Education Assessment System Research Articles

Twenty years of the National Higher Education Assessment System – SINAES in Brazil: trajectory, principles, dilemmas and trends

Resumo O objetivo principal deste trabalho é promover uma reflexão a respeito dos vinte anos de implementação do Sistema Nacional de Avaliação da Educação Superior - SINAES, tendo em vista realizar o resgate histórico de seu contexto de formulação e de sua implementação, além de discutir os princípios avaliativos, as características, as tensões, os dilemas e as perspectivas para o sistema. Verificou-se que o SINAES incorporou em sua estrutura, ao longo de duas décadas, visões e princípios avaliativos divergentes, que aproximam mais a avaliação aos seus aspectos objetivos e regulatórios. Como tendências, verificamos o enfraquecimento da avaliação institucional, da avaliação externa in loco, e do próprio sistema, como base para a regulação da oferta de educação superior no país.

Reform and Innovation in the General Education Assessment System in the United States

Reform and Innovation in the General Education Assessment System in the United States

Workplace-based Assessment in Postgraduate Medical Education: a 5 year experience from Bhutan

Introduction: Postgraduate Medical Education globally has transited from traditional cognitive heavy learning to more competency oriented learning. Bhutan’s only medical university introduced a Competency Based Curriculum (CBC) through the implementation of workplace-based assessment (WPBA) in June 2018. A short-term programmatic evaluation of the trainees’ and trainers’ perception on implementation of workplace-based assessment for three years at KGUMSB was conducted between July-September 2021.Methodology: A mixed methods design was utilized such as survey, review of student portfolios and focus group discussions. A total of 62 participants (46 residents in clinical training and 16 faculty members) participated in this evaluation.Results: After three years of implementation of WPBA, it was perceived as a good system of assessing learners with a high level of acceptability among both the students and faculty members. The practice of providing immediate feedback was well appreciated by students.Conclusion: The findings support that WPBA is a good assessment system in postgraduate education. However, it was also evident that issues such as perceived time constraints, overburdened students and lack of faculty capacity were possible obstacles to proper implementation of WPBA.

Satisfaction and readiness for professional activity of students of the Institute of Osteopathy (Saint-Petersburg): a study using the DREEM questionnaire

Introduction. The educational program is an important factor of the training quality of a future specialist in the modern system of medical personnel training. The most important indicator of the educational program quality is the educational environment that influences the formation of competencies and the students′ success. Measurements of the educational environment with the help of developed and validated tools make it possible to change it in many ways, which will eventually improve the quality of medical education. To date, the rapid educational environment assessment system developed at the University of Dundee (Dundee Ready Education Environment Measure, DREEM questionnaire) is considered as a valid and reliable tool that is universally accepted for measuring the medical educational environment, assessing the strengths and weaknesses of the educational environment according to the educational program under study and determining the direction of improving the educational environment. The aim of the study is to evaluate the perception of the educational environment by students of the Institute of Osteopathy (Saint-Petersburg) using the DREEM questionnaire. Materials and methods. The study involved 80 students of the Institute of Osteopathy (Saint-Petersburg), studying in residency or professional retraining programs. Participants were surveyed using the DREEM questionnaire, consisting of 50 closed-ended statements, which are grouped into 5 subcategories. I. Students′ perception of the learning process (12 statements). II. Students′ perception of the role of lecturers in the educational process (11 statements). III. Students′ perceptions of their own academic performance (8 statements). IV. Students′ perceptions of the educational atmosphere (12 statements). V. Social self-perception and interaction with the environment (7 statements). Each of the 50 statements is rated on a 5-point scale: «Strongly agree» (4), «Agree» (3), «Not sure» (2), «Disagree» (1) and «Strongly disagree» (0). Satisfaction analysis was also carried out for individual statements. Results. The analysis of information obtained using the DREEM questionnaire showed that the educational environment created at the Institute of Osteopathy (Saint-Petersburg) was rated by students as ideal — 165,2 points; doctors studying in the residency educational program rate the educational environment statistically significantly (p < 0,05) higher than those studying in the professional retraining program. Among the students studying in a residency program, the indicators of confidence in their readiness for professional activity are at a fairly high level — 3,5–3,7 points, while among the students studying in a professional training program, the indicators of confidence in their readiness for professional activity are at the level of 2–3,3 points. There are some indicators of the educational environment that require improvement. Conclusion. A detailed study of the level of the educational environment perception among students of the Institute of Osteopathy (Saint-Petersburg), studying in various educational programs, made it possible to identify the most problematic areas in the educational process implemented at the Institute, which makes it possible to develop proposals for improving the current educational environment. The issues of organizing social support for students and building confidence in their preparedness for practical activities deserve the greatest attention. It is also recommended to regularly conduct a study of the educational environment satisfaction among students of the Institute of Osteopathy to assess the dynamics of the indicators.

GEORGIAN HIGHER EDUCATION WITHIN THE FRAMEWORK OF ACCREDITATION PROCESS

Over the past few years, within the framework of the reform of quality assurance of higher education, important changes have been made. The goal of the reform is higher education improving the quality of education in institutions and making it student-oriented providing an educational environment. As a result of carrying out 8 reforms, the quality assessment system of higher education was changed. Authorization standards and procedures have come in line with the highest with the quality assurance standards of theEuropean space of education and with the guiding principles. The system will become attractive to both locals and foreign students, the process of international recognition of education will be simplified, exchange and joint educational and research programs implementation. From this point of view, the authorization board is important, analysis of the decisions, as well as the assessment of the USD itself, the new authorization standards, their point of view regarding the revised standards. It is important to determine whether there are still problematic issues, different views and recommendations from universities.

Spatial distribution of Ideb for the initial years of municipal elementary school in Paraná: an analysis of educational assessment

The work presents a study on the Basic Education Development Index (IDEB), which is an educational indicator that relates learning through performance assessments and school flow. The IDEB is calculated with school approval data, obtained from the School Census and also using performance averages that are applied by the National Basic Education Assessment System (SAEB) and Prova Brasil. For carrying out a discussion about the IDEB values in the municipalities of the state of Paraná, a dataset were collected referring to the initial years of municipal elementary education in Paraná, using the average, from the first to the fifth year. For the years 2005 to 2021 the results showed which there are municipalities with higher values. In this period, an effort to improve the values of the IDEB in the schools of the municipalities was identified because a tendency of increment in the analyzed spatial time series. The results indicated that the IDEB appears in the context of school evaluation as a managerial instrument to verify results and used to classify schools and direct resources based on meritocracy.

БАЛДАРДЫ МЕКТЕПКЕ ДАЯРДООНУН «НАРИСТЕ» ПРОГРАММАСЫН ИШКЕ АШЫРУУ ЖАНА КЫРГЫЗ РЕСПУБЛИКАСЫНЫН БИЛИМ БЕРҮҮ СИСТЕМАСЫНДАГЫ ЖАҢЫ ТЕНДЕНЦИЯЛАР

The article is addressing the example of implementation of the “Nariste” school preparatory program (480 hours) as one of the areas of reforms in the Kyrgyz Republic, as well as one of the conditions for improving the quality of education as a whole, its accessibility due to new challenges and tendencies in the education system in the Kyrgyz Republic. The article discusses the current experience of introducing the assessment system in preschool education. The outcomes of participation in the Programme for International Student Assessment (PISA) in 2006 and 2009 had a particular impact on the development of preschool education system in the Kyrgyz Republic. In addition, the article discusses the pilot introduction of instruments for assessing the effectiveness of the Nariste program and the level of children's school preparation. The basic content of the article is about the tendencies in reforming the education system in the Kyrgyz Republic, the need for an analytical approach to reforming the system in a short period of time, and the importance of the "Nariste" school preparatory program under inaccessibility of early development programs for children. Eventually, the article shows the necessary conditions and areas for the achievement of any initiatives, for example, the transition to 12-year education, the introduction of an assessment system to improve the quality of education at all stages, so that all the reforms and efforts introduced experimentally in the practical processes of the education system in the country have not been conditional and unnecessary, but would help to move forward, in the right direction, given the age features of children, economic and social components of the whole process of different ideas, reforms, and the application of digital formats, public-private partnership approaches and per capita financing in preschool education.

Evaluating The Philippine TVET Competency Assessment and Certification System Using SERVQUAL Model

The TVET program has been successful in providing highly skilled individuals to meet the demands of the labor market. However, it is important to evaluate the delivery of the program to ensure that it continues to meet these demands. This study focused on analyzing the delivery of the TVET competency assessment and certification system in Davao de Oro, Philippines. The study utilized a descriptive survey method and adopted the (Service Quality) SERVQUAL model to assess service quality. The results revealed that there is a gender gap distribution among male and female clients who availed of the process of competency assessment and certification system. The study also found that empathy obtained a negative gap score (-0.03) in the process. This negative score implies that empathy is as important as other dimensions of service quality. However, other dimensions of service quality have met the expectations of clients and obtained a positive score. Overall, respondents have perceived the implementation of the technical vocational education and training TVET competency assessment and certification system to be satisfactory. To improve the service quality, it is necessary to provide appropriate information about processing time and documentary requirements to all clients and equip personnel in handling clients proactively. Relationship-based management should also be improved to promote holistic technical vocational education and training (TVET) service quality, particularly in competency assessment and certification systems.

GÊNEROS LITERÁRIOS E O USO DA LINGUAGEM NO COMBATE AO ANALFABETISMO FUNCIONAL EDUCAÇÃO PÓS-PANDEMIA E OS SEUS DESAFIOS

The present study seeks to investigate functional illiteracy, which arises in a wide variety of contexts, as well as to investigate possible impacts of the covid-19 pandemic on the literacy of children in Brazilian schools. Emphasizing the other existing problems, verifying strategies taken for the continuity of teaching and observing the existence of possible consequences of this new condition, through data collected through the SAEB (Basic Education Assessment System), which it showed inability to perform basic skills, such as writing, interpreting and paraphrasing texts, in addition to performing mathematical calculations. It also shows some existing difficulties in the adult life of the cited functional illiterates

Implementation of Hybrid Learning to Maintain the Quality of Learning in Fostered MTs During the Covid-19 Pandemic

During the Covid-19 pandemic, the education sector was also greatly affected, because in order to stop the spread of this corona all students and teachers studied from home, which was suddenly carried out without any preparation at all. The unpreparedness of all elements in education is a big obstacle, changing the way of teaching and learning from face to face or offline (outside the network) to online (in the network) requires readiness from all elements, starting from the government, madrasas, teachers, students and parents. The government relaxed the education assessment system according to emergencies as long as learning can continue without having to be burdened with achieving competence. Many teachers teach by utilizing existing technology. The purpose of this study is to describe the implementation of the implementation of learning strategies through the collaboration of WAG (Whatsapp Group) and Offline during the Covid-19 pandemic emergency. This research is divided into two stages, each stage has different characteristics from one another. From data collection, data analysis, and discussion results, it is known that the implementation of learning strategies through WAG (Whatsapp Group) collaboration and offline was carried out to maintain the quality of the teaching and learning process during the Covid-19 Pandemic at MTs assisted by Malang Regency. The implementation of Cycle I focused on the necessary administrative preparations while the implementation of Cycle II focused on formulating decrees on the administration of learning activities, circulars for meetings with parents/guardians of students to socialize the WAG (Whatsapp Group) and offline collaboration models.

Classroom Assessment and Instructional Modes: An Exploration of School-Level Contextualized Psychometric Challenges

The global COVID-19 health pandemic caused major interruptions to educational assessment systems, partially due to shifts to remote learning environments, entering the post-COVID educational world into one that is more open to heterogeneity in instructional and assessment modes for secondary students. In addition, in 2020, educational inequities were brought to the forefront of social conscience. The purpose of this study is to empirically explore how contextual (i.e., school-level) race and economic factors may relate to and explain measurement challenges that can arise during shifts to remote learning. We fit a series of multilevel models to explore school-level factors in assessment data alongside psychometric problems of differential item functioning and person fit in classroom assessment measurement models. Our results demonstrate ways in which our project’s classroom assessments were impacted by shifts to remote learning, emphasizing the importance of researchers and practitioners evaluating such concerns when seeking validity evidence for interpretation of classroom assessment data.

A REPRODUÇÃO DAS DESIGUALDADES NO ACESSO ÀS ESTATÍSTICAS EDUCACIONAIS

Abstract This article analyzes the factors that restrict the availability of educational data. Focusing on secondary school, the article demonstrates that most of those municipalities and schools which, in 2022, did not have data available for the Sistema de Avaliação da Educação Básica [Basic Education Assessment System] (Saeb), either presented low average proficiency indicators in 2019, or did not have data available in 2019. By means of logistic regression, the article demonstrates that the likelihood of a municipality achieving the minimum participation rate for the Saeb, in 2022, was greater amongst those with a high average proficiency in 2019, a greater number of enrollments, and more effective responses to the Covid-19 pandemic. The results demonstrate a reproduction of educational inequalities in the availability of data.

Penerapan Metode Skoring Untuk Penilain Hasil Belajar Siswa Di SDN Pondok Kelor II

Scoring and scoring systems are fundamental methods in the field of education, especially in Indonesia, because the results of scoring and scoring systems can measure students' abilities, learning attitudes, and learning outcomes within a certain period of time for basic considerations and to determine children's performance. . This article explains in detail about scoring and assessment systems in education.

TEACHER PERFORMANCE IN LARGE SCALE ASSESSMENT AT SCHOOL LEVEL EDUCATION

Assessment is an educational tool that aims is to monitor and improve quality education and thus, It can be a key factor in transforming schools into places of quality learning for all students. To identify why students performed below the average, the teaching quality is one of the key components in this regard. The present study is aimed to determine the teacher performance in different content domains of mathematics at the school level. For this purpose, the achievement test 2016 which was conducted at the national level is used as a research instrument. The study included school teachers of Islamabad and Azad Jammu & Kashmir which participated in National Achievement Test (NAT) 2016. Data was gathered from National Education Assessment System (NEAS) after seeking permission from the Ministry of Federal Education and Professional Training (MOFE&PT). The collected data was analyzed by Percentage. Result of the study showed the teachers performed average in NAT 2016. Another very concerning finding is that the AJK teachers were not well prepared to teach several mathematics topics such as measurement, multiples, and numbers as they have basic content knowledge comparatively to Islamabad teachers who were quite adequately prepared to teach all topics as they have the proficient knowledge level. Results are discussed and recommendations for teachers and policy making are offered. Keyword: Assessment, Large-Scale Assessment, Teacher Performance, National Achievement test

A spanner in the works: the portrayal of disabled students in assessment adjustment research

ABSTRACT In scholarly research, disabilities are predominantly understood as something that obscures assessment rather than enriches it. In this study, I examine how research on assessment adjustments (e.g. extra time in tests and separate testing rooms) portrays disabled students. I discuss how this area of research plays a role in constructing an image of ‘the ideal student’ and its shadow, the ‘non-ideal student’. I conduct a critical review to analyse how 26 assessment adjustment studies portray their object, disabled students, as being ontologically different from normal and ideal students. The ‘disabled examinee’ is portrayed as ‘a spanner in the works’ that endangers the objectivity of the assessment systems in higher education. Disabled students are framed as ‘Others’ who pose a danger for academic standards and integrity: assessment adjustments are thus seen as safeguarding academia from this danger. I argue that this portrayal contributes to marginalising disabled students in higher education.

An Evaluation Approach for Physical Education Teaching Practice Quality Using Stochastic Simulation Algorithm

In order to increase the precision of the quality assessment of institution physical education, as well as teaching practice, the assessment system of institution physical education, as well as teaching practice quality, based on stochastic simulation algorithm, is put forward. Then, we construct the constraint parameter model of institution physical education, as well as teaching practice quality assessment, and analyze the hierarchical structure characteristics of institution physical education, as well as teaching practice quality. Subsequently we standardize the data fusion through the developmental characteristic analysis approach of teaching quality assessment and analyze the confidence level of institution physical education, as well as teaching practice quality, in order to construct frequent item set parameters. Moreover, we adopted the combination analysis approach of support and confidence level to analyze the correlation pattern and identify the characteristics, so as to recognize the characteristic analysis of institution physical education, as well as teaching practice quality level. The random simulation and association rule decision-making approaches are implemented to assess the quality level of institution physical education, as well as teaching practice, and the random simulation dynamic detection and the maximum matching degree analysis approach are implemented to assess the quality level of institution physical education, as well as teaching practice. The simulation outcomes confirm that the precision of this approach in evaluating the quality of institution physical education, as well as teaching practice, is considerably high, and the quality level of institution physical education, as well as teaching practice, is significantly increased.

The Influence of Stock Exchange Companies in the Quality of Brazilian Higher Education

In Brazil, an increasing 75 percent of Higher Education is currently controlled by private entities, from which nearly 70 percent is owned by stock exchange companies, which have become prominent over the past two decades. However, there is little information on whether the presence or absence of stock exchange companies affected the quality of education. Therefore, this article investigated the education quality assessment system, the National Higher Education Assessment System (SINAES), and the National Student Performance Exam (ENADE). We also conducted in-depth interviews (N=9) with experts on the subject and grasped relevant nuances. Findings pointed out evidence that the entry of stock exchange companies did not improve the quality of higher education over the past decades. (i) Low remuneration of professors, (ii) more significant concern with the number of enrollments and not graduating students, (iii) more significant concern with returns for shareholders instead of the quality of education standards, and (iv) absence of a regulatory agency for the sector were some of the shreds of evidence pointed out as causes for the poor influence of the stock exchange companies in quality of the Brazilian Higher Education, discussed in this work.

HONG KONG AND NEW ZEALAND LEARNING ASSESSMENT SYSTEM (Literature Study and Inspiration for Learning Assessment of Islamic Religious Education in Indonesia)

The learning assessment process is still an interesting discussion theme, especially with the presence of the term AfL (Assessment for Learning) which is a development of the AoL (Assessment of Learning) concept. The purpose of this article is to describe the implementation of AfL in two different regions, Hong Kong and New Zealand with the indication that there are several studies showing that AfL is running well in these two regions. The results of the description are then linked to the context of the assessment of Islamic Religious Education learning in Indonesia today. This research is a literature study with a qualitative model that begins with the search for sources (heuristics), assessment (criticism) and construction. As a result, Hong Kong presents an assessment system in the form of BCA (Basic Competency Assessment) and SBA (School-Based Assessment); while New Zealand implemented several policies to strengthen the implementation of this AfL. When referring to the implementation of AfL in the two regions, Indonesian Islamic Education requires teachers who are prepared and competent in carrying out the assessment. The Islamic Religious Education assessment system is very detailed and clear, but teachers are still not able to apply it.

Theoretical model of investigating determinants for a successful Electronic Assessment System (EAS) in higher education.

Electronic assessment (e-assessment) is an essential part of higher education, not only used to manage a large class size of students’ learning performance and particularly in assessing the learning outcomes of students. The e-assessment data generated can not only be used to determine students’ study weaknesses to develop strategies for teaching and learning, but also in the development of essential teaching and learning pedagogies for online teaching and learning. Despite the wider adoption of Information and Communication Technology (ICT) technologies due to the COVID-19 pandemic, universities still encountered numerous problems during the transformation to electronic teaching as most educators struggled with the effective implementation of the Electronic Assessment System (EAS). The successful launch of EAS relied heavily on students’ use intention towards the new and unfamiliar electronic system, which was actually unknown to the project managers of EAS. It is therefore important to understand students’ views and concerns on EAS and the proactive measures taken by universities to enhance students’ acceptance and intention of usage. Although most studies investigate students’ acceptance of online learning, there is still little research on the adoption of e-assessment. In this regard, we propose to develop a theoretical model based on students’ perceptions of EAS. Based on the Technology Acceptance Model (TAM) and a major successor of TAM, an electronic assessment system acceptance model (EASA model) is developed with key measures including system adoption anxiety, e-assessment facilitation, risk reduction amid, etc. The data is obtained through a survey among current students at a local university, and structural equation modeling (SEM) is applied to analyze the quantitative data. This study has a significant impact on improving educators’ use of e-assessment in order to develop essential online teaching and learning pedagogy in the future.

مراجعة نظام التقييم في المدارس الابتدائية في كل من تركيا وسوريا (دراسة مقارنة)

The study aimed to compare assessment systems at the primary level in Turkey and Syria. In this study, the descriptive method was used in investigating and comparing the data, and the study sample was identified in two countries, namely Syria and Turkey, based on the target sample from the Middle East. The results of the study presented many similarities and differences between the educational assessment system in the countries concerned with the study; the educational assessment system of in Turkey is based on the alternative assessment system. In addition, teachers in the classroom apply various measurement methods. The study noticed that the assessment is intense and sequential. Despite this, there are some gaps in tracking modern assessment and measurement systems and the flexibility in their application. For Syria is based on continuous assessment. Despite the Ministry of Education's recommendation to follow modern measurement methods in the education process, many teachers still follow traditional measurement methods. One of the reasons for this is that the teacher does not pay enough attention and his salary is low. Also, we find a similarity between the assessment policy in Syria and Turkey, in terms of reducing written exams and focusing on performance assessment. In terms of the assessment process, there is a difference as well, but in terms of the strategies and tools used in the assessment, there is almost similarity. In terms of the scoring method, there is also a difference.