Learning Assessment Research Articles

Exploring distance learning in rural private schools in the Philippines: Challenges, coping mechanisms, and model development

The COVID-19 pandemic brought significant changes to the educational landscape, impacting not only public schools but also private learning institutions. This study explores the experiences of private schools at the administrative and faculty levels, focusing on the challenges encountered and the coping mechanisms employed in implementing distance learning. A descriptive phenomenology research design was used, emphasizing the subjective experiences of private school administrators and teachers. The researchers applied phenomenology to understand the core structure of their experiences in remote teaching and learning, with the goal of informing best practices and guiding potential changes in policies, theories, or responses to distance learning.Private schools faced a range of challenges due to this sudden shift, including insufficient professional preparation for teachers and inadequate technological infrastructure, both of which significantly affected the quality of distance learning. Despite these constraints, school leaders and teachers collaborated to propose strategies for mitigating the impact of these challenges. Key recommendations include prioritizing internet connectivity as a basic project for IT infrastructure with the support of school personnel and community leaders. Additional strategies involve offering diverse teaching modalities, conducting learner assessments, establishing effective communication and feedback systems, practicing efficient time management, fostering positive relationships, demonstrating professional integrity, advocating for ongoing training and simplified instruction, and recognizing the unique value of each learner within their academic environment.

SOME IMPORTANT ASPECTS USED IN ENHANCING STUDENTS’ PROFICIENCY WHILE TEACHING SPECIALIZED ENGLISH

The teaching of specialized English encompasses a multifaceted approach that integrates the four fundamental language competences - writing, speaking, reading, and listening - within the context of specific professional domains. This article synthesizes the most important aspects in teaching specialized English, elucidating the significance of genre-based instruction, authentic materials, task-based learning, and formative assessment in fostering language proficiency and disciplinary literacy. Drawing upon theoretical frameworks and empirical evidence, we delineate pedagogical strategies and approaches that empower learners to navigate the complexities of language use within specialized domains with confidence and competence. Knowledge of specialized English is an indispensable tool for people who want to excel in various professional fields, where effective communication is essential for success. That is why teachers should analyze thoroughly the students’ level of English and provide them with necessary information and authentic materials in order to develop their skills and help them become high quality specialists in their domains.

Can neotectonic faults influence soil air radon levels in the Upper Rhine Graben? An exploratory machine learning assessment

Radon (Rn) is a naturally occurring radioactive gas that poses a significant lung cancer risk. Subsurface fault zones can act as pathways for fluid and gas migration, potentially amplifying Rn accumulation. This study investigates the impact of fault zones on Rn concentrations within a 25 km2 area in the Northern Upper Rhine Graben, Germany — a region with available detailed geophysical exploration data and active neotectonic faulting. We conducted 597 Rn soil air measurements along precisely located fault zones, integrating a comprehensive range of environmental parameters. Utilizing the advanced machine learning model eXtreme Gradient Boosting (XGBoost) in conjunction with SHapley Additive exPlanations (SHAP) values, we dissected the influence of soil types, environmental factors, and proximity to fault zones on soil air Rn concentrations at a 1-meter depth. Our results reveal that clay-rich soils and cumulative 30-day precipitation are the primary drivers of elevated Rn levels. Proximity to fault zones also significantly influences Rn concentrations, though its impact is less pronounced than the factors mentioned above. Additionally, environmental factors such as wind speed, air pressure, and temperature exhibited lesser effects on Rn levels. The negligible influence of measuring devices and operating personnel increases confidence in data integrity in extensive environmental studies. This study demonstrates the effectiveness of integrating XGBoost with SHAP values to identify and quantify key factors influencing Rn concentrations. By providing a robust framework for enhancing Rn prediction models through machine learning, our findings contribute to improved risk assessments and mitigation strategies, thereby advancing public health and environmental management.

Unleashing the secrets of academic writing: exploring Indonesian language courses in higher education

Academic writing has been a widely substantial course in higher education as it plays a vital role in cultivating students’ academic writing skills. Drawing on qualitative descriptive study, this study aims to explore the fundamental requirements for academic writing to base the creation of an effective learning framework. Data consisted of teaching materials, semester learning plan (SLP), assessment tools, and guidelines for academic writing from three universities in Surakarta, Central Java, Indonesia. Findings reveal that learning materials and the SLP have both strengths and weaknesses. Despite these, there is diversity in learning and assessment methods. Adopted teaching methods encompass project-based learning, problemsolving, and lectures, while learning assessment includes portfolio techniques, project assessment, and written exams. These findings provide insight into the imperative of academic writing in the academic setting. This serves as a basis for the development of more effective learning methods. Thus, the proposed model for academic writing adopts a project-based approach to improve students’ writing by integrating indigenous wisdom to promote students' character development.

Image Quality Assessment in Visual Reinforcement Learning for Fast-moving Targets

Image Quality Assessment in Visual Reinforcement Learning for Fast-moving Targets

Investigating differentiated instruction and the contributing factors to cater EFL students’ needs at the collegial level

Teaching language has challenges for many reasons, including learners’ backgrounds, learning styles, motivation, and socio-economic status. However, EFL students can benefit from differentiation across the learning continuum to a large extent. This study investigated Afghan EFL learners’ perceptions of differentiated instruction and the factors that contributed to catering to their needs. This study revolved around five main elements of differentiated instruction: learning environment, content, process, product, and assessment. In this study, a questionnaire was developed and distributed to 102 EFL students at Herat University, Afghanistan, to record their perceptions of differentiated instruction in their classes. Three teachers of the English department at the same university were also interviewed to understand their experiences implementing differentiated instruction and identify their tensions. Data from the survey and interviews highlight that while DI requires significant teacher commitment and time, properly designed classes catering to learner specifics can enhance efficiency and be reused in future heterogeneous settings. The study’s results suggested that it is practical to implement differentiated instruction in mixed-level, large, heterogeneous classrooms.

Undergraduate dental curricula in Middle Eastern and Arabic-speaking African Nations − A cross-sectional study

PurposeTo evaluate the design of undergraduate curricula, teaching and learning practices, assessments, admission criteria and quality assurance in dental schools across Middle Eastern and Arab-speaking African nations. MethodologyA cross-sectional survey was sent to 40 dental colleges in the Middle East and African Arabic-speaking countries. A purposefully designed proforma consisting of 21 items divided into five sections based on admission criteria, curriculum delivery, teaching and learning practices, assessment methods, and quality assurance was used for data collection on Google forms. Participation in the survey was voluntary and all participants were consented before data collection. The data was analysed for descriptive statistics. ResultsA total of 28 dental institutions participated in the study yielding a response rate of 70 %. The data showed variations in the admission criteria, curricula, and assessment methods. The reliability statistics were satisfactory (Cronbach’s alpha = 0.89). ANOVA showed significant differences were noted in the clinical experience of students by country and curriculum design (p ≤ 0.001). Gaps were also identified in the quality assurance processes at some of the participating institutions. ConclusionThis study provides a snapshot of undergraduate dental education in the Middle East and Arabic speaking African countries. Although a majority of the institutions follow a student-centered approach, some in institutions still follow the traditional teacher-centered approach which is not consistent with the contemporary strategies in healthcare education. The admission criteria are based on high school grades albeit with some variations. The duration of dental programs is five years at most institutions with or without an additional foundation year. Variations were also noted in the assessment weightings, clinical targets and quality assurance procedures. Further collaboration is required to facilitate harmonization of dental curricula in the region, solicit international recognition and to better support their graduates in pursuing postgraduate studies and employment options.

Does concomitant diazepam and ethanol use modulate age-related cognitive decline in mice?

BackgroundConcomitant use of alcohol and benzodiazepines are described among elderly, raising concerns about their combined impact on memory. We aimed to evaluate the long-term impact of chronic diazepam use associated with ethanol intoxication on memory in aging mice. MethodsTwelve-month-old male C57BL6 mice were assigned into 4 groups: ethanol (OH), diazepam (DIA), diazepam + ethanol (DOH) and control (CTL). For 16 weeks, ethanol was available ad libitum and diazepam was mixed with food. Behavioral testing, performed during and after treatment cessation included working memory and visual recognition memory assessment. The second session was implemented with spatial reference learning and memory assessment in the Barnes maze test. In vivo magnetic resonance spectroscopy (MRS) acquisitions were performed to quantify hippocampal metabolites during and after cessation treatment. ResultsDuring treatment, visual recognition memory was significantly different between groups with the DIA group exhibiting the worst performance. MRS acquisition highlighted higher glutamate and choline levels in OH and DOH groups in comparison to CTL and DIA groups. After treatment wash-out, there was no difference between in the different memories evaluated. Only the learning phase of the spatial reference memory test differed significantly with worst performance in OH groups. Three months after treatment cessation, there was no remanent effect of diazepam + ethanol on hippocampal metabolites changes. ConclusionsWe did not evidence additive effect of ethanol and diazepam on memory and hippocampal metabolite levels. The disturbances observed during treatment were no remanent, highlighting the benefits of discontinuing these substances.

Pilot Study on Integrating 3D-Printed Models into Undergraduate Medical Education for Congenital Heart Disease

BackgroundThis study aimed to assess the feasibility and effectiveness of implementing 3D-printed heart models in the education of medical students in a Canadian Medical School. MethodsThree types of 3D-printed models – normal, unrepaired Tetralogy of Fallot (TOF) and surgically repaired adult TOF – were provided for medical students in their 2nd year of training after a 30-minute lecture. The repaired TOF model depicted a transannular patch, ventricular septal defect closure, and right ventricular outflow tract resection. Knowledge acquisition was measured by comparing pre-and post-session tests consisting of 5 questions. Learner satisfaction ratings were measured with questionnaires completed after the session. A statistical analysis was performed using the t-test. ResultsTwenty-two medical students participated in the study with 20 students submitting complete data for analysis. The students’ score on 5 questions improved after the 3D-printed model session. The average number of correct answers in the test was 2.1 ± 1.0 pre-session and 4.3 ± 0.9 post-session (P < 0.001) out of the possible total of 5. Participants reported a high level of satisfaction (86.4%), understanding (86.4%), and usefulness (90.9%) with the incorporation of 3D-printed models in the educational session. ConclusionsAn educational session which integrated 3D-printed anatomic models to teach congenital heart disease anatomy significantly enhanced knowledge outcomes. Learner assessment of the impact of the use of the 3D models was highly favourable.

Development of a Virtual Pediatric Holistic Comfort Care Clinic.

Guided by the tenets of Kolcaba's holistic comfort theory, we developed, implemented, and evaluated a simulated online pediatric advanced practice health center. The Pediatric Comfy Care Clinic (PCCC) was created to enhance person-centered diagnostic reasoning and holistic advanced management skills for family nurse practitioner students. Our interprofessional team used a standardized approach to online design and development while integrating essential holistic comfort theory concepts for student engagement and assessment of learning. We explored outcomes of pre- and postclinic quizzes and student reflection data using mixed methods. Significant differences (P<.001) were noted in all postpractice quizzes in each affiliated PCCC module with variable student outcomes on graded clinic encounters. Important student perspectives on teaching and learning in the virtual clinic were noted. A comfort theory-driven, simulated, and digitally enhanced virtual clinic is feasible and valuable with important implications for holistic advanced practice.

English Course Program in Karang Indah Village, Mandastana District

Currently, students still have relatively low English proficiency. This causes the improvement of English skills to be done to obtain maximum results. One of them is the English Course Program in Karang Indah Village, Mandastana District. Karang Indah Village as the location for the implementation of the English Course Program makes it specific compared to other villages in Barito Kuala Regency. Research Objective: To describe the English Course Program in Karang Indah Village, Mandastana District. This study uses a qualitative approach with a descriptive method. The collection techniques in this study are Observation, Interview, and Documentation. The instruments in this study are the researcher himself assisted by interview guidelines, recording tools, and stationery. The data analysis techniques in this study are in the form of data reduction, data presentation and conclusion drawn. Test the validity of the data used by credibility tests, transferability tests, and dependability. Research results: In its implementation, the English Course Program in Karang Indah Village, Mandastana District has several stages, namely the planning stage and the implementation stage of learning activities. The planning stage includes: tutor/teacher training, course participant registration, cost plan, learning location, learning plan. Meanwhile, the stage of implementing learning activities includes: making learning implementation plans, learning materials, learning media, learning methods, and assessment of learning activities. The existence of the English Course Program in Karang Indah Village is expected to improve the quality of human resources through English language skills.

Implementation of the Afl Guided Inquiry Model to Optimize Learning Outcomes in Acid-Base Titration Material

Education in the era of globalization becomes a bridge that connects humans with the global environment in increasing the quality of human resources. This research describes the implementation, students' activities and responses, and the increase in learning outcomes before and after implementing an assessment for learning that is guided inquiry-oriented for Class XI Acid-Base Titration material. A quasi-experimental design with a nonequivalent control group design was used, while data collection instruments were questionnaires and tests. The scores of the guided inquiry model also obtained a score rating of 3-4, or very good, during the meetings. A comparison done through the right-hand t-test for the posttest 1 and posttest 2 analysis yielded a 0.000 p-value reflecting a significant enhancement statistically in the learning outcomes of students, at p &lt; 0.05. Activities by the students were well conducted; the reception of the model was good, as shown by the average percentages, which ranged from 91.42% to 100%, falling within the "very good" range of acceptability.

Machine Learning Assessment of Background Parenchymal Enhancement in Breast Cancer and Clinical Applications: A Literature Review.

Background Parenchymal Enhancement (BPE) on breast MRI holds promise as an imaging biomarker for breast cancer risk and prognosis. The ability to identify those at greatest risk can inform clinical decisions, promoting early diagnosis and potentially guiding strategies for prevention such as risk-reduction interventions with the use of selective estrogen receptor modulators and aromatase inhibitors. Currently, the standard method of assessing BPE is based on the Breast Imaging-Reporting and Data System (BI-RADS), which involves a radiologist's qualitative categorization of BPE as minimal, mild, moderate, or marked on contrast-enhanced MRI. This approach can be subjective and prone to inter/intra-observer variability, and compromises accuracy and reproducibility. In addition, this approach limits qualitative assessment to 4 categories. More recently developed methods using machine learning/artificial intelligence (ML/AI) techniques have the potential to quantify BPE more accurately and objectively. This paper will review the current machine learning/AI methods to determine BPE, and the clinical applications of BPE as an imaging biomarker for breast cancer risk prediction and prognosis.

Speaking Skill Assessment Instrument Validity: An Investigation into Instructors’ Perceptions

To EFL learners, speaking the target language with satisfactory fluency is a highly significant aspect of learning the language. Assessment of learners’ progress and achievement in speaking skills is equally significant to identify the course of further action, whether it is for feedback, placement, or grading. At the English Language Institute (ELI), King Abdulaziz University in Saudi Arabia, learners’ proficiency in spoken English is assessed for end-of-the-term grading using Interview and Speaking Project as test instruments. The Interview questions are random, while the Speaking Project involves collection of materials on a chosen topic and report writing, followed by presentation and question-answer session. An empirical research study was conducted to examine ELI teachers’ perceptions on the reliability and validity of the two assessment instruments to accurately measure learners’ proficiency in speaking skill and meeting the requirements to reflect the learning outcomes designed for the speaking English course. The data were collected through a survey questionnaire and a structured interview. The surveyed instructors were also encouraged to express their opinions on the role of formative assessment in determining learners’ final grades in English speaking skill.

AI-powered assessment tools for E-learning: Enhancing feedback and grading systems

Recently, there has been increased incorporation of artificial intelligence in the education system, which has impacted the practice and use of assessment in learning. To this end, the following is a paper discussing the role of AI in grading, instant feedback, and personalized adaptive testing. The paper also covers the ability of AI to minimize bias and introduce fairness while grading, as well as the ability that comes with the mass LMS platforms. Moreover, this paper discusses the issues and guidelines regarding the ethical use of AI in education: data protection, the problem of automated prejudice in AI, and the replacement of human tutors. When these seemingly unimportant problems are solved, and institutions admit that ethical practices are critical, such opportunities for Artificial Intelligence can be harnessed to make learning more efficient and fairer. At last, integrating AI into learning benefits teachers and students: it enhances the teaching and learning processes. It creates the prospects for the future global exposition of technology with human creativity to enrich learners.

The Relationship Between Teachers’ Equity Orientation and Instructional Usefulness of Assessments of and for Learning

The article presents findings from a survey study of K-12 teachers in the mid-Atlantic United States about their assessment practice. Guided by two frameworks related to teacher assessment literacy in practice and critical-data-driven decision-making, we investigated how teachers’ equity orientation is related to their perceived instructional usefulness of standardized assessments of learning and assessments for learning. Structural equation models revealed defensible contributions of equity orientation and assessment preparation and professional development, specifically, teachers’ motivations for joining the profession, preparation for reflective practice and equity-oriented practice, and beliefs about societal equality to their perceived usefulness of assessments. Findings provide empirical evidence to situate the role of and influences on assessment practices in supporting equitable learning environments.

How to make virtual field guides, and use them to bridge field- and classroom teaching

At the University Centre in Svalbard (UNIS), fieldwork is an important part of all courses, but the transition from theory in the classroom to the arctic reality is a challenge. Other common challenges with course-related fieldwork are insufficient preparation, no possibilities to revisit a location to repeat difficult issues or resolve misunderstandings, and lack of suitable assessment methods of field-related learning outcomes. To narrow the gap between theory and practice and improve the alignment between field-related learning outcomes, activities, and assessment, we created a set of virtual field guides (VFG) from different locations in Svalbard based on 360-Degrees photographs collected during summer 2019. The VFGs were intended for use in combination with fieldwork in terrestrial biology courses the following years. Due to COVID-19, all courses were cancelled in 2020, and UNIS had reduced activity in 2021. The VFGs were therefore tested and evaluated by former students that had visited the locations the VFGs represented, but had not used VFGs as an integrated tool to prepare their field course. Evaluation data were collected through an anonymous survey. Eight of 16 students responded. We also collected experiences from arranging a post-fieldwork learning activity (16 students) that required knowledge of “reading landscapes,” a typical field skill. The current feedback indicates that VFGs provide students with a more realistic picture of what awaits them in the field, and aid preparing, planning, and recapitulation activities of fieldwork, but cannot substitute for fieldwork. However, VFGs can be used to practice and assess certain field-related skills. The learning potential in fieldwork is huge, but rarely fully utilized. We provide a “how to” guide for making VFGs, and argue that these rather simple digital tools improve field learning and better utilization of investments in field activities.

The Development of a Learning Unit to Promote Biodiversity Utilization in Agricultural Ecosystems

The objectives of this research were to 1) develop a learning unit to promote biodiversity use in agricultural ecosystems, 2) assess student learning outcomes related to their knowledge of biodiversity in agricultural ecosystems and to their skills of knowledge management, and 3) evaluate the impacts of learning to manage biodiversity in agricultural ecosystems on cultivators. Agriculture is a major occupation in Thailand. Knowledge about utilizing biodiversity in an agricultural ecosystem is essential for safe food consumption. Teachers play a vital role in developing and managing learning opportunities for cultivators, leading to participatory learning. Important components of learning management are teachers, learning sources in the local community, learning units about managing agricultural ecosystem biodiversity, and collaborative learning assessments for developing the learning units. This study develops learning outcomes at secondary schools to address the use of biodiversity in agricultural ecosystems along with agricultural methods and teaching skills related to sustainable agricultural learning management. Teaching skills have been improved through the guideline Encouraging Learning Outcomes for Biodiversity in Agricultural Ecosystems, in accordance with the sustainable development goals of the United Nations.

Training of Online Assessment for Elementary School Teachers: Perception and Learning Outcomes

Online assessment has developed massively since the practice of online learning, but its practice in elementary schools has not been widely explored. The study aimed to investigate the perception of satisfaction and its influence in improving the elementary school teachers knowledge from online assessment training. This study involved 37 elementary school teachers from 5 public and private schools in Malang City and was carried out in a pre-test and post-test design. The training was carried out face-to-face and online mentoring for 32 hours. The measuring instrument used triangulation of pre-test post-test data, observation and online questionnaires. Data analysis used descriptive statistics and gain score analysis using Cohen-D. The results showed a positive perception from the training participants who explained that the training could encourage and improve understanding of the urgency of teacher professional development programs. There was a significant increase in understanding based on Cohen-D test data of 1.19. The findings of this study are expected to contribute to strengthening the theory of elementary school teacher professional development programs and encouraging more massive use of technology in the learning assessment process in elementary schools.

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.