Evaluation Of Student Performance Research Articles

Examining Clinical Readiness and Performance of Students on Clinical Education Experiences: Is There an Influence From Virtual Learning?

Introduction. Peer simulation is a mechanism to enhance clinical reasoning and determine clinic readiness of Doctor of Physical Therapy students. In 2020, coursework that was traditionally face-to-face (F2F) was conducted completely online at many universities. Therefore, the purpose of this study was to examine if students who completed a stand-alone virtual simulation course presented with the same readiness and performance on their first full-time clinical education experience (CEE) as compared with students who completed the course during the previous 2 years in the traditional F2F format. Review of Literature. Prior to the COVID-19 pandemic, literature focused on virtual learning explored hybrid methods of delivering physical therapy education. There are limited studies exploring the impact of virtual learning on clinical performance of DPT students. Subjects. One hundred eight students completed their first full-time CEE during this 3-year period, with 34 having a virtual preparation and 74 having F2F coursework. Twelve of the clinical instructors (CIs) who had supervised students both virtually and in the previous 2 years were included in survey data analysis to compare cohorts. Methods. This study used final Clinical Performance Instrument (CPI) data to compare objective ratings of student performance from CIs as well as a standardized survey of student clinical readiness based on 22 items previously published. Both instruments were used to compare students from the class of 2022 (virtual cohort) to those from the previous 2 years (F2F cohort). Independent sample t tests were used to examine group differences in perceptions of student readiness and CPI data for compiled professional practice and patient management constructs. Results. Clinical Performance Instrument data revealed lower mean scores of students in all areas of performance in the virtual cohort as compared with F2F, but none of the differences reached statistical significance. For the clinical readiness survey, CIs rated students from the virtual cohort lower than prior students in overall readiness, as well as psychomotor, cognitive, and affective skill domains, including safety and accountability. However, none of the mean score differences reached statistical significance. Discussion and Conclusion. Although there was no statistical difference in scores on the CPI or perception of clinic readiness by CIs, students from the virtual cohort consistently scored lower on both instruments. Transition of students from F2F coursework for psychomotor skills to virtual formats should transpire with caution. As students transition back to traditional learning environments, programs should evaluate the effectiveness of various teaching methods to ensure excellence in physical therapist education.

The Utility and Development of the Competencies of Professional Psychology Rating Scales (COPPR)

Competency-based professional psychology training is now common practice in many countries. An implication of competency-based training is the need to assess practitioner competence across multiple domains of practice; however, standardized measures of competence are limited. In Australia, currently there is no standardized, quantitative measure of professional competencies at registered psychologist level. The absence of a measure has implications for education, training, practice, and research in professional psychology. To address this gap, this article provides a conceptual overview of the utility and development of the Competencies of Professional Psychology Rating scales (COPPR), including the process of initial pre-test, pilot, and review. This developmental process resulted in the thematic identification of competencies within 11 domains of practice, and the creation of both COPPR-Self report and COPPR-Observer report versions. The pre-test provided content validity for the COPPR, and the initial results of the pilot test suggest strong convergent and divergent validity. The measure differentiated between novice and experienced practitioners, suggesting the scale is appropriate for use across career stages. The COPPR scales address the need for a standardized and quantitative measure across multiple domains of practice at registered psychologist level in Australia. The COPPR scales are intended to have utility across professional psychology student and supervisee performance evaluation, self-reflection for psychologists in practice, educational evaluation at professional psychology level, and various research contexts.

Students Performance Analysis System Using Cumulative Predictor Algorithm

Abstract: Towards automation to do mundane tasks and the expectations for students already equipped with good programming skills is on the rise. In parallel, there has been a rising number of students who find it difficult to attain the skills necessary in order to get the dream IT job they desire. The aim of this project is to bridge the gap between the employer and the future employee of the company by the use of SPAS at college level. Student performance analysis system (SPAS) is an online web application system which enables students to know prior hand if their level of skills for the placement is enough to get placed or not, given the necessary inputs. SPAS has an intelligent learning algorithm which utilises a rich database, analyses the records of previous students' traits and develops a model for further prediction. The performance evaluation of students by SPAS is by the cumulative predictor algorithm involving generation of several random forest trees on the available data. SPAS learns and creates its model reaching higher accuracy with increasing data availability.

Predictive Analysis of Students Performance Evaluation in Higher Education: A Machine Learning Approach

Predictive Analysis of Students Performance Evaluation in Higher Education: A Machine Learning Approach

Evaluation of Students Performance in The Japanese Apprenticeship Program

Apprenticeship programs are considered as an effective learning method to improve the job skills of prospective workers. The Japanese apprenticeship program highlights 5 work principles consisting of Seiri, Seito, Seiso, Seiketsu, Shitsuke (5S). However, until now, the apprenticeship program's effectiveness in Japan to foster 5S work principles for students has not been much evaluated. The objectives of this study were (1) to describe the student's 5S performance profile; (2) factors affecting the implementation of student 5S performance in the apprenticeship program in Japan; (3) the benefits of the Japanese apprenticeship program. This study involved 69 students who were apprenticed in Japan. The data collection used a questionnaire, and the data were analyzed using descriptive analysis. The study results revealed that the student's 5S performance was considered good during the apprenticeship program in Japan. Besides, the study results also show that ten factors affect student performance when participating in an apprenticeship program, namely self-discipline, technology, equipment arrangement, workplace, job planning, worker characteristics, management support, work type, job characteristics, and the existence of training. . Finally, the apprenticeship program in Japan provides benefits to the development of student work competencies which include aspects of knowledge, attitudes, and skills. This study recommends the need to develop and strengthen apprenticeship programs with a positive work culture that can encourage student performance improvement.

Aligning multiple choice assessments with active learning instruction: More accurate and equitable ways to measure student learning

In response to geoscience education research and calls for the need to reform STEM teaching in higher education, many geoscience faculty are adopting research-based pedagogies to improve student learning in their courses. Our own effort to reform our introductory geology course included daily student-centered activities and other reforms we expected would result in improved student performance, but did not. This paper describes our evaluation of student performance on multiple choice questions (MCQs), which are the largest component of student grades in the course. Student scores were highest on MCQs that were aligned with the style in which students learned material and that required students to interact with the question (active questions) rather than just regurgitating information (passive questions). We also examined whether the style of MCQs impacted student scores equitably and found that the grades of all students would have improved if we had asked MCQs that were aligned and active, and the improvements were equitable, but final grades remain biased.

Between the Normative and the Interpretive Approach: Student Performance Online Evaluation Challenges in Journalism and Communication Higher Education

n times of pandemic, higher education programmes had to switch quite unexpectedly from educational strategies and techniques that applied within a classical kind of college environment, to the online platforms. 
 If all sorts of platforms proved feasible for seminars, in the case of courses and evaluation activities, some difficulties were encountered and, consequently, demanded special concern and conjugated efforts to roll things out through the thick and thin of a period that required a high level of adaptability on the part of higher education leadership and management, as well as on the part of professors and students.
 A survey addressed to the students and to the professors at the University of Bucharest, College of Journalism and Communication Studies revealed intriguing information regarding our main topic, that of the online student performance evaluation challenges in the journalism and communication higher education in Romania. The response of the majority of the professors to such an unexpected turnout in education within the context of the pandemics was that of a spectacularly more flexible approach mostly to the assessment of student performance, our topic at stake for this research endeavour. 
 Within our research focus, the student and professor preference for measurement and for a normative approach to online evaluation, on the one hand, versus the option for appreciation within an interpretive approach, on the other hand, may account for interesting developments in the educational system of the near future that we seem to have stepped in quite abruptly due to the pandemic.

Quality and Sustainability of Engineering Education: The Role of Teacher and Student Performance Evaluation Review

This study which is an investigative survey carried out in an Engineering department in South East Nigeria was aimed at evaluating the performances of students and teachers in order to ensure quality and review of the intrinsic variables within an educational system. The unique characteristics of teachers were compared with the average performances of students in the final year, to identify the possible cause of poor quality and low Final Cumulative Grade Point Average (FCGPA) by students of that department. The summary results for five consecutive academic sessions were used to determine the performances of students in varied courses taught by their lecturers, while the Pearson Correlation Coefficient was applied to review the students’ performances with unique features of gender, qualification and years of experience among lecturers involved in the teaching, research, and service delivery of the final year courses. The results showed 79.76, 53.37, 61.16, 73.33, 59.13, 72.73, 66.12, 79.60, 83.49, 76.85, 87.50, 71.96, 84.00, 88.91, 75.86, 76.48, 72.41, 80.90, 71.93 percentage-teacher-performances respectively, in descending order of codes assigned to lecturers. The application of Mintab software revealed correlation coefficients of 0.28, 0.01 and -0.51 for inherent peculiarities, while the p-values of 0.233, 0.956 and 0.025 were equally obtained. These results will assist the university’s management in its administrative function and decisions making regarding students and teachers’ quality at intakes and recruitments, by ensuring that requisite standards for engineering education study, growth, development and sustainability efforts are effectively achieved in line with its project 200 vision, thereby enabling the lecturers to optimize the quality of their teaching, research, and service delivery.

Psychiatry Residency Directors' Attitudes Toward and Uses of the Medical Student Performance Evaluation and Other Potential Tools for Residency Selection.

A survey was conducted to determine US psychiatry residency directors' attitudes regarding current measures of medical student performance and their preferences for the future. A team of psychiatry medical student educators and residency program directors developed a 23-question survey. In July 2021, links to the survey were sent out to all program directors registered with the American Association of Directors of Psychiatric Residency Training. Seventy program directors out of 223 initiated the survey, resulting in a response rate of 31.4%. Forty percent of respondents reported that the most important use of the Medical Student Performance Evaluation (MSPE) is in screening out applicants for interviews, and only 26.1% reported that the MSPE in its current form could be trusted to provide a valid and reliable assessment of a student's medical school performance. Most respondents agreed that in the absence of United States Medical Licensing Examination (USMLE) step 1 numerical scores, the existing MSPE format/content requirements should be modified, use a set of ranking categories that are uniform across all medical schools, and be supplemented with additional measures of the student's character and ability specific to psychiatry. US psychiatry program directors are eager for change when it comes to the MSPE and how it reports rankings, grades, and professionalism. The transition of the USMLE step 1 score reporting to pass/fail presents an opportunity to pursue this change and for stakeholders from all medical specialties to work together toward a shared goal of an improved residency selection process.

Determining educational assessment criteria for patellar-tendon-bearing impressions for transtibial prosthetic sockets: A Delphi study.

Validated criteria to guide assessment of student performance in clinical tasks in prosthetics and orthotics education have not been established. Lack of established criteria and assessment methods presents challenges in evaluating student performance on clinical tasks, such as taking impressions for patellar-tendon-bearing (PTB) sockets. To establish assessment criteria for the PTB impression process for use in educational settings. Delphi consensus process. Initial Delphi survey items were based on interviews with prosthetic instructors and focus groups with prosthetic students. Expert prosthetic educators were then identified by purposive sampling to complete multiple-round Internet-based Delphi surveys. The Delphi surveys asked experts to indicate their level of agreement on various assessment methods and criteria in PTB education. Consensus for survey items was reviewed after each survey round and used to determine the content of and need for subsequent rounds. Fourteen experts completed two Delphi survey rounds. Items were categorized into educational materials/strategies, impression stages/materials, measurement tools, measurements taken, assessment during impression, assessment after impression, feedback, student self-assessment, and grading. In two survey rounds, 40 items guiding assessment methods and criteria for PTB impressions achieved 80% consensus. A high level of consensus was achieved in two survey rounds. Lower levels of consensus were reached on specific objective criteria, such as use of measurement thresholds when evaluating student impressions. Standardized assessment of student performance on PTB impression-taking instead relies primarily on qualitative assessments based on instructor expertise.

The Relation of Google Classroom Usage on Student’s Learning Outcomes for Elementary School Students

The Covid-19 pandemic has caused various changes in the education system in Indonesia, especially in the use of online learning methods. However, implementing new technologies is challenging, especially for parents and teachers of lower-grade elementary school students. One form of technology that is applied in online learning is Google Classroom. This study aims to analyze the relationship between using Google Classroom during the Covid-19 pandemic and its effect on the learning process and outcomes. This study used qualitative research methods. The subjects of this study were 33 parents of students. Data was collected through surveys and interviews with parents and teachers. The data were analyzed qualitatively through the Technology Acceptance Model. The analysis results show that although the applied technology is well received, there is a difference between the scores and the results of evaluating student performance in face-to-face meetings with the teacher. Learning loss can be caused by parents who are too involved in the online learning process and teachers' difficulty adequately assessing student performance. The implication is that online education methods are ineffective and may have caused damage to the education system in general.

Student performance evaluation between offline and online pedagogy: A critical analysis with possible suggestions

This study develops a literature review and thereby critically analyses the student performance under online and offline teaching platforms. Online education has much popularity as the leading education instruction mostly during the outburst of COVID-19 pandemic. As a result, as of now different institutes in different countries provide education to the students through online pedagogy. For comparative review analysis, the researcher critically analyzed the current and related published papers in top indexed journals of ISIWOS & SCOPUS. Overall, the review analysis suggests combining online based teaching with current teaching trend and thereby employ the privileges of digital learning to explore teaching tactics for the stated learning effectiveness. In particular, the existing relevant literature guides us that the student performance of online pedagogy is significantly better than that of face-to-face platform. So, the medium of education can affect the student satisfaction that can eventually affect overall performance. Thus, the online academic process must be planned and executed with proper care. Thus, this study substantially promotes to profoundly reconsidering and modifying the underlying propositions of online pedagogy; and thereby design the decision of effective teaching pedagogy.

Evaluating students performance in advanced programming final exam questions

Students grade in a subject is determine mainly from the final examination marks. The final exam questions need to be reliable in order to measure the performance of students in the particular subject. Rasch model able to measure the reliability of an instrument, the final exam questions. A total of 60 students from the School of Information Technology sat for the Advanced Programming final examination. Marks were entered in excel and transferred as *prn format. Marks were analyzed against the Rasch model, WINSTEPS. The summary statistics for person, summary statistics for item, item dimensionality, item statistics, item distribution map and person distribution map are among the output being analyzed. Two items were identified as misfit items. The Advanced Programming exam questios was very reliable and able to give insight view of the questions. A corrective action is taken to review the misfit item and rephrase the item.

Evaluating performance of students in engineering statistics final exam questions

Engineering Statistics is one of Engineering Mathematics subject which is common for all the engineering courses besides Vector Calculus, Linear Algebra, Differential Equations and Numerical Analysis. Students performance in Engineering Statistics subject can be evaluated examining through the final exam questions. Students need to understand the concept learn through a semester or 14 weeks of period and do necessary preparation to do the final exam questions. Rasch model is used to evaluate students performance in Engineering Statistics examination. A total of 114 engineering students sat for Engineering Statistics final examination. There are 5 Course Outcomes and 2 Programme Outcomes for Engineering Statistics subject. The final exam marks were entered in excel. Then the marks transferred to *prn format. Next Rasch model generate the output. The outputs are summary statistics for person, summary statistics for item, item map and person map. The summary statistics for person able to groups the students into 2 groups, namely high performers and low performers. On the other hand, the items can be group into 4 groups. They are difficult, mediocre, easy and very easy. The item map and the person map able to show those groups clearly

Descriptors in Letters of Recommendation for Otolaryngology Residency Across Gender, Race, and Time

To determine whether differences exist in the descriptors used in letters of recommendations for Otolaryngology - Head and Neck Surgery (OHNS) residency candidates, comparing race and gender as depicted in visual letters of recommendation (VLORs) from the 2014 and 2019 application cycles. Four hundred thirty-three LORS (284 narrative LORs and 149 standardized LORs) and 63 medical student performance evaluations for 104 candidates who interviewed at the University of Cincinnati OHNS residency program in 2014 and 2019 were analyzed. Descriptors from LORs and medical student performance evaluations were collected by two reviewers and QSR NVivo 12 was used to generate a word cloud that grouped words by synonym and weighted them by frequency. Reviewers coded these synonyms into one of eight descriptor categories. Race and gender were self-reported from residency applications. The average of each category frequency for each race and gender were compared using student t-tests. University of Cincinnati OHNS Residency Program. 104 OHNS applicants that interviewed at the University of Cincinnati in 2014 and 2019. Of the 104 candidates reviewed, 39 were female (37.5%). 66/104 (63%) of applicants identified as white, 31/104 (30%) as non-white, and 7/104 (7%) preferred not to say. No significant differences were found between male vs female descriptors. However, white applicants had more "leadership" descriptors (1.3% vs 0.5%, p = 0.01) and fewer "intelligence" words (6.6% vs 4.8%, p = 0.02) than non-white applicants. Applicants in 2019 were described with more team player (14.2% vs 9.6%, p < 0.0001), leadership (1.6% vs 0.7%, p = 0.047), and reserved (1.7% vs 0.7%, p = 0.02) words, but fewer grindstone (25.2% vs 32.1%, p < 0.0001) and ability/agentic (27.9% vs 32.6%, p < 0.0001) words than applicants in 2014. In VLORs for OHNS residency, male and female applicants are described similarly, but white applicants are described as leaders more frequently and as intelligent less frequently than non-white counterparts. Regardless, it is encouraging to see applicants described with a more humanistic vocabulary in 2019.

A Study on Emotional Labor and Academic Burnout on College Student Performance Evaluation

목적 본 연구는 대학 내 성적평가에 대한 대학생들의 공정성 인식이 학생들의 교수자에 대한 감정노동과 학업소진에 끼치는 영향을 고찰하였다. 방법 총 229명의 대학생이 학기말 3주간 1회에 걸쳐 온라인 설문에 참여하였으며 신뢰도 분석, 다층적 회귀분석 및 SPSS 부트스트래핑 매크로를 활용한 매개효과 분석이 이루어졌다. 결과 대학 내 성적평가에 대해 불공정하다고 인식하고 있는 학생들은 더 큰 학업소진을 경험하고 있었다. 또한, 그 과정에서 대학생들은 성적평가의 불공정성에 대한 불만과 좌절감의 표현을 되도록 억제하고 인상관리 차원에서 교수자에게 공손하고 정중한 태도를 보이는 감정노동을 하고 있었다. 성적 불공정성 인식과 학업소진 관계에 대한 감정노동의 매개효과를 부트스트래핑 기법으로 검증한 결과, 내면연기 보다는 표면연기를 통해 보다 더 유의한 매개효과가 드러났다. 결론 이는 대학 내 교수자들의 성적 및 성과평가에 대한 공정성 증진을 통해 대학생들의 학업소진을 감소시킬 수 있으며 특히 표면연기를 통한 감정노동의 감소가 주요함을 시사한다. 이에 대학 내 성적평가의 공정성 및 감정노동과 학업소진에 대한 시사점과 향후 연구 방향을 다루었다.

Design and Research of Physical Education Platform Based on Artificial Intelligence

With the continuous development of information technology, conventional physical education teaching methods are no longer applicable. In order to ensure the objectivity of college physical education evaluation, this paper designs a set of college physical education management information system based on artificial intelligence technology. The weighting algorithm in the student performance evaluation module and teacher performance evaluation module in the system adopts the intelligent algorithm based on FNN neural network. Experimental verification shows that the intelligent algorithm based on the FNN neural network can effectively predict the students’ score in the national college physical education examination, which can provide a more objective basis for teacher performance evaluation.

A scaffolded problem-based learning course for first-year pharmacy students

Background and purposeThere has been an increased use of active learning pedagogies in pharmacy curricula. Structured, complex pedagogies such as problem-based learning (PBL) may require rigorous training for students to be successful. We aim to describe the development and implementation of an introductory PBL course for first-year pharmacy students. We describe the theoretical framework for course development, including the educational philosophies informing the course design. Development of PBL skills and professional behavior were evaluated using student self-assessment throughout the course. Educational activity and settingThis introductory PBL course was developed using educational philosophies to scaffold student learning of the pedagogy and development of PBL skills. A student self-assessment was administered at two time points throughout the course. The self-assessment contained items related to PBL skills and professional behaviors. Self-assessment scores were compared with facilitator evaluations of student performance to determine reliability of self-assessment results. FindingsEighty-eight students completed both self-assessments (93.6% response rate). Self-assessment of PBL skills increased significantly. There was no improvement in self-assessed professional behaviors. Self-assessment scores did not correlate with facilitator assessment of student performance in a small group. SummaryIntegrating a scaffolded, theoretically sound educational approach to introduce students to the PBL pedagogy improves students' self-assessed PBL skills but not professional behavior.

E-learning and COVID-19: Predicting Student Academic Performance Using Data Mining Algorithms

The satisfaction of E-learners has the main effect on the success of the E-learning process and leads to improvements in the E-learning system's quality and several factors affect this satisfaction. Based on the dimensions of e-learning, the main objective of this study was to evaluate the factors that contributed to students' satisfaction with e-learning during pandemic the Covid-19 and to give a thorough understanding and knowledge of different data mining techniques that have been used to predict student performance and development, as well as how these techniques help in the identification of the most relevant student attribute for prediction. Currently, to search for information in large databases, data mining techniques have become very popular and proven itis effective. Because of the performance and effectiveness of data mining techniques, it has been adopted by many areas such as telecommunication, education, sales management, banking, etc. In this paper, data mining algorithms were relied on to build e-learning classification models for a "student performance" data set, the proposed model includes 1000 instances with 35 attributes. Data mining algorithms have been implemented on the student performance data set in E-learning. Among these algorithms are the Decision Tree algorithm, Random Tree algorithm, Naive Bayes algorithm, Random Forest algorithm, REP Tree algorithm, Bagging algorithm and KNN algorithm. After comparing the results and conducting the assessment, the impact of the proposed features in e-learning on the student's performance was clarified. The final result of this study is important for providing greater insight into evaluating student performance in the COVID-19 pandemic and underscores the importance of data mining in education.

Examining the Factors Influencing Applicants' Placement on One General Surgery Program's Rank Order List.

Surgery residency applications include variables that determine an individual's rank on a program's match list. We performed this study to determine which residency application variables are the most impactful in creating our program's rank order list. We completed a retrospective examination of all interviewed applicants for the 2019 match. We recorded United States Medical Licensing Examinations (USMLE) step I and II scores, class quartile rank from the Medical Student Performance Evaluation (MSPE), Alpha Omega Alpha (AOA) membership, geographic region, surgery clerkship grade, and grades on other clerkships. The MSPE and letters of recommendation were reviewed by two of the authors and assigned a score of 1 to 3, where 1 was weak and 3 was strong. The same two authors reviewed the assessments from each applicant's interview and assigned a score from 1-5, where 1 was poor and 5 was excellent. Univariate analysis was performed, and the significant variables were used to construct an adjusted multivariate model with significance measured at P < .05. Univariate analysis for all 92 interviewed applicants demonstrated that USMLE step 2 scores (P = .002), class quartile rank (P = .004), AOA status (P = .014), geographic location (P < .001), letters of recommendation (P < .001), and interview rating (P < .001) were significant in predicting an applicant's position on the rank list. On multivariate analysis only USMLE step 2 (P = .018) and interview (P < .001) remained significant. USMLE step 2 and an excellent interview were the most important factors in constructing our rank order list. Applicants with a demonstrated strong clinical fund of knowledge that develop a rapport with our faculty and residents receive the highest level of consideration for our program.