Student Evaluation Research Articles

Can AI Level the Playing Field? How AI-Assisted Assessment Impacts Gender Bias in Student Evaluations of Marketing Instructors

Marketing instructors increasingly are using artificial intelligence (AI) to improve efficiency in course planning and assessment. However, scholarship has yet to show how such use impacts student evaluations, which are often skewed by gender bias. Toward this aim, we conducted a quasi-experiment in which college-student participants viewed student work along with instructor feedback under four experimental conditions. In one condition, participants were told the grade and feedback were written by the instructor and, in another, that the feedback was generated by an AI tool trained by the instructor. Instructor gender was also manipulated. Participants evaluated the assessment and the instructor using measures of agency and competence. We found that perceptions of agency and competence were higher for male instructors than for female instructors who did not use an AI tool. However, when instructors used AI, marked reductions in gender differences occurred. These findings suggest that AI complicates perceptions of agency and competence enough to potentially level the playing field for female instructors. However, perceptions of instructors were universally more negative when participants were told the assessment was created with AI, regardless of instructor gender. Therefore, attempts to use AI as an assessment tool should be made with caution.

Service Learning in the First Year: Enhanced Retention and Graduation Rates for First-Year and Transfer Students from Underrepresented Groups

This study constitutes an assessment of the service-learning program at a minority-serving institution, using data spanning nine years. It focuses on two student populations: those who enrolled as first-time students, and the larger population of students who transferred from other institutions, primarily two-year colleges. Within these groups, we examine the effects of service-learning in the first year on Latinx/Hispanic students, low-income students, and other underrepresented student subpopulations on first-year retention and on graduation rates. Using propensity score analysis with full matching techniques means this study may be considered a quasi-experimental design in the cases for which strong balance is obtained. Results indicate that service-learning increases first-year retention rates, and increases two measures of graduation rates in every case demonstrating strong balance and significance. Results for Hispanic students are particularly notable.

Systems analysis of the national performance management system for TVET lecturers in South Africa

A quality performance appraisal (PA) and continuing professional development (CPD) system is an essential component of a national performance management system for TVET lecturers. It is intended to support an improvement in lecturer quality and accountability, strengthens student graduation rates and feeds national human resource development for sustainable employment. The aim of this research study was to contribute to improvements in the functional integration and synergies between PA and the CPD system as applied in TVET colleges. The study involved the collection of qualitative data at six South African TVET colleges in order to develop a general description that captures the key features and interactions commonly shared across the case studies in a general analytic model. Data collection, coding and analysis informed the iterative development of a systems model based on causal loop analysis (CLA). This application of the CLA tool provided the means to represent multiple relationships and the feedback loops between them visually. We found that four main causal loops strongly influence the dynamics of PA and the CPD system. The findings offer an analytic platform for further research towards strengthening and reviewing the overall performance management system for TVET lecturers.

Students' evaluations of teaching and grades in university agricultural programs: A tale of two countries

AbstractThis manuscript investigated the relation between student evaluations of teaching (SETs) and grades. Specifically, the research aimed to determine grades' causal effect on SETs and compare it to the effect of other instructor and course factors. Data collected from surveys at a US University and a Central American University were analyzed using panel data regression procedures. The findings revealed a positive grade effect on SETs at both institutions. Other instructor and course characteristics had relatively equal or smaller effects on SETs. The study findings can help faculty to enhance SETs scores and institutions when they assess their validity.

Analisis bibliometrik perkembangan publikasi authentic assessment pada database scopus 1991 - 2023

Introduction. Authentic assessment implementation faces challenges due to teachers' limited understanding and the absence of suitable assessment tools, leading to an unfair evaluation of students' cognitive, affective, and psychomotor skills. This study aims to trace the evolution of authentic assessment. Research Methodology. This research employs bibliometric analysis with the keyword "authentic assessment". Data Analysis. The data consists of 1,140 selected documents from the Scopus Database published between 1991 and 2023. Data analysis utilized the R-Package software from the R Program. Results and Discussion. Publications on authentic assessment displayed varying growth from 1991 to 2020, followed by a significant decline from 2021 to 2023. Nationalities, institutions, citations, affiliations, and inter-institutional collaborations significantly influence authentic assessment publication trends. Currently, "assessment authentic learning" is a trending research topic, while future opportunities focus on "evaluation" and "leadership century." Conclusion and Recommendations. This bibliometric study reveals a trend in publications related to authentic assessment.The USA, Deakin University and Messick, Gikandi JW, Darling have had a major influence on authentic assessment research. Future research should involve other databases for a more comprehensive and in-depth results.

Integrating Circular Supply Chains into Experiential Learning: Enhancing Learning Experiences in Higher Education

This work integrates the circular economy (CE) into experiential learning in higher education, focusing on industrial and systems engineering. It addresses the need for suitable learning experiences and pedagogical strategies to enhance CE and sustainability education in active learning research. Accordingly, this study proposes integrating Kolb’s experiential learning cycle with the ADDIE model into an instructional design framework for reflective and active engagement in learning activities within realistic circular supply chain scenarios. The methodology demonstrates this framework through a case study of an undergraduate module for CE problem-solving, focusing on waste reduction within small and medium enterprises in Mexico City. Based on student surveys and achievement metrics, results show positive student feedback and evaluation results, meeting module targets. This work’s main contribution offers a framework for creating novel experiential learning cases and cultivating sustainability-related and disciplinary learning outcomes. It also recognises valuable links for citizenship commitment, problem-solving, community engagement, and CE education. However, this work acknowledges limitations in complex problem-solving difficulties, a resource-demanding nature, restricted transferability, and the limited evaluation of learning effectiveness. Future research will explore this work’s relevance across Kolb’s learning styles and diverse industries, focusing on student interest and motivation, and evaluating its impact on student outcomes in various educational contexts.

Transforming Practical Evaluations: A Comparative Approach to Students’ Satisfaction with OSCE Versus Traditional Methods

Background Objective Structured Clinical Examination (OSCE) is a method of clinical evaluation which is a competency-based, systematic and objective method for the evaluation of students. The present study was carried out to compare the nursing students’ satisfaction between OSCE and Traditional Practical Examination (TPE) in psychiatric nursing at, Chennai, South India. Methods The study was conducted using the randomized cross-over research design with two groups in a selected Nursing College, Chennai among 84 III-year B.Sc. Nursing students (42 students in each group), were selected using the consecutive sampling technique. The participants were randomly assigned to Group I and Group II based on their second-year university examination scores, using the odd-even method. Data was collected using the baseline characteristics of the students and rating scale on satisfaction of evaluation methods (OSCE and TPE). The data were entered into Excel and analyzed using SPSS for Windows (20.0, IBM Corp) with appropriate statistical tests. Results Overall students’ satisfaction scores were higher in OSCE (98.26 ± 6.44) while comparing to TPE (89.82 ± 7.27, p < .001). Students overwhelmingly perceived positively (strongly agreed) toward OSCE on most of the items on quality of assessment, reliability and validity. Conclusion The study found that students reported high levels of satisfaction with the OSCE, indicating its effectiveness as an evaluation tool. This suggests that the OSCE contributes positively to students’ learning experience and engagement in psychiatric nursing education.

Design and implementation of flipped classroom approach for higher mathematics courses at medical colleges

This research focused on the design and implementation of the flipped classroom approach for higher mathematics courses in medical colleges. Out of 120 students, 60 were assigned to the experimental group and 60 to the control group. In the continuous assessment, which included homework and quizzes, the average score of the experimental group was 85.5 ± 5.5, while that of the control group was 75.2 ± 8.1 (P < 0.05). For the final examination, the average score in the experimental group was 88.3 ± 6.2, compared to 78.1 ± 7.3 in the control group (P < 0.01). The participation rate of students in the experimental group was 80.5%, significantly higher than the 50.3% in the control group (P < 0.001). Regarding autonomous learning ability, the experimental group spent an average of 3.2 hours per week on self-study, compared to 1.5 hours in the control group (P < 0.005). Other potential evaluation indicators could involve the percentage of students achieving high scores (90% or above) in problem-solving tasks (25.8% in the experimental group vs. 10.3% in the control group, P < 0.05), and the improvement in retention of key concepts after one month (70.2% in the experimental group vs. 40.5% in the control group, P < 0.01). In conclusion, the flipped classroom approach holds substantial promise in elevating the learning efficacy of higher mathematics courses within medical colleges, offering valuable insights for educational innovation and improvement.

Integrating Faith and Learning Using a Biblical Concept-Based Curriculum.

The integration of faith and learning (IFL) in nursing has deep historical roots. However, barriers have developed to successful IFL in Christian higher education. A biblically based concept curriculum (BBCC) is proposed that emphasizes deep learning, critical thinking, and student-centered learning. Examples are provided of BBCC curricular integration, pedagogical methods, and assessments related to the IFL. Results of student evaluations before and after implementation of the BBCC identified an increase in students' perceptions of IFL in nursing courses.

Interactions Among Text Formats and Reading Processes in Young Learners' L1 Reading Literacy

AbstractReading literacy is a multidimensional construct in terms of text and reading processes. Much research has examined the divisibility of the processes underlying reading, but they have treated the rest of the construct as unitary. This study extends the examination of dimensionality to a neglected area in literacy studies. It tests reading models by integrating text formats (continuous, mixed, and non‐continuous) and cognitive processes involved in reading (information retrieval, interpretation, and reflection) and their interaction in a large dataset. The study aims to complement the results of previous research by analyzing how cognitive aspects function in the meaning‐making process in various text formats. Representative samples (N = 3229) of young Hungarian L1 learners participated in the study. Data obtained from a longitudinal study in grade 2 and grade 4 is used to test the underlying measurement model of reading literacy and to explore the issue of the dimensionality of reading processes along three different text formats. Findings suggest that students' reading development trajectory and rate differs when it comes to reading texts with different formats. Text formats affect reading subskills significantly but the interaction between text and reading processes changes over time. Results provide a clearer understanding of the text format achievement gap. Implications for research and practice are discussed.

Personalizing Learning Paths: A Study of Adaptive Learning Algorithms and Their Effects on Student Outcomes

Background. In recent years, the demand for personalized learning experiences has increased, particularly in the context of adaptive learning algorithms that cater to individual student needs. However, there is still a lack of comprehensive studies that evaluate the effectiveness of these algorithms on student outcomes. This study seeks to address this gap by examining how adaptive learning algorithms can personalize learning paths and improve academic performance. Purpose. The research aims to explore the correlation between the implementation of these algorithms and student engagement, retention, and success rates. Method. To achieve this, a quantitative research method was employed, involving the collection of data from 200 students in an online learning environment. The students were divided into two groups: one using a traditional learning model and the other exposed to adaptive learning algorithms. Student outcomes, including engagement metrics, test scores, and retention rates, were tracked over a semester. Results. The results revealed a significant improvement in student engagement and academic performance in the group that utilized adaptive learning algorithms compared to the traditional learning group. Moreover, students in the adaptive learning group demonstrated higher retention rates and greater satisfaction with their learning experiences. Conclusion. In conclusion, the study suggests that adaptive learning algorithms play a crucial role in enhancing personalized learning paths, ultimately leading to improved student outcomes. These findings highlight the importance of integrating adaptive technologies in modern educational systems to foster more effective learning environments.

Transforming assessment policy: improving student outcomes through an immersive block model

ABSTRACT This paper describes how one Australian university achieved deep assessment reform through transition to the Southern Cross Model: a 6-week, immersive block learning approach. There are few studies that explicitly discuss the governance, policy and people changes required to effect whole-of-institution shift. Addressing this gap, this case study draws on a mixed-method investigation of policy reform and student achievement data. It outlines the tenets underpinning the university’s new assessment approach, and how these were translated into practice. A principles-based approach was developed, providing the foundation for pedagogical change. Analysis of the quantitative data demonstrates a significant increase in student pass rates and, over time, student satisfaction with assessment, workload and skills development. The findings underscore how essential whole-of-institution assessment reform is in transitioning to an immersive block model. Implications and recommendations are offered for other institutions seeking to transform assessment and drive enhanced learning and teaching outcomes through institution-wide change.

Effect of Directed Pre-Veterinary Career Education on Applicant Confidence and Perception of the Profession.

Elective undergraduate courses are offered at the University of Georgia and the University of Florida that explore veterinary careers, offer guidance on being a successful veterinary school applicant, and expose students to the reality of the profession through guest speakers. Students (N = 276) from both universities responded to a survey offered at the first and last class period over the course of five semesters. Using 100-point Likert scales, students were asked to gauge their opinion of and interest in the profession and demonstrate their confidence in various aspects of building a successful application. Data were analyzed as a randomized complete block design with survey completion time as the fixed effect. After completing the course, students showed decreased (p < .01) interest in becoming a veterinarian and a reduced (p = .01) opinion of the profession. Despite these decreases, student perception ratings remained in the positive range in both categories. Student opinions of financial commitment, veterinarian mental health, and diversity did not change (p > .20) after taking the course, though ratings in these categories were neutral to somewhat negative. The post survey revealed students demonstrated more confidence in applying to veterinary school (p < .01), including understanding academic requirements, identifying ideal references, composing a statement of purpose, and gaining veterinary experience (p < .01). The survey demonstrated the benefits of a career exploration class for pre-veterinary students by increasing applicant confidence and showed that challenges facing the profession may influence the applicant pool.

Factors Influencing Students' Dropout in Bachelor's Level

Various social, economic, and academic factors significantly contribute to students' dropout rates at the bachelor's level, affecting their educational attainment and posing challenges to higher education systems. This collaborative mini-research aimed to investigate the status of students' dropout rate in bachelor's level at Solukhumbu Multiple Campus and to explore the influencing factors for students' dropout. The researchers employed a mixed-method approach with a survey design, utilizing a pre-formulated questionnaire containing both open and closed-ended questions. Data were collected from primary and secondary sources. The sample consisted of 56 dropout students from Solukhumbu Multiple Campus, selected using census sampling from three faculties (B.Ed., BBS, and B.A.) across admission year 2075 and exam years 2076-2079. This study identifies pronounced gender-based disparities in factors influencing student dropout rates. Female respondents expressed significantly higher dissatisfaction with the examination system, citing marriage and child rearing as major impediments to academic progress. They were more likely to attribute low examination performance and inadequate family support to their dropout decisions, emphasizing the critical roles of timely exam scheduling and parental awareness. In contrast, males were less concerned with these issues, instead highlighting employment opportunities and entrepreneurial ventures as pivotal factors in their decision to discontinue studies. These findings highlight the importance of implementing gender-sensitive strategies to improve student retention.

Appearance, Tastiness, and Healthiness Perception of University Students Towards Sustainable Cereal Snack Bar Enriched With Pumpkin

Pumpkin (Cucurbita maxima) is an endogenous product of low commercial value. Cereal bars are used as a snack, mainly in intermediate meals. The development of new food products with low commercial value contributes to endogenous products’ valorisation and sustainability. This study aimed to develop a cereal bar using pumpkin and pumpkin seed flour and analyse appearance, tastiness, and healthiness perception related to it by university students from different areas. The nutrition students’ group was constituted of 33 students and the hospitality group was constituted of 26 students, both rated the bar in terms of appearance, tastiness and healthiness perception using a Likert scale from 1 (lower value) to 5 (higher value). Based on the global appearance was notorious the higher value rate of the nutrition students (32.2%) compared to the hospitality students (3.4%). The developed cereal-pumpkin bar seems to be an interesting alternative to other snack bars available on the market.

Assessment of Quality Assurance Practices on Performance of Graduates of Selected Private Universities in Western Uganda

This study investigated the influence of quality assurance systems, practices and regulatory standards on the performance of graduates of selected universities in Western Uganda. The core question of this research was, is the teaching and learning provided in higher institutions of learning fit for purpose, does it prepare graduates with appropriate skills that employers need to meet the needs of society? To address this largely unresolved topic of discussion, this research aligned with a transformative research approach with qualitative methodologies. The study targeted 16 members of the university management team through purposive sampling; 19 employers and 17 graduates through snowball sampling. Data was collected through in-depth interviews and document reviews analysed thematically. Findings revealed that universities tried to meet stipulated regulatory standards for the minimum entry requirements, study programs always defined student learning outcomes, and monitoring and evaluation procedures were in place. Withal, it was reported that some accreditation requirements were not adhered to and some gaps in monitoring and evaluation practices were earmarked. It’s recommended that universities enhance quality assurance procedures and standards to improve the efficiency and effectiveness of service delivery and the teaching-learning environment to cater for the labour market needs

The impact of game play on dementia knowledge: A student evaluation of the Dementia Inequalities Game.

Background: People with dementia and carers can face many barriers, or inequalities, in accessing a diagnosis or care. These barriers are unjust and can be addressed by the right interventions, to ensure that everyone receives equitable access to diagnosis and care. A lack of knowledge about dementia in the health and social care workforce is a recognised barrier. The Dementia Inequalities Game was co-produced with people with personal, professional, and voluntary sector experiences of dementia, and offers an educational tool to educate people about dementia and associated inequalities and overcome this knowledge gap in the current and future (in training) workforce. Aims: The aim of this study was to assess the impact of playing the co-produced Dementia Inequalities Game on knowledge about dementia and associated inequalities in health care, allied health professional, nursing and psychology students.Methods: We conducted 11 game play workshops as part of regular teaching in undergraduate and postgraduate courses in psychology, nursing, occupational therapy, physiotherapy, orthoptics, and radiography at one University in the North of England. Students did not have to partake in the workshops. Participating students completed a brief before and after knowledge questionnaire about dementia and inequalities. Paired samples t-tests were used to compare ratings of knowledge of dementia and associated inequalities before and after game play.Findings: Three-hundred-and-eighteen students took part in the workshops, with 312 fully completed questionnaires. The largest cohort of students (49%) were studying for a degree in nursing. Playing the game significantly increased knowledge about dementia (p < .001) and dementia inequalities (p < .001).Implications: Playing the Dementia Inequalities Game is an effective tool to improve knowledge about dementia and associated inequalities in health care and psychology students. Using the game as an educational and sociable intervention in health and social care professionals is a next avenue to test.

Teachers' information-seeking on accomplishments of academic tasks

Background of the study: Teachers have a vital role in education, which includes educating and guiding students, developing teaching materials, preparing lesson plans, and performing student evaluations. Therefore, individuals need information in order to complete their educational objectives. Purpose: This review aims to systematically examine the three constituent elements of information-seeking behavior, with a particular emphasis on their application within the teaching field. Method: The systematic literature evaluation in this study was guided by the PRISMA approach. The study's data collecting phase spanned a period of twenty years, specifically from 2003 to 2023. The study's results encompassed an extensive review of 25 research papers about the information-seeking behavior shown by educators. This review employed an inductive approach to data analysis. Findings: Teachers demonstrate a preference for selecting information sources that encompass digital, printed, and interpersonal types. Teachers prioritize information sources that are familiar, user-friendly, and have a well-designed interface. Teachers have several barriers when seeking information, which can be attributed to both internal and external constraints. Conclusion: This study draws on studies related to teachers' information behavior published in the last 20 years. Our goal is to comprehensively understand the information sources teachers use, their awareness of these sources of information, and the constraints they encounter when information-seeking.

Assessing Student Characteristics With The Right Instruments: An Important Pathway To Implementing A Merdeka Curriculum In Indonesia

The implementation of Indonesia's Merdeka Curriculum necessitates a comprehensive understanding of student characteristics to support personalized learning experiences. This study explores the evaluation of student characteristics, assessment instruments, and their application in improving the learning process within the Merdeka Curriculum framework.To examine the evaluation of student characteristics, various assessment instruments, factors influencing instrument selection and application, and the benefits of evaluations in enhancing the learning process. This qualitative study employs a systematic literature review. The research steps include: 1) Collecting relevant literature from academic databases, focusing on journal articles, books, and government regulations related to the Merdeka Curriculum and student assessment; 2) Analyzing collected materials using content analysis techniques; 3) Synthesizing key themes and findings; 4) Validating results through data source triangulation and peer review. The study identifies key student characteristics for assessment, including cognitive abilities, learning readiness, motivation, learning styles, self-regulation, and social-emotional skills. Various assessment instruments are discussed, such as standardized tests, evaluation scales, performance-based assessments, interviews, and observations. Factors influencing instrument selection include assessment goals, student characteristics, and available resources. The benefits of student characteristic evaluations include informing adaptive instruction, providing targeted support, and monitoring student progress. Effective evaluation of student characteristics is crucial for implementing the Merdeka Curriculum and supporting student-centered learning in Indonesia. The study emphasizes the need for a shift towards process-oriented assessment and highlights the importance of collaboration among educational stakeholders to create an inclusive learning environment.

Evaluation of an intervention package developed to reduce pre-registration nursing student attrition rates: A mixed method study

BackgroundHigher educational institutions strive to recruit and retain student nurses into pre-registration programmes to support a sustainable nursing workforce. Attrition rates for student nurses are high and escalating, with around one in three nursing students in the United Kingdom failing to complete their degree programmes. Risk factors for student attrition include the attributes students bring to their study environment, as well as their behaviours and academic outputs. Modern learning analytics engagement tool can monitor attrition risk through tracking students as they engage with learning resources and other institutional opportunities. AimTo evaluate the effectiveness of an intervention package aimed at reducing pre-registration nursing student attrition rates at a Higher Education Institute in South East England. Design and methodsOur mixed methods study design had three phases. Phase 1: design of an intervention package and its planned implementation. Phase 2: piloted the intervention with 1198 student nurses. Phase 3: semi-structured interviews with five student nurses. ResultsThe learning analytics engagement tool was able to identify 144 students who were struggling and/or disengaging with their academic studies. 17 % (n = 24) students responding to the initial email contact. Of these 24 students, 67 % (n = 16) did not want a meeting with the Intervention Officer, who they were unfamiliar with, and only one attended a meeting. ConclusionOur evaluation of the effectiveness of an intervention package in reducing pre-registration nursing student attrition rates revealed valuable insights. Findings revealed that a lack of trusting relationships with intervention facilitators is likely to diminish engagement with such interventions.