Graduation Exam Research Articles

Pitfalls in the assessment of higher education learning gains in Brazil through multilevel regression: handling the ceiling effect.

This work assesses the validity of the Brazilian Indicator of the Difference between Observed and Expected Performances (IDD), which applies a multilevel regression model to rank university courses. It proposes a methodology to test for inconsistencies and research for the causes. With this objective, we develop an experimental methodology, applied to a database with 4,432 production engineering students distributed over 329 undergraduate courses, from the government’s National Institute for Educational Studies and Research. We display a graphical analysis of the expected and achieved grades in final graduation exams, the gap in which determines the learning gains for every course. Then we apply the multilevel linear regression model of the IDD in a particular scenario, to test for consistency in value-added learning measurements using the technique reductio ad absurdum. The result reveals that the present methodology for the calculation of the IDD is inadequate and inconsistent, and that this can be explained by the ceiling effect. It needs to be radically revised to prevent unfair judgements. Finally, we propose and implement a production frontier technique to correct for the ensuing ceiling effect, namely a variable returns to scale data envelopment analysis model for adjusting the measurements using evidence based benchmarks.

Influences of the Literary Canon: Statistical Analysis of High School Reading Lists in the Czech Republic

This study focuses on the analysis of the school lists of literary works for the graduation exam, which were published for the exam in the school year 2019/2020. The aim of this pilot study is to determine if there is a relation between school lists and the state-certified list, which is also a determining factor for the graduation exam in the Czech language and literaure. Questions regarding the influence of the school list on the success rate of the graduation exam or the relation between the type of school and the size of the list and the graduation exam are also discussed. We analyze the lists from 72 schools from the South Moravian Region in the Czech Republic. In total, we are dealing with 7 551 items, on which the correlation analysis, regression analysis and cluster analysis are applied.

A Study on Improving Korean Language Assessment for Vietnamese High School Students: Focusing on the Analysis of Graduation Exam Items

A Study on Improving Korean Language Assessment for Vietnamese High School Students: Focusing on the Analysis of Graduation Exam Items

THE APPROPRIATE TIME FOR THE 9TH GRADE STUDENT'S VOCATIONAL GUIDANCE, THE CASE STUDY OF CHU VAN AN SECONDARY SCHOOL

Vocational guidance plays an important role in career orientation for secondary students. Before entering the secondary school graduation exam, schools around the country start to organize career counseling. This urgent issue drives parents, teachers, and students up the wall, especially students are the learners who directly suffer from this consequence leading to students’ mental health issues. The study aim is to find out the optimal solution that helps students overcome the high pressure of vocational counseling before the graduation exam. In this inquiry, quantitative research is the best method to focus on surveying students’ awareness based on comparative research which is typical research, and via this exploration to evaluate the research object comprehensively. The comparative research is applied in this article to discover the differences between vocational guidance before and after the 10th-grade entrance exam towards poorer and lower-scoring students. This study is put into operation at Chu Van An secondary school – in Binh Duong province – academic year 2023-2024 and the students of grade 9 are research objects which are chosen to answer survey questions. According to survey tables, more than 93.3% of students with poorer and lower scores select vocational guidance after the secondary school graduation exam and 6.7% of students take the reverse one. What we need to think about is whether this way of present career counseling is feasible

중국 고교학점제 졸업제도 탐색

[Purpose] The purpose of this study is to examine the credit system and the corresponding graduation requirements of general high schools in China, and to present the associated issues and challenges. [Methods] The previous research related to the high school credit system and graduation requirements was analyzed, focusing on the literature. [Results] The analytical framework for this study is divided into graduation requirements, duration of study, grade promotion, and other related aspects. The findings based on this framework are as follows. First, to graduate, students must complete a minimum of 144 credits, which are categorized into mandatory courses, selective mandatory courses, and elective courses. The graduation exam can be taken from the second year of high school onwards, after meeting the minimum credit requirements set by the Ministry of Education's curriculum. The exam subjects vary monthly, and the results are classified into five grades. Courses are offered according to the national curriculum and the school's own curriculum.Second, high school education in China lasts for three years, and early graduation is generally not allowed.Third, the credit system is implemented alongside the grade-level system, so grade promotion is based on the grade-level system. Fourth, the comprehensive competency evaluation is conducted to observe, record, and analyze students' overall growth for character education purposes. For college entrance, there are two options: the 3+3 model and the 3+2+1 model. [Conclusion] FFirst, the graduation requirements include meeting the course completion standards and passing the graduation exam. Second, since the credit system aims to provide education tailored to individual aptitudes and talents, cases such as early graduation should be approached with caution. Third, as the credit system is currently implemented alongside the grade-level system, efforts are needed to fully realize the comprehensive implementation of the credit system. Fourth, it is necessary to enhance the comprehensive evaluation for the overall development of students, and continuously improve the college entrance evaluation system towards self-assessment and self-formation

Disparities in School Performance in Romania. A Geostatistical Analysis of Baccalaureate Results between 2015-2022

This study analyses the evolution of the main indicators of students’ high school performance at the high school graduation exams (Romanian Baccalaureate) from a geographical perspective. Both participation and pass rates fluctuate depending on the type of high school, gender and place of residence. Behind these quantifiable characteristics there are significant disparities in (in)equality of educational opportunities influenced by the questionable efficiency of the education system in providing quality education to every student, regardless of their parents’ financial background. Although the upper cycle of secondary school (11-12th grades) is not legally compulsory, successful graduation is essential for the economic, social and cultural insertion of the future adults in a functioning society. The lack of performance of some high schools and vulnerable groups of students, who face problems of accessibility, motivation, opportunity, and financial support, as well as the worrying numbers of exam absentees, must be brought baccalaureate to the permanent agenda of the policy makers, not exclusively during the exam period. The complexity of the official data from 2015-2022 has allowed the geostatistical analysis of school performance, highlighting the deep discrepancies within the system, specifically between urban and rural students, the administrative and economic hierarchy of the locality and the prestige of the high school attended. The insights of this analysis can be used to identify optimal solutions to enhance the research about educational disparities.

Eğitim Alanında Gelişmiş Ülkelerin Öğretmen Yetiştirme Sistemleri

As we live through the first quarter of the twenty-first century, society's expectation of qualified teachers continues to increase as always. It is a justified and undeniable fact that there is such an expectation in practice. The effort to train and develop teachers is a process that should be considered integrally during the period from the selection of the profession to the termination of the profession, the first dimension of this process is the determination of teacher candidates. There are some basic elements that should be considered in theory and practice in teacher education. When these elements are considered with the system approach; it can be considered in three basic dimensions as inputs, processes and products or outputs. In teacher education, entrance characteristics are very important because the entrance characteristics of teacher candidates and candidates constitute the input. Thanks to the Bologna reforms in education, the minimum qualification period for becoming a teacher has increased. Institutions that train teachers in European Union countries generally conduct education at the undergraduate level. In addition, student selection in European countries is usually carried out with high school graduation exams in Turkey and in some countries with a university entrance exam. In most European countries, three or more criteria are applied when selecting students for teacher training programs. Aptitude tests in which individual and group practice are questioned, interviews in which the candidates' motivations are questioned, language and literacy skills, arithmetic skills are questioned. While education authorities apply these exams in most countries, institutional-level authorities also share responsibility in some countries. The same or similar situation is often applied in other developed countries. Key Words: Education, Education System, Teacher Training Systems, Developed Countries

Quran Learning Innovation At Rumah Tahfidz Al-Quran (RTQ) Dinar

The current problem is when children are far from the Quran, therefore the role of Quran learning institutions is needed to nurture the future generation through innovative and relevant learning methods. This study aims to determine the existing learning programs in RTQ Dinar, their processes, and the factors that hinder and support learning. The research method used is qualitative ethnographic research, with descriptive analytical data presentation. Primary data was obtained through interviews with the foundation head and examiners from Ummi. The results of this study show that the learning program consists of various levels similar to formal schools, and there are also graduation exams. The learning process is conducted using the Ummi method. Supporting factors include the quality of teachers, teacher remuneration, and the relationship between the institution and the students' guardians. The inhibiting factors include student inconsistency, inconsistent timing, and teacher turnover. Keywords: Innovation, Learning, Quran

Penguatan Literasi Baca Siswa Melalui Pemanfaatan Pojok Baca di SD Inpres 1 Malawei Kota Sorong

Reading is important in the teaching and learning process. Reading is the process of absorbing knowledge through reading or writing. This study aims to improve students' literacy skills by holding a reading corner in each class and is expected to increase students' interest in reading and increase knowledge that can be a provision in the future. The lack of interest in reading at SD Inpres 1 malawei, due to the lack of reading space and motivation for students such as in grade 6 who should have been prepared to take the graduation exam to continue to the next level of education, namely junior high school but cannot read. This is our shared responsibility between students, teachers and parents in order to increase students' interest in reading, especially in SD inpres 1 malawei so we conduct research in order to increase students' interest in reading and make it a provision in the next level of education and even in the future.

PERANCANGAN GEDUNG PUSAT PENDIDIKAN BAHASA DI KOTA SAMARINDA

ABSTRACT The foreign language skills of both students and students in Samarinda are still below average because of the mixing of contemporary language trends, making them forget a good and correct grammar. The ability to be able to speak foreign languages in the world of work and education is needed, therefore students and students are required to master a foreign language, coupled with the existence of student exchange programs from within and outside the country that require foreign language skills. However, the current problem is that the learning institutions in the city of Samarinda are quite large, such as Primagama, Briton, Slikey, providing subjects according to the existing subjects at school and focusing on the subjects tested on graduation exams and college entrance exams, so this is a concern for students. and Samarinda city students who want to learn foreign languages The application of the concept of organic architecture in educational buildingscan show how educational buildings harmonize with nature without destroying the function of the building itself, can last all the time with its dynamic form, harmonious with nature,and functional towards the function of the building. Keywords: Language Education Center Building, Samarinda, Organic Architecture

COVID-19 Crisis, Economic Hardships, and Schooling Outcomes

AbstractWe combine phone-survey data from 2,200 students collected in July–August of 2020 with student-level administrative data from 54 schools in four northwestern provinces of Cambodia to investigate the implications of the COVID-19 pandemic for grade 9 students. These students were particularly vulnerable to dropping out of school prematurely due to the crisis. We find that most students kept studying during the crisis, returned to school to participate in the lower-secondary graduation exam after schools reopened, and transitioned to high school thereafter. However, we also find that students' exposure to the economic downturn had substantial implications: The likelihood that the father experienced income losses due to the crisis is negatively associated with a student's propensity to study during school closure, participation and performance in the final exam, and with the likelihood to transition to high school. In contrast, the likelihood that the mother experienced income losses is positively associated with student studying during the crisis, with participation in the final exam, and with transition to high school—potentially because mothers used the time at home to encourage their children to study.

Reliability of online dental final exams in the pre and post COVID-19 era: A comparative study.

Amidst the fourth COVID-19 wave in Viet Nam, national lockdowns necessitated the closure of numerous dental schools. To assess DDS (Doctor of Dental Surgery) graduation exams, this study analyzed their 2021 implementation in comparison to onsite exams conducted in 2020 and 2022 at the Faculty of Odonto-Stomatology, University of Medicine and Pharmacy at Ho Chi Minh City, Viet Nam (FOS-UMPH). The final online examination comprises two main sessions: a synchronous online examination using FOS-UMPH e-Learning for theories (consisting of 200 MCQs and 3 written tests with 3 clinical situations needed be solved) and a synchronous online examination using Microsoft Teams for practicum (comprising of 12 online OSCE stations). The final grades were evaluated using the same metrics in face-to-face final examinations in 2022 and 2020. A total of 114, 112 and 95 students were recruited for the first-time exams in 2020, 2021 and 2022, respectively. In order to analyze the reliability, histogram and k-mean clustering were employed. The histograms from 2020, 2021 and 2022 showed a striking similarity. However, fewer students failed in 2021 and 2022 (13% and 12.6%, respectively) compared to 2020 (28%), with clinical problem-solving part grades (belonging to theory session) being notably higher in 2021 and 2022. Intriguingly, the MCQ Score results showed the identical patterns. The courses of orthodontics, dental public health, and pediatrics subjects (in the group of prevention and development dentistry) stood out for their exceptional accuracy across both sessions. After examining data gathered over three years, we identified three distinct clusters: the first comprised of scattered average and low scores, the second characterized by high scores but unstable and scattered and the third cluster boasting consistently high and centered scores. According to our study, online and onsite traditional graduation exam results are relatively equivalent, but additional measures are necessary to standardize the final examination and adapt to the new normal trend in dental education.

Online Self-Assessment in Mathematics at the University of Bern

In the Swiss education system the cantons oversee educational matters, practically meaning there are 26 different school systems. This is also reflected in the graduation exam, which is organized locally in every high school. Based on this assessment and their preference, students are admitted to university without any additional entrance exam. This motivated us to create an online self-assessment. Its two mathematical parts serve a different purpose: one evaluates basic mathematical skills, and the other one deals with abstract reasoning that gives students a flavor of university mathematics. Additionally, the online self-assessment contains a set of metacognition questions regarding motivation, expectations and attitude towards mathematics. Our goal is that students to identify their strengths and help them make a more informed study choice.
 The technical tool used for the implementation is STACK, an open-source online assessment system in mathematics. Concerning this use case of STACK, we are currently collecting students’ feedback. We will present our first conclusions on this matter, which serve as a basis for further adjustments of the material.

Comparison of Younger and Older medical student performance outcomes: A retrospective analysis in Japan.

The present study examined the impact of age on medical student repeat-year experience and performance outcomes on the objective structured clinical examination (OSCE), Clinical Clerkship (CC), and other relevant examinations in the Japanese medical school system. This retrospective analysis examined the number of students with repeat-years and the years required to graduate, stratifying students by the age they entered medical school (Younger: within 4 years of high school graduation; Older: 5 or more years after high school graduation). Scores of the Pre-CC OSCE, Computer-based testing (CBT), CC performance, CC integrative test, and graduation exams were compared among those graduating from our medical school between 2018 and 2020, and examined correlations between student age and performance outcomes. From 2018 to 2020, 328 medical students graduated. Of these, 283 had entered within 4 years of high school graduation (Younger), while 45 did so 5 or more years after high school graduation (Older). The number of repeat-years did not differ significantly between groups. The average number of years required to graduate was slightly higher for the Older group and the Younger group scored significantly higher on the CC integrative test. No significant differences were found for the remaining tests. These results suggest that older medical students in general show no significant inferiority in their performance of most clinical skills and competencies relative to younger students in Japan.

Tell me how fast you go and I will tell you how much you rotate

Many topics in modern physics are currently included in the curricula of the last year of high school in many countries, as for example in Italy. A consistent part of the curriculum should be devoted to the special theory of relativity. A particularly interesting phenomenon in this framework is the so-called Terrell–Penrose effect (TPE), which the students may find especially intriguing in view of its association with the name of one of the 2020 Nobel Prize winners. Although it is not possible to rigorously analyse this optical effect at the high school level, we show that is possible to tackle the topic anyway, during some of the in-depth lectures on modern physics that can be organized for high school students in our area. In particular, we found that this physical context can be useful for stimulating young students to use goniometric relations. Since trigonometry is a very important topic in mathematics, being always present in the written test for the final graduation exam, it is useful to show how it can be fruitfully used to tackle physical problems. The aim of this paper is to summarize our lecture on the TPE effect in the classroom, where we consider the case of a rod moving at high constant velocity, oriented with different angles with respect to the observer, and the case of a uniformly accelerated body (in the Newtonian approximation).

Preliminary User Evaluation of a New Dental Technology Virtual Simulation System: Development and Validation Study.

BackgroundWith the advancements in the dental health care industry, the demand for dental technicians has increased. Dental technicians should be thoroughly assessed and trained in practical skills and pass professional certification examinations to ensure that they are competent to work closely with dentists. Unfortunately, such training courses and tests are in short supply worldwide. The use of virtual simulation technology can help solve these problems.ObjectiveThis study presents a new strategic framework design for a certified dental technician practical examination called as the certified Objective Manipulative Skill Examination of Dental Technicians (OMEDT), which is based on the Objective Structured Clinical Examination (OSCE). We present the development and validation of the OMEDT system, a new virtual simulated training system, to meet the demands of the OMEDT framework. The combination of OMEDT and the OMEDT system can solve the complex problems encountered in the certified dental technician practical examination with excellent efficiency, high quality, and low cost.MethodsThe OMEDT framework design was constructed according to the OSCE guide and the Chinese vocational skill standards for dental technicians. To develop the OMEDT system, we organized a new framework based on the virtual learning network platform, the haptic feedback system, and the real-time dental training and evaluation system. The effectiveness evaluation of the OMEDT system was divided into 2 phases: in the first phase, 36 students were recruited to use the test module to finish the task and their performance data were collected and analyzed; and in the second phase, a questionnaire was administered to 30 students who used the system for their studies and graduation exams.ResultsThe OMEDT and the corresponding skill training virtual simulation OMEDT system were developed, and preliminary user evaluation was performed to assess their effectiveness and usefulness. The OMEDT system was found to improve students’ practical skills by training with the evaluation results. In addition, several key research topics were explored, including the effects of positive feedback of the knowledge of results on the improvement of the students’ skill level and the common sense transformation of educators in the virtual simulation technology environment.ConclusionsThe development of OMEDT and the OMEDT system has been completed and their effectiveness has been verified.

Students and examiners perception on virtual medical graduation exam during the COVID-19 quarantine period: A cross-sectional study.

With the emergence of the COVID-19 pandemic and lockdown approach that was adopted all over the world, conducting assessments while maintaining integrity became a big challenge. This article aims at sharing the experience of conducting an online assessment with the academic community and to assess its effectiveness from both examiners' and students' perspectives. An online assessment was carried out for the final year medical students of Hawler Medical University/Iraq during the lockdown period of the COVID-19 pandemic, June 2020. Then, an online questionnaire was sent to a sample of 61 examiners and 108 students who have been involved in evaluating the mentioned assessment process. Mann-Whitney and Kruskal-Wallis tests were used to compare the mean ranks of the overall satisfaction scores between categories of the students and examiners. Categorical data were summarized and presented as frequencies and percentages. The response rates among examiners and students were 69.4% and 88.5% respectively. The majority of the examiners were generally satisfied with the online examination process compared to only around a third of the students. However, both examiners and students agreed that online examination was not suitable for assessing the physical examination skills. The online assessment can be considered a good alternative and acceptable method for medical students' assessment in unpredicted emergencies, yet it was not applicable in testing physical examination skills.

COMPARING QUESTIONNAIRE RESULTS AND LEARNING OUTCOMES IN CLINICAL LABORATORY TRAINING PROGRAMS TO SUPPORT LEARNING IN JAPAN

In Japan, the Ministry of Education, Culture, Sports, Science, and Technology requires every university to complete a learning behavior survey, assess the results, and disclose this information as part of the university's evaluation. This study examines the correlation between the results of the analysis conducted in a university for medical technologists and their learning outcomes, including GPA, graduation exam scores, and national exam scores. The learning behavior survey conducted in March 2020 included 345 participants studying medical technology. In total, 20 items were categorized based on seven factors. The results for the senior students were collated with their GPA scores, graduation exam scores, and national examination scores through factor analysis and multiple regression analysis using their scores and the factor scores. The results revealed that as students advance to upper grades, their efforts toward studying, such as study time, increase; however, no simple correlation exists between the increased study time and the resulting achievement. The medical technologist national exam scores were found to have a strong, positive correlation to three factors: effective use of leisure time, living environment, and observance of deadlines. The learning behavior survey analysis offers suggestions for students on the actions they must take to pass the national medical technologist exam.

Academic and non-academic predictors of academic performance in medical school: an exploratory cohort study

BackgroundMedical schools should also evaluate applicants’ non-academic characteristics in the search for successful students and future physicians, but ideal non-academic criteria have not yet been found. We followed two successive generations of medical students at the University of Split School of Medicine (USSM) to assess both academic and non-academic constructs as predictors of academic performance, defined as medical school grade point average (GPA). We also interviewed some of the participants to gain additional insight for future studies.MethodsWe measured study GPA in first and last year, as well as attitudes towards science, motivation, emotional intelligence, self-esteem, and perceived personal incompetence in first year. We also obtained their scores on existing medical school enrollment criteria, the State Graduation Exam (SGE) and high-school GPA. Regression models were constructed for predictors of GPA in the last year of medical school. Four structured pilot interviews were conducted to explore participants’ perceptions of necessary traits for medical school and later practice.ResultsRegression analysis showed that only SGE predicted final academic performance in medical school (β=0.35, 95% confidence interval (CI)=0.06-0.64), while none of the non-academic constructs we assessed predicted this outcome of education. The two generations did not significantly differ in any variable except that intrinsic motivation was higher in the generation that enrolled in 2011 (OR=1.47, 95%CI=1.12-1.93, P=0.005).DiscussionNone of the non-academic constructs predicted academic performance in medical school. Their use as selection criteria may not be warranted as they could impact the academic quality of enrolling medical students.

HUBUNGAN KESIAPAN INSTITUSI DENGAN KELULUSAN MAHASISWA D3 KEPERAWATAN DALAM MENGHADAPI EXIT EXAM

Abstract Competency testing is carried out as a form of maintaining the quality of graduates who have competencies in accordance with nationally established standards. The exit exam can simply be interpreted as a graduation exam, meaning that if a student is unable to meet the pass mark from the exam, he or she is declared not to have passed the nursing education. The purpose of this study was to see the relationship between institutional readiness and passing the exit exam of D3 nursing students. This study uses an analytical survey with a cross sectional study approach. Collecting data using a questionnaire in the form of google form. Sampling was done by simple random sampling with a total of 110 people. The results showed that there was no relationship between institutional readiness and graduation of D3 Nursing students in facing the exit exam with a fisher ecxact value = 0.589 > 005. It is hoped that there will be synergy between institutions, lecturers and students in preparation for the UKOM exit exam by discussing more standardized questions. ukom, attend tutoring and take part in internal and external try outs.