Student Evaluation Research Articles

Development of an Academic Administration Model on a Digital Platform to Enhance the Quality of Life and Competence Amongst Underprivileged Students in Wat Si Don Chai Municipal Community School, Chiang Mai Province

information in developing a digital-based academic administration model to promote the quality of life and competency of underprivileged students in urban communities, 2) to develop an academic administration framework using digital technology to improve underprivileged students’ quality of life and academic competence in a Municipal Community, 3) to determine the overall results from the model, and 4) To evaluate the outcomes. The study's informants were Wat Si Don Chai Municipal Community School personnel. This included 2 School Deputy Directors, 36 teachers, and 5 representatives from the Education Committee, bringing the total to 43 people. The study also included 247 students from kindergarten 1 up to Mattayom 3 who were in their second semester for the year 2021 and who fit the criteria set by the Wat Si Don Chai Municipal Community School for underprivileged students in the area. The research instruments used for this study were questionnaires, interviews, group meetings on guidelines to operate according to the framework provided, digital skill evaluation forms for personnel, evaluation of teachers’ capability to enhance students’ competence, evaluation of students’ quality of life and competence and a satisfaction survey. Statistics used in data analysis consisted of determining frequency, percentage, mean and standard deviation, and descriptive analysis. The results from the study showed that 1) An effective academic administration model. To do so, it is imperative to develop a curriculum that aims at competency and at the same time, also develop a digital, online learning management system. It is also important to promote further research that aims to solve key issues amongst underprivileged students. The academic administration should also develop a learning center that focuses on building occupational skills, along with developing a network that can help the underprivileged. Finally, the framework also consists of educational supervision that can empower the students. 2) After implementing the model, it was found that increase in the staff’s digital skills and increase in their ability to manage the learning emphasizes competency, quality of life of student, and competency also increased. 3) Finally, the school’s personnel were also satisfied at a high level with the model provided.

Development of an Algorithm and Module for Automatic Evaluation of Student Papers Based on Semantic Analysis of Text

Research objective. The main objectives of developing a module for automatic assessment of students’ papers based on the Russian grading scale system are:– Increased grading efficiency: the automatic system can process a larger number of papers in less time than a lecturer, reducing the time spent on checking;– Grading objectivity: the automated system is not subject to bias and other human factors, which ensures more objective grading of papers;– Standardization of grading: the automated system provides a uniform approach to grading, making it more transparent and comparable;– Reduced workload for lecturers: freeing lecturers from the routine work of checking papers allows them to devote more time to individual work with students.Materials and methods. Various methods can be used to develop a module for automatic assessment of students’ work, such as:Machine learning techniques: these techniques allow the module to learn from a set of examples where lecturers have already assessed students’ papers and automatically grade new papers.Natural Language Processing (NLP) methods: these methods allow the module to understand the meaning of text and evaluate it against given criteria.Expert systems methods: these methods allow the module to utilize the knowledge of experts in assessing students’ papers. For this project, we have chosen a combination of Levenshtein and Jaro index algorithms based on the method of assessing students’ knowledge in the Russian system.Results. The following main results were obtained in the course of this research. The module of automatic evaluation of student papers has been successfully developed and implemented on the basis of the Russian system of evaluation scales. Test evaluations of papers showed high accuracy of the module’s predictions and reliability of its work. Comparison of the module with manual assessment confirmed its ability to give comparable results. The module proved to be useful for lecturers, providing them with the ability to quickly and objectively assess students’ papers. Integration of the module with existing learning management systems facilitates its implementation in the educational environment. All the obtained results testify to the high efficiency and prospectivity of the developed module.Conclusion. As a result of this work, a module for automatic evaluation of students’ papers based on the Russian system of evaluation scales was developed and implemented. The main results of the work are that the module has been successfully tested and demonstrated high accuracy and reliability in the assessment of papers. The module has also demonstrated its usefulness for lecturers, providing them with an opportunity to quickly and objectively assess students’ papers. Due to its integration with existing learning management systems, the module can be easily implemented into the educational environment. In general, the results of the work confirm the effectiveness and prospects of using automatic assessment of students’ papers based on the Russian system of assessment scales.

Classification of Productive Subject Value with Vector Machine Support Method

This research aims to determine student competency obtained from productive subjects, one of the subjects that has an important role in measuring student quality. With the development of technology, student evaluations of productive subject grades can use data mining methods, one of which uses the Support Vector Machine approach. This method aims to build a classification of students' productive subject scores by identifying the variables that influence them. Based on the research results, it can be concluded that the value of productive subjects at Public Vocation High School 1 Pasuruan can be predicted and evaluated using data mining techniques that utilize the Support Vector Machine algorithm. It aims to predict student grades in productive subjects by utilizing a logistic regression algorithm. The classification results illustrate that student grades in productive subjects are influenced by learning media variables, teacher teaching quality, classroom/laboratory facilities, interest, and motivation to learn. Apart from that, the Support Vector Machine algorithm has an accuracy value of 64.5001, precision of 56.0279, recall = 86.9952, and F1-Score = 67.882.

How Assessment Choice Affects Student Perception and Performance

Abstract. This action research project examined the effect of student assessment choice on grades and course evaluations, the two assessment options being a reading quiz or a two-minute video recording of themselves recalling what they could about the text (a “recall”). In the baseline condition (year 1), students were encouraged to complete recall videos about reading assignments for a type of extra credit in addition to required multiple-choice reading quizzes. In the experimental year (year 2), students were instead allowed to replace reading quizzes with recalls. The data included student submissions, grades, and course evaluations. Students completed more recall assignments when the recall replaced the quiz requirement than during the baseline year when recalls could not replace quizzes. In addition, the instances of students completing both the quiz and recall (for extra credit) increased in the experimental year. Average course grades did not change from the baseline year to the experimental year, but students with higher course grades were significantly more likely to have completed recalls. Student evaluations of the instructor were significantly higher for “responses to diverse learning styles” in the experimental year compared to the baseline condition. The study shows that letting students choose the assessment type they prefer can lead to increased student engagement and improve their perception of the instructor’s responsiveness to learning styles, without causing grade inflation.

Exploring the Relationship of Cognitive and Motivational Factors to Sonography Student Performance

Objectives: The purpose of this mixed-methods study was to explore the cognitive and motivational challenges sonography students encounter by examining the relationships between sonography students’ levels of self-regulation and self-efficacy and their performance in a 16-week introductory vascular sonography skills laboratory course. Materials and Methods: Measures for the study were designed to yield qualitative and quantitative data related to student goals, strategies, and course performance and were generated by both students and faculty. Qualitative data from the study included student self-reports of self-regulatory strategies and instructor evaluations of student performance, while quantitative data were provided by instructor and student ratings of performance, student self-efficacy ratings, and student reports on their use of deliberate practice. Results: The data showed that many students learning how to perform sonographic examinations encountered motivational challenges that appeared to be tied both to their self-efficacy and their ability to effectively use self-regulatory activities. Conclusion: The findings of this study suggest possibilities for improving sonography’s curricular models and teaching strategies toward the goal of making sonography instruction more efficient and effective.

Perspectives of undergraduate medical students regarding competency-based curriculum.

Background The competency-based undergraduate medical curriculum has a number of new elements. Few authors have attempted to understand the students' viewpoints on the curriculum. We assessed undergraduate students perspectives and ratings about various elements after 2 years of implementation of the curriculum. Methods We included 240 students (2019 and 2020 admission). An invitation letter-cum-information sheet was sent to all the students by email informing them about the study, keeping their identity confidential and the implied consent. A validated questionnaire based on a 5-point Likert scale including 35 closed-ended questions eliciting the students' perception on various elements of the new curriculum and a rating scale from 1 to 5 was designed. Data collection was done using Google forms. Results Of the 240 respondents, 192 (80%) had positive perceptions for the Foundation Course, Attitude, Ethics and Communication skills, Early Clinical Exposure and Community Health Visits. Integrated Teaching, Small Group Teaching and Assessments were viewed less positively (62.9%-75%) and Self-directed Learning received the lowest positive responses (57%-58%). For training as a doctor, the elements considered most valuable were Early Clinical Exposure (70.4%) and Community Health Visits (70.4%) while the least were Logbooks (35.5%) and Reflections (34.2%). Conclusions Students found Early Clinical Exposure and Community Health Visits the most valuable elements whereas Self-directed Learning, Logbooks and Reflections were rated as the least useful.

Evaluation Method of Comprehensive Ability of Students Majoring in Preschool Education Based on Computer Technology

In order to improve the comprehensive ability evaluation effect of students majoring in preschool education, this paper combines computer technology to evaluate the comprehensive ability of students majoring in preschool education. Through linearization, this paper deduces the state space model of data load of students’ comprehensive ability and the transfer function model of student’s comprehensive ability data load. Moreover, this paper establishes an analytical expression between the model coefficients of the transfer function of student’s comprehensive ability data load and the transfer parameters of student’s comprehensive ability data load. In addition, this paper analyzes and selects the identification method of the parameters of students’ comprehensive ability data load model. Since the parameters of the student comprehensive ability data load model have physical meanings, the parameter identification of the student comprehensive ability data load model is a gray box identification, and constraints are required when identifying the parameters of the student comprehensive ability data load model. The experimental study has verified that the comprehensive ability evaluation model of students majoring in preschool education based on computer technology can play an important role in the comprehensive ability evaluation of students majoring in preschool education. This article adopts the comprehensive load model in the Comprehensive Stability Calculation Program (PSASP) to eliminate the shortcomings of factor analysis in traditional teaching comprehensive evaluation, and has a certain reference value for the promotion of intelligent teaching in the future.

Student Evaluation in the Subject of Technology in Primary Schools in Slovakia

Student Evaluation in the Subject of Technology in Primary Schools in Slovakia

Hakikat Media Pembelajaran Membaca di Kelas Tinggi

The use of learning media in high-level reading classes plays an important role in improving students' reading abilities. Various types of learning media, including visual, audio-visual, and interactive computer-based materials, are used for this purpose. The process of utilizing learning media includes analysis of student characteristics, design, development, implementation and evaluation of learning outcomes. This learning media has various functions in teaching reading, such as facilitating access to information, motivating students, helping understanding and retention of information, fostering critical thinking skills, enabling differentiated learning, encouraging independent learning, and developing digital literacy skills. In addition, many studies have investigated the effectiveness of various learning media, such as comics, modules, computer-based interactive learning, and picture cards, in increasing elementary school students' interest in reading and academic achievement.

Academic library expenditures and graduation rates: evidence from four-year colleges and universities in the US

ABSTRACT In the midst of financial challenges, colleges and universities in the United States have significantly cut funding for their academic libraries in the name of enhancing efficiency. Using longitudinal data from the Integrated Postsecondary Education Data System (IPEDS) on 1,325 four-year colleges and universities, this study finds that total academic library expenditure is positively associated with student graduation rates, net of a wide range of institutional and student-related characteristics. Such findings are evident for total graduation rates as well as graduation rates for students of different racial/ethnic backgrounds. In particular, the positive association between academic library expenditures and graduation rate is most consistently evident for Black students who attend predominantly White institutions (PWIs). The findings reinforce the important role that academic libraries can play for students and shed light on the need for institutions to consider the educational consequences of reducing funding for academic libraries.

Consideration of student evaluations of teaching (SET) and learning: perspectives of learning and teaching leaders through the ethical lens of “first, do no harm”

This paper explores institutional leaders’ perceptions of learning and teaching involved in facilitating and assessing Student Evaluations of Teaching (SET) survey instruments across Australian regional universities. It focuses on how they understand the function of SET, strategies used to mitigate bias, and potential residual harm. Through adopting a combination of inductive and deductive research processes and a thematic analysis through the ethical lens of nonmaleficence (first, do no harm), we report that leaders in learning and teaching perceive SET as a form of surveillance and Quality Assurance ‘performance’, recognise inherent biases inhabited in SET reports, and identify how these biases negatively impact academics through a lack of systematic harm mitigation strategies. The paper’s critical – and novel – contributions include an increased understanding of how SET inflicts harm towards women and other marginalised academic groups through systematic and authorised microaggressions and how SET contravenes universities’ duty of care to employees. It recommends an expansion of the principle of nonmaleficence beyond potential harm to research subjects, including those who undertake research or evaluation (such as academics), particularly if these impact them.

PERCEPTIONS, PRACTICES, AND ASSESSMENT LITERACY NEEDS OF EFL TEACHERS: ENHANCING READING LITERACY INSTRUCTION UNDER AKM POLICY

Since the discontinuation of national examinations (UN) in 2020, the Indonesian Government introduced the Minimum Competency Assessment (Asesmen Kompetensi Minimum-AKM) to assess students' fundamental abilities. Consequently, teachers are pivotal in integrating AKM-based reading literacy questions to enhance students' reading skills. This study aims to explore teachers' perceptions, practices, and assessment literacy needs concerning teaching and assessing students' reading literacy based on AKM. Ten EFL junior high school teachers participated in interviews. Findings revealed varying perceptions among teachers regarding AKM. While some supported the policy for its positive impact on students and learning, others doubted its effectiveness for certain reasons. In terms of teaching and assessment practices, most teachers partially integrate the three components of AKM reading literacy into their classrooms. They also utilize various stimuli and question types similar to those in AKM, yet complex multiple-choice assessments are underutilized. Lastly, teachers expressed diverse literacy assessment needs, including strategies for teaching reading, designing critical reading questions, creating stimulus materials, gaining AKM knowledge, enhancing student interest in reading, and identifying intended learning outcomes to improve their teaching and evaluation of students' literacy.

¡Bienvenidos!: Committing to Diversity and Inclusion with College Orientations in Spanish for Parents and Family

Incorporating families in the high school to college transition is important to increase the success rate of first-generation and low-income college students. Traditional institutional programming and student orientation processes often fail to consider the needs of diverse families, especially those whose main language is Spanish. By establishing a Hispanic community that better guides families with no prior experience or exposure to the college experience, Hispanic Serving Institutions (HSIs) can provide stronger support to incoming students and families. We present recommendations for practice from observations during two parent and family college orientation sessions in Spanish at our Texan institution, the feedback from attendees, and our experiences as committee members.

Enhancing Adult Hearing Screening Skills for Speech-Language Pathology Students Through Simulation

Purpose: This study evaluated student performance and perception of a simulated hearing screening utilizing an adult standardized patient (SP). It explored the relationship between student performance and student perception of the simulation. Method: Sixty-nine first-year speech pathology graduate students completed a high-fidelity simulation to demonstrate competency in hearing screening administration with an adult SP. Student performance was assessed by supervising educators through standardized rubrics in the following domains: (a) explaining the task, (b) following the university screening protocol, (c) demonstrating clinical and critical thinking, and (d) using the audiometer efficiently. Students also completed surveys to provide feedback regarding their simulation experience. Results: The median rating for student performance across the four domains evaluated was determined using nonparametric tests, while a one-sample t test was used to determine average ratings. Additionally, central tendency and dispersion measures were computed using rubric ratings of students' performance in each domain evaluated. Overall, students performed well in this simulation, with nearly all students demonstrating competency in explaining the task and demonstrating clinical/critical thinking. Following the screening protocol and using the audiometer efficiently showed the most room for improvement. Student survey responses generally indicated that this was a positive and beneficial learning experience and provided constructive feedback for future iterations of this simulation. Conclusions: Hearing screening simulations effectively train graduate speech-language pathology students in the necessary skills. Student perceptions of this simulation were resoundingly positive.

A Case Study of Taking AP Computer Science Principles (AP CSP): A Student’s Perspective

With the increased demand for computer science degrees in the work force, computer science is becoming more prominent in high schools. AP Computer Science Principles (AP CSP) is a course that serves as a bridge into computer science. Code.org provides a year long curriculum for this AP course to be led by teachers in the classroom. Beyond an analysis of the pass rates of students, and with the recency of the AP CSP course, a reflection of the AP CSP curriculum from the student’s perspective, is in order. This study breaks down the strengths and weaknesses of AP CSP from a student’s perspective. Results show there are many strengths in relation to the Code.org curriculum. However, AP CSP can be a little challenging in motivating and engaging students if not executed properly by the teacher.

Analyzing Test Performance of BSIT Students and Question Quality: A Study on Item Difficulty Index and Item Discrimination Index for Test Question Improvement

This study presents a comprehensive assessment of the test performance of Bachelor of Science in Information Technology (BSIT) students in the System Integration and Architecture (SIA) course, coupled with a meticulous examination of the quality of test questions, aiming to lay the groundwork for enhancing the assessment tool. Employing a cross-sectional research design, the study involved 200 fourth-year students enrolled in the course. The results illuminated a significant discrepancy in scores between upper and lower student cohorts, highlighting the necessity for targeted interventions, curriculum enhancements, and assessment refinements, particularly for those in the lower-performing group. Further examination of the item difficulty index of the assessment tool unveiled the need to fine-tune certain items to better suit a broader spectrum of students. Nevertheless, the majority of items were deemed adequately aligned with their respective difficulty levels. Additionally, an analysis of the item discrimination index identified 25 items suitable for retention, while 27 items warranted revision, and 3 items were suitable for removal, as per the analysis outcomes. These insights provide a valuable foundation for improving the assessment tool, thereby optimizing its capacity to evaluate students' acquired knowledge effectively. The study's novel contribution lies in its integration of both student performance assessment and evaluation of assessment tool quality within the BSIT program, offering actionable insights for improving educational outcomes. By identifying challenges faced by BSIT students and proposing targeted interventions, curriculum enhancements, and assessment refinements, the research advances our understanding of effective assessment practices. Furthermore, the detailed analysis of item difficulty and discrimination indices offers practical guidance for enhancing the reliability and validity of assessment tools in the BSIT program. Overall, this research contributes to the existing body of knowledge by providing empirical evidence and actionable recommendations tailored to the needs of BSIT students, promoting educational quality and student success in Information Technology.

Student Ratings of Instruction: Updating Measures to Reflect Recent Scholarship

Student Ratings of Instruction: Updating Measures to Reflect Recent Scholarship

Психофізіологічий стан студентів в умовах війни

The war in Ukraine has an impact on the psychophysiological state of citizens, whether they are direct participants in the conflict or reside far from the front line. Conside­ring this, studying the psychophysiological state of students continuing their education in a country at war is a relevant issue. Understanding this state can aid in developing effective strategies for preserving the psychological health of youth. The limbic system, which regulates emotions, directly influences the cardiovascular system. Therefore, the research aimed to establish the connection between the frequency of heartbeats (heart rate) during air alarms and mental states (depression, anxiety, stress) of students, as well as components of their emotional intelligence (self-motivation, managing one’s own emotions and the emotions of others, empathy). In the study, 62 second-year students from the Biological Faculty Ivan Franko National University of Lviv participated. Students assessed their psychoemotional state using the «Global Emotional Intelligence Test» and «DASS21» questionnaires. Heart rate (HR) was monitored using smartwatches in combination with corresponding smartphone applications. The average daily heart rate of students was 78.12±0.74 beats/min (n=62), while during air alarms, it increased to 91.21±2.54 beats/min (p≤0.001, n=21). Individuals with additional physical activities showed a tendency toward higher HR during air alarms compared to those who did not engage in exercises. It was found that 50 % of students experienced anxiety, 20 % reported high and extremely high stress levels, and 10 % had a high level of depression. A moderate negative correlation was established between the level of depression and HR during air alarms (r=-0.55, p≤0.05, n=13). A high level of emotional intelligence indicators was observed in the following percentages of students: managing the emotions of others – 27 %, empathy – 24 %, self-motivation – 23 %, managing one’s own emotions – 8 %, and integrative emotional intelligence – 2 %. Positive correlations of mo­derate strength (p≤0.05) were identified between HR during air alarms and the psychological and emotional states of students: r=0.51 (n=11) with anxiety, r=0.59 (n=13) with the level of integrative emotional intelligence, r=0.62 (n=13) with self-motivation, and r=0.63 (n=13) with managing the emotions of others. Therefore, war has an impact on the psychophysiological state of students, resul­ting in an increased level of anxiety. This is evident in the rise of heart rate (HR) during air alarms, which is considered a normal response of the body to a stress factor. However, the more depressive a person is, the lower the HR during air alarms. Thus, there is a correlation between HR during air alarms and psychophysiological state of students.

Unintended Consequences: When Innovation in Pedagogy Impacts Student Evaluations

Unintended Consequences: When Innovation in Pedagogy Impacts Student Evaluations

Online Student Monitoring and Evaluation System using Apriori Algorithm for Predicting Student Academic Performance

The study investigates the current student monitoring and evaluation system of Saint Michael College of Caraga with the goal of easy tracking of student academic performance and progression. The research employs a mixed-methods approach through the conduct of interview and utilizing online survey questionnaire. The perspectives of young female students regarding the current system and their suggestions for improvement were examined and analyzed using descriptive statistical method such as frequency distribution, weighted mean score, and standard deviation. The key findings indicate a generally positive perception of the existing system but highlight areas for improvement including addressing technical issues, accommodating diverse learning styles, ensuring system security and privacy, and providing personalized support to students. By engaging stakeholders and incorporating diverse viewpoints from the respondents, the research output contributes to the development of a robust monitoring and evaluation system capable of optimizing academic performance assessment and enriching the educational experience. The integration of Apriori Algorithm fosters informed decision-making for attaining student’s academic success