Measures Of Student Learning Outcomes Research Articles

PENGARUH MODEL PEMBELAJARAN CONCEPT SENTENCES UNTUK MENINGKATKAN KETERAMPILAN MENULISTEKS DESKRIPSI PADA SISWA KELAS X SMA NURUL IMAN TANJUNG MORAWA TAHUN PEMBELAJARAN 2021-2022

This study aims to determine the effect of the Contextual Teaching and Learning Learning Model on the Ability to Write News Texts for Grade VIII students of MTs Darul Arifin in the 2021-2022 Academic Year. The method used in this research is quasi-experimental. Sampling was carried out using a purposive sampling technique. The research sample consisted of 20 experimental and 20 control class students. Measurement of student learning outcomes based on research instruments in the form of subjective tests in the form of essays. Based on the results of data analysis, it can be concluded that there is a significant influence on learning outcomes in Writing News Texts using the Contextual Teaching and Learning Learning Model. This is shown from the results of the calculation of the posttest hypothesis test through the t-test at a significant level of 0.05, where tcount>ttable (2.864154 > 1.721296296). The achievement of the average student score in the Contextual Teaching and Learning learning class with a value of 84.25 reinforces this result. In contrast, conventional learning obtains a value of 79.5. These results indicate that student activities in the Contextual Teaching and Learning learning model are better.

Pengaruh Permainan Tradisional Terhadap Hasil Belajar Siswa Kelas I SDN Lidah Kulon IV

This Study purpose to determine the effect of traditional games application on students’ learning outcomes. This study uses quantitative data analysis, namely the Paired sample t test. The subjects of this study were 19 students of class I SDN Lidak Kulon IV. The data collection techniques in this study are tests, questionnaires and observations. This study uses a pre-experimental design with the types of pre-test and post-test. The traditional games used are the traditional cangklok game while the measurement of student learning outcomes is from learning about whole numbers. The results showed that there was a significant effect of traditional games on student learning outcomes. These results are based on the Paired sample t test, which is known to have a Sig value of (2-tailed) of 0.000.Since the value of Sig. (2-tailed) s learning outcomes increased because the traditional game of congklak was easy to use and it is fun.

Refining the Loop of Continuous Improvement

Academic assessment of student competency is essential to measure learning within a gerontology program. In its self-evaluation, a program must assess its student learning outcomes. JoAnn Damron-Rodriguez et al. (2019, p. 423) proposed a systematic approach that has several levels. The key is to utilize a competency-based education model. Moreover, to satisfy workforce goals the gerontology program must adopt the AGHE competencies that reflect the knowledge, skills, and attitudes necessary to serve older adults at an acceptable level of care. The next step involves generating well-articulated quantitative or qualitative measures of student learning outcomes (SLOs) consistent with the program’s mission statement that include twelve competency domains. SLO measures include test grades, assignments, projects, portfolios, field experiences, essay questions, multiple choice items, and so on. The program’s enhancement loop requires the evaluation of SLOs, faculty discussion of them, and a continuous modification cycle "closing the loop" to reach the program’s goals.

Got HIPs? Making student engagement enhancement a core part of program development with high impact practices

Learning how to engage students in educationally purposeful activities has been a challenge for instructors in higher education. It is often hard to push through institutionalized pedagogical boundaries rooted in traditional “teach-at-you” approaches to learning. The demands of a more diverse student body and more effective measures of student learning outcomes have led to rethinking the delivery of course material to gain greater student engagement. Studies have shown that higher order engagement enhances student learning and helps to narrow achievement gaps across the curriculum. This article focuses on student engagement and the use of high-impact practices (active-learning approaches) in the Alameda County MPA Program at California State University, East Bay. The application of HIPS to this specific MPA program provides a good example of how multiple student engagement enhancement techniques can be incorporated into the core of graduate-level program development. The article concludes with suggestions for future research, one being, examining the impact distant, online education has on student learning and engagement, in light of the recent pandemic.

Design of Student and Course Learning Outcomes Measurement

Measurement of the outcomes becomes a vital part in OBE system to ensure the attainment of each outcome. In Indonesia, OBE was adopted in 2015 for higher education level. However, the changes were not accompanied with clear method to measure the outcomes, which became the urgency of this research. In this study, a preliminary method to measure student learning outcomes (SLO) and course learning outcomes (CLO) was presented. The measurement of SLO and CLO attainment was started by SLO mapping to courses, which usually had been done at curriculum design. Based on the mapping, formulation of CLO with a set of direct assessment was planned at the start of each course. After the teaching learning activities, a series of calculation was designed to obtain the attainment of SLO and CLO for each student, course, and whole study program. In the same time the final mark for GPA calculation of each student could also be obtained. The designed method could play an essential part in teaching-learning quality assurance and curriculum continuous improvement, which is aligned with both international and national accreditation criteria and standards. Furthermore, this study could provide insight for other study program in SLO and CLO attainment measurement.

Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio

Studies in technology-rich learning environments have reported positive outcomes of active learning when compared to the traditional didactic classroom; others have found no benefits or have found interruption to learning due to the distraction of the technology. Evidence is required to support effective technology spaces that promote professional preparation, engagement and learning transfer. The impact of a technology-enabled collaboration studio on facilitating team-based learning for professional preparation through a case study in biomedical sciences was explored using a mixed method approach. Explicit assessment items as objective measures of student learning outcomes and implicit subjective, self-reported feelings of engagement and readiness for clinical practice is reported. Quantitative results showed an average 11.8% (p < 0.001; 95% CI 6.6-17.0) improvement in the final examination score for those students who had content delivered in the collaborative environment compared to a standard classroom. Qualitative results also support the notion that engagement and learning was enhanced. Investment towards a technology-enabled collaboration studio has shown a contributory effect that improves final grade outcomes through increased engagement, communication, motivation and professionalism for the learner. This research informs guidelines for best practice in active learning environments, particularly in purpose-built high technology learning spaces.
 Implications for practice or policy:
 
 Learning outcomes can be improved by investing in technology-enabled collaboration studios.
 Engagement and a sense of professional practice are enhanced by active learning in a technology-rich learning environment.
 Institutions should invest in technology-enabled active learning spaces.

3D Interactive Multimedia in English Language Learning

Language has an important role in communicating. English is the most widely international language used in the world. Based on the results of observations made at Elementary School that the media used during the learning process are worksheets and textbooks, and it has not used learning media yet. This research aims to determine the feasibility of the media and the effect of using interactive learning media toward learning outcomes in English material. The method of this research used “Research and Development” with a development model ADDIE (Analysis-Design-Development-Implementation-Evaluation). This research uses design Matching pretest posttest control group. The media validation is categorized as feasible with an average value of 79.37%. And the material content validation in the category is very feasible with an average value of 96.97%. The measurement of student learning outcomes is done by providing tests in the form of multiple choices. Based on the average value of learning outcomes control class are smaller than the experimental class that is 67.43 < 82.30. The statistical analysis used in this research is normality test, homogeneity test, hypothesis test, and n-gain test. Assessment of students are categorized as acceptable with an average value of 85%. The results of the data analysis were strengthened using the independent sample t test, with the value obtained sig = 0,451 < α = 0.05 then H0 is rejected and H1 is accepted. The n-gain test results obtained a value of 66.90 for the experimental class and the control class of 32.53. The result of this research is the use of learning media in which it has a greater influence than conventional methods and there are significant differences in the student learning outcomes.

IMPLEMENTATION OF MIND MAPPING METHOD COMBINED WITH MAKE A MATCH TECHNIQUES ON COOPERATION ATTITUDE AND STUDENT LEARNING OUTCOMES

This study aims to describe the implementation of Biology learning using the Mind Mapping method combined with the Make A Match technique. The study used a descriptive research design. The whole series of research processes are conducted with the standards of graduates, processes standard, and assessment standards applied in the 2013 curriculum. The implementation phase of instruction is done: 1) Measurement of teacher's ability to prepare a lesson plan and implement teaching-learning; 2) The attitude of students cooperation when composing a Mind Mapping on the material of the human excretion system; 3) Measurement of student learning outcomes. Data analysis was done by the descriptive statistic technique, in mean form, standard deviation, frequency distribution, and description of learning recordings. As a result, the teacher can implement well the Biology learning device material of the human excretion system in class XI MIA Lubuk Pakam MAN using the Mind Mapping method combined with the Make A Match technique. The collaboration of students in class XI MIA MAN Lubuk Pakam when composing a Mind Mapping is in a good category. The distribution of mastery learning in class XI MIA MAN Lubuk Pakam after learning the Mind Mapping method combined with Make A Match technique is 76,1% of students reaching completeness and 23,9% unfinished. The learning mastery in the Mind Mapping method combined with the Make A Match technique is higher than the previous daily test.

PENGELOLAAN PENILAIAN HASIL BELAJAR MATA PELAJARAN BAHASA INGGRIS MTs PADA ASPEK PENGETAHUAN

The purpose of writing this article to describe how to process the results of the assessment of the aspects of knowledge made by MTs English teachers, both in assessing the learning process and student learning outcomes. Assessments made by teachers in determining the student's final grade, consisting of the Daily Test Score , the Mid-Term Test Score and the End-Year Test Score . This assessment is carried out to measure students' abilities in the form of factual, conceptual, procedural, and metacognitive knowledge, as well as low to high level thinking skills. The competency measured in this activity is related to the achievement of Basic Competence (KD) on KI-3 conducted by MTs English subject teachers. The assessment technique used is in accordance with the characteristics of each. These include written tests, oral tests, and assignments. The method used in writing this article is descriptive analytic, to describe the ability of English MTs teachers, in making decisions using information obtained through measurement of student learning outcomes. As for the results of this writing, teachers are expected to be able to process the results of the assessment of knowledge used for the benefit of learning. For this reason, teachers must be able to process the results of the assessment of knowledge for various purposes, including to determine the success of learning, to do remedial or for enrichment. Keywords: Evaluation, Knowledge, test.

Internal Quality Process Management Evaluation in Higher Education by Students

Abstract With the increasing importance of higher education, there is also growing public concern about its productivity. Therefore, the aim of the study is to evaluate the key internal quality management processes by student evaluation and to reveal the key factors of an effective internal quality process management. The indicators used are based on student satisfaction with the education process. The results are based on a quantitative survey using questionnaire data collection within a sample of students, and qualitative research within target groups. Descriptive statistics and two dimensional statistical methods were used to evaluate the quantitative results. The results show student evaluation of five key areas of the internal quality process management evaluation: leadership and strategic planning, student and stakeholder focus, measurement of student learning outcomes, human resource planning and educational process management. A limitation of the study is its narrow focus on a case study of a single private university.

Mathematics authentic assessment on statistics learning: the case for student mini projects

Mathematics authentic assessment is a form of meaningful measurement of student learning outcomes for the sphere of attitude, skill and knowledge in mathematics. The construction of attitude, skill and knowledge achieved through the fulfilment of tasks which involve active and creative role of the students. One type of authentic assessment is student mini projects, started from planning, data collecting, organizing, processing, analysing and presenting the data. The purpose of this research is to learn the process of using authentic assessments on statistics learning which is conducted by teachers and to discuss specifically the use of mini projects to improving students’ learning in the school of Surakarta. This research is an action research, where the data collected through the results of the assessments rubric of student mini projects. The result of data analysis shows that the average score of rubric of student mini projects result is 82 with 96% classical completeness. This study shows that the application of authentic assessment can improve students’ mathematics learning outcomes. Findings showed that teachers and students participate actively during teaching and learning process, both inside and outside of the school. Student mini projects also provide opportunities to interact with other people in the real context while collecting information and giving presentation to the community. Additionally, students are able to exceed more on the process of statistics learning using authentic assessment.

Measuring, monitoring, and managing for productive learning? Australian insights into the enumeration of education

This article reflects upon how teacher learning is currently construed under conditions of increased measurement of student learning outcomes, and the effects of advocacy for such enumeration processes. It draws upon a broad range of literature on the practice of education, measuring learning, and its effects on teachers’ learning. To help ground the analysis, the paper analyses the meeting transcripts of an ongoing, long-term teacher learning initiative in a school in northern Queensland, Australia, and how processes of measurement influenced such learning. These reflections reveal teachers’ practices as deeply influenced by the ways in which schooling is construed under conditions of increased pressure to enumerate learning, even as this is contested. Processes of ‘measuring learning’ are revealed as enabling practices of ‘monitoring learning’ through students’ data profiles, and ultimately, of ‘managing learning’, particularly of lower performing students. The article cautions that while these resultant practices of ‘managing’ learning may be productive of teacher learning for substantive student learning, the extent to which this is the case under conditions of more fine-grained processes of measuring and monitoring of student learning is a contested point, and requiring much more careful analysis than currently attends support for the enumeration of education more broadly.

Toward a set of measures of student learning outcomes in higher education: evidence from Brazil

The main objective of this study was to work toward the development of a number of measures of student learning outcomes (SLOs) in higher education. Specifically, we used data from Exame Nacional de Desempenho dos Estudantes (ENADE), a college-exit examination developed and used in Brazil. The fact that Brazil administered the ENADE to both freshmen and senior students provided a unique opportunity to get a first approximation of the general and subject area knowledge gained in different programs. The results suggested that, on average, students in the three different categories of programs were gaining valuable general and subject area knowledge. The gains in the subject area were of a larger magnitude than those in the general knowledge component of the test. This study contributes to the field by providing empirical and visually compelling evidence related to SLOs gains in higher education.

Measuring Student Learning Outcomes Using the SALG Instrument

U.S. higher education institutions are being called to question their central nature, priorities, and functions, with prominent and unprecedented attention being given to accountability and the measurement of student learning outcomes. As higher education evolves in how it assesses student learning and leisure studies and recreation departments adheres to its accreditation requirements, it has not always been clear, as a faculty member, as to which data sources and methodologies to employ. The purpose of this paper is two-fold: a) to briefly review the recent history of two opposing assessment movements influencing today's academic institutions and their programs with a particular emphasis on assessment's role in student learning outcomes, accountability, and accreditation requirements; and b) to describe one recreation department's initial steps to measure student learning outcomes for Council on Accreditation of Parks, Recreation, Tourism and Related (COAPRT) accreditation requirements through the use of the Student Assessment Learning Gains (SALG) instrument.

Is Distance Education the Answer to the Nursing Shortage?

This study examined the effectiveness of distance education compared with campus based learning among nursing students. Distance education in nursing curricula is increasing. Academic nurse leaders must demonstrate the effectiveness of distance learning. This study is unique in that two cohorts, distance learners and campus learners, were taught synchronously by the same faculty member. Quantitative measures of student learning outcomes were compared using SPSS. There were no significant differences in learning outcomes between distance learners and campus learners. This study provides empiric support for distance education as a means to address the nursing shortage.

Variations in grading practice – subjects matter

This article aims to explore the relevance and importance of school subjects in teachers’ grading practices, as teachers themselves see it. The study is based on material from 41 semi-structured interviews, with teachers of five subjects, at four lower and two upper secondary schools in Norway. The findings suggest that the school subject does matter when teachers assign final grades to their students. The study also indicates that different subjects involve different challenges or obstacles in fulfilling government recommendations and regulations for grading. A four-part model is developed that summarises the subject differences found in teachers’ approaches to grading, and which allows different subjects to be mapped relative to one another. These findings seem to support arguments that more recognition should be given to differences between school subjects, and the influence of contextual dimensions in grading practices. This is particularly relevant in implementing system-wide changes such as the creation of unitary systems for the measurement of student learning outcomes.

A Case Study in Direct and Indirect Assessments of Student Learning Outcomes: Is There One Best Method?

As best of breed universities continue to search for more meaningful and effective direct student learning assessment outcome measurements in the United States, this paper examines the background, goals, objectives, and methods principally being utilized in the search for and operation of the ‘best fit’ direct assessment method of student learning outcomes. Numerous leading approaches are addressed in this paper and are accompanied by the results of these diverse approaches as experienced by one large business school. No one method was found to ‘perfectly’ meet all goals and objectives (‘the perfect solution’), but two approaches did deliver more insight relative to the measurement of student learning outcomes than the others. These latter approaches are examined in some detail and each is accompanied by the rubric that supports meaningful assessment of core learning objectives, abilities, and outcomes.

Teacher interpersonal behaviour and secondary students’ cognitive, affective and moral outcomes in Hong Kong

This study validated the Chinese version of the Questionnaire on Teacher Interaction (QTI) in the Hong Kong context as well as examined the relationship between students’ perceptions of interpersonal teacher behaviour and their cognitive, affective and moral learning outcomes. Data were collected with the QTI and four other measures of student learning outcomes including a modified enjoyment scale of the Test of Science Related Attitudes, academic achievement, attitudes towards the teacher, and learning of values and attitudes. A total of 612 grade 9 students from 16 Mathematics, Chinese and English classes in six schools participated in the study. The Chinese version of the QTI was found to be a valid and reliable measure. Multiple regression analysis revealed that students’ perceptions of their teachers’ interpersonal behaviour were significantly related to their cognitive, affective, and moral learning outcomes.

Ranking Law Schools Using Reported California Bar Exam Results: Some Observations and Conjectures

Law school rankings are ubiquitous and inevitable. That should not be surprising, since they may help prospective law students decide where to study and prospective employers decide which law schools’ graduates to hire. Unfortunately, none of the existing law school rankings are substantially based on measures of student learning outcomes, and most are not helpful in evaluating the relative performance of non-elite law schools. This article attempts to fill the gap in the literature by ranking law schools using the California bar exam results reported by the State Bar of California for first-time takers over the period from 1997-2011 and especially 2007-2011. There are problems with this ranking too. The data are incomplete, the California bar exam has probably varied in difficulty over the period of the study, and bar exams probably do not adequately test law graduates’ preparation for the practice of law. Nonetheless, most law graduates need to pass a bar exam before they can obtain satisfying legal jobs. Moreover, bar exams arguably test law graduates on at least some of the knowledge and skills they will need to succeed in their legal careers. In these respects, at least, bar exam results provide a measure of student learning outcomes that should be important for most prospective law students. Some of the results of this study are interesting and surprising: Yale appears to outperform all other law schools, and Virginia and Emory appear to outperform their US News rankings. Harvard, Columbia, Chicago, Northwestern, and Cornell appear to underperform their US News rankings. There appears to be a surprisingly strong in-state advantage on the California bar exam, and Californian schools generally appear to outperform higher-ranked out-of-state schools, but some Californian schools appear to outperform others: USC, Pepperdine, Loyola, California Western, and Chapman all outperform Californian schools that the US News ranks higher; UC-Davis, UC-Hastings, and San Diego underperform Californian schools that the US News ranks lower. Some Californian schools had such low California bar passage rates over the period of this study that one can only wonder whether they might be at risk of accreditation problems, and some out-of-state schools had passage rates that were even lower and atrocious by any reasonable standards.

Enhancing Objectivity in Pastoral Education: Use of Standardized Patients in Video Simulation

Measurement of student learning outcomes in clinical pastoral education has historically been assessed through student self-report instruments and subjective evaluation by CPE supervisors. Valid quantitative measurement is limited. This study utilizes standardized patients and a behavioral interview checklist to measure the impact of an initial summer unit of CPE training. Results demonstrate measurable change in student interview style behavior suggesting that simulation utilizing standardized patients is a valid objective measure of students' behavioral communication styles.