and slightly more discriminating, than were items that used AOTA as the key. Although they must be written with extra attention to detail, this study suggests that MC items with negative stems or AOTA as a response option can be effectively employed for assessment of content mastery in a classroom setting.

The Use of Plickers for Formative Assessment of Vocabulary Mastery

The use of technology considered has able to help the learning process, especially in teaching English. In the industry revolution 4.0, there are some alternatives to teach English effectively. Plickers is an application that can help the teachers to measure student capability. This application used printable paper clickers to assign each student using the Plickers card. The teacher is instantly checking the student responses and assessment data for every question. This study was using mixed methods design to describe the use of Plickers for formative assessment of vocabulary mastery. The finding shows that Plickers help the teacher in preparing, executing, and examining in formative assessment. This application was able to improve students’ motivation and participation.

Case report: psychiatric assessment of testamentary capacity in Nigerian subject

ABSTRACT Background Testamentary capacity is an orphan topic in most psychiatric literatures especially in Nigeria. Trends of events are however changing as knowledge advances. Aims To appreciate the legal and medical interface, aid our understanding of the factors in the assessment of testamentary capacity and mastery of the principles involved. Method Vignette is made of one of the one of the two cases that were seen in Psychiatric Hospital Uselu, Benin-City, Edo State, Nigeria between March and May 2012. Theoretical basis and methodical adaptation in different instances as they relate to assessment of testamentary capacity were discussed. Results Testamentary freedom is limited by customary law which is not uniform because of cultural heterogeneity in the Nigeria setting. More detailed assessment is required when assessing testamentary capacity in special population. Conclusion Psychiatrist should prepare for the possibility of more of such request in the future.

The metacognition of elementary students in object change learning with SQ3R (Survey, Question, Read, Recite and Review)

Implementing education highly important to be prioritized. The competitiveness field requires teachers to put an effort in designing learning activities that aligns the demands of society and the quality of education. This study uses a 4-D model development procedure that aims to produce worksheets in accordance with the SQ3R steps in learning objects changes. Students’ worksheet with SQ3R was conducted on students 5th grade in SDN 1 Mimbaan and SDN 2 Mimbaan. Measurement of metacognition skills was performed by using MAI (Metacognitive Awareness Inventory) questionnaire. Assessment of students' mastery of concepts was obtained through pre-test and post-test scores. The N-gain (g) of metacognition skills of SDN 1 Mimbaan students was 0.43 and the N-gain value (g) 0.53 of SDN 2 Mimbaan students indicated to the medium category. N-gain (g) of concept of SDN 1 Mimbaan students was 0.48 and the N-gain value (g) of SDN 2 Mimbaan students was 0.59 which also fell in the medium category. In conclusion, the worksheet has met the criteria of valid, practical, effective and in accordance with research objectives in empowering metacognition skills and mastery of elementary students' concepts.

IMPLEMENTASI MODEL PEMBELAJARAN LEARNING CYCLE 5E PADA MATERI HIDROLISIS GARAM DI KELAS XI MIPA SMAN 1 BENGKULU TENGAH TAHUN AJARAN 2018/2019

This study aims to determine the effect of the implementation of the 5E Learning Cycle learning model on increasing mastery of concepts in the subject matter of salt hydrolysis. This research was conducted at SMAN 1 Bengkulu Tengah in the 2018/2019 class XI MIP academic year in one meeting. The trial implementation of the 5E Learning Cycle model uses a pre-experimental research design with the form of one-group pretest-posttest design. The study was conducted in February 2019 at SMAN 1 Bengkulu Tengah. The population in this study were students of class XI MIPA in SMA Negeri 1 Bengkulu Tengah academic year 2018/2019 which amounted to 126 people. Determination of the study sample was carried out by testing the normality of the population. The study sample was taken using simple random sampling technique obtained by students of class XI MIPA 1, the number of students was 31 people. The instruments used consisted of student response questionnaire sheets and concept mastery assessment sheets. Student response data, mastery of concepts were analyzed descriptively and their improvement was analyzed by analysis of gain scores. The results showed that students gave a positive response to the 5E learning cycle model with an average value of 4.2 from a maximum value of 5 which indicated that students felt greatly helped by learning with the 5E Learning Cycle model. This is also supported by a high score increase on mastery of concepts which obtained an average value of 76.97 which is in the effective category. Based on the results of the study, it was concluded that the implementation of the 5E learning cycle model in the subject matter of effective salt hydrolysis to improve mastery of concepts in class XI MIPA SMAN 1 Bengkulu Tengah Academic Year 2018/2019.

Development and Pilot Testing of an Assessment Tool for Performance of Anatomic Lung Resection

To meet the need for competency assessment in thoracic surgery education, we developed and tested an instrument to assess trainees' ability to perform anatomic lung resection for cancer. The Thoracic Competency Assessment Tool-Anatomic Resection for Lung Cancer (TCAT-ARC) was developed through a multistep process involving logical analysis, expert review, and simulation-based and clinical pilot testing. Validity evidence was gathered during a 6-month clinical study of trainees performing anatomic lung resections and assessments of practicing surgeons. Feedback was gathered via post-encounter questionnaires. A 35-item instrument was developed and was tested in the clinical validation study. Seven trainees in 4 North American institutions participated and completed 64 anatomic lung resections. Reliability was high (α= 0.93). Interobserver reliability (k= 0.73) and correlation with an existing global competency scale (k= 0.68) were moderately high. Item analysis revealed the most difficult and discriminatory items, which matched well with a conceptual understanding of lung resection. Both trainees and assessors viewed the instrument as highly educationally effective and user-friendly. Practicing surgeons outperformed trainees. The TCAT-ARC demonstrated early evidence of validity and reliability in assessing performance of anatomic lung resection. The instrument may be most useful early in training and as a means for providing fine-grained formative feedback about which steps have been mastered and which still require improvement. The TCAT-ARC may be used in training programs to aid in the development of trainees' competency and as a part of an aggregate assessment of trainees' overall mastery of the procedure and readiness for independent practice.

Excellence in the Design and Delivery of an Online Global Health Survey Course: A Roadmap for Educators

The release of the United Nations Sustainable Development Goals in 2016, the growing use of online delivery formats for public health education, and the urgent need to train an expanding global health workforce all reflect the need to adopt best practices in the design and delivery of online global health courses. The purpose of this coaching article is to share peer-to-peer strategies and best practices for developing a global health survey course for online delivery. Important elements for consideration include the use of a backward design approach, global health competency review and selection, the scope and sequencing of key content areas, meaningful assessments of competency mastery, the development of authentic learning strategies, the potential use of open educational resources, and strategies for ongoing course evaluation and refinement. A backward course design, with well-selected content domains and competencies, opens the way for the development of the best possible learning experiences that are consistent with national benchmarks for online course development. The use of this strategy has resulted in a much keener sense of course “ownership” on our part, along with enhanced learning experiences and satisfaction for students.

Mastery Learning in the Classroom: Concept Maps, Critical Thinking, Collaborative Assessment (M3CA) Using Multiple Choice Items (MCIs)

M3CA is a model of mastery learning developed in a college classroom, and an acronym for Mastery, Concept Maps, Critical Thinking, Collaboration and Assessment. The M3CA model is a formative model of skill based mastery learning and assessment that produces high levels of academic achievement and empowers students with a feeling of fairness. Mastery is based on students’ creation of concept maps, and the steps toward mastery include learning the skills of: critical thinking, prioritization (evaluation), individual and group synthesis, group evaluation (prioritization), and the application of multiple choice items to assess the facts, concepts and knowledge embedded in the concept maps. Multiple choice items created by and collected from teams of students are available for all to see and used in their assessment. Each step toward mastery is observable, transparent, and open to public view by the students.