Assessment Of Student Learning Research Articles

A Real-Time Data Mining Approach for Interaction Analytics Assessment: IoT Based Student Interaction Framework

Students’ interaction and collaboration with the fellows and teachers using the Internet of Things (IoT) based interoperable infrastructure is a convenient way. Measuring student attention is an essential part of the educational assessment for students’ interaction. As new learning styles develop, new tools and assessment methods are also needed. The focus in this paper is to develop IoT based interaction framework and analysis of the student experience in electronic learning (eLearning) so that the students can take full advantage of the modern interaction technology and their learning can increase to a high level. This setup has a data collection module, which is implemented using Visual C# programming language and computer vision library. The number of faces, number of eyes, and status of eyes are extracted from the video stream, which is taken from a video camera. The extracted information is saved in a dataset for further analysis. The analysis of the dataset produces interesting results for student learning assessments. Modern learning management systems can integrate the developed tool to consider student-learning behaviors when assessing electronic learning strategies. The tools are also developed for the data collection on both student and teacher ends. Correlation of data and hidden meaning are extracted to make the learning experience and teaching performance better and adaptable. IoT based infrastructure provides the facilities to fellow students about location awareness, fellows’ accessibility, social behavior and helping hand.

Measuring longitudinal student performance on student learning outcomes in sustainability education

PurposeThe purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course.Design/methodology/approachThrough an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time.FindingsThe core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability.Originality/valueThis research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

Textbooks on open reserve: A pilot project

Located in Milwaukee, Wisconsin, Alverno College is a small Catholic liberal arts college for women that features a unique ability-based curriculum and a rigorous tradition of assessment of student learning. The library plays an important role by providing resources and services that support the unique curriculum. Until recently, the collection development policy specified that library resources not include textbooks. However, in an effort to address concerns associated with rising textbook costs, student retention, and students’ inability to purchase materials needed for their coursework, the library altered its policy and established an open reserve textbook collection.

MODEL PENILAIAN HASIL BELAJAR DAN KARAKTER

The purpose of this article is to provide an overview of student learning and character assessment. The assessment of student learning has been focus more on mastery of material, but less attention to aspects of character. Whereas in education has two dimensions of purpose, namely to be smart and good morals. Intelligence has related to cognitive, while character has related to affective. Through this study, has expected to obtain a model of assessment that involves cognitive and affective aspects in an integrated manner. The method of study has done in compiling the article through literature study, i.e. studying the theory or opinion relating to student learning assessment. Based on this study, it concluded that: (1) Assessment of learning and character carried out independently. (2) Teachers face constraints assessing the character of students. (3) There are a number of interventions to the teacher's assessment; (4) Collaborative assessment of learning and character makes it easier for teachers and schools to make responsible decisions. (5) Assessment of learning has a positive implication on the formation of student character or otherwise.

Assessing Student Learning in Number Sense Using Model-Strategy-Application with Reasoning Approach

Assessing Student Learning in Number Sense Using Model-Strategy-Application with Reasoning Approach

Optimization of engineering student learning and assessment by cognitive methods

This study addresses the learning objectives and the student outcomes of industrial engineering students by examining them at three different levels: course level, program level, and graduate level. Three learning domains are developed and analyzed for this purpose to assess the performance of students during and after graduation. These domains are labeled as the house of cognitive learning, which shows the level of learning, its outcome elements, and the depth of understanding. In the higher education system, the correct assessment of student learning is always considered as a challenging task. The aim of this study was to develop an integrated integer-programming algorithm to accurately determine the learning level of students. The method incorporates quality control charts and statistical assessment tools to present the findings. In this study, level of learning is calculated as a learning index that presents the contribution of a course to the respective student outcomes. Moreover, it depicts the overall achievements of students during their learning. Therefore, another aim of this study was to explore how to better utilize the collected data for the assessment of learning level. The outcomes of algorithm and statistical approaches are quite encouraging for the evaluation of students' learning, thus improving the quality of engineering program.

IoT-based students interaction framework using attention-scoring assessment in eLearning

Students’ interaction and collaboration using Internet of Things (IoT) based interoperable infrastructure is a convenient way. Measuring student attention is an essential part of educational assessment. As new learning styles develop, new tools and assessment methods are also needed. The focus of this paper is to develop IoT-based interaction framework and analysis of the student experience of electronic learning (eLearning). The learning behaviors of students attending remote video lectures are assessed by logging their behavior and analyzing the resulting multimedia data using machine learning algorithms. An attention-scoring algorithm, its workflow, and the mathematical formulation for the smart assessment of the student learning experience are established. This setup has a data collection module, which can be reproduced by implementing the algorithm in any modern programming language. Some faces, eyes, and status of eyes are extracted from video stream taken from a webcam using this module. The extracted information is saved in a dataset for further analysis. The analysis of the dataset produces interesting results for student learning assessments. Modern learning management systems can integrate the developed tool to take student learning behaviors into account when assessing electronic learning strategies.

Integrating Evidence-Based Practice into a Lebanese Nursing Baccalaureate Program: Challenges and Successes.

Evidence-based practice (EBP) is defined as "the conscientious use of current best evidence in making clinical decisions about patient care." This paper describes how we have developed the evidence-based practice concept and integrated it into two courses at two different levels of the BSN curriculum. Students apply EBP knowledge and process by using the PICO clinical question (Population, Intervention, Comparison and Outcome), whereby they observe a selected clinical skill, and then compare their observations to hospital protocol and against the latest evidence-based practice guidelines. The assignment for the second course requires students to pick a more complex clinical skill and to support proposed changes in practice with scholarly literature. Assessment of student learning and course evaluation has shown that the overall experience of integrating EBP projects into the curriculum is fruitful for students, clinical agencies, and faculty.

Reasonable Adjustments in Learning Programs: Teaching Length, Mass and Capacity to Students with Intellectual Disability

Developed in concert with twelve special schools (Prep to Year 12) in Queensland, this paper regarding reasonable adjustments that promote quality differentiated teaching practice in special education math classrooms represents the knowledge and expertise of fifty teachers in special education. Survey responses and empirical evidence suggest that three conclusions are warranted: 1) That a focus on reasonable adjustments which is highly individualised, comprehensive and ongoing, needs to be strengthened to positively affect student learning and progression; 2) Neither assessment of student learning in mathematics or failure to respond to the results is sufficient for making judgements about students' learning, and; 3) special education teachers do require strong knowledge and skill with differentiating their teaching practice to ensure that students access the curriculum at appropriate year levels.

Crossing the Threshold in Introductory Women’s and Gender Studies Courses: An Assessment of Student Learning

This article reports on a scholarship of teaching and learning (SoTL) project in the introductory women’s and gender studies course, occasioned by a curricular redesign to focus the course on four threshold concepts within the field: the social construction of gender, privilege and oppression, intersectionality, and feminist praxis. The authors identify the metaphors students used to describe their learning, focus on the roles of metacognitive development and affective learning, and discuss the most difficult course concept for students: intersectionality.

Oral Assessments of Student Learning in Undergraduate Aerospace Propulsion and Power Courses

A purposeful approach has been taken to match teaching pedagogies (techniques), learning experiences, and assessment methods to various types of students learning in undergraduate aerospace propulsion courses at the junior-level at the United States Air Force Academy (USAFA) and senior-level at Oklahoma State University (OSU), Stillwater, OK. Prior studies in the scholarship of teaching and learning have shown the benefits of matching assessment methods, as well as teaching pedagogies and learning experiences, to the types of students learning associated with desired educational outcomes. Literature suggests the best method for teaching and assessing student’ cognitive learning is through explanation and presentation. Oral assessments have been implemented at the Air Force Academy and Oklahoma State University to evaluate students' cognitive learning in undergraduate aerospace propulsion and power courses. An oral midterm exam was performed to assess students' acquisition knowledge and understanding of fundamental concepts, the type of learning occurring early in course lesson sequences. End-of-semester design project poster sessions and presentations served as summative oral assessments of students' creative thinking, decision making, and professional judgment. Conversely, two written midterm exams and a final exam primarily focused on assessing students' problem solving skills and less on comprehensive knowledge. Oral assessments also served as reflective thinking experiences that reinforced student learning. Student feedback on oral assessment methods was collected through surveys conducted after each assessment. Survey results not only revealed the effectiveness of using oral assessments but also on how to improve their design and implementation, including the use of information technology (IT) and broader curricular employment.

Guidelines to Integrate Spirituality and Spiritual Care in Occupational Therapy Education: A Modified Delphi Study

ABSTRACTThis modified Delphi study aimed to develop educational guidelines for integrating spirituality and spiritual care into occupational therapy education. The first round comprised a self-administered questionnaire, the second round used a face-to-face workshop, and last round reviewed the developed educational guidelines, which reached the highest agreement and median values greater than 3.25. A panel of 18 comprised occupational therapy educators, clinicians, and nursing experts were recruited. A total of 126 out of 142 items reached the highest agreements from the panel participants, categorized based on the content knowledge-based, importance, skills, ethics, pedagogical approaches, teaching and learning strategies, and assessment of student learning.

What Constitutes Poor Teaching? A Preliminary Inquiry Into the Misbehaviors of Not-So-Good Instructors

Across three phases, we investigated college students’ perceptions of poor college teaching to develop a typology of poor teaching behaviors. In Phase 1, students generated a list of qualities representative of poor teaching. In Phase 2, another group of students assigned behavioral correspondents to these qualities, resulting in a list of 15 poor teaching qualities and their attendant misbehaviors. Finally, in Phase 3, yet another group of students generated a “top 5” list of qualities and behaviors that their most ineffective teachers have exhibited. Across participants in Phase 3, the top 5 list included, in order, being disrespectful, offering unrepresentative and unfair student learning assessments, having unrealistic expectations for student learning, being less than knowledgeable on course content, and having poor communication skills. These findings provide practical guidance on which particular behaviors teachers should avoid adopting in their instructional repertoires.

DIA: a Computerized Adaptive Testing Tool for assessing Student Learning

We present a computerized adaptive testing tool, termed DIA, for the assessment and provision of feedback to students from a formative evaluation perspective. We use Brazilian governmental guidelines for teaching mathematics (Brazil, 1998; Brazil, 1997) to construct a scale with goals increasingly ordered by the vertical development of mathematical knowledge. We construct a simulated item bank that meaningfully relates to our scale through the item response theory. We also analyze a feedback given by DIA.

Toward a Global Sociology of Religion

This article offers an example of a global approach to teaching the sociology of religion, a course that typically focuses on American religious phenomena. It builds on three interventions in the movement for a global sociology: connecting the local and global, moving beyond methodological nationalism, and developing an ethical orientation toward sociological questions. Such an approach encourages students to question taken-for-granted assumptions about religion and gain conceptual clarity. Specifically, the course goals are to challenge students’ preconceptions about the global South as well as the global North and complicate and historicize the definition of religion. I describe class content and activities on five major themes, each carefully connected to globalization: defining religion, orthodox women, secularism, conversions and revivals, and violence. Assessment of student learning includes a compilation of student responses to final exam questions and their own final statements of what they learned.

Introduction: rethinking assessment and feedback

There is now a rich pedagogical literature that attests to the absolute centrality of assessment and feedback in effective student learning at undergraduate and postgraduate levels. And yet – despite this consensus in the pedagogical literature over the crucial importance of assessment and feedback – they are not, it seems, fulfilling their purpose or potential for students or lecturers alike. This symposium starts from the premise that assessment and feedback matter, that they are not working at present and that we need to find ways to do them differently. The symposium brings together five original articles from contributors who all want to explore alternative ways of thinking about, and doing, assessment and/or feedback so that they work better both for our students and for us as their lecturers.

Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts.

The Vision and Change in Undergraduate Biology Education: Call to Action report has inspired and supported a nationwide movement to restructure undergraduate biology curricula to address overarching disciplinary concepts and competencies. The report outlines the concepts and competencies generally but does not provide a detailed framework to guide the development of the learning outcomes, instructional materials, and assessment instruments needed to create a reformed biology curriculum. In this essay, we present a detailed Vision and Change core concept framework that articulates key components that transcend subdisciplines and scales for each overarching biological concept, the Conceptual Elements (CE) Framework. The CE Framework was developed using a grassroots approach of iterative revision and incorporates feedback from more than 60 biologists and undergraduate biology educators from across the United States. The final validation step resulted in strong national consensus, with greater than 92% of responders agreeing that each core concept list was ready for use by the biological sciences community, as determined by scientific accuracy and completeness. In addition, we describe in detail how educators and departments can use the CE Framework to guide and document reformation of individual courses as well as entire curricula.

Student conceptions of international experience in the study abroad context

While much of recent study abroad research has focused on identifying and measuring different learning outcomes in terms of specific skills, competencies, perspectives and attributes acquired during study abroad opportunities, less research has considered how students’ deeper conceptions and understandings of international experience may change and develop during such educational encounters. This paper presents a phenomenographical research study that explored how students conceive of and make meaning out of their international education experience in a study abroad context. The data are based on detailed semi-structured interviews conducted with a sample of 28 undergraduate students at an American university who engaged in a variety of different study abroad opportunities. Guided by Variation Theory of Learning, the analysis of the data resulted in a typology of student conceptions of international experience (SCIE) that identified four distinct categories of conceptions of international experience (observing, interacting, participating and embracing) described across three constitutive features (being in the other culture, relating to the other culture and learning in the other culture). Hierarchically related through nine critical aspects of variation, the typology provides a unique and useful framework against which to map the “messiness” of students’ complex, often complicated understandings of their experience. It offers study abroad programmers opportunities to better understand and design student learning experiences and assessment instruments that go beyond competencies, skills and other learning outcomes.

Concepções e atitudes a respeito de avaliação da aprendizagem em química: análise no ensino técnico integrado

Evaluation is a necessary and constant task of teaching, being an important tool in the teaching process and that can be performed by various instruments. Then, the present study aimed to verify how students and teachers perceive and act regarding this issue, specifically in the subject of chemistry, and which are the instruments used in the assessment of student learning. The study was conducted using a sample of individuals from Integrated Technical Course of Biofuels at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte – IFRN, Apodi. The results showed that different instruments in the evaluation are used with the great predominance is still the written test, even being listed several other more interactive forms. It is important to understand the relationship of the assessment as an essential part of the teaching action and that the more diverse, more suitable as a means of learning analysis.

Plickers: A Formative Assessment Tool for K–12 and PETE Professionals

Classroom response systems have become popular in K–12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system is available that requires very little technology, is easy to use, and can provide feedback on student learning in an instant. This article will discuss Plickers as a real-time formative assessment tool that teachers can use to enhance assessment of student learning in physical education settings from K–12 to higher education.