Continuous Assessment Of Students Research Articles

Cognitive Status Analysis for Recognizing and Managing Students' Learning Behaviors

Online learning environments have become increasingly popular due to their flexibility and convenience, but they also present new challenges, such as maintaining student motivation and engagement. To address these challenges, it is crucial to understand and predict students’ learning behaviors. This study explores the recognition and management of students’ learning behaviors through cognitive status analysis. By conducting a thorough analysis of students’ cognitive status and applying advanced deep learning models and algorithms, this study demonstrates the effectiveness of recognizing and managing students’ learning behaviors. The proposed model combines convolutional neural networks and long short-term memory networks with attention mechanisms, which incorporate cognitive status evaluation features and use them as filters for text information. The model’s focus on text sentences with distinctive features in cognitive status evaluation leads to more effective recognition and management of students’ learning behaviors. Additionally, by integrating Most Informative Propositions and Semantic Propositional Value into the deep learning model, this study achieved excellent results in cognitive status evaluation recognition tasks. Further experiments show that by mixing different features and using advanced algorithms, the final model achieves high classification accuracy and F1 scores on multiple types of learning behaviors. Continuous assessment of students’ cognitive status and learning behaviors can lead to the development of effective learning strategies and intervention measures, which can enhance students’ mastery of knowledge and overall performance.

Continuous assessment strategies as a way to motivate students in Technology careers

Society demands that new strategies for learning processes put a greater focus on the students. Thus, new methods must be implemented in higher education studies, leaving guided learning, which is evaluated at the end of the course. The high percentage of abandonment of university studies calls for the implementation of teaching systems in which students are the main actors of the learning processes, under the guidance of the faculty. Moreover, a continuous assessment of students would help to increase student motivation by the continuous feedback of their effort as the course is underway. This work collects the results of different experiences carried out in three different degrees in the University of Seville (Mechanical Engineering, Chemistry and Materials Engineering). These experiences follow a methodology based on case studies, which finally motivated students in every course analysed and promoted the obtainment of higher marks.

Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis

Test anxiety is a widespread and mostly detrimental emotion in learning and achievement settings. Thus, it is a construct of high interest for researchers and its measurement is an important issue. So far, test anxiety has typically been assessed using self-report measures. However, physiological measures (e.g., heart rate or skin conductance level) have gained increasing attention in educational research, as they allow for an objective and often continuous assessment of students’ physiological arousal (i.e., the physiological component of test anxiety) in real-life situations, such as a test. Although theoretically one would assume self-report measures of test anxiety and objective physiological measures would converge, empirical evidence is scarce and findings have been mixed. To achieve a more coherent picture of the relationship between these measures, this systematic review and meta-analysis investigated whether higher self-reported test anxiety is associated with expected increases in objectively measured physiological arousal. A systematic literature search yielded an initial 231 articles, and a structured selection process identified 29 eligible articles, comprising 31 studies, which met the specified inclusion criteria and provided sufficient information about the relationship under investigation. In line with theoretical models, in 21 out of the 31 included studies, there was a significant positive relationship between self-reported test anxiety and physiological arousal. The strengths of these correlations were of medium size. Moderators influencing the relation between these two measures are discussed, along with implications for the assessment of physiological data in future classroom-based research on test anxiety.

Assignment and Project Activity Based Learning Systems as an Alternative to Continuous Internal Assessment

Abstract A very important aspect of engineering education is continuous assessment of students’ performance. The assessment process in engineering education should be continuous, objective, corrective, providing inbuilt mentoring, sufficiently fast so that the corrective feedback is available to the students without much delay, while simultaneously improvising the innovativeness and creativity of the students. The process at the same time, should not be too taxing in terms of time, effort and fatigue level of the faculties. From a very long time, internal tests have been the primary assessment tool for continuous assessment. These examinations are usually quite frequent in nature, discourage the students to undertake deeper studies, cause a great discontinuity in the teaching-learning process, do not provide the real-time corrective mechanism and are too taxing to the faculties, making the joyful teaching-learning activity greatly monotonous and tiresome. We have attempted and successfully developed a Continuous Assignments and Project Activity Based Learning and Examination (CAPABLE) System, and also used with many successive batches of an Undergraduate Engineering/Technology program over certain subjects, as a beginning trial for evaluating it as an alternative assessment scheme. We present here this method with its very encouraging documented results as an interesting case study.

Factors related to academic failure in preclinical medical education: A systematic review

Introduction:Identifying the learners’ problems early enough and providing advice from the beginning is definitely an important investment in the training and progress of future practitioners. The current review aimed at examining factors related to academic failure of the preclinical medical students. Methods:The study was carried out as a systematic search of publications in the following databases published from January 1987 to January 2018: PubMed, Web of Knowledge, Educational Resources, Information Center and Scopus. No language limitation was set for searching the resources. As a comprehensive search, the following keywords were used for the abstract, title and keyword sections: academic performance, academic failure, academic achievement, drop out, academic engagement, learning disorder, medical student, struggle student and problem learner. A valid tool (STROBE) was used to determine the quality of the articles. Results: Most articles discussed personal causes, 7 discussed learning style, 7 discussed personality traits, 6 discussed motivational strategies and self‐efficacy, 4 discussed quality of sleep, 4 discussed the effect of stress, 9 discussed demographic factors, 3 discussed physical activity, 1 discussed coping strategies, 2 discussed class attendance and 4 discussed study strategy. Twenty-five articles described instructional design cause, 3 described teaching strategies, 2 described course assessments, 1 described the course structure, 3 described critical thinking, 3 described blended learning, 13 described predictive courses, 14 described admission tests, 1 described the learning environment, 2 described curriculum planning and 3 described the pre-matriculation program. Conclusion:Medical teachers often do not know which students are problem learners or what causes academic failure. The goal of this systematic review was to determine the origin of problems in learning to identify problem learners. The results indicates that managers, policymakers, instructors and counselors can monitor student academic achievement by careful planning of instructional design, attention to an educational environment, use of active teaching methods, continuous assessment of students and consideration of personal factors.

La evaluación continua en el Grado de Trabajo Social de la Universidad de Barcelona

The Bologna process has meant important challenges to national higher education systems in Europe that have had to modify the ways of organizing teaching. Each country has its idiosyncrasies and its cultural values embedded in their educational regulations that may mean that reforms move in different directions. Spain, like some other countries, has attempted to reform its teaching methods in the context of the Bologna process. Our research has focused on the evaluation of how continuous assessment of students’ performance has been implemented in the Degree in Social Work at the University of Barcelona. Our aim has been to know better how this process is being carried out and identify problems arising from its implementation, as well as its impact both on faculty and on students. Data was collected at the Facultat de Pedagogia of the UB from students, faculty and managers with direct relation to the degree in Social Work, and from experts from other areas of the university. We’ve used both qualitative and quantitative techniques, mainly through interviews, focus groups and a survey answered by 80 percent of final year students. After bringing together the points of view of students and faculty, the lack of a common definition and of common criteria on what is continuous assessment and how to put it in practice was apparent, and that some other factors were hindering follow-up and feedback to students. Nevertheless, and despite the limitations in the implementation of continuous assessment, students think they will be able to use what they’ve learnt after graduating, and this suggests that the problems affect the implementation method rather than its contents.

EVALUATION OF THE SOFTWARE TO HELP ADVISING PROFESSORS IN ISFAHAN UNIVERSITY OF MEDICAL SCIENCES

Background: One of the essential and inevitable principles in improving the education quality, particularly in universities, is the continuous assessment of students’ educational progress at different education levels. The role of advisors and consulting tutors at universities are considered as one of the important interventions of the Ministry of Health for the purpose of guiding students' studying affairs. This article studied the design, implementation and evaluation of the software used in aiding the advising professors of Isfahan University of Medical Sciences. Methods: The present study is a descriptive-analytical one. This investigation was done in pursuit of designing and implementing software procedures, helping the advising professors to instruct students to evaluate their results through its implementation. The researchers considered the software through analyzing the average grades of students and the circumstances before and after implementing the software (i.e. intervention). The statistical population included all of the Isfahan University of Medical Sciences students between 2009 and 2011, being the total of 11813 persons. Student workbook records were included in the study. The data was analyzed by the software SPSS 16, descriptive statistics and proper statistical tests. Results: The process evaluation showed both conditional probation situations (0.12 percent) and decreasing the average grades (0.11 percent) decreased as compared to the past, whereas students’ GPA increased significantly after the intervention (P<0.05) Conclusion: Implementing the instructional software for the advising professors, regarding the education of the students on the verge of academic failures in 2009, has significantly increased their capability in supervision and educational instructions, and reduced the number of students at risk of academic failures.

Continuous assessment report attacked.

A report on a new system of continuous assessment of students in first level nursing courses was criticised by English National Board members as 'confusing, turgid and open to misunderstanding.'