Student Exam Research Articles

Utility of Online Assessments for Postgraduate Students in Medical Biochemistry: Perspectives of Students and Teachers

Background: During COVID-19 pandemic, online written theory exams were found to be essential for internal assessments. The aim of the study was to evaluate the influence of online exams on the following: (i) ability to motivate students to study for their upcoming summative exams, (ii) adoption of online mode of assessment by the students and (iii) educational outcomes with respect to the confidence that may be attached to the judgements. Methods: We conducted online assessments for two batches of postgraduate Medical Biochemistry students: nine second-year and eight third-year Master of Science (M.Sc.) students of our institute. Online feedback forms were administered to the students and the teachers after declaring the exam results. Results: The teachers were not fully convinced about the usefulness of online assessments. The teachers strongly prefer tests under supervision and were of the opinion that malpractices can be reduced by questions from higher levels of cognition during the online assessments. The students found online assessments highly useful in their learning process. The adoption of online assessment by the students and its impact on the educational outcomes were found to be inferior to the conventional exams. The scores of the students in online exams were comparable with their previous in-class internal assessment scores as well as with their scores in the final university exams. Conclusion: It is suggested that online assessment is a suitable tool for promoting the learning process. It can also serve as an effective tool for summative assessments; although its educational outcome and the readiness to adopt are inferior to conventional exams.

“Video Killed the Radio Star”: Transitioning from an Audio- to a Video-Based Exam in Hungarian Language Classes for International Medical Students

This action research examines the transition from audio- to video-based tasks in the final Medical Hungarian exam for international medical students, aiming to better align assessment with real-life language needs and enhance student motivation. Conducted at a Hungarian medical university with 61 second-year students, the study uses a mixed-methods approach. Quantitative data from a questionnaire and qualitative insights from focus group interviews reveal students’ experiences with the video-based exam tasks and preparatory materials. The results indicate a positive reception of the Practice Test Book and the new video exam format, with visual cues like body language aiding in comprehension and engagement. Students found that the video-based tasks closely mirrored clinical interactions, strengthening the relevance of language skills in professional contexts. Preparatory materials, including lead-in exercises, were well-received by students and seen as effective in improving readiness for the exam. The study suggests that the shift from audio- to video-based assessment can bridge classroom learning with real-world application, potentially serving as a model for other non-traditional study abroad settings in Languages Other Than English (LOTEs), especially as purely audio-based communication has become less prevalent in today’s world.

Exploring the Correlation of Physiological Stress Signals with Student Exam Performance: A Preliminary Study.

Stress responses in real-world settings are less studied compared to controlled laboratory environments, limiting our understanding of their impact on cognitive performance. This study investigates the relationship between physiological stress signals and academic performance using an open-access dataset of 10 students assessed across three exam sessions (Midterm 1, Midterm 2, and Final Exam). Physiological measures, including electrodermal activity (EDA), heart rate (HR), and skin surface temperature (TEMP), along with exam grades, were analyzed using traditional hypothesis testing, bootstrap method, correlation analysis, and regression tree modeling. To address the small sample size, we validated traditional hypothesis test results with the bootstrap method, and both approaches were compatible. Hypothesis testing revealed no significant differences in physiological measures across exam sessions, supporting the null hypothesis. Grades differed significantly between the final exam and both midterms (p < 0.05). Stress fluctuations were also analyzed across three periods (beginning, middle, and end) for each exam, revealing temporal response variations. Correlation analysis showed a moderate negative relationship between EDA and HR (r = -0.504, p < 0.01) and a weak positive relationship between EDA and TEMP (r = 0.417, p < 0.05), both intensifying during the final exam. Regression analysis explained 78% of the variance in grades (R2 = 0.78), with regression tree modeling identifying lower skin temperature (< 28°C) and higher EDA (≥ 0.19) as predictors of poorer performance. These findings underscore the interplay between physiological stress responses and academic outcomes, emphasizing the need for further research and interventions to support student success.

Le panel d’experts pour les tests de concordance de script : une référence réellement adéquate ?

The Script Concordance Tests (SCTs) are an examination modality introduced by decree in the French National Ranking Exam for medical students in 2024. Their objective is to evaluate clinical reasoning in situations of uncertainty. In practice, SCTs assess the impact of new information on the probability of a hypothesis formulated a priori based on an authentic clinical scenario. This approach resembles probabilistic (or Bayesian) reasoning. Due to the uncertainty associated with the explored clinical situation, SCTs do not compare the student's response to an expected one in a theoretical knowledge reference. Instead, the distribution of responses from a panel of experienced physicians is used to establish the question's scoring scale. Literature data suggest that physicians, even experienced ones, like most humans, often exhibit biased intuitive probabilistic reasoning. These biases raise questions about the relevance of using expert panel responses as scoring scales for SCTs.

Effects of Gamification on Student Success and Perception of Instruction in Neuroanatomy: A Retrospective Analysis.

As a subset of active learning, gamification involves the application of gaming principles as a means of improving student outcomes in the classroom. Recent work has shown that such active learning strategies may be particularly effective at reducing the rate of failure in STEM courses. In this retrospective case study, I examined the effects on student exam performance, rate of failure, and perception of instruction following a semester-long course improvement project that involved implementing a novel tabletop style roleplaying game (Build-a-Zombie) during lab sessions in an undergraduate neuroanatomy course. The game I developed tasked students with using their knowledge from lecture to design their own pathological zombie nervous system. When compared to a previous cohort, students in the gamified version of the course showed significantly increased exam scores, a trend toward decreased rates of failure, and a more positive perception of instruction, even though lecture and exam content remained the same.

Implementation of Web-based Online Examination for High School Students

Examination is a form of evaluation of the learning process to measure the achievement of student intelligence in schools. The implementation of conventional exams that are often carried out by schools has the potential for fraud both from students who cheat during the exam or leak exam questions before the exam takes place and also the operational costs that must be incurred by schools to duplicate questions and coupled with teachers needing additional time to check student exam results. In addition to being carried out in writing or orally, exams can also be carried out using computer aids. With the help of this study, teachers will be able to create questions without worrying that they will be leaked to students before the test and share them with other educators teaching the same subject. Students should be able to receive exam results right away after the test is over, and teachers won't have to worry about checking the results because they will be sent to them automatically. For schools, the costs incurred for paper can be reduced with this online exam system. The results of this research are in the form of a web-based application with the concept of client server using the help of a framework that already supports the model, view and controller system. This application has users, where there are several users with differentiators in the form of access rights.

PENGARUH KEPERCAYAAN DIRI TERHADAP HASIL BELAJAR MATEMATIKA

In this research, the aim is to determine the effect of self-confidence on student exam results. The type of research used is ex post quantitative. The sample in this research was class XII students. Data collection techniques use questionnaires and semester MID exam results. From the results of the analysis carried out using the ex post facto method, it can be seen that there is a relevant influence on self-confidence regarding the results of the class XII mathematics exam at Delisha Private Vocational School. This can be seen from the results obtained with the value = 2.624 &gt; = 2.100 (significance level 0.017). Based on this explanation, it is hoped that students can have self-confidence and positive study habits, as well as improve their learning outcomes. Furthermore, teachers are expected to make learning more enjoyable than before.

The Pros and Cons of the Piano Accelerated Training Model for Art Students

In the Guangdong Province Music College Entrance Examination, piano, as the main and secondary examination subject, plays a pivotal role for candidates. At present, piano candidates are mainly divided into two categories: one is candidates who have learned piano since childhood and have accumulated a deep basic skill and theoretical foundation; the other is candidates who start to practice piano for personal interest or other reasons when they are about to take the college entrance examination. Piano crash course has both advantages and disadvantages for art exam students. The advantage is that crash course learning allows candidates to master certain piano skills and knowledge in a short period of time, and improve their understanding and test-taking ability. The disadvantage is that due to the lack of long-term basic practice and a large number of works training accumulation, candidates may lack depth and breadth in piano performance, and their understanding and mastery of works may not be deep enough. Therefore, among art exam students who choose piano crash course learning, it is necessary to focus on the training and accumulation of works while mastering basic knowledge and skills, as well as deeply understand the connotation of the works. Only in this way can we achieve excellent results in the art college entrance examination and continue to develop on the road of music in the future.

Modified interteaching sessions as application-based examinations reduce student exam stress in an upper-level pathophysiology class.

Testing is a highly important tool, used ubiquitously in academia, to assess student comprehension and understanding of material. Unfortunately, the emphasis placed on test grades has resulted in a modern epidemic of test-related anxiety, which can have adverse health effects on students. Over time, novel testing strategies have been developed to more precisely assess individual skills such as remembering, analyzing, and synthesizing. Yet there exist few strategies that were also developed to simultaneously reduce stress in the testing environment. We posit here a teaching innovation whereby we modified the classic interteaching session developed in the social sciences to serve as a stress-reduction testing format that also builds student communication and critical thinking skills in an upper-level pathophysiology course. After implementing this novel testing approach, we anonymously surveyed the students in the class to understand how the testing format affected their self-perceived stress levels, their self-perceived learning, and to identify their testing preferences. Of 28 students, 12 responded (43%). Our survey data highlight that students largely preferred partnered, open-response, case-based exams to multiple choice exams. Moreover, students perceived themselves as having lower test-related stress when taking partnered, open-response, case-based exams, as well as strong overall agreement that partnered, open-response, case-based exams enhanced their learning. We posit this application of modified interteaching can be employed in upper-level physiology or pathophysiology courses as a stress-reduction testing strategy.

Large language models (LLMs) in radiology exams for medical students: Performance and consequences.

The evolving field of medical education is being shaped by technological advancements, including the integration of Large Language Models (LLMs) like ChatGPT. These models could be invaluable resources for medical students, by simplifying complex concepts and enhancing interactive learning by providing personalized support. LLMs have shown impressive performance in professional examinations, even without specific domain training, making them particularly relevant in the medical field. This study aims to assess the performance of LLMs in radiology examinations for medical students, thereby shedding light on their current capabilities and implications.This study was conducted using 151 multiple-choice questions, which were used for radiology exams for medical students. The questions were categorized by type and topic and were then processed using OpenAI's GPT-3.5 and GPT- 4 via their API, or manually put into Perplexity AI with GPT-3.5 and Bing. LLM performance was evaluated overall, by question type and by topic.GPT-3.5 achieved a 67.6% overall accuracy on all 151 questions, while GPT-4 outperformed it significantly with an 88.1% overall accuracy (p<0.001). GPT-4 demonstrated superior performance in both lower-order and higher-order questions compared to GPT-3.5, Perplexity AI, and medical students, with GPT-4 particularly excelling in higher-order questions. All GPT models would have successfully passed the radiology exam for medical students at our university.In conclusion, our study highlights the potential of LLMs as accessible knowledge resources for medical students. GPT-4 performed well on lower-order as well as higher-order questions, making ChatGPT-4 a potentially very useful tool for reviewing radiology exam questions. Radiologists should be aware of ChatGPT's limitations, including its tendency to confidently provide incorrect responses. · ChatGPT demonstrated remarkable performance, achieving a passing grade on a radiology examination for medical students that did not include image questions.. · GPT-4 exhibits significantly improved performance compared to its predecessors GPT-3.5 and Perplexity AI with 88% of questions answered correctly.. · Radiologists as well as medical students should be aware of ChatGPT's limitations, including its tendency to confidently provide incorrect responses.. · Gotta J, Le Hong QA, Koch V et al. Large language models (LLMs) in radiology exams for medical students: Performance and consequences. Fortschr Röntgenstr 2024; DOI 10.1055/a-2437-2067.

Prevalence of Dunning-Kruger effect in first semester medical students: a correlational study of self-assessment and actual academic performance

IntroductionThe ability to self-assess is a crucial skill in identifying one’s own strengths and weaknesses and in coordinating self-directed learning. The Dunning-Kruger effect occurs when limited knowledge causes individuals to overestimate their competence and underestimate others’, leading to poor self-assessment and unrecognized incompetence. To serve as a foundation for developing strategies to improve self-assessment, the self-assessment abilities of first-semester students were assessed.MethodsIn the final weeks of the summer 2021, winter 2021/22, and summer 2022 semesters, the academic performance (oral anatomy exam) of first semester students was assessed (0–15 points). Before the exam results were announced, students were asked to self-assess their performance.ResultsExam scores (M = 10.64, SD = 2.95) and self-assessed scores (M = 10.38, SD = 2.54) were comparable. The absolute difference between them, as a measure of self-assessment ability ranged from − 9 to + 9 points (M = -0.26, SD = 2.59). Among participants (N = 426), 18.5% assessed themselves accurately, 35.5% overestimated, and 46.0% underestimated their performance. The correlation between actual score and self-assessment was ρ = -0.590 (p < 0.001), reflecting the Dunning-Kruger effect. When separated by gender, correlation for females was ρ = -0.591 (p < 0.001), and for males ρ = -0.580 (p < 0.001).ConclusionsRealistic self-assessment is a challenge for first-semester students. The data indicate that females tend to overestimate their performance while males underestimate theirs. A pronounced Dunning-Kruger effect is evident in both genders, with significant negative correlations between self-assessment and actual performance. There are several reasons for the occurrence of the Dunning-Kruger effect. Considering that the COVID-19 pandemic influenced learning environments, collaborative learning was significantly restricted. The lack of opportunities for comparison could potentially lead to unrealistic self-assessment.

Implementation of Test Item Analysis for Learning Evaluation at SMAS YKPP Dumai

The activity of analyzing items is an activity that must be carried out by the teacher, this is done to evaluate the quality of the test questions used during the exam. So far, teachers have used the anbuso excel application to complete the analysis. The existing application requires entering student answer data and question answer keys one by one, this allows data errors when entering student answer data, and can be imagined if the teacher teaches more than one class it will take more time to be able to complete the analysis and increase the teacher's workload. This research aims to create a question analysis application with the codeigneter framework to help teachers get question analysis results quickly and efficiently without the need to enter student answers one by one. The application created presents analysis data based on the level of difficulty, differentiating power and function of the examiner which is made in tabular form so that it is easy to read. The application provides several users such as teachers, students and admins with different menu access rights. This application allows teachers to enter or change questions along with the answer key, view answer results and get question analysis. Students can get the results of the exam answers available after the exam. For admins, it helps in managing user data, monitoring exam students and activating exams. From the results of the analysis produced by the application, the teacher can use the question criteria.

Проблеми вивчення математики в межах реалізації концепції Нової Української Школи

In this publication, we pay attention to the problems of learning mathematics in the context of the implementation of the concept of the New Ukrainian School. During preparation for publication, the following work was done. Conversations with mathematics teachers and their questionnaires were conducted. A survey of students was conducted. Sources of information in terms of informing teachers about the implementation of the concept of the New Ukrainian School and methods of teaching mathematics at the National University of Ukraine were analyzed. A comparative analysis of educational achievements of seventh-grade students who studied in experimental and control classes was made. The tasks of the final exams of high school students abroad and our graduates were analyzed.

THE RELATIONSHIP BETWEEN RELIGIOSITY AND SELF EFFICACY WITH ANXIETY IN FACING THESIS EXAMS IN FINAL SEMESTER STUDENTS OF ISLAMIC GUIDANCE AND COUNSELING STUDY PROGRAM, KH MUKHTAR SYAFAAT UNIVERSITY

This researcher examined the relationship between religiosity and self- efficacy and anxiety about facing thesis exams in final semester students of the Islamic Guidance and Counseling Study Program at KH Mukhtar Syafaat University. This research was motivated by students' anxiety in facing the thesis exam. One of the factors that influence student anxiety is religiosity and self-efficacy. The aim of this research is to find out how religiosity is related to anxiety about facing the thesis exam. To be able to find out how religiosity and self-efficacy are related to anxiety facing the thesis exam. This research uses quantitative research methods. Quantitative research emphasizes analysis of numerical data processed using statistical methods. The method used in this research is the correlational method. Data was collected through questionnaire techniques, with different data collection strategies for two groups of respondents: using Google Forms for respondents who were not in the boarding school and offline questionnaires for respondents who were in the boarding school. The results obtained in this research are the correlation coefficient value of 0.478 contained in the table, it can be concluded that there is a positive relationship between religiosity and anxiety. This means that if a person's level of religiosity increases, it is likely that their level of anxiety will also increase, and vice versa. The positive correlation coefficient value of 0.679 concludes that there is a strong positive relationship between self-efficacy and anxiety. This means that if a person's level of self-efficacy increases, it is likely that their level of anxiety will also increase, and vice versa. The correlation coefficient value between X1 (religiosity) and X2 (self efficacy) with Y (anxiety) is 0.695. This value is positive, which indicates that there is a positive relationship between religiosity and self-efficacy on anxiety levels. This means that if the religiosity value increases, anxiety also tends to increase, as does self-efficacy. Overall, religiosity, self-efficacy, and anxiety have a unidirectional relationship. The correlation coefficient value of 0.695 is included in the strong category according to the r value interpretation table, which is between 0.600 to 0.799.

Students with Migration Experiences at the Eighth-Grade Exam

The text addresses issues related to the eighth-grade exams for students with migration experiences in the Polish education system from 2019 to 2024. The first part of the article describes who these students are and presents statistical data on their presence in the Polish education system, including their participation in the eighth-grade exams. The next section classifies non-native students in Polish schools, considering their level of proficiency in Polish as a second language and the language of school instruction. The article also discusses the adaptation of the eighth-grade exam to meet the needs of these students.

Апробация методики определения готовности университета к проведению профессионального (демонстрационного) экзамена для выпускников программ подготовки педагогов-психологов

&lt;p&gt;The article describes a methodology for determining the readiness of a university to conduct a professional (demonstration) exam for graduates of training programs for educational psychologists. The methodology includes collecting the opinions of different subjects of the site for conducting a professional (demonstration) exam at pedagogical universities: the head of the site, heads of departments, undergraduate students (future educational psychologists). The questionnaires contain two sets of questions: the conditions for practical training of educational psychologists, the readiness of pedagogical universities to introduce a professional (demonstration) exam for graduates of educational psychologists. The results of testing the methodology at MSUPE were presented, in which the following participants took part: the head of the site, three heads of departments, 61 fourth-year undergraduate students of full-time study in the direction of 44.03.02 Psychological and Pedagogical Education. The results obtained allow us to say that the university has created organizational, methodological, personnel and material and technical conditions for organizing and conducting a professional (demonstration) exam for undergraduate students. Students mastered each studied area of ​​activity (labor function) of an educational psychologist, both separately in the elements of a professionally oriented module (disciplines, practice) and in the module as a whole. Students have experience passing such an exam in the form of an intermediate certification before the state exam.&lt;/p&gt;

온라인 동영상 수업 후 서술형 평가상의 쓰기에서 나타나는 오류 분석: 공과대학 1학년 기초미적분학 강좌를 중심으로

Objectives This study attempted to qualitatively examine the errors that appear in the descriptive type assessment after online video classes. Methods For this purpose, we qualitatively analyzed the errors appearing in 5 descriptive type questions in the mid-term and final exams for first-year engineering students at a local college. They are taking basic precalculus in the first semester of 2022. The 5 questions were divided into drawing a graph(3 questions) and descriptive type writing(2 questions), and the types of errors that emerged as a result are as follows. Results First, in the drawing a graph questions, there were errors in conceptual errors, errors regarding the domain, asymptote notation errors, coordinate notation errors, writing explanation errors, omitting convexity mentions, omitting inflection points mentions, and errors of omitting algebraic expressions for determining graph shape). Second, in the descriptive type writing questions, errors in problem recognition, incorrect use of problem conditions, substitution errors, rationalization errors, technical errors, omission of the solution process, logically inappropriate reasoning, and errors due to mistakes or carelessness appeared. Conclusions In addition, as a result of a detailed analysis according to the type of error shown in each question, it was emerged that college students also had errors similar to those made by high school students in drawing graphs and solving descriptive type problems.

Impact of the Timing of Content Introduction on Student Exam Performance in General Chemistry

Impact of the Timing of Content Introduction on Student Exam Performance in General Chemistry

Hybrid Machine Learning Approach using Real Time Data Processing for Educational Data Mining

Educational data produced by various systems, such as e-learning, student admission process, online student exam, and automated significance management solutions, may be successfully analyzed using educational data mining (EDM) methods to provide beneficial for the academic student’s progress. A highly desired use of EDM is the prediction of standardized testing from previous academic data. In this intelligence, it is critical to establish an automated approach for predicting student success. The majority of existing research on academic prediction problem use traditional feature extraction and illustration approaches, in which retrieved characteristics are feed to machine learning classifier. Supervised learning has recently allowed academics to extract high-level characteristics from raw data automatically. The proposed enhanced feature representation approaches allow for better performance on real time heterogenous data. In this paper, we demonstrate the Long Short-Term Memory (LSTM) with Recurrent Neural Network (RNN) called as RNN-LSTM. By examining current research difficulties based on evolving feature classification and prediction, we applied the most sophisticated LSTM paired with an attentiveness process approach in this work. Academicians, institutions, and governmental organizations benefit from this study since it allows them to anticipate achievement early. In extensive experimental analysis proposed work compared with numerous state-of-the-art, the better recurrent neural network functionalities of LSTM matching with the hybrid mechanism give higher performance. Predictive performance of 90.50% has achieved using the proposed algorithm.

Efektivitas Belajar Siswa Kelas XI pada Semester Juli - Desember Tahun 2021 di MAN 3 Payakumbuh

This research to eval_uate the effectiveness of the learning process at MAN 3 Payakumbuh during the COVID-19 pandemic, especially after the implementation of the face-to-face learning policy in November 2020. The research method used is quantitative descriptive by analyzing data on time allocation, effectiveness of assignment work, and student exam result. The research results show that the allocation of study time is in the effective category (80%), but there are 20% that are not optimal. The effectiveness of completing assignments is also effective (80%), with 20% of students showing low performance. Meanwhile, the effectiveness of exam results is in the effective category (70%), even though 30% of students experience difficulties. The findings of this study highlight the need for improved time management, student engagement, and understanding of the material to achieve better learning effectiveness.