Innovative Assessment Techniques Research Articles

Innovative Assessment Practices Aligned with India’s National Educational Policy-2020

The National Education Policy -2020 [1] is the latest education policy of India, which strives to achieve benchmarks in the development of the educational scenario of India leading the students towards achieving the aspirational goals of 21st century education. NEP 2020 advocates for multidisciplinary education, multiple entry-exit and research-based programmes which mandates for a swift transition from traditional methods of assessment to innovative assessment techniques which would be more flexible, comprehensive and competency-based that would ensure a deeper understanding of subject matter than just memorizing facts. It aims to promote critical and higher order thinking and applying their knowledge to real-world situations. The primary objective of the article is to throw light on some non-traditional and innovative assessment techniques that align with the vision of NEP 2020. The researchers have employed the content analysis approach to explain these innovative techniques such as- experiential learning, holistic education, present opposite’s point of view, plot a family tree, Adaptive Learning Assessment and so on. However, further research may enlighten more such approaches according to the changing scenario in the global context and a comprehensive guide to apply these techniques.

Adaptation of logistics managers' competency models to industry 5.0 challenges

Radical geopolitical and geoeconomic transformations in the global economy are disrupting established economic ties and traditional routes of global commodity movement. Rapid technological changes, accelerated development of e-commerce, omnichannel strategies, and the sharing economy have contributed to increased demand for automation, robotization, and digitalization of logistics activities and supply chain management. These factors prompt the renewal and adaptation of the competencies set for logistics managers and, consequently, academic educational programs. The aim of the conducted research was to identify the impact of Industry 5.0 on the formation of the logistics personnel competency system, and to develop a new competency model considering rapid changes in technology, market conditions, consumer sentiments, and the regulatory environment. The research methodology combines theoretical analysis (theoretical generalization, analysis and synthesis, comparison, and grouping) with empirical research. As a result, existing and future trends in the logistics industry development were summarized, a comparative analysis of the competencies of logistics managers and engineers was conducted, and a tendency for their convergence under the influence of the transition from Industry 4.0 to 5.0 was identified. The developed comprehensive competency model for logistics managers in the context of Industry 5.0 allowed for improving the content and structure of the "Logistics" educational program at the National Technical University of Ukraine, determining the ratio between general and professional skills, the set of necessary tools and technologies required for developing and implementing logistics solutions, stimulating students to improve their knowledge, skills, and abilities, as well as orienting them towards effective professional activity in the future. Future research is reasonable to focus on evaluating new technological courses' effectiveness, developing interdisciplinary teaching methods, integrating practical experience, incorporating sustainability and social responsibility, and creating innovative assessment techniques to ensure curricula meet evolving labor market demands and prepare students for real-world challenges and new Industry 5.0 requirements.

An in-Depth Examination Modalities of Hemodynamic Characteristics in Mechanical Aortic Valve: A Comprehensive Review Article

The assessment of prosthetic aortic valves through echocardiography, a pivotal noninvasive tool, encounters challenges, with discordant findings compared to invasive measurements, particularly in transvalvular gradients. To address these complexities, this comprehensive review article explores diverse methodologies and modalities for assessing prosthetic aortic valve performance. As these life-saving devices advance in complexity, the demand for precise and innovative assessment techniques intensifies. This journey through established and emerging modalities aims to inform clinical practice, foster experimental innovation, and enhance patient care in the realm of aortic valve prosthetic assessment. Ultimately, a profound understanding of the hemodynamic milieu engendered by aortic prosthetic valves serves as the cornerstone for optimizing valve design and clinical utility. The primary objective of this comprehensive review is to elucidate, with utmost precision, the multifaceted methodologies employed in the investigation and evaluation of mechanical prosthetic aortic valve.

Innovation in online Evaluation for authentic assessment

Abstract—In the present pandemic condition, challenge as a teacher, is not only to learn new tools for online teaching but also conducting online assessment and to assure that the assessment curves are not flat but shall be a natural response which has bell shaped distribution. We all know the impact of flat evaluation is that the industry will lose trust on the quality of graduate and their knowledge based on marks/grades. This will put the quality of technical education under doubt when high scorers perform poorly in the recruitment process (including job interviews) where students are not even able to pass the basic aptitude clearance test. Online education may not lack the quality and integrity of faceto- face instruction, but it is easy to cheat in online assessment. So, there is a need to develop some innovative and best practices which will help the sincere students to have academic edge over the insincere students and the students' marks or grades shall be the replica of their intellectual ability. It will enable the deserving students to get their due credits and not bring all at the same level. Current problem of flat evaluation which has become more significant in the current pandemic can be overcome. This is mainly because of online examinations in the home environment. This paper suggests and tests some techniques to remove flatness in evaluation and make it more authentic such as, use of uniqueness and uncertainty in question paper and assessment, conducting multiple activities as part of evaluation, giving weightage to various activities as per the efforts, making assessment a multilevel activity etc. The results show the evaluation curves which were flat when no innovative assessment technique was used for assessment became bell shaped when innovative assessment technique was used. Moreover, it was found to be in alignment with testing based on classroom testing under a proctored environment. Keywords—Innovation, Evaluation, Assessment, Normal distribution

P.117 Quantitative evaluation in competency-based medical education – a nationwide survey of the spinal surgical training landscape

Background: The competency-based medical education (CBME) model has been recently implemented in spinal neurosurgical and orthopedic residencies. This model is grounded on entrustable professional activities (EPAs) that allow the assessment of clinical milestones. Integrating quantitative metrics to evaluate procedural competencies could refine the assessment’s scope. This survey, administered to program directors (PDs), aims to evaluate the current state and anticipated needs for quantitative evaluation to develop innovative assessment techniques. Methods: We surveyed 32 PDs of neurosurgical (N=14) and orthopedics (N=16) programs with a spine service via RedCap. We collected information on the programs’ characteristics. We inquired about existing assessment methods and the perceived values of developing quantitative metrics to assess spinal technical competencies using thirteen questions. Results: The response rate was 53%. All programs use EPAs to assess procedural competencies through direct observation in the operation room. One surgical program employed quantitative metrics for examination. Four PD valued the profitability of quantitative evaluation methods in a clinical or simulatory context. Conclusions: The use of quantitative metrics to assess spinal surgical competencies in Canadian neurosurgical and orthopedic residency programs is seldom. Despite its underutilization, PDs acknowledge the potential for quantitation to improve the accuracy and reliability of CBME assessments in both simulated and clinical settings.

SCIENCE TEACHERS’ AWARENESS AND UTILIZATION OF INNOVATIVE FORMATIVE ASSESSMENT TECHNIQUES FOR ASSESSING STUDENTS IN SCIENCE CLASSROOMS IN ANAMBRA STATE

The growing need to survive in a 21st century global competitive society has presented the need to restructure the teaching and learning process to not just employ innovative instructional approaches that can promote learning but also formative assessment techniques that can help improve classroom instruction for effective delivery. In this light, the study sought to innovative formative assessment techniques (IFAT) for assessing students in science classrooms in Anambra state. Two research questions guided the study. A descriptive survey research design was adopted. 150 science subject teachers, drawn using simple random sampling technique, comprised the sample of the study. An instrument titled “Checklist on Science Teachers’ Awareness developed by the researchers for the teachers was used for data collection. The 50-item checklist was subjected to face and content validity by three experts and with a reliability coefficient of 0.82 established using Cronbach Alpha. Frequency count, percentages, weighted Mean and standard deviation were used to answer the research questions. The findings of the study revealed that although science teachers are aware of some of these innovative formative assessment techniques, they however do not on the findings, it was then recommended among others that education stakeholders shosymposia, and conferences to educate teachers on these innovative assessment techniques and how to implement them in the classroom

Innovative Assessment Methods for the French Horn: Increasing the Effectiveness of Education

The introduction of innovative assessment techniques for the French horn can improve the process of education. The objective is to examine the effectiveness of the proposed assessment methods for improving accuracy on the French horn. The research is based on the experimental design to evaluate the effectiveness of assessment methods using statistical data analysis and paired t-test. The research took place from January to June during the 2020-2021 academic year. The sample involved 183 students from three educational institutions in the People's Republic of China. A preliminary assessment found that the academic performance of students was low. Before the implementation of the proposed assessment methods, an average score was 20.63 points interpreted by the scholars as Do not Meet Academic Expectations. After the introduction of the assessment methods, the post-implementation scores of the academic performance increased by 41.3%. The findings were interpreted as a Satisfactory level of academic performance. The paired t-test revealed significant differences in student performance learning the French horn before and after the introduction of the new assessment methods. The average difference was 3.57 points. Thus, the proposed assessment methods for the French horn playing include (1) playing by ear, (2) Instrumental Scheme Processing, (3) a range practice, and (4) an introductory exam. The research demonstrates that the proposed assessment methods can be used as a part of the standard assessment developed for teachers that include different elements of effective teaching tools and methods.

Innovative Assessment and Quality Education in Nigeria

This study investigated the influence of innovative assessment on quality education in Rivers State, Nigeria. The study adopted the correlation research design. The population for the study was made up of all the teachers in the senior secondary schools in Rivers State. The proportionate stratified simple random sampling technique was used to draw 300 teachers as the sample size of the study. The instrument for data collection was titled “Influence of Innovative Assessment on Quality Education (INAQE)” designed by the researcher. The instrument was validated by experts in instrument designers, Quality Assurance and Measurement and Evaluation. In the internal consistency of the instrument the RULON statistical technique was used. Five research questions were answered using Pearson Product Moment Correlation (PPMC) while the five hypotheses were tested by transforming the scores to t-test statistics at 5% probability level. The results showed significant relationship between teachers’ innovative assessment of, for and as learning and quality education, teachers’ innovative assessment skills and quality education, teachers’ non-uniformity in the innovative assessment techniques and quality education, teachers’ innovative assessment of large class size and quality education. Consequently, recommendation such as teachers to employ the use of innovative assessment of, for and as learning, Federal and States ministries of education to commence the training of teachers on innovative assessment to enhance quality education.

DIGITAL LITERACY AND INNOVATIVE ASSESSMENT TECHNIQUES IN INSTRUCTIONAL DELIVERY OF CHEMISTRY IN AN ONLINE DISTANCE LEARNING MODALITY

Educators are seeking new ways to improve education with the underlying objective of improving learning. The ways of improving and requiring the necessary skills are observed to vary from one student to another. It includes creative and innovative ways of assessing learning progress and providing feedback and interaction effectively under adverse circumstances with the aid of digital tools and resources. Thus, great considerations in ensuring the reliability and authenticity of innovative assessments while utilizing online distance learning are another challenge that educators must be facing. Empowering conceptual understanding, creativity, and innovative minds to provide reliable assessments through feedback or interaction is the undertaking of this study. The study employed a descriptive-developmental research design. This method was the most appropriate since the study dealt with finding the effectiveness of digital literacy and innovative assessment techniques in the instructional delivery of chemistry in an online distance learning modality. The participants of this study were the Forty (40) Grade 8 Level students at San Pedro National High School. This involved two (2) online distance learning modality sections of the grade 8 level composed of 20 students in each section. The instruments that were utilized to obtain the needed data were a questionnaire for digital literacy skills and a researcher-made test to measure the performance of learners before and after the experiment. Innovative assessment techniques such as feedback and interaction were proven effective in the development of conceptual understanding of the students in the instructional delivery of Chemistry under the online distance learning modality. More importantly, there is a significant difference in the conceptual understanding of the respondents before and after the exposure to innovative assessment techniques, feedback, and interaction.

An integrated empirical analysis of UK rail industry’s carbon assessment: An industry perspective

The carbon assessment of infrastructure products are becoming increasingly important drivers for infrastructure acquisition and climate change response. This emphasises the importance of the rail infrastructure industry accurately assessing and reducing its greenhouse gas contribution. However, assessing the greenhouse gas impact of an infrastructure product is a fundamentally complex global issue. Traditional carbon assessment techniques in the UK railway industry face a number of well-known issues that not only impede the adoption of innovative assessment techniques, but may also jeopardise the industry's 2050 net-zero carbon commitment. Few studies have investigated the problem thoroughly. As a result, this study examines the perspectives of UK rail practitioners on the substantive factors impeding the adoption of integrated carbon assessment techniques. In this study, an empirical analysis based on 14 semi-structured interviews and thematic analysis was carried out. The results shed light on the underlying issues surrounding rail carbon assessment. The findings confirm that current carbon assessment regulations in the UK rail infrastructure industry, due to their lack of prescriptiveness, fall short of driving long-term carbon reduction. Our research also reveals widespread support for the development of standardised greenhouse gas assessment methodologies in order to provide reliable baselines for measuring emission reductions. To drive carbon reduction, we conclude that current carbon assessment techniques must be modified. In this paper, we propose a rail carbon knowledge model for organising organisational knowledge based on the policy, process, people, and technology dimensions. Integrating different perceptions of carbon assessment is a valuable starting point for improving current practices and achieving net-zero carbon targets.

CURRENT TRENDS IN DENTAL EDUCATION

The dental profession is an important segment of human health care services all over the world. Dental schools in Europe and United States have evolved their curriculum to keep abreast with advances in dentistry; like connective tissue biophysics and molecular engineering through an objectively structured and clinically oriented curriculum. However, dental education in our country is still mostly traditional. This article examines the new approaches to teaching and learning in dental schools/colleges that are shaping dental curriculum globally. Articles relating to curricular trends in dental education and advancement in the dental profession published between 2010-2020 were searched in medical search engines. However, few relevant articles published before this period were also consulted. The current trends in dental curricula show new teaching, learning, and assessment methods like small group discussions, case-based learning, competency-based learning, Inquiry-based teaching-learning, and peer-assisted learning. The curricular format is integrated and new innovative assessment techniques like the assessment of multiple systematic reviews (AMSTAR) are being employed. Virtual reality, interdisciplinary teaching, and distributed community models in dental education are being implemented. The emergence of COVID-19 has also affected dental education and as a result, e-learning formats and assessment techniques have become increasingly popular. Dental schools abroad have revamped their curriculum with the advances in newer technologies and research related to dentistry. There is a need to immediately update and redesign the present dental curriculum in our country as well.

ОЦЕЊИВАЊЕ УЧЕНИКА У АЛТЕРНАТИВНИМ ШКОЛАМА

The main prerequisites for ensuring the quality of education and the teaching process are the qualitative features of the assessment process and its efficiency. In order to show the benefits, role and importance of assessment characteristics that have been significantly neglected or completely absent in the formal education system, this paper presents an overview of alternative schools in which the evaluation and assessment process is based on such qualitative approaches. The paper presents the general characteristics of the education activities of the Waldorf School, Montessori School and Freinet’s School, with particular reference to the assessment and evaluation process. Based on the assessment characteristics in the abovementioned alternative schools, it can be concluded that this process is characterized by: a holistic approach; high level of individualization; motivation in place of categorization; collaboration and shared responsibility of teachers, students and parents; timely feedback as the foundation for self-evaluation and the absence of repressive effect of evaluation. The identified characteristics provide an opportunity to create innovative assessment techniques and mechanisms that can ensure the quality and efficiency of the assessment process in the formal education system and serve as the foundation for creating individualized assessment procedures which the teachers-practitioners can use to significantly improve their teaching skills and use assessment more as a tool for student development.

Students’ Perspective on the Use of Edmodo as an Assessment Tool

The lecturers are in search of exploring innovative assessment techniques in order to promote students skill. For assessing students’ language skills, the study introduces Edmodo. Being a web-based online technology, beside can provide all subject, Edmodo also allows students and teacher to post materials, share videos and links, grades, notices, and assignment. It enables teachers to work with their learners in real time, and can be used either in the class or at home. The special code assigned for a particular group which makes it secure and safe in use. The study focuses on how the use of edmodo as an assessment tool. 68 students from two classes that attending News and Report Writing Course in English Language Education Islamic University of Riau in Pekanbaru participated in various assessment activities through Edmodo during 2016/2017 academic year. Reflection of the students regarding the use of Edmodo as an assessment tool were obtained by semi-structured interviews. There were four questions which posed to the students conducted by the researcher. The result indicated that most of the students motivated and Edmodo also reduced their test anxiety to a great extent and they would prefer to be assessed through Edmodo rather than traditional asessment techniques like pen-and-paper test.

An Advocacy and Leadership Curriculum to Train Socially Responsible Medical Learners

This article was migrated. The article was marked as recommended. Physician advocacy and leadership is increasingly recognized as an important part of our social responsibility. Frameworks, such as CanMEDS, have set out definitions of health advocacy and leadership for medical education. Despite calls for mandatory advocacy and leadership teaching and potential wellness benefits, presently medical curricula do not usually teach practical advocacy and leadership skills to learners. There is also a demonstrated disconnect between staff and resident perceptions of advocacy. Our group set out to create an innovative Advocacy and Leadership Curriculum (ALC) to fill this gap. A collaboration of over twenty medical students and professors from across Canada and the U.S worked over the past year to survey students, conduct curriculum mapping, examine current literature and practices in order to inform the creation of an ALC. A competency- and milestone-based ALC was created based on this data and reviewed by experts in medical education and/or physician advocacy. This ALC addresses three spheres of advocacy: the Patient level, the Institutional level, and the Population level (which includes the Community). A guiding principle of the ALC is to form positive working partnerships with communities and patients and to collaborate with other health professionals to advocate with, and on behalf of, patients. CanMEDS-based Learning Objectives, divided into theoretical, skills-based, and application-based categories, form the core of the program. The curriculum prepares learners for real-world advocacy through longitudinal projects, interdisciplinary work, and community-based service learning. Novel engagement of other professionals and physician advocates to act as advocacy preceptors is central to the curriculum. Innovative assessment techniques- such as advocacy simulations, longitudinal study of physician advocacy activity, and focus on attitudes and behaviour as well as knowledge and practical advocacy skills- are introduced. The ALC serves as an adaptable model for the training of socially responsible medical learners who are conversant in advocacy techniques and able to advocate with patients, within institutions, and with populations. Projects resulting from the ALC will improve medical school social accountability.

Co-producing actionable science for water utilities

This article explores the efforts of four water utilities to co-produce actionable science by forging partnerships with scientific institutions to explore integrating climate considerations into their specific management context. The experiences of these four utilities and their scientific partners, as part of the Piloting Utility Modeling Applications project of the Water Utility Climate Alliance, provide a wealth of empirical evidence to illustrate some of the core concepts formulated to explain how to produce usable information and how to link research to decision making. Through these four case studies of co-production, we identify three findings that bridge principles and practice: each utility engaged in contextualizing research; in building and leveraging knowledge networks; and in embracing an entrepreneurial approach to their research agenda. In several instances, unanticipated but innovative assessment techniques were developed by science partners in collaboration with water utilities to fit the utility’s specific needs. The paper concludes by discussing some of the hard realities of co-production illustrated by these cases that should be kept in mind by people contemplating similar projects.

Astigmatism and soft torics–the challenge or is it?”

Astigmatism and soft torics–the challenge or is it?”

Contact lenses–what to expect in your pre- reg year

Contact lenses–what to expect in your pre- reg year

A Way Forward: Assessing the Demonstrated Leadership of Graduate Civil Engineering and Construction Management Students

The year 2007 was a year for visionary change in the field of civil engineering in the United States. This vision did not go unnoticed in the Caribbean. At the Department of Civil and Environmental Engineering of the University of the West Indies, the M.Sc. programs have been restructured to meet the U.K. Joint Board of Moderators requirements for academic accreditation and to fulfill the mandate of the vice chancellor to develop 12 desired attributes, with leadership being among them. A model was developed in a course, Practical Team Project, to measure the learning outcome of leadership by combining the Project Management Institute body of knowledge areas and the Institute of Civil Engineers (ICE) development objectives. The course prepares students for professional review at the Incorporated Engineering (I.Eng.) level with the ICE and gives them similar standing in other Washington Accord signatory countries. This new initiative for the university required innovative assessment techniques, such as 360-degree feedback and zero tolerance, to evaluate the demonstrated leadership of the graduate students. Analytical tools such as ANOVA and t-test were used to justify the effectiveness of the chosen model.

University of Nebraska College of Medicine

University of Nebraska College of Medicine

The attitude of civil engineering students towards health and safety risk management: a case study

The highest rate of accidents and injuries in British industries has been reported by the construction industry during the past decade. Since then stakeholders have recognised that a possible solution would be to inculcate a good attitude towards health and safety risk management in undergraduate civil engineering students and construction professionals. Consequently, the four accreditation bodies that accredit construction degrees have improved coverage of health and safety risk management. The key issue has now shifted to ensure that Higher Education Centres deliver these requirements. This paper demonstrates innovative assessment methods that have been used to inculcate a safety conscious attitude into undergraduate civil engineering students, and to improve their knowledge of health and safety risk management. Surveys were administered to the students before and after they were subjected to innovative assessment techniques over two semesters in the construction management units. The analyses of the results of the surveys are provided to demonstrate the degree of improvement in the attitude of the students towards, and their knowledge of, health and safety risk management.