Assessment Of Learning Outcomes Research Articles

Developing a Gain-in-research-ability Test to Navigate and Assess Course-based Undergraduate Research Experiences

Course-based undergraduate research experiences (CUREs) benefit student learning by providing accessible authentic research opportunities. However, the uniqueness of each disciple and variation in instructors’ perception of CUREs make it challenging to reach a consensus on how to effectively assess students’ research abilities in a CURE laboratory. To address this question, we developed a Gain in Research Ability Test (GRAT) based on seven areas of competencies in research (Identify, Question, Plan, Conduct, Analyze, Conclude, and Communicate). The GRAT framework orchestrates the learning objectives and research activities, providing a quantitative assessment of student learning outcomes. The GRAT scores before and after the interventions revealed a significant growth in students’ research abilities, consistent with students’ perception of the GRAT-navigated research experience. As the seven areas of competencies in research are commonly observed across disciplines, the GRAT framework circumvents disciplinary boundaries and sets universal milestones for the assessment of CURE. Future larger-scale and cross-discipline studies are warranted to explore the potential of GRAT to provide a common metric for substance and consistency in the assessment of students’ gain in research ability across disciplines.

Penerapan Penilaian Beracuan Patokan dan Norma pada Pelajaran Sejarah Kebudayaan Islam di Madrasah Aliyah Swasta Darul Hadits Huta Baringin

The research method chosen was qualitative, with a descriptive analysis method, because the researcher wanted to analyze based on the teacher's verbal statements from each type of daily test, Mid-Semester Examination (UTS), and Final Semester Examination (UAS). This research aims to describe the results of teacher assessments which are then analyzed and compared with the theory of learning outcomes assessment related to the Benchmark Reference Assessment Approach (PAP) and Norm Reference Assessment (PAN). In the Benchmark Assessment Approach (PAP), teachers are responsible for helping students towards achieving predetermined standards. Students are considered to have graduated if they achieve or exceed the predetermined success criteria. This approach helps teachers design improvement programs and provide consistent feedback to students. On the other hand, the Norm Referenced Assessment Approach (PAN) measures a student's abilities relative to his or her group. PAN considers the normal distribution of students' abilities and places students in certain categories such as "top", "middle", or "bottom". The use of PAN in assessing learning outcomes allows adjustments to pure National Examination scores to improve them. The differences between PAP and PAN include the assessment focus, measurement approach, and assessment objectives. Although both can be used in educational contexts, their application differs depending on the assessment needs. In assessing the results of learning the History of Islamic Culture in Madrasas, the use of PAP and PAN must be adjusted to the characteristics of the students and the learning objectives to be achieved.Top of Form

E-learning in transfusion medicine: An exploratory qualitative assessment.

E-learning programmes are increasingly offered in transfusion medicine (TM) education. The aim of this study was to explore facilitators and barriers to TM e-learning programmes, including assessment of learning outcomes and measures of effectiveness. Participants selected from a prior survey and representing a diverse number of international e-learning programmes were invited to participate. A mixed methodology was employed, combining a survey and individual semi-structured one-on-one interviews. Interview data were analysed inductively to explore programme development, evaluation, and facilitators and barriers to implementation. Fourteen participants representing 13 institutions participated in the survey and 10 were interviewed. The e-learning programmes have been in use for a variable duration between 5 and 16 years. Funding sources varied, including government and institutional support. Learner assessment methods varied and encompassed multiple-choice-questions (n = 12), direct observation (n = 4) and competency assessment (n = 4). Most regional and national blood collection agencies rely on user feedback and short-term learning assessments to evaluate their programmes. Only one respondent indicated an attempt to correlate e-learning with clinical practices. Factors that facilitated programme implementation included support from management and external audits to ensure compliance with regulatory educational and training requirements. Barriers to programme implementation included the allocation of staff time for in-house development, enforcing compliance, keeping educational content up-to-date and gaining access to outcome data for educational providers. There is evidence of considerable diversity in the evaluation of e-learning programmes. Further work is needed to understand the ultimate impact of TM e-learning on transfusion practices and patient outcomes.

Correction: Faculty in Action: Researching a Community of Practice Approach to Institutional Learning Outcomes Assessment

Correction: Faculty in Action: Researching a Community of Practice Approach to Institutional Learning Outcomes Assessment

Penerapan Problem Based Learning Berbantuan Aplikasi Patik Bali untuk Meningkatkan Hasil Belajar Materi Pasang Aksara Bali

Most of the students' basic ability to write Balinese characters needs to be improved. This can be seen when students are given discourse in Balinese characters, most of them complain and say that they cannot read. Some students are indifferent because they really cannot read Balinese characters. The lack of basic ability to write Balinese script makes students less interested in Balinese script material. From the assessment of learning outcomes, it also looks very low, where out of 30 students only 1 participant gets a score above the KKM. Therefore, action research must be conducted with the title Penerapan Model Pembelajaran Problem Based Learning Berbantuan Media Aplikasi Patik Bali untuk Meningkatkan Hasil Belajar Materi Pasang Aksara Bali pada Peserta Didik Kelas VII4 SMP Negeri 5 Kuta Selatan Semester Ganjil Tahun Pelajaran 2023/2024. This research was conducted using a type of Classroom Action Research (PTK) consisting of pre-cycle, cycle I, and cycle II. From the research conducted, student learning outcomes have increased from pre-cycle to cycle II. This can be seen in the pre-cycle, out of 25 students who were complete as many as 6 students (24%) and those who were not complete were 19 students (76%). Whereas in cycle I, there were 15 students (60%) who were complete and 10 students (40%) who were not complete. Then in cycle II the students who were complete were 25 students (100%). So from pre-cycle to cycle I there was an increase in learning outcomes by 16%, while from cycle I to cycle II there was an increase in learning outcomes by 40%. With the acquisition of these data, it can be concluded that the application of a problem-based learning model with the Balinese patik application media can improve the learning outcomes of pairs of Balinese characters for students in class VII4 SMP Negeri 5 Kuta Selatan in the 2023-2024 academic year.

Enhancing Medical Education through the "Distribute, Discuss, and Develop" Method: A Comparative Study of Small-Group Discussions.

Background Small-group discussions (SGDs) are pivotal in medical education, facilitating the development of critical thinking, communication skills, and teamwork. However, traditional SGDs face challenges such as scalability and maintaining student engagement. This study aims to evaluate the "Distribute, Discuss, and Develop" (3D) method for enhancing learning outcomes in medical education. Methods A single-blinded interventional study was conducted with 125 first-year Bachelor of Medicine and Bachelor of Surgery students, who were divided into intervention and control groups through random assignment. The intervention group employed the 3D method across two thematic units: hematology and muscle nerve physiology. The study assessed learning outcomes using pre- and posttests, class-average normalized gain ("g"), and feedback questionnaires to capture student perceptions of interaction, communication enhancement, and session summarization. Results The intervention group showed significantly improved learning outcomes in both thematic units, with larger effect sizes (hematology: 1.55; muscle nerve physiology: 1.4) compared to the control group. The normalized gain "g" indicated a medium effectiveness level for the intervention group in both themes, suggesting enhanced learning. Feedback questionnaires revealed higher satisfaction levels within the intervention group regarding interaction, communication skills, and session summarization. Conclusions The 3D method addresses the challenges faced by traditional SGDs, providing a scalable and engaging approach to medical education. By fostering more effective student-centered learning, the method enhances the comprehension of complex physiological concepts and improves communication skills. The 3Dmethod significantly improves learning outcomes, interaction, and communication skills in medical education. This innovative approach to SGDs offers a promising strategy for enhancing the educational experience in medical schools, supporting the development of more articulate and professionally competent medical graduates.

Development of E-Module Media on Learning to Make Body Proportion Images in Class X Fashion Design SMK Negeri 1 Buduran

Media Learning is an educational instrument to support the learning process. The purpose of this study is to determine the process of developing E-Module media, the feasibility level of E-Module media, and student learning outcomes after applying E-Module media to learning to make body proportion images. This research uses Research and Development (R&D) research with the ADDIE development model. The data collection technique used feasibility validation with 2 media validation experts and 2 material validations as well as tests by students in class X fashion with a total of 36 students. The data analysis technique used is an assessment of media feasibility and student learning outcomes. The results of the E-Module media feasibility level research on learning to make body proportion images were declared very feasible with a score of 4.25. Student learning outcomes in learning to make body proportion drawings are shown with classical percentages of 97% complete and 3% incomplete. E-Module learning media with very feasible categories can improve student learning outcomes in learning to make body proportion images in class X of SMK Negeri 1 Buduran.

Citizen science and learning outcomes: assessment of projects in South Africa

This study assessed educational goals and learning outcomes in 57 citizen science projects in South Africa. Emphasising data collection as the primary objective, the findings revealed a secondary focus on environmental awareness, protection, and management, as well as education and research advancement. Notably, educational goals were often not prioritised, and formal measures for assessing learning outcomes were infrequently employed by project leaders. The study underscores the necessity for systematic approaches to evaluate the educational impacts of citizen science projects in South Africa.

How do we learn in and from Hackathons? A systematic literature review

AbstractThis paper presents an analysis of the current research landscape around hackathons and hackathon-like events as opportunities and means for learning. In particular, we aimed to explore how hackathon-like events are utilized to promote learning, what systematic approaches are used to orchestrate learning in such events, and to what extent knowledge is systematized and standardized in this context. To that end, we conducted a Systematic Literature Review following established guidelines. In this review we studied 39 research papers published over a 10-year span. Our findings indicate that no standardized setup for hackathons to promote learning and to assess learning outcomes has been investigated exhaustively. We did not find a systematic approach to reliably produce or measure learning effects in hackathons. Most of the reviewed papers relied on perceived learning for the assessment of learning. Based on the consulted literature, this does not provide comprehensive proof of positive learning outcomes from hackathons. We, therefore, conclude that additional research is needed to gather insights and consequently work toward solidifying the role of hackathons as learning tools. This work contributes to exploring the landscape and proposing research directions for capitalizing on the potential of hackathons and similar events for learning.

Recurrent Neural Network Research on a Flipped Classroom Online Collaborative Teaching Platform

A Recurrent Neural Network (RNN) is a type of artificial neural network designed to effectively process sequential data by maintaining a memory of past inputs. A Collaborative Online Teaching platform is a digital space designed to facilitate interactive and engaging learning experiences between educators and students in virtual environments. It integrates various tools and features to enable real-time communication, content sharing, and collaborative activities. The collaborative features such as breakout rooms, group projects, and interactive whiteboards promote teamwork and active participation among students. Assessment tools within the platform facilitate the evaluation of student progress through quizzes, assignments, and grading functionalities. This research investigates the integration of Problem Based Learning (PBL) and cooperative instructional methods within flipped classrooms, aiming to examine their impact on students' intrinsic motivation to learn. The study endeavors to develop a tutorial strategy aligned with the concept of "flipped schools" to enhance students' self-directed study, problem-solving abilities, academic achievement, and interest in instruction. First-year students from Southern Taiwan College of Science and Technology's School of Information Management participated, focusing on education in C#. The participants were divided into a trial group, experiencing the proposed teaching tactics, and an identical control group with randomly selected groups. Pre- and post-test scores from computing classes were analyzed to assess learning outcomes. Additionally, a survey explored students' perceptions of the flipped classroom approach, project-based schooling, and collaborative learning. Recurrent Neural Network (RNN) processes were employed to analyze sequential data, such as student performance over time and engagement patterns. Results indicate that the recommended instructional strategies led to improved comprehension levels, with the experimental group showing significantly greater progress compared to the control.

Framework for Implementing e-Portfolio Assessment to Improve Student Habits of Mind and Mastery of Chemistry Studies Concepts

The COVID-19 pandemic emphasized the need for improving teachers’ online teaching skills. One skill was using electronic portfolio assessment. Electronic portfolio assessment as an alternative assessment does not only focus on cognitive aspects but also is in line with the regulations of the Ministry of Education regarding the assessment of learning outcomes that focus not only on cognitive aspects but also on aspects of skills and attitudes. This study aimed to develop a framework for electronic portfolio assessment to improve students’ habits of mind and mastery of chemical studies concepts. We conducted a literature review to identify, categorize, synthesize and develop a framwork. This offers chemistry teachers a model for systematically designing and implementing an electronic portfolio of assessments and provides them with the instruments to conduct further research on assessment techniques. This framework guides chemistry teachers through important technical decisions, such as setting goals, identifying clear goals and establishing meaningful criteria for electronic portfolio assessment. Other issues discussed include defining the content of the electronic portfolio, managing the electronic portfolio, and monitoring and evaluating processes.
 Keywords: electronic portfolio assessment, habits, chemical concepts

A Framework for Efficient and Accurate Automated CLO and PLO Assessment

Accurate and efficient learning outcome assessment is crucial for ensuring high-quality education, but traditional methods can be time-consuming, error-prone, and inconsistent. We developed a novel Excel Macro-enabled framework for automating the evaluation of Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs) in higher education. The framework consists of two Excel Macro-enabled workbooks. The course section workbook guides instructors through the assessment process, automatically calculates CLO achievement levels, and generates reports for the coordinators and the Head of Department (HoD). The course-level workbook aggregates data from all course sections and calculates CLO and PLO achievement levels relative to the course. Proven successful in three FCIT (Faculty of Computer and Information Technology) programs at NBU (Northern Border University), the framework demonstrably reduces assessment time and errors, improves consistency, and facilitates data-driven program improvement, making it a valuable tool for enhancing program quality.

Revitalizing Medical Education Delivery through Teacher-Led Curriculum Critiques: A Narrative Review

ABSTRACT A teacher in a medical college is like a compass who has the responsibility and the power to guide budding medical students in their educational journey to become effective and efficient members of the healthcare team. The purpose of the current review is to justify the significance of curriculum evaluation, explore the role of teacher in the capacity of curriculum evaluator, enlist various methods and tools to perform curriculum evaluation, and identify the challenges and suggest potential solutions to overcome them. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines and a total of 16 articles were selected based upon their suitability with the current review objectives and analyzed. Keywords used in the search include curriculum evaluation in the title alone only (viz. curriculum [ti] AND medical [ti]; curriculum evaluation [ti] AND methods [ti]; curriculum evaluation [ti] AND approaches [ti]; curriculum evaluation [ti]). A number of strategies can be employed to perform the evaluation of the medical curriculum, ranging from obtaining feedback from medical students at the end of each professional phase to assessing content, teaching methods, assessment, and attainment of learning outcomes. The process of evaluation of medical curriculum by teachers is a complex and challenging one and needs careful planning and execution of different aspects. These identified challenges clearly provide evidence that teachers have to be given the necessary training, resources, and institutional support to enable them to conduct effective medical curriculum evaluation. In conclusion, teachers in their capacity as curriculum evaluators remain the most important stakeholder in ensuring continuous improvement in the quality of education delivered to students. Owing to their in-depth awareness of classroom dynamics, the learning process, and the awareness about unique needs of students, their involvement in curriculum evaluation can ensure alignment between the delivered curriculum and the needs of the society.

A Pragmatic Framework for Assessing Learning Outcomes in Competency-Based Courses

A Pragmatic Framework for Assessing Learning Outcomes in Competency-Based Courses

Learning Evaluation Method Based on Artificial Intelligence Technology and Its Application in Education

Artificial intelligence (AI) is a transformative technology that enables machines to perform tasks that typically require human intelligence. Through algorithms and advanced computing systems, AI enables machines to perceive their environment, reason, learn from experience, and make decisions autonomously. From virtual assistants like Siri and Alexa to self-driving cars and advanced medical diagnosis systems, AI applications are reshaping industries and revolutionizing the way we live and work. With its ability to process vast amounts of data and identify complex patterns, AI has the potential to drive innovation, improve efficiency, and solve some of society's most pressing challenges. This paper introduces a novel learning evaluation method based on artificial intelligence technology, specifically leveraging Mamdani Fuzzy Clustering Middle Order Classification (MFCM-OC), and explores its application in education. The proposed method aims to provide a comprehensive assessment of student learning outcomes by analyzing various factors such as academic performance, engagement, and cognitive development. Through simulated experiments and empirical validations, the efficacy of the MFCM-OC-enhanced learning evaluation method is evaluated. Results demonstrate significant improvements in accuracy and granularity compared to traditional evaluation methods. For instance, the MFCM-OC model achieved an average accuracy rate of 85% in predicting student performance, allowing for targeted interventions and personalized learning plans. Additionally, the method enables educators to identify students' strengths and weaknesses more effectively, facilitating data-driven decision-making and continuous improvement in educational practices. These findings underscore the potential of artificial intelligence with MFCM-OC in revolutionizing learning evaluation and enhancing educational outcomes.

POTENTIAL OF ASSESSMENT PROCEDURES TO ENHANCE LEARNING OUTCOMES

The concern for the assessment of learning outcomes is reinforced today by the requirement expressed by society to get hold of skills graduates in various fields of activities. Hence, Learning outcomes are considered as an essential part of any type of learning process. A learning outcome is a clear statement of what a learner is expected to be able to do, or to know about language and provide value at the completion of a unit of study, and finally how well they should be expected to achieve those outcomes. It states both the substances of learning and how its attainment is to be demonstrated. This study will enhance the importance of assessment procedures of learning outcomes in developing higher education students’ information literacy competence which should be valued in all the fields of life. The study will find different types of tools and methods which can evaluate knowledge and skills to evaluate the importance of assessment. By using different types of assessment activities, teachers can improve activities of evaluations that is an important part of assessment procedures to achieve the learning outcomes.
 A central objective in the university context is to promote innovative teaching activities that increasingly see students as an active part of the learning process, fostering their learning outcomes, knowledge, and skills. Innovative assessment practices have the potential to shift the way universities function. By focusing on well-designed assessment tasks, where students are expected to work collegially and are actively involved in assessment, the opportunity to engage students in the assessment process is realized.
 For the purpose of finding out the potential of assessment procedures in developing learning outcome, one of the courses taught in English Department of Punjab University, Pakistan to the BS Linguistic students is assessed. The findings of the study reveal that assessment of learning outcomes today becomes an integral part of teaching and learning process, though whatever methods or tools we use to evaluate students’ performance of knowledge or cognitive skills, it should be in a positive and encouraging way of assessment. Moreover, the use of different assessment activities clearly points out that the achievement of learning outcomes depends on the proper use of assessment tools, then only we can see the potential of assessment in enhancement of learning outcomes. 

Development of trigonometric comparison teaching materials based on ICT and Tri-N for face-to-face and distance learning

This study endeavors to (1) develop instructional materials grounded in ICT and Tri-N principles tailored for both Face-to-Face Learning and Distance Learning modalities, and (2) assess the feasibility of these materials for dual usage. The research methodology employed is the Research and Development (R&D) approach, utilizing the ADDIE model encompassing five sequential stages: (1) Analysis; (2) Design; (3) Development; (4) Implementation; and (5) Evaluation. The study was conducted at SMA N 5 Yogyakarta, with a cohort of 36 students from class X-1 utilizing the PTM model, and another 36 students from class X-2 employing the PJJ model as research subjects. Data collection methods encompassed validation questionnaires, student response surveys, and learning outcome assessments, while data analysis involved both qualitative and quantitative descriptive methodologies. The research culminated in the creation of instructional materials rooted in ICT and Tri-N principles, comprising videos, PowerPoint (PPT) presentations, and handouts, which underwent comprehensive product feasibility testing. Validation results from media and material experts demonstrated a high level of validity, with Face-to-face instructional materials receiving an average score of 4.55 and distance learning instructional materials achieving an average score of 4.04. During the implementation phase, student feedback yielded favorable average scores of 3.49 for face-to-face instructional materials and 4.02 for distance instructional materials, indicating positive reception and usability. Notably, statistical analyses revealed a significant positive correlation between student responses and learning outcome assessments, affirming the suitability of the instructional materials for effective utilization by both students and educators.

Dissecting human anatomy learning process through anatomical education with augmented reality: AEducAR 2.0, an updated interdisciplinary study.

Anatomical education is pivotal for medical students, and innovative technologies like augmented reality (AR) are transforming the field. This study aimed to enhance the interactive features of the AEducAR prototype, an AR tool developed by the University of Bologna, and explore its impact on human anatomy learning process in 130 second-year medical students at the International School of Medicine and Surgery of the University of Bologna. An interdisciplinary team of anatomists, maxillofacial surgeons, biomedical engineers, and educational scientists collaborated to ensure a comprehensive understanding of the study's objectives. Students used the updated version of AEducAR, named AEducAR 2.0, to study three anatomical topics, specifically the orbit zone, facial bones, and mimic muscles. AEducAR 2.0 offered two learning activities: one explorative and one interactive. Following each activity, students took a test to assess learning outcomes. Students also completed an anonymous questionnaire to provide background information and offer their perceptions of the activity. Additionally, 10 students participated in interviews for further insights. The results demonstrated that AEducAR 2.0 effectively facilitated learning and students' engagement. Students totalized high scores in both quizzes and declared to have appreciated the interactive features that were implemented. Moreover, interviews shed light on the interesting topic of blended learning. In particular, the present study suggests that incorporating AR into medical education alongside traditional methods might prove advantageous for students' academic and future professional endeavors. In this light, this study contributes to the growing research emphasizing the potential role of AR in shaping the future of medical education.

Students got mail: Do students read semi-tailored emails and what is the impact?

This paper examines the effectiveness of providing personalised email feedback via an automated email application in a large undergraduate introductory accounting course. Over 1,200 students received feedback via emails sent weekly, semi-tailored to each student based on their results in online self-test learning quizzes. We first found that students read the majority of emails distributed. Second, through tracking, using regression analysis, we found that reading emails is related to significantly higher final examination performance in some cases. However, this is moderated by factors relating to diversity in a large cohort exceeding 1,000 students. The results indicate that feedback needs to be readily actionable and aligned with assessed learning outcomes to realise significant impacts on exam performance. This study is relevant to educators who teach large and diverse cohorts and need time-efficient solutions to tailor the learning experience to each student. Implications for practice or policy: Undergraduate students read the majority of weekly emails distributed, indicating emails can be used as an instructor communication device. Emails should specifically encourage activity completion aligning with learning objectives to improve grades. Students who achieve lower grades in tertiary studies, from English-speaking backgrounds and medium to high socio-economic status, high performers at high school and younger students aged 20 or less are positively impacted. Therefore, emails should be used by instructors teaching cohorts with these characteristics.

Solutions to Improve Activeness of Students in Learning Process of Students Majoring in Physical Education at Hong Duc University in Vietnam Through Regular Testing and Assessment of Learning Outcomes

Realize the role of regular testing and assessment in the training process. Create “pressure” intentionally and ensure scientific aspact so that students can improve their sense of responsibility in learning, form the habit and need to regularly self-study with high quality and efficiency throughout the education process, contributing to improving the effectiveness of educating students majoring in physical education at Hong Duc University – Vietnam [8]. Testing and assessment aim to improve the effectiveness of lecturers’ teaching by providing lecturers with data that can diagnose skill deficiencies, measure mastery of selected intended learning objectives, and appropriate teaching and learning methods [7].