Assessment Of Learning Outcomes Research Articles

Advancing Robotics-Enabled STEM Education in K-12: Frameworks for Comprehensive Learning Outcomes Assessment and Inclusivity

This systematic literature review examines the integration of robotics in K-12 STEM education, focusing on assessment frameworks and inclusive teaching practices. Through analysis of empirical studies from 2006 to 2021, we identify key themes in educational robotics implementation, including technical skill development, cognitive growth, and social-emotional learning. The review synthesizes findings from 15 selected papers, highlighting the effectiveness of constructivist and constructionist approaches in robotics education. Particular attention is given to assessment methodologies that promote inclusive learning environments and support diverse student populations. The findings reveal that successful robotics integration requires comprehensive assessment frameworks that balance technical competency with broader educational outcomes. We present structured frameworks for evaluating student engagement, learning outcomes, and program effectiveness, while emphasizing the importance of adaptable teaching strategies that accommodate different learning styles and abilities. This review contributes to the growing body of knowledge on educational robotics by providing evidence-based recommendations for implementing inclusive, assessment-driven robotics programs in K-12 education. Keywords Educational robotics, Assessment frameworks, Systematic review, K-12 STEM education, Inclusive education, Learning outcomes, Constructivist learning, Student engagement, Robotics integration, Educational technology

Exploring the Current State of Information Literacy Education: A Systematic Literature Review

Information Literacy Education is a skill taught to students of various educational levels, from elementary school to college and even postgraduate programs. This research aims to present the current state of Information Literacy Education, identify the dominant research themes, the methods of teaching and learning used, the context of learning in which the skill is taught, and recommends future research development in related fields. A systematic literature review was conducted using large electronic journal databases such as Taylor and Francis, and Science Direct, which obtained 37,633 articles. Furthermore, The PICOC and PRISMA protocols were applied to analyze 17 relevant articles and identify 14 themes in learning, 14 learning methods, 12 research methods used, and 7 scientific fields in the implementation of Information Literacy Learning from 2017 to 2021. These results provide direction for future research and contribute to enhanced information literacy curriculum development, effective integration of information literacy in specific disciplines, transitioning to online information literacy instruction, development of engaging and interactive information literacy modules, assessing learning outcomes and informing instructional strategies, collaboration and professional development in information literacy, diverse and effective teaching methods, and advancements in research methods for information literacy.

Impact of the Use of Fuzzy Comprehensive Evaluation Applications towards Computational Thinking Skill Students in Engineering Education

Technology can enhance the accessibility of higher education, providing equal opportunities to students from diverse backgrounds. Technology plays a crucial role in higher education by revolutionizing the learning process and the utilization of educational resources by students. The application of Fuzzy Comprehensive Evaluation (FCE) in higher education significantly enhances computational thinking skills by improving instructional quality, expanding the scope and objectivity of student performance evaluations, and enhancing the assessment of learning outcomes. The study involved 919 participants who voluntarily provided data. The participants were selected using convenience sampling, which involves gathering data from individuals who are representative of the overall population and are willing to participate. The findings of this study suggest that self-efficacy has a substantial impact on computational thinking skills, perceived usefulness, perceived ease of use, and attitude towards using. Self-efficacy is the term used to describe an individual’s belief in their ability to successfully handle various situations. The perceived usefulness of a system is strongly linked to this idea, which pertains to how much someone thinks it will help them do better is called attitude. This research shows that self-efficacy has a good effect on how useful something is seen to be.

Feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention for multilingual English learners

This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3–5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across five dimensions—acceptability, practicality, integration, implementation fidelity, and effectiveness—using teacher interviews, ratings, lesson observations, and student and teacher learning outcome assessments. Findings suggest that the intervention was generally well-received by teachers, with structured lesson plans and resources facilitating implementation. Teachers demonstrated increased knowledge in reading instruction and the intervention following professional development, and students showed gains in vocabulary, text structure awareness, and topic-specific knowledge. However, time constraints during standardized testing periods limited consistent implementation. These findings inform the refinement of the K.L.I. intervention for broader application, emphasizing the need to address contextual challenges and conduct future evaluations to support its larger-scale implementation and improve ML-ELs’ literacy outcomes.

Implementing OBE to Innovate Entrepreneurship Education in Higher Education

This project focuses on translating Outcome-Based Education (OBE) policy into learning design, execution, and assessment of learning outcomes in higher education entrepreneurial courses. Case study-based qualitative research is used in this study. Data were collected via extensive interviews with lecturers, students, and institutional policymakers, observation of entrepreneurship course learning, and assessment of Semester Learning Plan (SSP) and learning outcomes evaluation materials. Data was analyzed using thematic analysis to find patterns and correlations. The research shows that lecturers understand OBE principles and practises well enough to create learning outcomes, use experiential learning methods like business simulations and collaborative projects, and create relevant evaluation tools. This understanding helps lecturers integrate the OBE policy into the curriculum, improving student creativity, inventiveness, and problem-solving. This technique was successful, but institutional backing remains an issue. Limitations include limited resources, a need for creative evaluation tools, and poor instructor-student communication about OBE-based learning objectives. Students believe OBE-based learning is relevant to professional life, although the intensive exercises require better time management. This study improves theoretical comprehension of OBE policies in practice-oriented courses like entrepreneurship. This research emphasizes the need for continued lecturer training, a more detailed policy implementation guide, and additional resources to improve learning. The paper recommends more research on OBE policy's long-term effects on graduate quality and labor market alignment.

Use of Quizizz for Learning Evaluation Class IV Primary School

Educators in the national education system are responsible for planning and implementing the learning process, assessing learning outcomes, providing guidance, as well as conducting research and community service. Learning evaluation is a core competency that every educator must have, including the ability to use modern evaluation tools in accordance with technological developments such as Quizizz. This research aims to describe the use of the Quizizz application in evaluating learning in class IV elementary schools. The research method used is descriptive qualitative, with data collection techniques through observation, interviews and documentation. The research subjects consisted of teachers and fourth grade students in one of the elementary schools. The research results show that using Quizizz can increase students' learning motivation. This can be seen from the students' enthusiasm in taking the quiz and their active participation during the evaluation process. Students feel more challenged and motivated to learn because of the interactive and gamification features offered by Quizizz. In addition, the feedback provided through Quizizz has proven to be effective in helping students understand their mistakes and improve their understanding of the lesson material. Teachers can provide feedback directly after students complete a quiz, so students can immediately find out the results and correct their mistakes. Research also finds that Quizizz makes it easier for teachers to manage learning evaluations. Teachers can easily create quizzes, aggregate results in real-time, and provide fast and accurate feedback to students. Based on these findings, it can be concluded that Quizizz is an innovative and effective evaluation tool in improving the quality of learning in class IV elementary schools.

Oppimisen moninaiset kontekstit: Yhdeksäsluokkalaisten kokemuksia englannin kielen oppimisesta koulun ulkopuolella

This article examines Finnish ninth graders’ views on their acquisition and use of English outside school. Out-of-school learning and use of English is a growing phenomenon, and we aim to shed light on how Finnish pupils describe their learning experiences and the meanings they attach to them. The data consist of written tasks completed as a part of the national assessment of learning outcomes in A syllabus of English in basic education conducted by the Finnish Education Evaluation Centre in spring 2021. The written tasks are first analyzed with corpus methods (frequencies, key words) and then qualitatively. The results show that there are some differences between girls and boys in the out-of-school learning environments they describe. Out-of-school learning is also described as common and important by pupils of different proficiency levels. Overall, Finnish teenagers associate English with opportunities to participate in global youth cultures and engage in meaningful freetime activities.

The Use of Artificial Intelligence (AI) among International Class Program Students and Its Implication in Their Learning

Artificial Intelligence (AI) is a technology that enables computers to mimic human intellectual abilities, such as learning from experience, identifying patterns, making decisions, and completing complex tasks. AI is currently a popular topic in the field of education, where it can assist teachers in tasks like creating lesson plans, assessing learning outcomes, and providing support to students. AI can also benefit learners by improving their academic performance, making learning more interesting and interactive. AI also believed as a tool for mastering several foreign languages. One of the programs at universities that required students to master a single foreign language is International Class Program (ICP). AI could have an impact in improving academic performance of ICP students. By the case, this study aims to explore the use of AI among International Class Program (ICP) students and its implications for their learning. A survey was conducted among 46 ICP students from seven different majors in the Faculty of Tarbiya and Teacher Training, Maulana Malik Ibrahim State Islamic University of Malang. The results showed that AI is mostly used by ICP students for searching for translations, looking for inspiration, and finding answers. The use of AI has implications for ICP students, such as the lack of mastery of foreign languages. However, AI can also help students master foreign languages quickly, easily, and efficiently. AI can also help students do assignments, find ideas, and create designs or discussions. The information provided by AI tends to be more concise, easy to understand, and informative. The advantages of using AI include helping students find answers efficiently, making it easier for students to find additional information, being practical, growing student inspiration, imagination and creativity, helping students develop a better understanding of technology, assisting in developing designs or discussions, and helping translate accurately. The disadvantages of using AI include dependence, making students lazy, providing inaccurate information, eliminating students' critical thinking, reducing students' literacy, and using non-standard language. In conclusion, AI has both advantages and disadvantages in education. While AI can help students learn more efficiently and effectively, it can also make students lazy and dependent on technology. Therefore, it is essential to use AI wisely and not abuse it in education.

The Relationship between Interest and Learning Motivation with Physics Learning Outcomes on the Concept of Newton's Laws

This study aims to analyze the effect of student interest and motivation to learn on physics learning outcomes on the concept of Newton's Law. Low interest and motivation to learn is one of the causes of students' difficulty achieving optimal learning outcomes in physics, especially in abstract material such as Newton's Law. The research used a quantitative approach with descriptive statistical methods. Data were obtained through a Likert scale-based questionnaire to measure interest and motivation to learn and a multiple-choice test to assess learning outcomes. Analyses were conducted using multiple linear regression with the help of SPSS. The results showed that interest and motivation to learn significantly influenced student learning outcomes, with a contribution of 73% and a positive relationship. This result confirms the importance of lecturers in designing learning strategies that can increase student interest and motivation to support the success of physics learning, especially in Newton's Law material.

Accuracy and reliability of large language models in assessing learning outcomes achievement across cognitive domains.

The advent of artificial intelligence (AI), particularly large language models (LLMs) like ChatGPT and Gemini, has significantly impacted the educational landscape, offering unique opportunities for learning and assessment. In the realm of written assessment grading, traditionally viewed as a laborious and subjective process, this study sought to evaluate the accuracy and reliability of these LLMs in evaluating the achievement of learning outcomes across different cognitive domains in a scientific inquiry course on sports physiology. Human graders and three LLMs, GPT-3.5, GPT-4o, and Gemini, were tasked with scoring submitted student assignments according to a set of rubrics aligned with various cognitive domains, namely "Understand," "Analyze," and "Evaluate" from the revised Bloom's taxonomy and "Scientific Inquiry Competency." Our findings revealed that while LLMs demonstrated some level of competency, they do not yet meet the assessment standards of human graders. Specifically, interrater reliability (percentage agreement and correlation analysis) between human graders was superior as compared to between two grading rounds for each LLM, respectively. Furthermore, concordance and correlation between human and LLM graders were mostly moderate to poor in terms of overall scores and across the pre-specified cognitive domains. The results suggest a future where AI could complement human expertise in educational assessment but underscore the importance of adaptive learning by educators and continuous improvement in current AI technologies to fully realize this potential.NEW & NOTEWORTHY The advent of large language models (LLMs) such as ChatGPT and Gemini has offered new learning and assessment opportunities to integrate artificial intelligence (AI) with education. This study evaluated the accuracy of LLMs in assessing an assignment from a course on sports physiology. Concordance and correlation between human graders and LLMs were mostly moderate to poor. The findings suggest AI's potential to complement human expertise in educational assessment alongside the need for adaptive learning by educators.

Rethinking the Andragogical Effectiveness of Discussion Boards in an MBA Program

ABSTRACT This paper critically examines the andragogical effectiveness of discussion boards within an MBA program, focusing on whether alternative methods could yield superior educational outcomes. Traditional online discussion boards, despite being a mainstay in asynchronous distance education, have come under scrutiny for their potential limitations in facilitating deep, meaningful student interactions. Through a quasi-experimental study involving MBA students, this research explores the implementation of a reflective journaling approach, incorporating elements like distributed practice and recall activities as an alternative to conventional discussion boards. The study employs Michael G. Moore’s Theory of Transactional Distance as a theoretical framework to assess learning outcomes. Initial results from the innovative andragogical approach suggest a moderate effect size, indicating a potential improvement in learning outcomes compared to traditional discussion board use, although statistical significance was not reached. The findings prompt a reevaluation of interaction techniques in online education, suggesting that integrating reflective practices could enhance the quality of student learning and engagement.

Examination of Research Conducted on the Use of Artificial Intelligence in Science Education

The advancement of artificial intelligence (AI) has been significantly driven by developments in machine learning and neural networks. As AI becomes increasingly pervasive, its applications are diversifying, with notable penetration in sectors such as health, education, social media, robotics, and entertainment. One area in which AI is being deployed is science education. The objective of this study is to examine the research that incorporates AI within the field of science education. By analysing trends in the reviewed studies, this research identifies the countries, institutions, journals and scholars that are the most prominent contributors to this field of enquiry. The findings suggest that the incorporation of artificial intelligence into science education is still in its infancy, with a paucity of widespread implementation. However, there is a discernible increase in the quantity of published works, with an emerging emphasis on the assessment of learning outcomes and the enhancement of academic performance. The findings indicate that the United States is the leading country in terms of publications related to AI in science education, accounting for 38% of the total contributions. Additionally, Türkiye has emerged as a notable contributor in this field, demonstrating a growing presence. The Journal of Science Education and Technology was identified as the preeminent journal publishing research on AI. Furthermore, the findings revealed that GPT was the most frequently utilised tool in this context. In light of these findings, it is recommended that future investigations into the application of artificial intelligence (AI) in science education employ a range of AI tools and explore the development of higher-order thinking skills.

Using Quizizz as an Interactive Learning Media to Improve Cognitive Values in Elementary School Students

Learning is a complex process that occurs in a person's life. If there is contact between humans and their environment, individually or in groups, then learning will occur. Students use learning media as an intermediary tool to convey messages or information. Creative media can stimulate students' interest in the lesson. This study aims to investigate the application of quizzes in the digital era's learning process and assess their impact on enhancing students' cognitive values. This study uses a research and development method. Research indicates that to support the teaching and learning process effectively, web-based, application-based learning media must meet the standards of validity, practicality, and effectiveness. In this case, Quizizz, the developed learning medium, underwent material validation and technical evaluation stages to ensure that the presented content aligned with the curriculum and learning objectives. This validation also encompasses the suitability of the material's content and the application's user-friendliness. In addition to the validity aspect, the practicality of the media is also an essential factor in this assessment. Based on the observations and user responses, students and teachers responded positively to Quizizz as a learning medium. The ease of access and use of the available features, such as interactive questions and various quiz modes, make learning more engaging and not boring. This shows that Quizizz is practical and can increase students' interest in learning through a more dynamic approach. Finally, the effectiveness of Quizizz as a learning medium is evident in the results of observations and responses from students and teachers during the learning process. Students looked more enthusiastic and motivated to actively participate in the quizzes, which helped them understand the material better. The provided results analysis feature also aids teachers, enabling more accurate assessment of student learning outcomes. Quizizz is a valid, practical, and effective medium for interactive learning.

The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses.

The rapid growth of online education has created opportunities to integrate multimedia learning tools into complex scientific disciplines like food biotechnology. This study aimed to develop and evaluate supplementary online course modules on gene expression analysis, protein engineering tools, and fermentation genomics for undergraduate food biotechnology education. Based on cognitive load theory and multimedia learning principles, the modules incorporated focused visual media and interactive knowledge checks. The study involved 85 students in an introductory food microbiology course and 25 students in an upper-level food biochemistry elective at a large public university. Module implementation included tracking student usage through learning management system analytics, collecting qualitative feedback, and assessing learning outcomes via exam performance. Results showed that 73%-76% of students voluntarily accessed the modules, with average engagement times of 5-8 min per module. Student feedback highlighted the modules' effectiveness in clarifying textbook content through replayable examples and real-world scenarios. Comparison of exam scores revealed a 6%-10% improvement in performance on module-related items compared to overall exam averages. Qualitative feedback indicated that students found the visual representations and interactive elements helpful for clarifying complex concepts. This study demonstrates the potential of well-designed multimedia modules to support student learning in food biotechnology education, providing a model for expanding such resources in food science curricula.

TreeQuestion: Assessing Conceptual Learning Outcomes with LLM-Generated Multiple-Choice Questions

The advances of generative AI have posed a challenge for using open-ended questions to assess conceptual learning outcomes, as it is increasingly common for students to use tools like ChatGPT to generate long textual answers. However, teachers still have to spend substantial time reading the answers and inferring students' learning outcomes. We present TreeQuestion, a human-in-the-loop system designed to help teachers create a set of multiple-choice questions to assess students' conceptual learning outcomes. When a teacher seeks to assess students' comprehension of specific concepts, TreeQuestion taps into the wealth of knowledge embedded within large language models and generates a set of multiple-choice questions organized in a tree-like structure. We evaluated TreeQuestion with 96 students and 10 teachers. Results indicated that students achieved similar performance in multiple-choice questions generated by TreeQuestion and open-ended questions graded by teachers. Meanwhile, TreeQuestion could reduce teachers' efforts in creating and grading the multiple-choice questions in contrast to manually generated open-ended questions. We estimate that in a hypothetical class with 20 students, using multiple-choice questions from TreeQuestion may require only 4.6% of the time compared to open-ended questions for assessing learning outcomes.

Peningkatan Hasil Belajar IPAS Menggunakan Model Attention, Relevance, Convidence, Satisfaction di Kelas IV SDN 06 Lasi Mudo Kabupaten Agam

The purpose of this study was to describe the use of the Attention, Relevance, Confidence, Satisfaction model to improve student learning outcomes in IPAS learning. This research is a classroom action research (PTK) that uses qualitative and quantitative approaches. It was carried out in two cycles, where cycle I consisted of 2 meetings and cycle II consisted of 1 meeting. Classroom action research includes four stages, namely planning, implementation, observation, and reflection. The subjects of this research were teachers and 25 students of Class IV SDN 06 Lasi Mudo Agam Regency. The research data were obtained from the teaching module assessment, implementation process, and learning outcomes. Data collection techniques using test, and non-test techniques. The results showed an increase in: a) cycle I teaching modules with an average of 89.6% (Good) and cycle II 95.8% (Very Good), b) Teacher activity in the implementation of cycle I with an average of 81.25% (Fair) and cycle II 95% (Very Good), while student activity in the implementation of cycle I with an average of 81, 25% (Fair), and cycle II 95% (Very Good), c) Assessment of student learning outcomes in cycle I with an average of 77.39 (Fair) and increased in cycle II to 87.07 (Good). Based on these results it can be concluded that the Attention, Relevance, Confidence, Satisfaction model can improve the learning outcomes of students on IPAS material in elementary schools.

Development of Chemistry Edutainment Learning Media to Enhance Students Retention

The teaching media that a teacher uses can have an impact on the comprehension and memory of the students. Chemical bonding material is one of the learning resources that educators are encouraged to employ to assist and promote more creative, engaging, and enjoyable learning experiences. Chemistry Edutainment media is one type of educational resource that can be employed. This study attempts to characterize student learning retention following chemistry lessons using chemistry edutainment on chemical bond material for class X MAN 3 Pontianak, as well as to ascertain the validity, practicality, and efficacy of chemistry edutainment media. The methods of measurement, observation, and interviewing are employed in the data collection process. Student learning outcomes assessments, observation sheets, and interview sheets were the instruments utilized to collect the data. The study employs the ADDIE method, yielding validation rates of 93.3% for the material aspect and 90.6% for the media aspect. These percentages denote a high level of validity. The practicality percentages, derived from the initial and main field trial questionnaire responses, are 87.17% and 94.03%, respectively, indicating a high degree of practicality. Moreover, the effectiveness analysis, based on the learning outcomes following the use of Chemistry Edutainment media, resulted in N-Gain scores of 0.92 and 0.71 for the initial and main field trials, respectively, meeting the high effectiveness criteria. The retention percentages obtained in the initial and main field trials are 75% and 89.97%, respectively, which meet the high retention criteria.

Transforming learning outcomes: Impact of project-based learning on digestive system mastery

One of the learning models that is currently strongly advised to be used in the learning process is Project Based Learning (PJBL). The purpose of this study is to ascertain how PJBL affects students' learning outcomes in the digestive system. Students (n=61) from Muara Enim, Indonesia's class XI Science public senior high school served as the research subjects. A quasi-experimental design with a non-equivalent control group is the study methodology employed. Project assignments, surveys, and observation sheets served as the tools. The independent sample t-test in the statistical program for social science 28 (SPSS version 28) was used to assess learning outcomes data. With a gain of 33.6 and n-gain of 0.63, the study's findings show that using the PjBL learning paradigm enhances students' learning outcomes. PjBl can increase motivation, and as it uses real-world challenges, strong curiosity will impact learning outcomes.

Biosimilars: What pharmacists should know and a survey

Biosimilars are biologic products that are highly similar to existing reference biologics and provide cost-effective treatment alternatives. As more biologic patents expire, biosimilars are becoming increasingly important in healthcare, requiring healthcare professionals to have a solid understanding of their development, regulatory pathways, and clinical implications. Despite their potential benefits, biosimilars face barriers such as limited awareness, concerns about safety and efficacy, and complex regulatory processes. This study aimed to evaluate the effectiveness of an educational program designed to address these challenges and enhance healthcare professionals’ knowledge and confidence in biosimilar use. Methods: The Howard University College of Pharmacy, in collaboration with the FDA, Academy of Managed Care Pharmacy (AMCP), and Biologics & Biosimilars Collective Intelligence Consortium (BBCIC), conducted a symposium on biosimilars. The program, funded by an unrestricted educational grant from Pfizer, included two primary sessions featuring expert presentations and workshops. Feedback was collected from 114 participants using post-program surveys to assess learning outcomes, program relevance, and its impact on practice. Participants included pharmacists (44.74%), students (44.74%), and other healthcare professionals (10.52%) from various states, with a strong representation from Maryland and Washington, D.C. Results: The program received highly positive feedback, with 86.96% rating the applicability of the program to their practice as "Excellent" and 13.04% as "Good." In terms of knowledge enhancement, 89.13% rated the program as "Excellent," and 10.87% as "Good." Overall, 84.78% rated the program as "Excellent" and 13.04% as "Good," with only 2.17% being "Neutral." No participants rated the program negatively. The program was effective in meeting specific educational objectives, with 89-93% of respondents marking “Strongly Agree” for understanding key biosimilar concepts, such as recognizing their role in practice and understanding development pathways. The objective on using biosimilars in practice received slightly lower ratings, with 73.91% “Strongly Agree” and 19.57% “Agree.” Conclusion: The study demonstrates the effectiveness of structured educational programs in enhancing healthcare professionals’ understanding and confidence in the use of biosimilars. The overwhelmingly positive reception underscores the need for continued education, particularly as more biosimilars enter the market. Future programs should focus on addressing remaining barriers, such as provider hesitancy and practical implementation strategies, to ensure that healthcare professionals are well-prepared to integrate biosimilars into clinical practice. This will ultimately contribute to better patient outcomes, increased adoption of cost-effective therapies, and a more sustainable healthcare system

Using critical reflection as formative assessment of learning quality of general English at Nguyen Tat Thanh University

The present study investigates the use of critical reflection as formative assessment of learning outcomes in the context of English as a foreign language. It aims to explore learners’ perception of how effective critical reflection is on the learning quality of knowledge and skills outcomes. Data was obtained from a purposeful sample of 113 participants who used critical reflection to assess their own learning quality against lesson learning outcomes. A questionnaire was employed to elicit responses on the learners’ experience of using critical reflection as well as self-assessment on their own learning quality. The results from pair samples t-test revealed that the participants’ use of critical reflection resulted in differing extents of achievement of knowledge outcomes and skills outcomes. While the findings suggest the helpfulness of the critical reflection as a means of self-assessment, they raised a question of designing critical reflection in a way it is better suited to different types of learning outcomes for optimal implementation in English classrooms.