Teaching Assessment Methods Research Articles

Application of Machine Learning Algorithms in Predicting Academic Performance of Students in Higher Education Institutes (HEIs): A Systematic Review and Bibliographic Analysis

Purpose: This study aims to identify trends, key research areas, popular predictive features, machine learning algorithms used, and gaps in the existing literature. Design/Methodology/Approach: This study selected 60 articles published between 2018 and August 31, 2023, from Google Scholar and Scopus databases to address the identified knowledge gap. A systematic literature review and bibliographic analysis were conducted using both quantitative and qualitative approaches, with PRISMA chosen as the reporting format. Findings: The study reveals that machine learning models, particularly Decision Trees, followed by Random Forests, Artificial Neural Networks, Support Vector Machines, and Naïve Bayes, have significantly contributed to predicting student academic performance. The datasets predominantly utilised by researchers include students' academic records, demographics, activities, and behaviour, which are crucial for predicting academic performance and evaluating model effectiveness. Research Limitation: These limitations highlight the challenges in conducting comprehensive reviews of machine learning applications in educational contexts while acknowledging the evolving nature of both technology and educational assessment methods. Practical Implication: This research has the potential to inform evidence-based decision-making, promote personalised learning experiences and enable early interventions for at-risk students Social Implication: The study underscores the potential of machine learning algorithms to promote equity and inclusion, provide targeted student support, empower individuals, raise ethical considerations, foster community engagement, and support lifelong learning initiatives. Originality and Value: This research uniquely explores machine learning applications to predict student academic performance, identifying classroom participation and examination scores as key predictors. It offers a pragmatic approach to educational practice, identifies future research opportunities, and advocates for data-driven decision-making in higher education.

Nursing postgraduates learning experience of professional curriculum in China: A qualitative study.

This study adopted the qualitative research method, aiming to explore the learning experience of nursing graduate professional curricula in China from the perspective of students and provided a basis for the continuous improvement of nursing graduate training. A qualitative study. A purposive sampling method was employed to conduct semi-structured in-depth interviews with 14 nursing master's students enrolled in professional curricula from September 03, 2021, to December 8, 2022. The Colaizzi seven-step analysis method was utilized for data analysis, summarization and extraction. Four themes emerged from the study findings: (i) The study of professional curricula is the cornerstone of scientific research work, but it is relatively boring; (ii) The teaching methods and assessment methods of postgraduate education need to be diversified; (iii) The postgraduate education needs to increase the study time of specialized courses and highlight the specialty characteristics; (iv) the study of professional curricula can enhance the comprehensive ability of postgraduate students. The study of professional curricula for post-graduate nursing students plays an important role in the development of post-graduate research and can statistically significant improve their comprehensive ability, but there are some problems such as boring courses, single teaching assessment methods and insufficient time. In the future teaching reform, it is necessary to highlight the specialty characteristics of nursing scientific research, optimize curriculum education and improve students' scientific research knowledge and thinking. We thank all participants for their valuable input throughout the study.

The Teaching Mode Design and Effect Evaluation Method of Animation Course From the Perspective of Big Data

OBE concept is a new teaching mode which emphasizes the improvement of students' subjective initiative and professional practice ability. The teaching of animation course is based on drawing and computer, which requires teachers to understand the OBE mode of animation course, carry out targeted teaching innovation of animation course, and adjust the traditional teaching methods, teaching contents and teaching assessment methods. Based on the MOOC platform from the perspective of big data, this paper analyzes the teaching status and innovation process of animation course, and puts forward a hybrid animation course teaching method. Through the research of 686 primary and secondary school teachers, the results show that the hybrid animation course teaching based on OBE and MOOC from the perspective of big data has a better effect than the traditional teaching method, which improves students' initiative in learning animation courses and greatly enhances students' acceptability in learning animation courses.

Embracing the future: Integrating ChatGPT into China’s nursing education system

This article delves into the role of ChatGPT within the rapidly evolving field of artificial intelligence, especially highlighting its significant potential in nursing education. Initially, the paper presents the notable advancements ChatGPT has achieved in facilitating interactive learning and providing real-time feedback, along with the academic community’s growing interest in this technology. Subsequently, summarizing the research outcomes of ChatGPT’s applications in nursing education, including various clinical disciplines and scenarios, showcases the enormous potential for multidisciplinary education and addressing clinical issues. Comparing the performance of several Large Language Models (LLMs) on China’s National Nursing Licensure Examination, we observed that ChatGPT demonstrated a higher accuracy rate than its counterparts, providing a solid theoretical foundation for its application in Chinese nursing education and clinical settings. Educational institutions should establish a targeted and effective regulatory framework to leverage ChatGPT in localized nursing education while assuming corresponding responsibilities. Through standardized training for users and adjustments to existing educational assessment methods aimed at preventing potential misuse and abuse, the full potential of ChatGPT as an innovative auxiliary tool in China’s nursing education system can be realized, aligning with the developmental needs of modern teaching methodologies.

The Paradigm Shift in Education in Big Data Era: Exploring the Intersection of Historical Assessment Frameworks and AI-Powered Assessment Methods in Education

This paper delves into the dynamic intersection between traditional assessment processes and AI-powered technology assessment models within the expansive landscape of the big data era. Tracing the origins of large-scale standardized testing, from Francis Galton's pioneering intelligence testing proposals to the subsequent development of norm-referenced testing (NRT) by Alfred Binet and Theodore Simon, the historical trajectory underscores the evolution towards authentic assessment paradigms such as computerized adaptive testing (CAT) and performance-based assessment (PBA). These shifts reflect a broader aim of equipping educators with tools to measure student learning effectively and foster continuous learning beyond the confines of the classroom. However, despite the proliferation of methods integrating big data and AI technologies in educational settings, a discernible gap persists between technological capabilities and their practical implementation in education, notably in the realm of student assessment and evaluation. This gap highlights challenges in enhancing assessment accuracy and reliability, evaluating non-cognitive skills, and delivering personalized feedback. The introduction of AI-powered technologies like ChatGPT raises ethical considerations regarding fairness, privacy, and bias, necessitating responsible and equitable deployment.This paper addresses fundamental research questions concerning the historical influences on assessment frameworks, the role of AI-powered technology in driving paradigm shifts, and the ethical considerations surrounding its application. Through a comprehensive literature review, it explores the potential of AI technology to enhance assessment accuracy and reliability while advocating for its responsible use. Despite the challenges posed by traditional assessment processes and AI-powered technology assessment models, educators continually strive to improve student learning and readiness for lifelong learning.By celebrating the invaluable contributions of educators, we can shift the narrative surrounding assessment practices towards a more positive and supportive environment, fostering ethical and innovative uses of AI-powered technology. This celebration serves as inspiration for future research and development in assessment, emphasizing the importance of building upon educators’ innovative practices to shape the future of assessment in the big data era.

College Translation Teaching in the Era of Artificial Intelligence: Challenges and Solutions

AI-powered translation technology has greatly improved machine translation quality, posing three major challenges to college translation teaching: students’ perceived anxiety towards translation learning, their dependency on MT technology to complete translation tasks, and traditional teaching assessment methods being rendered ineffective. In response to these challenges, this article proposes that translation instructors pass on to students knowledge concerning MT to reduce their anxiety and turn stress into motivation and help them develop scientifically sound strategies for the use of MT technology to further reduce their anxiety while mitigating their excessive dependency on it. Furthermore, classroom teaching should be reformed by introducing “flipped learning” to ensure that these strategies are implemented under the supervision and guidance of the instructors. The teaching assessment should also be changed to regulate students’ use of the strategies outside the classroom, while at the same time eliminating the adverse effects brought about by MT technology on teaching assessment.

Online and offline mixed teaching quality assessment method for physical education class based on value assignment method

Abstract The blended teaching mode combines the advantages of online and offline teaching, which can improve the effect of university physical education teaching. The article takes the acquisition path of students’ multidimensional learning behavior data as the entry point, introduces the data preprocessing method after acquiring online learning behavior, and then establishes the online-offline blended teaching quality evaluation index system for physical education classes based on the CIPP model. The subjective and objective weights of the evaluation indexes are solved by using the AHP method and the improved pull-apart grade method, and the comprehensive, integrated assignment method is introduced to weigh the subjective and objective weights in order to obtain the comprehensive weights. Based on the weights of the indicators obtained by AHP-ISD, a teaching quality assessment model for physical education courses was established by combining the SVM model, and the SMO algorithm was selected to optimize the training of the model. To assess the application effectiveness of the model, a comprehensive assessment of its teaching quality was carried out, and the teaching effect of the blended teaching mode was also explored. The weight of the learning outcome evaluation index is 0.438 at most, the accuracy of the SMO algorithm training model is up to 99.99%, and the range of error scores between the model evaluation value and the actual value is between [0.01,0.03] points. The teaching quality assessment model based on the assignment method can obtain more accurate teaching quality assessment results for physical education courses and provide a new direction for optimizing the hybrid teaching assessment method of physical education courses.

A Study on Optimizing Teaching Assessment Methods in Mathematical Modeling Courses by Combining Big Data Analytics Techniques

A Study on Optimizing Teaching Assessment Methods in Mathematical Modeling Courses by Combining Big Data Analytics Techniques

Development Who Wants To Be A Millionaire Game For Assessment Of Cognitive Mathematics Learning Outcomes For Class 3 Elementary School

This research presents the development and evaluation of a groundbreaking 'Who Wants to Be a Millionaire' game as an innovative cognitive learning assessment tool for grade 3 elementary students. Employing the Research and Development (R&D) approach with the ADDIE model, the study underwent five crucial stages: Analyze, Design, Development, Implementation, and Evaluation. Questionnaires and documentation were used for data collection, and both qualitative and quantitative techniques were applied for analysis. The game's viability was examined by media and mathematician experts, along with grade 3 students, with impressive results, garnering "very feasible" ratings ranging from 89% to 92%. The findings demonstrate the game's immense potential as an effective and engaging method to assess cognitive learning outcomes, promising to revolutionize educational assessments worldwide. Highlights: The study introduces a novel 'Who Wants to Be a Millionaire' game for cognitive learning assessment in grade 3 elementary school. Utilizing the ADDIE model, the research covers Analyze, Design, Development, Implementation, and Evaluation stages for robust game development. The research findings reveal high feasibility ratings from experts and students, signifying the game's potential to revolutionize cognitive assessment methods in education. Keywords: Cognitive assessment, Game-based learning, Elementary education, Research and Development, Feasibility evaluation

The Implementation Of Authentic Assessment In English Language Teaching

This study aims to compare four types of authentic assessment in an educational context: project assessment, portfolio assessment, written assessment, and performance assessment. The research method used is library research. The research findings show that authentic assessment is effective in promoting deep concept understanding and application of knowledge in real situations. Project assessment provides students with opportunities to integrate skills and knowledge in tasks relevant to the real world. Portfolio assessment allows students to reflect on their development holistically through a collection of work. Simulation assessments give students the experience of applying knowledge in a structured context. Case study assessments develop critical thinking skills in complex situations. In conclusion, educators need to consider learning objectives and student characteristics in choosing the appropriate type of authentic assessment. This research provides practical guidance for educators in designing effective assessments that motivate students. The results of this study encourage further discussion and research on the development of authentic assessment methods in education.

Istikhdamu al-Intirnit Fi Ta'lim al-Lughah al-Arabiyyah Fi Indunisiya

The aim of this research is to know the use of the Internet and its advantages and disadvantages in teaching Arabic. The method used is the qualitative. The results of the research were the use of the Internet in teaching the Arabic language through 1) search for materials and science sources, 2) a distance learning device, and 3) the assessment method in education. The benefits of the Internet in teaching Arabic appeared as follows: 1) the distribution of education to all students across country, 2) the learning process is not limited by time, 3) the possibility of choosing subjects or materials according to desires of teachers and students, 4) the duration of study was effective, 5) the materials are accurate and up-to-date. The disadvantages of the Internet in teaching Arabic are 1) the difficulty in controlling and monitoring students, 2) addiction addiction and 3) a high cost to access internet.

Exploration of the Requirements of College English Follow-Up Teaching Courses Through Mobile Web Application

The purpose is to analyze the implementation status and students' requirements of English follow-up teaching courses in universities and provide a basis for improving the quality of English teaching in universities. Here, a detailed analysis is conducted for college students and their FL (Foreign Language) requirements through basic theories and RA (Requirements Analysis) model. Then, the implementation status of college English follow-up courses is analyzed, including its advantages and disadvantages. A total of 150 English majors and 150 non-English majors (international economy and trade) in Xi'an International Studies University are selected as subjects. Afterward, 300 QSs (Questionnaire Survey) are distributed, and 280 valid QSs are collected. The data are analyzed with STAT (Statistical) SW (Software). The results show that both English majors and international economic and trade majors prefer the original English textbooks over school-teachers-written textbooks, and students love humorous teachers more. Students from both majors like the curriculum arrangement of integration of English skills, intercultural knowledge, and humanistic literacy the best. Meanwhile, the requirement of English majors is stronger for the integrated curriculum. The teaching mode and teaching assessment method of English majors are quite different from those of international economic and trade majors. English majors are more inclined to combine online teaching, classroom teaching, and thematic lectures, while classroom teaching is the last thing they want. At the same time, they assess English follow-up teaching through curriculum papers rather than examinations. It shows that different majors have different requirements for follow-up teaching courses. Universities provide a customized and localized follow-up teaching mechanism for students.

Research on Evaluation Algorithm of Innovation and Entrepreneurship Effect of College Graduates Based on DL

In recent years, there have been more than 7 million college graduates in China every year. Management, teachers, teaching, family, and society. Finally, a summary of the whole article is made. Deep learning (DL) emphasizes the understanding, application, and creation of knowledge and forms a natural close relationship with the cultivation of innovation and entrepreneurship. DL with thinking training, knowledge migration, the flexible use of the learning method, learning state of balance and other characteristics, to improve college students’ knowledge absorptive capacity, knowledge integration capability, knowledge conversion capability, and knowledge application ability, improve students’ ability of knowledge creation, and then improve the ability of innovative undertaking. Therefore, the cultivation of college students’ innovation and entrepreneurship ability (EA) based on DL should start with the construction of teaching design, the reform of teaching methods and methods, and the innovation of teaching assessment methods. Deepening the reform of innovation and entrepreneurship education is an important way for universities to put students first, improve the talent training system, and improve the talent training level. It is the key content for universities to further promote the reform of innovation and entrepreneurship education to create specialized courses, build high-quality courses in innovation and entrepreneurship education, improve the teaching effectiveness of innovation and entrepreneurship education, and realize more effective learning for students.

Ideological and Political Construction of Accounting Courses in Colleges and Universities

In recent years, with the rapid development of China's social productivity and economy, high-quality economy is frequently mentioned, and the requirements for accounting talents are getting higher and higher. Ideological and political education cannot be ignored, and it is worth for universities to think about how to organically integrate ideological and political education with professional education. [1]This paper mainly takes the ideological and political education of accounting courses in colleges and universities as the research object, expounds the necessity of ideological and political construction of accounting courses, and analyzes some problems faced by colleges and universities in constructing professional courses of ideological and political construction from multiple aspects. Finally aimed at these problems from the ideological elements into professional knowledge, education teaching form of teaching, teachers' teaching assessment method of safeguard mechanism that several aspects put forward the solution to hope for the construction of accounting professional education form a valuable reference, striving to lead ideological elements throughout the accounting professional knowledge of teaching, To cultivate accounting talents with excellent conduct, excellent ability, keeping pace with The Times and possessing both talents and moral integrity required by the new era.

WITHDRAWN: Occupational stress management of college English teachers under flipped classroom teaching model

Stress in the English acoustic system is one of the most essential stable connections. Acoustics and rheology are intimately connected since ultrasound is basically a mechanical stress wave. Because the direction of the acoustic stress corresponds with the direction of propagation, this sort of rheology is referred to as longitudinal rheology. Acoustic stress correlates are classified into four categories: duration, fundamental frequency, intensity, and spectral features. It plays an important part in understanding and understanding. Work stress, particularly teacher stress, has been attractive in recent years in substantial study attention. Although several studies have been conducted about college teachers' anxiety, only limited analysis has been conducted about English language teachers working in engineering colleges. A few studies have examined the antecedents of stress and its impacts on teaching performance. The more often people respond to stress, the more likely they are to be too tired, ill, disabled, aged and die. Therefore to fill the gap, the researchers intend to study the antecedents and consequences of stress factors of the English language teachers. Exploration of how the flipped classroom promotes innovation and application of educational information technology is of great significance. The paper follows the flipped learning network with artificial intelligence method (FLN-AI) strategies that can enhance the quality of the English teaching of college can include among instructors: enhancing the teacher's formation; revision of the prior teaching assessment method; management of teacher's time attitude; proper understanding of the function of teachers in university English education as current education technology; attention to convergence between educational materials and teaching software; implementation of many ways of teaching and enhance interactions within and outside of the classroom. The paper examines the fluctuations in the concept of a classroom, summarizes the stress placed by teachers on the flipping teaching model of the classroom in university English education and concentrates on the innovative exploration of flipped teaching ideas based on the characters and theoretical basis of the flipped teaching model of the classroom. The numerical outcome of the paper is student's english learning (96.8%), stress reduction among teachers'(98.3%) and develop proper education course (94.7%).

THỰC TRẠNG NĂNG LỰC DẠY HỌC CỦA SINH VIÊN NĂM CUỐI MỘT SỐ TRƯỜNG ĐẠI HỌC SƯ PHẠM: KẾT QUẢ TỰ ĐÁNH GIÁ CỦA SINH VIÊN

Teaching competency is an important component of the professional competencies of teacher training curriculum. This article analyzes the results of final year pre-service teachers self-assessment on their teaching competence and difficulties in developing it. Participants were 316 fourth-year preservice teachers of three major pedagogical universities in Vietnam: Hanoi National University of Education, The University of Danang - University of Education, Ho Chi Minh City University of Education. The results show that final year preservice teachers selfassess their teaching competence at a good level; in which there are some components that are not good and have many difficulties to develop such as: Supporting students with special needs in learning; Differentiated teaching; Selecting and using teaching methods, facilities and forms of teaching organization. The results of this study are expected useful for developing teaching competence of preservice teachers and aiming to diversify assessment methods in education and training, including learners' self-assessment, contributing to improving the effectiveness of teacher training.

A Case Study in Discipline Based Development of General Public Art Courses at Science and Technology Universities

The difficulty of combining general art courses with specialized courses is one of the biggest obstacles to developing general art courses at engineering universities. The course “Design and Humanities—Contemporary Public Art” emphasized teaching based on characteristics of different engineering disciplines, with public art, the most representative multi-disciplinary art, being the starting point. The objectives of this course were determined according to the Discipline Based Art Education (DBAE) theory. The content of this course was designed based on typology and several teaching assessment methods were developed. A quantitative analysis was conducted to examine the outcome of this course. The results demonstrate that engineering majors are able to efficiently acquire art knowledge and certain design skills and this is a win-win for the development of both specialized and general courses.

Change in self-assessed comfort level of first-year pharmacy students as an alternative approach to measure teaching effectiveness and learning outcomes

IntroductionObjective measures for assessing teaching effectiveness and learning outcomes in the pharmacy curriculum are needed for improving quality of instruction and faculty development. The purpose of this article is to introduce a new teaching assessment method that focuses on self-assessed change in student comfort with the topics taught rather than evaluation of the instructor and to evaluate its performance in comparison to conventional student evaluations of teaching (SET). MethodsSix successive cohorts of first-year pharmacy students were surveyed regarding their comfort level at the beginning and end of a 10-week pharmacology course. The change in self-assessed comfort level (ΔSACL) was interpreted as the amount of learning that occurred. This indicator was compared to ratings of a statement from SET designed to obtain the same information. ResultsAn increasing ΔSACL suggests an increase in learning over time. Differences were observed between ΔSACL and corresponding results from SET, suggesting that there could be extrinsic factors influencing the results. Discussion and conclusionsThe use of ΔSACL could provide an alternative or complementary approach to assess teaching effectiveness that focuses less on the instructor and more on the actual student learning outcomes.

Педагогічне оцінювання у підготовці компетентного лікаря в Україні: проблеми застосування і перспективи вирішення

In article deals with the problem of the use of educational assessment in the training of future doctors in Ukraine. The key role of educational assessment in the improvement of the quality of higher medical education was defined. The basic stages of educational assessment methods in historical perspective are presented. Specifies, that educational assessment is one of the components of educational expertise. Analysis the use of the most common method of educational assessment – testing was found, that it plays an important but only supporting role in determining the level of formation of professional competence of future doctor. The successful experience of foreign countries indicates that for the increasing of objectiveness of the educational outcomes estimation need to get information from multiple information sources. Above all, to confirm the academic achievements of future doctors is necessary at first to base on their self-assessment. These data are supplemented with the preliminary assessment of teachers, the results of the test control and eventually should be interpreted and compared with current estimates in discipline. Such integrated approach helps identify problematic aspects of the future doctors training, find decisions to remove them and draft the perspectives of future learning outcomes. Besides, the development of tests should be based on the principles of competence approach, focusing on the mechanisms of multiple knowledge integration and practical orientation of them. The analysis of scientific sources and own teaching experience shows that the effectiveness of solving problems in educational assessment in high medical school, including dental education, largely depends on the creation of a comprehensive system of quality assessment of higher medical education at the national level, expert teams in each higher medical schools; implementation of integrated and differentiated approach into the process of educational assessment; training of experts in field of educational assessment. Decreasing of efficiency test method is seen in insufficient theoretical and methodological support of educational assessment process in general and testing process in particular.

Coaching for Improved Teaching – A Virtuous Model for Improving Performance and Increasing Commitment

In academic institutions around the world, faculty and administrators are searching for new ways to improve teaching effectiveness and prepare students for a more demanding global workplace. Although improving the effectiveness of teaching has long been acknowledged as an important priority, at most academic institutions current performance assessment programs for evaluating faculty effectiveness are often perceived as being limited, ineffective and outmoded. In this paper, we identify key shortcomings of current teaching assessment methods and suggest an improved seven-step coaching model for improving teaching effectiveness. The proposed model also includes ten testable propositions for improving teaching effectiveness.