Student Evaluation Process Research Articles

Evaluation of Clinical Course Assessment of Medical Students in Virtual Education

Introduction: One of the important daunting challenges preseted to clinical education is the process of students’ evaluation, which is debatable holding virtual education and the accurate assessment of this process improves clinical evaluation. The present study aimed aim of this study was to assesse the virtual evaluation process of clinical medical students during COVID-19 pandemic. Methods: This meta-evaluation study was conducted to assess the evaluation process of students using Kirkpatrick's model level 1& 2. A total of 120 clinical medical students were selected from among the students of Arak hospitals by simple random sampling in 2021. The data collection tools incluyded two researcher-made questionnaires (questionnaire related to face-to-face and non-face-to-face evaluation). The validity of the checklist was confirmed by faculty members of Arak University of Medical Sciences with the help of content validity index and content validity ratio. Data were analysed using SPSS software (version 16). In order to compare the variables between the studied populations, by establishing the assumption of normality, parametric tests, such as analysis of variance and independent t, were used. A significance level of .5 was considered. Results: Comparing the mean scores of three groups of internal medicine trainees before COVID-19 pandemic and two groups during the pandemic demostrated that themean scores decreased significantly during COVID-19 (P=0.02). In the virtual evaluation, students answered the whole 14 questions. 78.8% of students assessed this evaluation method as very unfair. A large percentage of students (63.7) did not consider the score they obtained as an expression of their clinical ability. According to the opinion of the majority, it was very easy to access the site; nonetheles, the results were presented with a delay. In the face-to-face evaluation, students answered seven questions. A large percentage of students did not consider the questions to be in accordance with the education. Both methods had negligible effects on improving motivation and the students believed that they would have gotten a better grade if they used the other method. Conclusion: The face-to-face and virtual evaluation of clinical students had defects, such as problems with the system and grading, inability to motivate and the assessment of clinical ability and incompatibility of questions with education, requiring further investigations and finding interactive and combined methods.

Automation of student evaluation process through online educational platforms

In the increasingly digital age, students’ education and assessment have undergone significant transformations, and online educational platforms have become an essential tool in this process. The purpose of this article is to explore and highlight the crucial role these platforms play in optimizing the assessment process in higher education institutions.In the year 2020, the world of education has been challenged by the global pandemic of COVID-19, causing educational institutions to rapidly reconfigure teaching and assessment strategies. With the suspension of traditional courses, institutions have been forced to adopt distance teaching and assessment methods. In this context, the development and use of online learning platforms have become essential to ensure the continuity of the educational process. Focusing on universities, this article proposes to highlight the crucial importance of online educational platforms in optimizing students’ assessment. The goal is to develop a university platform that facilitates both the student evaluation process and effective communication between students and teachers. Thus, this article aims to explore in depth how online educational platforms can influence and improve the process of student assessment in universities. This paper brings to the fore the essential role that technology plays in educating future generations and preparing them for the challenges of a world in continuous transformation. We present our proposed platform that can be used to evaluate the students in automatically way.

ПОРТФОЛИО – МЕТОД КАЧЕСТВЕННОГО ОЦЕНИВАНИЯ ЗНАНИЙ СТУДЕНТОВ ПРИ ИЗУЧЕНИИ КУРСА «МАТЕМАТИЧЕСКИЙ АНАЛИЗ»

This article is devoted to using portfolio in evaluation process of students’ knowledge of studying the course "Calculus". Portfolio as a method of qualitative and comprehensive approach to knowledge assessment is gaining great importance. With the portfolio method, the assessment process becomes focused and continuous. The portfolio allows you to build the learning process taking into account the individual characteristics of each student. The portfolio method allows you to take into account all the student’s achievements in acquiring new knowledge, developing personal and professional competencies. The benefits of portfolio method are examined in the context of mathematics education, emphasizing the portfolio method's ability to systematize and to document students' individual achievements and progress. The article also covers the issues of choosing content and portfolio structure, evaluation methods and influence in the learning process. Aspects of introducing portfolios into the learning process for an accurate and comprehensive assessment of students' knowledge in Calculus have been studied.

Guest Editor’s Note

The process of writing review articles originally materialized as a component of the student evaluation process during the final year of their research projects, coinciding with the closure of universities due to the COVID-19 pandemic. In these challenging times, final-year honors degree students dedicated themselves to extensive literature research from their homes. As the evaluation phase concluded, it became evident to the Chemistry department that several of the review articles had reached a remarkable level of quality, making them suitable for publication in a reputable scientific journal.
 Thus, the idea emerged to compile and publish these outstanding articles in a special edition of our esteemed journal, Current Scientia, formerly known as the Vidyodaya Journal of Science. This endeavor involved meticulous scrutiny and enhancement of both the content and coverage of the articles, a collaborative effort between the students and their dedicated supervisors. The contributions of the supervisors were invaluable in this process.
 Reflecting upon the circumstances, one might consider the period of house arrest during the pandemic as a blessing in disguise. It provided an opportunity for students and supervisors to invest more time and effort into refining their work. The synergy that emerged between them during this challenging time is truly commendable.
 With the publication of this special issue, we hope that it will set a new precedent and ignite the academic curiosity of scholars from various departments within the faculty. We aspire to encourage academics to craft their own high-quality review articles in their respective fields for potential publication in this journal in the future, fostering a culture of scholarly contribution and collaboration.
 Dr. Mahesh KarunarathneGuest EditorSpecial Issue Current Scientia (formerly Vidyodaya Journal of Science Special Issue)

Intercultural Communication Competence Improvement of Students under the International Education Management Model

With the acceleration of globalization, international education has gradually become the core content of higher education. In this context, students have encountered lots of intercultural challenges, making the evaluation and improvement of their intercultural communication competence (ICC) a key issue. It is difficult for traditional evaluation methods, such as questionnaire surveys, interviews, and teacher evaluations, to meet the needs of current educational institutions because they are subjective, time-consuming, and inefficient. After describing the ICC evaluation process of students under the international education management model, this study proposed a new automatic evaluation method based on the dual-scale convolutional neural network (CNN) model and the bi-directional long-short-term memory (Bi-LSTM) model of characters and words. The new method evaluated students’ ICC more accurately and objectively, providing a new perspective and tool for future research and educational training.

Importance of feedback in the student evaluation process

Many teachers do not consider feedback as part of the process, leaving it aside without giving due importance to it, as part of the student's training, which has generated some deficiencies on the part of teachers by facilitating knowledge to their students, In each of the topics explained in the classroom, this is where the need arises for the teacher to make the proper selection, classification and planning of the subject that has not been understood so that it can be fed back to cover said difficulties. The objective of the research is to show a brief analysis of the importance of feedback in the student evaluation process, especially with the acquisition of significant learning. The methodology applied in the investigation has been the bibliographic analysis, applying the collection of information from various reliable sources to structure a critical analysis through the application of the analytical method - synthetic of the subject and establish the conclusions. The results obtained have shown the role of feedback oriented to educational evaluation for the understanding, construction and application of the topics that are addressed with the students.

Diseño del proceso de evaluación estudiantil en la Unidad Educativa Liceo Naval Quito

The research work was oriented to the design of the student evaluation process at the Liceo Naval Quito. The research had a quantitative approach under a documentary modality, and the study was descriptive. The population consisted in 60 people (3 members of the management staff and 57 teachers), to whom a survey was applied to identify the student evaluation process developed in the institution. The data obtained were processed and analyzed by comparing them with the respective theoretical information, resulting in the fact that the current process needs to fully comply with what is established in the instructions for applying student evaluation since compliance with specific procedures and activities is omitted. Inherent to it, such as the elaboration and delivery of the partial learning report, needs to communicate to the students that they can improve the final average; erroneous delivery of the information to the Vice Chancellor and Coordinator, among others. Based on the results, the conclusions and recommendations addressed to the institutional authorities were prepared, the same ones responsible for complying with the provisions and using them to benefit a correct student evaluation process.

Automated Activity Scheduling Tools for Improving Learning and Evaluation of Cybersecurity Competencies in Computer Engineering Courses

In the last ten years, many different innovative learning methodologies have been proposed for engineering education. In those new approaches, students learning, and evaluation are usually supported by a catalogue of creative activities, practices, and presentations which may be very numerous if competencies to be acquired are heterogeneous and must cover a large knowledge area, such as in cybersecurity courses. In addition, when a high number of students are enrolled in the course, deadlines must be strict, to enable professors to evaluate all students and activities properly and on time. Due to this requiring schedule, students often cannot work all competencies with the expected depth, and their learning decreases. New instruments are needed to facilitate the learning of the students and the evaluation process are needed. Therefore, in this paper we proposed a new automated scheduling tool, based on graph theory, to fill this gap. The tool employs graph coloring algorithms to calculate all possible schedules for evaluation activities. Students may freely choose the schedule that best fits their personal situation, learning progress, background, etc. using a web portal where all solutions from the coloring algorithm are displayed. This tool was deployed in the Computer Engineering degree at Universidad Politécnica de Madrid, Spain. A pilot experience was conducted for three years (2020-2022) in the context of a cybersecurity course to analyze how this new tool improves the learning and the evaluation process of students. Results show both academic results and the students’ and professor’ satisfaction improve in a significant manner.

The Chair's Role in Assurance of Learning

The Chair's Role in Assurance of Learning

THE EFFECT OF MIXED TEACHING MODE BASED ON NETWORK OPEN COURSE AND INTELLIGENT TEACHING PLATFORM ON ALLEVIATING STUDENTS' PSYCHOLOGICAL ANXIETY

THE EFFECT OF MIXED TEACHING MODE BASED ON NETWORK OPEN COURSE AND INTELLIGENT TEACHING PLATFORM ON ALLEVIATING STUDENTS' PSYCHOLOGICAL ANXIETY

The Mental Health Evaluation System of College Students Based on Data Mining

In order to solve the problems of high misevaluation rate and low work efficiency in the current mental health evaluation process of college students, a mental health evaluation system based on data mining algorithms is proposed. First, analyze the research status of college students’ mental health evaluation and data mining algorithms and build a mental health evaluation system framework; then, collect college students’ mental health questionnaire data, use the Apriori algorithm based on a three-dimensional matrix to analyze and classify, traverse each attribute of each transaction in the two-dimensional matrix, and directly obtain the frequent item set, frequent binomial set, and frequent three-item set by reading the three-dimensional attribute matrix and the mental health evaluation data to obtain mental health intelligent evaluation results. Finally, specific simulation experiments are used to analyze the feasibility and superiority of the mental health intelligent evaluation system. The results show that the system in the article overcomes the shortcomings of the current mental health intelligent evaluation system, improves the accuracy of mental health intelligent evaluation, improves the efficiency of mental health intelligent evaluation, and the system is more stable, which can meet the actual requirements of current college students’ mental health evaluation.

Conceptualizing of Academic Hardiness During Covid-19 pandemic of an Islamic Senior HighSchool in Malang, East Java

This research focuses on the process of establishing the Academic hardiness of the Aisyiyah Boarding School (ABM) high school students during the COVID-19 pandemic. As a form of one's firmness in facing academic challenges during the pandemic, Academic hardiness has an important position to be studied comprehensively and in-depth, especially in terms of students' academic resilience as study subjects. This research is based on Kobasa's Academic Hardiness Theory (AHT) and uses a qualitative approach to obtain descriptive data, observable behavior, and verbal data. Data collection methods used non-participant observation techniques, virtual interviews, and documentation studies. The data collected was then analyzed using the interactive model of Miles, Huberman, and Saldana. The conclusion of this research states that the academic hardiness of ABM students is formed through habituation activities in Islamic education. Empirically, the three cognitive evaluation processes (commitment, control, and challenge) are related to students' persistence when dealing with difficult e-learning designs. The implication of the results of the analysis of the process of forming the academic hardiness of students at ABM is the birth of new creations in improving the quality of Islamic education learning through optimizing the cognitive evaluation process of students.

Classroom-based and Online-based Evaluation of Students and Comparative Analysis of Their Achievements in both Scenarios

The COVID19 pandemic made a significant impact on every aspect of everyday life. Educational systems around the world applied different strategies in fighting the limitations imposed by their governments. Some countries opted to continue normal schooling while applying all epidemic measures, some opted for online schooling, some to tele-schooling and others applied combined regime of schooling. The educational system in the Republic of Serbia in the school year 2020/2021 was organized as a combination of standard classroom-based teaching with all epidemic measures and television-based distance teaching-learning. After the epidemic situation worsened, all schools shifted to online-based distance teaching-learning. In this paper we will explain the student evaluation process in both the combined regime of schooling and in the online distance teaching of mathematics in elementary school “Ujedinjene nacije” in Belgrade, Serbia. Also, we will introduce the mathematics teaching methodology and evaluation methodology applied in both cases. After that, we will compare the student achievements in both classroom-based and online-based evaluation and discuss problems we encountered during the evaluation in both scenarios. Finally, we will draw conclusions on evaluation methodology and obtained results and propose possible solutions to the problems we were faced with.

SISTEM INFORMASI COMPUTER BASED TEST (CBT) SEBAGAI SARANA PENILAIAN BELAJAR SISWA DI MA SUNAN PRAWOTO

Along with the development of education in the industrial era 4.0, it is a demand for the world of education to be able to apply the use of digital technology in the learning process. The application of information technology related to the computer-based student learning evaluation process has attracted the interest of many educational institutions to apply it. Examination that still uses conventional mode usually requires a lot of time, money and effort. Especially in the current pandemic era, learning must be carried out online. Besides the government has determined the implementation of exams using the CBT method for Elementary School (SD) to Senior High School (SMA) levels, the use of the CBT test system can also reduce several problems such as: reducing thel evel of student cheating (cheating), reducing budget costs , and the time it takes to be more effective. The aim of this research is to design and build a web-based CBT information system application that can facilitate student evaluation at MA Sunan Prawoto. The method used in this research is the Research and Development (R&D) method with the waterfall development mode, where the stages include: Communication, Planning, Modeling, Construction and Deployment stages with system design including: Flowchart System Design, Context Diagram, DFD, ERD, Design Tables and DIPO. This research is then implemented into the PHP programming language using the MySQL database. The CBT information system application has been generated. In the testing process through 2 expert validations, an average percentage of 90.6% was obtained where the percentage was included in the very feasible category, while the test results using a user response questionnaire obtained an average percentage of 90.5%, where the percentage is also included in the very decent category.

Assessment of Mining Students’ Perception of Industrial Attachment Programme at Malawi Polytechnic

Industrial attachments were added to the engineering academic curriculum at the Polytechnic to ensure students are industry-ready when they graduate. The question that arises is how effective are these industrial attachments to the students. Present study seeks to address this question through a survey questionnaire utilizing a Likert Scale with “1” for “very poor”, “2” for “poor”, “3” for “good”, “4” for “very good” and “5” for “excellent” so as to gauge the students’ perception of their three-month industrial attachment programme. There were six perception aspects comprising learning experience, pre-placement activities, student industrial attachment committee, host organization, evaluation process and supervisor-supervisee relationship. These six perception aspects had variables A1-A10, B1-B4, C1-C4, D1-D6, E1-E8 and F1-F4 respectively. In total, 36 questionnaires were returned fully completed from a total of 44 questionnaires distributed (a return rate of 82 percent). The collected data was tabulated and analyzed using descriptive statistics such as frequency, percentage and mean in Microsoft Excel. The results indicated that majority of the Mining Engineering Department students’ perception ranged from “good” to “excellent” with an overall mean score of 3.6 on the Likert scale. Overall, 88% of the students rated the industrial attachment programme favorably from “good” to “excellent” on the Likert scale while 12% rated it unfavorably from “very poor” to “poor”. Of particular concern were the variables “gain writing skills”, “well-structured training programme”, “lifetime learning capacity and entrepreneurial skill” and “attending to arising issue promptly” which had “poor” ratings of 33%, 17%, 25% and 17% respectively. Nevertheless, the students’ favourable perception imply that the Faculty of Engineering curriculum aligns well with the needs of the industry thereby making the students to proactively acquire the work culture at host organizations. Industrial attachments in respective universities are tailored according to various industrial needs hence the findings from this research will benefit higher learning institutions, government institutions and host organizations with similar or different attachment training programmes for future improvement.

Impact of panelists\u2019 experience on script concordance test scores of medical students

BackgroundThe evaluation process of French medical students will evolve in the next few years in order to improve assessment validity. Script concordance testing (SCT) offers the possibility to assess medical knowledge alongside clinical reasoning under conditions of uncertainty. In this study, we aimed at comparing the SCT scores of a large cohort of undergraduate medical students, according to the experience level of the reference panel.MethodsIn 2019, the authors developed a 30-item SCT and sent it to experts with varying levels of experience. Data analysis included score comparisons with paired Wilcoxon rank sum tests and concordance analysis with Bland & Altman plots.ResultsA panel of 75 experts was divided into three groups: 31 residents, 21 non-experienced physicians (NEP) and 23 experienced physicians (EP). Among each group, random samples of N = 20, 15 and 10 were selected. A total of 985 students from nine different medical schools participated in the SCT examination. No matter the size of the panel (N = 20, 15 or 10), students’ SCT scores were lower with the NEP group when compared to the resident panel (median score 67.1 vs 69.1, p < 0.0001 if N = 20; 67.2 vs 70.1, p < 0.0001 if N = 15 and 67.7 vs 68.4, p < 0.0001 if N = 10) and with EP compared to NEP (65.4 vs 67.1, p < 0.0001 if N = 20; 66.0 vs 67.2, p < 0.0001 if N = 15 and 62.5 vs 67.7, p < 0.0001 if N = 10). Bland & Altman plots showed good concordances between students’ SCT scores, whatever the experience level of the expert panel.ConclusionsEven though student SCT scores differed statistically according to the expert panels, these differences were rather weak. These results open the possibility of including less-experienced experts in panels for the evaluation of medical students.

How to Encourage Student Voice: Obtaining Effective Feedback from Law Students in Course Evaluation

Effective feedback allows teachers to review, reflect and improve their teaching practices. Students’ feedback is key to teachers’ reflection as they are an important stakeholder in the teaching and learning community. In order for students’ feedback to foster teachers’ critical self-reflection, it is crucial to establish an appropriate opportunity and method to motivate students to provide effective feedback. This article seeks to investigate whether mid-term student evaluations, which are conducted in the middle of the term when the course is taught half-way through, provide a potentially better or alternative opportunity in obtaining honest and effective student feedback so that teachers can hear student voice. This article reports on the findings of an empirical study on both the students’ and teachers’ perceptions on mid-term student evaluations implemented in a few post-graduate law courses at The University of Hong Kong. A total of 73 students and 9 teachers participated in and completed the surveys of this study during the academic years of 2017-2019. The findings suggest that the key factors in motivating the students to provide honest feedback through the mid-term student evaluations are the perceived benefit to the students themselves and their belief that their teachers care about their feedback. This article argues that mid-term student evaluations advance perceived caring of the teachers by showing that the teachers are empathetic, understand and respect students’ views, and are responsive and react to student needs when they listen to what the students say. The findings suggest, however, that the teachers did not perceive the mid-term student evaluations as positively as the students, but the teacher participants believed that they had received generally constructive feedback from their students through mid-term student evaluations. Based on the results of empirical analysis, this article proposes a ‘motivation-driven student evaluation cycle’ which provides a more comprehensive model in setting out the crucial and ideal steps in a student evaluation process to achieve enhancement in students’ learning and teachers’ teaching effectiveness. If both the students and the teachers have more motivation to participate in this evaluation cycle through mid-term student evaluations, then mid-term student evaluations will be instrumental in enhancing teaching and learning.

Integration of wheelchair service provision education: current situation, facilitators and barriers for academic rehabilitation programs worldwide

Purpose: An estimated 75 million people with disabilities need wheelchairs globally, of whom 5–15% have one. Access to an appropriate wheelchair requires rehabilitation professionals trained to provide wheelchair service. One aim of the International Society of Wheelchair Professionals (ISWP) is to promote and facilitate the integration of wheelchair service provision education into academic rehabilitation programs worldwide. To inform the development of integration strategies, the purpose of this study was to develop an in-depth global portrait of the wheelchair service provision education offered in academic rehabilitation programs, the process of its integration and the associated facilitators and barriers.Method: Semi-structured qualitative interviews were conducted with a purposive sample of 14 representatives from academic rehabilitation programs (i.e., occupational therapy, physical therapy, and prosthetics and orthotics) in 11 countries, including low, middle and upper resourced settings.Findings: Thematic data analyses identified three overarching themes. The first theme, “impact of context”, portrays factors related to local population needs, governance and supply chain of equipment and service delivery. The second theme, “current and planned wheelchair education”, describes the content, pedagogic approach, student evaluation and feedback process. The third theme, “integration process”, details five states of this process.Conclusions: This study describes in-depth the wheelchair service provision education across academic rehabilitation programs and resource settings, illustrating the context-dependent nature of its integration. This understanding may assist the global community of educators in preparing future rehabilitation professionals to better serve wheelchair users. This work has informed the development of ISWP’s Seating and Mobility Academic Resource Toolkit (http://smart.wheelchairnetwork.org/).Implications for RehabilitationThe Dynamics of Context-Dependent Integration of Wheelchair Service Provision Education in Curricula model, depicting the findings of this study, may help to inform key stakeholders (i.e., academic institutions, health care providers and policy makers) about potential barriers and facilitators to the implementation of adequate wheelchair service provision education in the curricula of academic rehabilitation program.Study findings may lead to creative strategies, such as the expansion of ISWP’s Seating and Mobility Academic Resource Toolkit (SMART; http://smart.wheelchairnetwork.org/), that may enable academic rehabilitation programs to be a part of the solution to strengthening rehabilitation systems worldwide, through appropriately trained rehabilitation professionals in wheelchair service provision.

The Landless Workers Movement’s itinerant schools: occupying and transforming public education in Brazil

This article explores how social movement co-governance of public education offers an alternative to neoliberal educational models. The Brazilian Landless Workers Movement (MST) is one of the largest social movements in Latin America. We describe one of the many schools that the MST co-governs, the Itinerant School Paths of Knowledge (Caminhos do Saber), located in an occupied encampment in the state of Paraná. We analyze three of the most unique pedagogical innovations in the school: the teacher’s incorporation of ‘portions of reality’ into classroom teaching, the student work collectives, and the participatory student evaluation process. Although these pedagogies are seemingly mundane changes to everyday school practice, we argue that they represent a challenge to the neoliberal educational model being implemented globally. These movement pedagogies are likely to continue, despite recent conservative attacks, and they offer several concrete lessons for how to effectively contest neoliberal educational practices in other global contexts.

Improving the evaluation process of students’ performance utilizing a decision support software

During the last decades, educational data mining constitutes a significant tool, offering a first step and a helping hand in the prediction of students’ progress and performance. In this work, we present a user-friendly decision support software, for accurately predicting the students’ performance at the final examinations of the academic year. The proposed software incorporates a classification scheme which has two major features. Firstly, it identifies with high accuracy the students at-risk of failing the final examinations; secondly, it classifies the students based on their predicted grades. Our numerical experiments show that it achieves better performance than any examined single learning algorithm. The proposed software was developed to provide assistance to students’ evaluation and mostly to the early identification of students’ at-risk in order to take proper actions for improving their performance.