Past Exam Research Articles

중·고급 단계 한국어 학습자의 조사 결합 사용 양상 연구: ‘까지’와 ‘만’이 포함된 조사 결합을 중심으로

Objectives The purpose of this study is to analyze the usage patterns of particle-combination that include ‘kkaji(까지)’ and ‘man(만)’ by intermediate and advanced Korean language learners and to suggest educational recommendations for teaching particle-combination. Methods For this purpose, four Korean language textbooks and 10 sets of TOPIK(Test of Proficiency in Korean) past exam questions were analyzed to examine the types and contents of particle-combinations. Based on the analyzed educational materials, the study classified the types of particle-combinations including ‘kkaji(까지)’ and ‘man(만)’ and designed a grammaticality judgment test. This test was conducted with 118 intermediate and advanced Korean learners at Korean language education institutes affiliated with universities in Busan and Seoul to investigate their usage patterns of particle combinations.. Results The analysis of Korean language education materials revealed a total of 29 types of particle-combinations including ‘kkaji(까지)’ and ‘man(만)’ appearing 962 times in total, but it was found that educational contents on these combinations is very limited in Korean language textbooks. The grammaticality judgment test conducted with learners revealed errors in the order of ‘omission > substitution > sequence > form > addition’. Learners unfamiliar with particle-combination often avoided their use, leading to omission, or failed to use them correctly in accordance with combination rules or contexts. Errors also included incorrect adherence to the order and form of combinations as well as unnecessary addition of particles. Conclusions The study confirmed the need for explicit instruction, education that simultaneously considers meaning and form, and integrated education that combines particle-combination with other functional areas for learners lack of awareness and learning experience on particle-combination. Furthermore, the study proposed the development of a comprehensive list of particle-combination and the necessity for further research on the instruction.

Learning modules: transparency in assessment in law courses

ABSTRACT This article argues in favour of more transparency in the assessment of law courses in the modern law school context in which it is increasingly common for law students to share notes. In 2020, the author introduced three types of asynchronous exam-focused exercises to the Land Law course at the University of Auckland. First, guided exercises: students are guided through a series of questions to answer a problem in bite-sized chunks. Secondly, modelling exercises: students plan an answer to a past exam problem and use a video in which the lecturer plans an answer while narrating their thought processes to reflect on their own plan. Thirdly, example exercises: students review previous exam answers against the relevant rubrics to understand what distinguishes answers at each grade. The article investigates student attitudes about: which exam-focused exercise is the most useful component of a law course; whether students prefer if an exam-focused exercise helps them to understand relevant content or develop legal reasoning skills; which exam-focused exercise is more helpful for (a) understanding relevant content and (b) developing legal reasoning skills; and whether students prefer modelling by the lecturer in pre-recorded videos, the lecturer in in-person lectures or a tutor in in-person tutorials.

Student Performance Prediction: A Co-Evolutionary Hybrid Intelligence model

Abstract - Student performance prediction has a pivotal role in educational institutions, providing valuable insights into students' academic outcomes and aiding educators in implementing personalized interventions. In the previous works, many variants of ML and AI techniques have been implemented with high accuracy. However, the lack of transparency due to the heterogeneous nature of features that lead to biases, forced inequalities or even challenges in interpreting the model implications have not been addressed. An approach that harnesses the power of hybrid intelligence, combining human expertise with artificial intelligence (AI), to enhance transparency and accountability in the decision-making process of student performance prediction is required. Co-evolutionary Hybrid Intelligence (CHI) approach, will not only discover interdisciplinary facets including past exam scores, attendance records, demographic information, and socio-economic factors but also interpret the influence of every component i.e., teacher, student, and learning environment to predict student performance. Two modules are discussed in this paper. The first module classifies the teachers into two classes of expertise by comparing the accuracy performance of six well-known machine learning techniques namely Logistic Regression (LR), MultiLayer Perceptron(MLP), Naive Bayes (NB), Support Vector Machine (SVM), K-Nearest Neighbor (kNN), and Random Forest (RF). Second, we propose a multiclass student performance prediction model (RLCHI) built upon a combination of reinforcement learning (RL) algorithms that will aid the model to perceive patterns and adjustments inherently and expert teachers' opinions(CHI) from the first model that will bring invaluably contextual understanding, nuanced judgment, and a deep knowledge of pedagogy to the equation. The performance of the RLCHI model is evaluated. The obtained results show that the proposed model scores better than models built only on the RL algorithm on the same dataset. The accuracy, precision, recall, and Fl score of the model achieved with hybrid intelligence is 79.5, 49.9, 52.3, 53.2 when compared to 71.9,48.30,46.6,46.1 achieved with only RL respectively.

Evaluating Errors in Exam Papers for Benin Language Programs Credibility

Evaluating errors represents an important shortcoming of the teaching-learning evaluation process in every educational system. The purpose of this research was to investigate the causes, consequences, and approaches of solutions to eradicate the evaluating errors in Benin secondary schools. To that purpose, ten (10) teachers and 100 learners were chosen based on their willingness exclusively from GUEMA secondary school in the municipality of Parakou. The data were collected through questionnaires, interviews, group discussions, and past exam papers analysis. The findings revealed that exam paper errors are often due to the evaluating system that consists of machines. The mistakes concern miswritten words, special notes such as “NB,” “Note,” etc., ambiguity about items and questions, and unreadability of the paper. Consequently, evaluating errors impacts the learners’ present and future language careers. They make learners feel demotivated and stressed, damaging their eagerness to learn the language. To solve this issue, it was shown that English as a Foreign Language (EFL) teachers need in-service training and significant reforms in evaluating the system should be done.

Research and analysis of problem-solving strategies of conic section in high school mathematics

The conic section is a crucial part of high school mathematics and usually plays the role of tough problem in examinations. Hence, this dissertation will use the literature analysis method to introduce the mathematical background of the conic section to enable students to know about the conic section more clearly and explain the basic concept of the conic section such as the first and second definitions of conic section, then introduce some second level conclusions such as focus length formula and average property of parabola. After that, this dissertation will provide some conic section problems in past exam papers and corresponding problem-solving processes to show how to use the basic concept and these common second-level conclusions of the conic section, then summarize the train of thought of the conic section. For choice questions and fill-in-the-blank questions, combining the condition given by questions with the first definition and second common level is important, and for questions that need to write the complete process, setting parameters and Vieta theorem is essential, and for extremely complicated problems, special methods such as homogenization can be considered to reduce the calculation.

Predicting Student Performance in Future Exams via Neutrosophic Cognitive Diagnosis in Personalized E-Learning Environment

To provide intelligent learning guidance for students in e-learning systems, it is necessary to accurately predict their performance in future exams by analyzing score data in past exams. However, existing research has not addressed the uncertain and dynamic features of students' cognitive status, whereas these features are essential for improving the accuracy of performance prediction. A novel approach via neutrosophic cognitive diagnosis is proposed to predict student performance in a personalized e-learning environment. This approach innovatively employs the neutrosophic set (NS) theory to comprehensively measure the students' cognitive status on knowledge concepts from three features, i.e., understanding level, degree of misunderstanding, and uncertainty. A new measurement method of NS similarity is used to identify top- <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">k</i> neighboring students for one student. Then, we predict a student's performance on exercises in future exams by integrating a neighborhood-based collaborative filtering algorithm with a probabilistic matrix factorization method to address the data sparsity problem. Finally, the experiments based on real-world datasets demonstrate that the proposed approach provides higher prediction accuracy than the existing ones with a low execution cost.

IMPLEMENTASI LANDASAN SOSIOLOGIS IMPLEMENTASI LANDASAN SOSIOLOGIS PENGEMBANGAN KURIKULUM DALAM MENINGKATKAN MINAT PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

Abstract&#x0D; Education is an effort to develop the potential that exists in a person, to achieve the desired goals. Education in an Islamic perspective is the teaching that God gave to humans in the form of the Qur'an. In education, it contains what is called a curriculum, in general the curriculum is a design that contains a set of subjects and/or material that will be studied or will be taught by educators to students. In this study using the library research research method. In this study, library research was used, in which research was conducted using sources as exploratory media, such as books, books, works of logic, notes or past exam reports and exam results. The results of this study show that the sociological basis for curriculum development must actually be built and developed while still referring to social principles and community needs. Through the sociological foundation of curriculum development, the role of education can be prepared in increasing interest in learning Islamic religious education. The development of an Islamic religious education curriculum can be interpreted in three perspectives, activities that produce an Islamic religious education curriculum, processes that link one component with other components to produce a better Islamic religious education curriculum, and/or design, implementation, assessment activities. , and improvement of Islamic religious education curriculum.&#x0D; Keywords: Sociological Basis, Curriculum Development, Interest in Learning PAI

Metacognitive errors in the classroom: The role of variability of past performance on exam prediction accuracy.

Students often make incorrect predictions about their exam performance, with the lowest-performing students showing the greatest inaccuracies in their predictions. The reasons why low-performing students make inaccurate predictions are not fully understood. In two studies, we tested the hypothesis that low-performing students erroneously predict their exam performance in part because their past performance varies considerably, yielding unreliable data from which to make their predictions. In contrast, high-performing students tend to have consistently high past performance that they can rely on to make relatively accurate predictions of future test performance. Results showed that across different exams (Study 1) and different courses (Study 2), low-performing students had more variable past performance than high-performing students. Further, results from Study 2 showed that variability in past course performance (but not past exam performance) was associated with poor calibration. Results suggest that variability in past performance may be one factor that contributes to low-performing students' erroneous performance predictions.

A Comparison of Sex-Specific Reproductive and Sexual Health Needs between Addiction Medicine and Primary Care Treatment Settings

Introduction: Reproductive and sexual health (RSH) is an important component of wellness and recovery for people with substance use disorder (SUD). Evidence to guide better integration of RSH services into SUD treatment is limited. Our objectives were to compare 1) unmet RSH needs; and 2) barriers to RSH service utilization between care settings providing treatment for SUD or other chronic medical conditions. Methods: Participants at two outpatient clinics, addiction medicine (women n = 91, men n = 75) and primary care (women n = 59, men n = 50), completed a one-time electronic survey between July and September 2019. Separately for men and women, comparisons between addiction medicine and primary care groups were made using Pearson χ2, Fisher’s Exact, and T-tests. Results: Participants were 75.0% Black and aged 49.4 years. Overall, unmet RSH needs were less prevalent among participants at the primary care than the addiction medicine clinic, such as receipt of a past 12-month sexual exam (men: 36.0% vs. 17.3%; women: 55.6% vs. 30.1%). The most common barrier to RSH service receipt was cost (men: 59.4%; women: 52.6%), followed by fear of judgment for drug/alcohol use for SUD participants (men: 33% vs. 12%; women: 26% vs. 7%). Many SUD participants expressed high desire for integrated RSH services into the addiction medicine clinic (men: 51.4%; women: 59.8%). Conclusion/Implications: The integration of RSH into addiction medicine is lagging compared to care settings for people with other chronic medical conditions. Future research should focus on advancing sex- and gender-informed RSH service integration into SUD treatment settings.

Teacher-assessed grading One teacher's view

The Covid-19 pandemic severely disrupted education at all levels. One consequence was that alternative arrangements had to be made for the 2021 summer public examinations. Exam boards asked staff at schools and colleges to generate, for each subject, teacher-assessed grades for their students. The submitted grades had to reflect 'a fair, reasonable and carefully considered judgement of the student's performance across a range of evidence, on the curriculum content that they have been taught'. 1 A process of standardisation had to be established within each centre, which exam boards would check. Ofqual recommended that evidence to support the teacher-assessed grades (TAGs) which students were given should include answers to past papers and trial exam questions, performance on coursework tasks and school-set tests devised to reflect the exam specifications, and teacher records of a student's capability and performance over the course of study. The following article is based on reflections compiled in June 2021 on the experience of awarding TAGs by a teacher who works in an urban sixth form centre. The teacher's name, and the name of the centre, have been withheld.

Development and Evaluation of a Question Creation Support System That Automatically Generates Questions and Answers Based on Past Exams

Development and Evaluation of a Question Creation Support System That Automatically Generates Questions and Answers Based on Past Exams

A Study of the Understanding of Key Concepts of Electromagnetism of 11th Grade Greek High School Students

This study is set in the context of teaching and learning about electromagnetism in Greek high schools. Drawing from constructivism theory, the study aspires to explore students’ understandings of key concepts on both electric and magnetic field as well as electromagnetic induction. For this purpose, an experimental investigation was conducted with 80 11nth grade high school students. Empirical data was collected through a questionnaire which was developed on the basis of test subjects used on past exams in Greek high schools in electromagnetism area. Research findings suggest that students face difficulties in dealing with qualitative tasks in electric and magnetic field. In addition, they seem to confront severe difficulties in conceptualizing the notion of induction of emf.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

Defining Past Exam Papers and Their Relationship to Fairness and Validity

Defining Past Exam Papers and Their Relationship to Fairness and Validity

Innovating With the Times: Pathology Education in Context of Physician Burnout

Abstract Introduction/Objective Learning a boundless volume of information, preparing for multiple exams, and getting involved in several other academic activities are just a few things that the current medical students need to tackle in a finite duration. While these challenges encourage learners to be their best, and prepare them for their careers as future physicians, they can also result in a largely unnoticed issue — burnout. Curricular reform targeted at developing skills to mitigate burnout is the need of the hour. To combat this issue in the pathology classroom, we used our tried and tested strategy of algorithms in combination with fun activities, particularly keyword mnemonics, to evaluate the impact on reducing burnout in medical students. Methods Lectures were delivered and recorded for students of semester 4 and 5, and sample algorithms and mnemonics were included. We also used pathophysiology case sessions comprising clinical vignettes and questions. Students were divided into small groups to solve questions and had to frame their own algorithms and mnemonics to help them. The method’s effectiveness was assessed using performance in past and current exams. Feedback was performed to gauge students’ perceptions Results Feedback evaluation showed that 86% of students indicated that algorithms and mnemonics not only strengthened the rote memory but also helped lessen the stress during exam preparation. 59% of students expressed that teamwork made it easier and fun to work. Almost 11% felt that mnemonics should be included as part of new lectures but they found it difficult and ineffective to make their own. Further assessment will be performed to analyze the strategy’s impact on burnout. Conclusion Classroom traditions that encourage shared problem-solving and decision-making leads to reduced burnout rates among medical students, with the added benefit of enhanced retention of complicated material and improved clinical correlation capabilities. The relationship between stress and memory is well-documented, and feedback revealed that this technique helped alleviate negative stress on the students. Our project underlines the essence of research studies to minimize burnout in medical students, for design and development of future interventions to prevent burnout at the outset in the training of future physicians.

A prospective evaluation of inter-rater agreement of routine medical records audits at a large general hospital in S\xe3o Paulo, Brazil

BackgroundThe quality of patient medical records is intrinsically related to patient safety, clinical decision-making, communication between health providers, and continuity of care. Additionally, its data are widely used in observational studies. However, the reliability of the information extracted from the records is a matter of concern in audit processes to ensure inter-rater agreement (IRA). Thus, the objective of this study is to evaluate the IRA among members of the Patient Health Record Review Board (PHRRB) in routine auditing of medical records, and the impact of periodic discussions of results with raters.MethodsA prospective longitudinal study was conducted between July of 2015 and April of 2016 at Hospital Municipal Dr. Moysés Deutsch, a large public hospital in São Paulo. The PHRRB was composed of 12 physicians, 9 nurses, and 3 physiotherapists who audited medical records monthly, with the number of raters changing throughout the study. PHRRB meetings were held to reach a consensus on rating criteria that the members use in the auditing process. A review chart was created for raters to verify the registry of the patient’s secondary diagnosis, chief complaint, history of presenting complaint, past medical history, medication history, physical exam, and diagnostic testing. The IRA was obtained every three months. The Gwet’s AC1 coefficient and Proportion of Agreement (PA) were calculated to evaluate the IRA for each item over time.ResultsThe study included 1884 items from 239 records with an overall full agreement among raters of 71.2%. A significant IRA increase of 16.5% (OR = 1.17; 95% CI = 1.03—1.32; p = 0.014) was found in the routine PHRRB auditing, with no significant differences between the PA and the Gwet’s AC1, which showed a similar evolution over time. The PA decreased by 27.1% when at least one of the raters was absent from the review meeting (OR = 0.73; 95% CI = 0.53—1.00; p = 0.048).ConclusionsMedical record quality has been associated with the quality of care and could be optimized and improved by targeted interventions. The PA and the Gwet’s AC1 are suitable agreement coefficients that are feasible to be incorporated in the routine PHRRB evaluation process.

Apprentissage de la biométrie échographique fœtale : évaluation prospective de la performance de l’Objective Structured Assessment of Ultrasound Skills (OSAUS)

BackgroundFetal biometry quality directly influences obstetrical care relevance. However, obstetrician proficiencies are heterogeneous in particular during initial training. ObjectivesTo assess the predictive value of OSAUS scale to identify operators with enough command to perform a valid estimation of fetal weight (EFW) (I). This study also assesses OSAUS intra-operator inter-exams variability (II) and pass/fail score relevancy (III). MethodsLecturers in Nancy University Hospital assessed trainees’ proficiency for EWF systematically and prospectively through OSAUS scale. The trainee assessment was performed right after the one of the senior operator (reference EFW) on three consecutive patients during standard care ultrasounds. To ensure variability in proficiency within the sample, previous practice was taken into account during enrollment (“novices” and “intermediates” for<20 and 20 past exams, respectively). Correlation between mean OSAUS and validity of EFW (a valid EFW was defined by a difference with the reference EWF<0.8 Z-score) and variability between consecutive assessments were assessed. ResultsThe study population was constituted of 8 “novice” and 8 “intermediate” trainees. Association between OSAUS and EFW validity was significant (P<0.03) (I). Intra-operator inter-exams variability was majored in the “novice” group (coefficients of variation were 25% vs. 10% in “novice” and “intermediate” group respectively) (II). Within the sample, specificity and positive predictive value of a pass/fail score OSAUS>3.5 to predict EFW validity were 77% and 71%, respectively (III). ConclusionA 3.5 OSAUS pass/fail score could provide a relevant threshold to estimate operator proficiency in assessing fetal biometry in an autonomous and secure way.

Creating and Managing a Repository of Past Exam Papers

Exam period can be a stressful time for students, and having examples of past papers to help prepare for the tests can be extremely helpful. It is possible that past exams are already shared on your campus—by professors in their specific courses, via student unions or groups, or between individual students. In this article, we will go over the workflows and infrastructure to support systematically collecting, providing access to, and managing a repository of past exam papers. We will discuss platform-agnostic considerations of opt-in vs opt-out submission, access restriction, discovery, retention schedules, and more. Finally, we will share the University of Toronto set up, including a dedicated instance of DSpace, batch metadata creation and ingest scripts, and our submission and retention workflows that take into account the varying needs of stakeholders across our three campuses.

USAGE OF ELECTRONIC RESOURCES,SERVICESAND CHALLENGES FACEDBY THELIBRARY USERS IN UNIVERSITY OF THE VISUAL AND PERFORMING ARTS(UVPA), SRI LANKA

The electronic resources have become one of the major sources of information for teaching, learning and research activities, as present era is mainly depending on internet based online resources. Though the conditions are prevailing as such, majority of the library users do not have sufficient knowledge and skills to use the electronic resources and services. Hence, before commencing awareness programs and orientations it is essential to measure the usage, issues and challenges of using e-resources and services by the library users. This study was designed to speculate the usage and problems of using e-resources and services provided by the UVPA library. Population of this study was UVPA library users and random sampling method was used for selecting the participants. Among the population total number of 450 library users were considered as the sample. Sample has been represented 300 number of students in three faculties and 150 number of academic and nonacademic staff members. Structured online questionnaires were used as main data collection instrument and interviews and observations were used to collect the primary data. The response rate was 100%. The study revealed that the majority (72.7%) of library users (students and staff members) aware of the e-resources and services provided by the library. But, only 62.2% of the library users used the e-resources and services. Most of the respondents used library Web-resources (website), OPAC (searching and renewing service) and past exam paper downloading facility, respectively as a percentage of 62.2%, 60.9% and 57.8%. In additionally findings were revealed that 46% of respondents used the e-journal and Digital Repository System. Compare to the other services E-mail service and database usage were fairly low. Study has shown that nearly 37.8% of respondent had never used the e-resources and services. User satisfaction and usefulness of e-resources and services was 62.2% of the participants. Based on the findings, the reasons for lower usage of e-resources and services were lack of infrastructure facilities, lack of user education and user awareness programs, English language barriers, and lack of IT skills and knowledge. Accordingly, library should play active role by commencing well-planned user awareness programs and more user education programs, developing infrastructure facilities and subscribing more e-resources. Further to this researcher suggest to revise the curriculums by adding more practical sessions and establishing email or mobile alert update service to get maximum benefit of the e-resources and services. &nbsp

Why do students make mistakes? an antipattern documentation about misconceptions related to CS1 introductory programming courses in Python

The purpose of this research is to identify the misconceptions held by undergraduate students when taking introductory CS1 courses using Python. The methodology of this work consisted of interviews with instructors of previous sections of an introductory CS1 course in Python at Unicamp, and through the analysis of past exams. As a result of this work, we documented a set of 28 hypothetical misconceptions in Python through the antipattern [1] format, allowing the identification of why, how, and where the mapped misconceptions usually occur. Future work involves the development of a Concept Inventory—a multiple-choice questionnaire in which each misconception is mapped to an incorrect option—in the Python programming language.