Assessment Of Student Knowledge Research Articles

The virtual reality classroom: a randomized control trial of medical student knowledge of postpartum hemorrhage emergency management.

To investigate the use of a virtual reality learning environment (VRLE) to enhance medical student knowledge of postpartum hemorrhage (PPH) emergency management and insertion of a postpartum balloon. A randomized control trial involving medical students from University College Dublin, Ireland. Participants were randomly allocated to the intervention group (VRLE tutorial) or control group (PowerPoint tutorial on the same topic). All participants completed pre-learning experience and post-learning experience surveys. Both groups were timed and assessed on postpartum balloon insertion technique on a model pelvis. The primary outcome was assessment of student knowledge. Secondary outcomes included confidence levels, time taken to complete the task, technique assessment, satisfaction with the learning environment, and side effects of VR. Both learning experiences significantly (p < 0.001) enhanced student performance on the post-learning experience multiple choice questionnaire, with no difference between the intervention and control groups. In the intervention group, time for task completion was significantly less compared to the control group (1-2 min vs. 2-3 min, p = 0.039). Both learning experiences significantly (p < 0.001) enhanced student confidence, with no significant difference between intervention and control groups. 100% of the students using the VRLE enjoyed the experience, and 82.4% were very likely to recommend use of VRLE in medical education. 94.1% of the students felt the VRLE was beneficial over didactic teaching. Receiving formal instruction, regardless of format, enhances students' knowledge and confidence of the topic covered. Students who received instruction via the VRLE assembled the postpartum balloon faster than students who received didactic teaching. VR may be beneficial in teaching hands-on procedural skills in obstetrics and gynecology education.

Veterinary students’ proximity to and interpretation of a simulated “aggressive” dog before and after training

Dog “aggression” in the veterinary practice is commonplace. Therefore, student knowledge and education about dog behaviour and the ability to interpret “aggressive” behaviour is important from a human injury prevention and dog welfare perspective. The study aimed to compare first-year veterinary students’ perceived safest proximity to both an “aggressive” and non-reactive simulated dog, both before and after a teaching intervention about canine behaviour and a handling practical. It also examined student confidence and their ability to identify “aggressive” behaviours. Forty first year veterinary students took part in two surveys. Each survey included two videos: one of a simulated dog displaying “aggressive” behaviour, based on the ‘Canine Ladder of Aggression’; and another displaying non-reactive (passive behaviours without reaction to the participants) behaviours. Each video depicted the slow and consistent approach towards the virtual dog within a virtual indoor environment, and participants were asked to press stop if or when they would stop approaching the dog. In the “aggressive” scenario, there was a reduction in the approach-stop time from survey 1 (median = 17.8 s) to survey 2 (median = 15.2 s) in the intervention group (p = 0.018) but not in the control group (p = 0.147). Regarding confidence, there was a significant increase in the self-reported confidence rating relating to a participant’s ability to interpret canine behaviour in both the control (p = 0.011) and intervention (p = 0.003). In conclusion, these results indicate that students using approach-stop videos stayed further away from an “aggressive” virtual dog model if they had undertaken a canine behaviour educational intervention. This novel approach has the potential for further use in teaching and assessment of student knowledge and behaviour which may otherwise be difficult to demonstrate.

Beyond Traditional Assessment: A Fuzzy Logic-Infused Hybrid Approach to Equitable Proficiency Evaluation via Online Practice Tests

This article presents a hybrid approach to assessing students’ foreign language proficiency in a cyber–physical educational environment. It focuses on the advantages of the integrated assessment of student knowledge by considering the impact of automatic assessment, learners’ independent work, and their achievements to date. An assessment approach is described using the mathematical theory of fuzzy functions, which are employed to ensure the fair evaluation of students. The largest possible number of students whose reevaluation of test results will not affect the overall performance of the student group is automatically determined. The study also models the assessment process in the cyber–physical educational environment through the formal semantics of calculus of context-aware ambients (CCAs).

APPLICATION OF SIMULATION TECHNOLOGIES AND CASE-METHOD IN PROFESSIONAL TRAINING OF FUTURE DENTISTS

Implementation of innovative learning and teaching methods based on modern pedagogical technologies is essential for further eff ective development of higher stomatological education. At the current stage of development of the public health sphere, more and more attention is paid to patient safety, ethical issues, increasing responsibility of medical staff , high level of professional qualifi cation and rapid evolution of procedures and methods. The above requires adaptation of educational programs and the use of all the educational instruments and technologies available in professional training of future dentists. Objective of the study was to conduct a theoretical analysis of scientifi c psychological- pedagogical, methodological and medical publications, educational- methodological activity of the Department concerning application of pedagogical technologies in the process of professional training of future dentists. Material and methods. Psychological-p edagogical, methodological literature, materials of scientifi c-p ractical conferences, and educational- methodological activity of the Department were analyzed. To achieve the goal, specify the essence and peculiarities of application of modern pedagogical technologies in the educational process the following theoretical methods were used: analysis, synthesis, substantiation, comparison, systematization, pedagogical modeling, and theoretical prognosis. Conclusions. Application of simulation educational technologies and case-method in training of future dentists promotes formation of abilities and practical skills, professional competence, personal development, ability to possess optimal behavior and diff er in the eff ectiveness of actions in various clinical situations. Simulation training allows you repeatedly and accurately reproduce important scenarios and algorithms of actions, and provides the opportunity to adapt the educational situation for every student. Application of modern pedagogical technologies in learning and teaching the academic discipline «Surgical Dentistry» provides controlling, teaching and educational functions. Controlling function includes assessment of student knowledge and skills, teaching function requires certain level of knowledge achieved, and educational function provides formation of essential individual qualities by learners. Eff ective organization of independent and classroom activities of students by the teacher promotes development of clinical thinking, which is an integral basis for the formation of qualifi ed and successful doctors.

Evaluating Student Knowledge Assessment Using Machine Learning Techniques

The process of learning about a student’s knowledge and comprehension of a particular subject is referred to as student knowledge assessment. It helps to identify areas where students need additional support or challenge and can be used to evaluate the effectiveness of instruction, make important decisions such as on student placement and curriculum development, and monitor the quality of education. Evaluating student knowledge assessment is essential to measuring student progress, informing instruction, and providing feedback to improve student performance and enhance the overall teaching and learning experience. This research paper is designed to create a machine learning (ML)-based system that assesses student performance and knowledge throughout the course of their studies and pinpoints the key variables that have the most significant effects on that performance and expertise. Additionally, it describes the impact of running models with data that only contains key features on their performance. To classify the students, the paper employs seven different classifiers, including support vector machines (SVM), logistic regression (LR), random forest (RF), decision tree (DT), gradient boosting machine (GBM), Gaussian Naive Bayes (GNB), and multi-layer perceptron (MLP). This paper carries out two experiments to see how best to replicate the automatic classification of student knowledge. In the first experiment, the dataset (Dataset 1) was used in its original state, including all five properties listed in the dataset, to evaluate the performance indicators. In the second experiment, the least correlated variable was removed from the dataset to create a smaller dataset (Dataset 2), and the same set of performance indicators was evaluated. Then, the performance indicators using Dataset 1 and Dataset 2 were compared. The GBM exhibited the highest prediction accuracy of 98%, according to Dataset 1. In terms of prediction error, the GBM also performed well. The accuracy of optimistic forecasts on student performance, denoted as the performance indicator ‘precision’, was highest in GBM at 99%, while DT, RF, and SVM were 98% accurate in their optimistic forecasts for Dataset 1. The second experiment’s findings demonstrated that practically no classifiers showed appreciable improvements in prediction accuracy with a reduced feature set in Dataset 2. It showed that the time required for related learning objects and the knowledge level corresponding to a goal learning object have less impact.

IMPLEMENTASI PEMBELAJARAN PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI PADA MASA PANDEMI COVID-19 DI SMP PGRI 2 DENPASAR

The COVID-19 pandemic has affected the education system in Indonesia, according to the SE of the Ministry of Education and Culture Number 4 of 2020 concerning the Implementation of Education in the Coronavirus Disease (Covid-19) Emergency Period. In this condition, all teachers or educators are required to replace learning using E-learning or through online media, including at SMP PGRI 2 Denpasar. The formulation of the problems that will be studied in this research are: (1) How is the planning of learning Hindu religion and manners during the Covid-19 pandemic at SMP PGRI 2 Denpasar?, (2) How is the implementation of learning Hindu religion and manners during the Covid pandemic? -19 at SMP PGRI 2 Denpasar?, (3) How is the evaluation of learning Hindu religion and manners during the Covid-19 pandemic at SMP PGRI 2 Denpasar?. This study aims to: (1) describe the planning of learning Hindu religion and manners during the Covid-19 pandemic, (2) Analyzing the implementation of Hindu religious learning and manners during the Covid-19 pandemic, (3) Analyzing how to evaluate Hindu religious learning and manners during the Covid-19 pandemic at SMP PGRI 2 Denpasar, the problems in this study were studied using constructivism theory and behaviorism theory. This study uses data collection techniques of observation, interviews, literature study, documentation. The data that has been collected was analyzed using qualitative descriptive analysis techniques through three stages of data reduction activities, data presentation, and conclusion drawing. Based on the results of research and data analysis, it shows that: (1) planning for learning Hinduism and manners during the Covid-19 pandemic at SMP PGRI 2 Denpasar through the stages of preparing the design of learning materials, preparing learning media and choosing Hindu religion and character learning methods in the time of the covid-19 pandemic. (2) the implementation of learning about Hindu religion and manners during the Covid-19 pandemic at SMP PGRI 2 Denpasar through preliminary activities, core activities, and closing activities. (3) evaluation of learning Hindu religion and manners during the Covid-19 pandemic at SMP PGRI 2 Denpasar through assessment of student knowledge, assessment of student attitudes and assessment of student skills.&#x0D; Keywords: Learning, Hindu religious education and manners, the Covid-19 pandemic&#x0D;

Reflexões sobre a utilização do Teste de Progresso na avaliação programática do estudante

Abstract: Introduction: The Progress Test (PT) is a well-established and mostly successful modality of student knowledge assessment in the health professions, mainly those in the medical area, with the potential to contribute substantially to the formative and informative purposes (quality control and indication of improvement in the teaching-learning processes). Additionally, the PT has characteristics that are adequate for its inclusion in institutional evaluation systems that facilitate the formative purpose, such as programmatic assessment (PA), but that also meet the summative purpose. In schools that have defined actions aimed at introducing PA in their undergraduate courses, it is necessary to reflect on the strengths and limitations of using PT in the evaluation system. Development: based on the considerations of a working group representative of the entire institution, tasked with proposing means of introducing PA in a new curriculum for the medical course, with international advice with experience in both PT and PA, we generated a reflection on this topic, based on the authors’ experience and data from the literature. It is proposed that, within the longitudinal perspective of the PA, the PT constitutes one of the pillars in the assessment of knowledge. The PT can be used as a basis for monitoring the students, in the context of their class (cohort), and its results should be discussed with the mentors who accompanies and supports them. The PT must also play a central role in management, as a source of information for eventual review and qualification of the curriculum and its teaching-learning activities. It is predictable that the use of the PT in PA will bring different challenges and barriers, which will be more easily overcome if the institution has already consolidated experiences in the application of institutional exams and in faculty development for the production of good quality objective questions. Conclusion: the effectiveness of the PT within the institutional PA system will depend on measures aimed at increasing its effectiveness in the assessment and that encourage the student’s active participation, reflecting on their performance in the PT, with the support of their mentor, aiming to engage in actions that encourage learning self-regulation.

Model Pembelajaran Tatalepa Blended Learning Di Masa Pandemi Covid-19 Untuk Meningkatkan Keaktifan Dan Hasil Belajar Siswa

Research, entitled " Application of the Tatalepa Blended Learning Model During the Covid-19 Pandemic to Improve Student Activity and Learning Outcomes in ICT Subjects for Class VII Students of SMPN 1 Bojonggenteng " aims to determine the application of the tetalepa blended learning model in SMPN 1 Bojonggenteng and to improve student learning outcomes by implementing this model. This research is a classroom action research, the subject of this research is class VII as many as 30 students. Student learning outcomes are measured using various instruments. Assessment of student knowledge is carried out using multiple choice test questions, assessment of student skills is measured using portfolio assessment, while assessment of attitudes is measured using observation sheets, self-assessment, and peer assessments. The results showed that student learning outcomes had increased, namely in the initial / pre-cycle activities the average student learning outcomes were 71 with a 50% percentage of completeness increased in cycle 1 with an average learning outcomes of 74 but the percentage of completeness was still at 50%. Then in cycle 2 the average student learning outcomes increased to 80 with a percentage of 90% completeness and student activity increased from 41% in cycle 1 to 83% in cycle 2.In conclusion, students can meet the Minimum Completeness Criteria (KKM) of 75 using the model blended learning

What do Students Know About Green Chemistry? Evidence from a Survey of Pre-Service Chemistry Teacher

The application of Green Chemistry (GC) is increasing at the university level. This study focuses on measuring the knowledge of pre-service chemistry teachers about the principles of GC. The instrument used is the Assessment of Student Knowledge of Green Chemistry Principles (ASK-GCP). The instrument is 24 questions in multiple true-false formats about the principles of GC. The data were collected between May and June 2022. The total sample was 90 students. The data was analyzed using Rasch Model with Winsteps 5.1.2. The interaction between the person and the item shown on the Wright map. 44.5% of students in the high category of knowledge about GC. The result of this survey can be used as a reflection for students and instructors about GC knowledge.

Simulating the US National Security Interagency Process: Solid Foundations and a Method of Assessment

An active learning approach to the study of US national security decision making decision making can be achieved through the use of an in-class role-playing simulation. This article considers the importance of solid foundations for simulation design: (1) simulation preparation should be linked to class materials and learning outcomes, but also stand on its own; and (2) success in mirroring reality requires a careful, even rigid, simulation structure. This article also provides a methodology for assessing the simulation’s impact on two separate issues: (1) student knowledge of the national security interagency process (based on a knowledge quiz given three times during the semester); and (2) student perception of the difficulty of making of national security decisions (based on a questionnaire given three times during the semester). Students were assigned roles within the national security bureaucracy, and presented with a challenge—the possibility of large-scale Iranian intervention in the Syrian Civil War. The assessment of student knowledge is still a work in process, complicated by logistical factors. The assessment of student perceptions of difficulty of decision making, however, yielded interesting preliminary results that should be replicated to make any conclusions more robust: Students began the course with a perception that national security decision making is highly complicated and difficult. Following lectures and readings, the perception of difficulty decreased significantly. However, the simulation increased student perception of decision making difficulty close to its original level. These results suggest that simulations are important for capturing complexities within decision making that lectures alone cannot.

Pro-environmental awareness of university students – assessment through sustainability literacy test

PurposeThis study aims to assess the current knowledge and awareness of environmental and sustainable development of Nigerian students by investigating the influence of their sociodemographics.Design/methodology/approachThis study adapts the concept of using an assessment model in a bespoke application of Sulitest® and Assessment of Student Knowledge. A total of 650 undergraduate students (in the environment, engineering and agriculture programs) were administered a paper-based questionnaire from June to July 2019.FindingsThis study determined that Nigerian students performed poorly on the sustainability literacy test (SLT). Furthermore, students majoring in agriculture exhibited higher knowledge in the social and overall topics, followed by students majoring in the environmental field. From the study findings, the authors recommend that periodic assessment using SLT measures will help higher education institutions (HEIs) identify targeted sustainability programs for the development of students and educators. Hence, HEIs in Nigeria and elsewhere should use sustainability assessment tools to promote pro-environmental awareness.Originality/valueThe SLT is one of several options to assess sustainability knowledge in HEIs. Several HEIs across the USA and Europe have been known to adopt some SLT assessment techniques to improve environmental literacy among students. However, environmental literacy has global implications; hence, this study contributes to the limited body of literature investigating the level of environmental awareness or literacy among university students from a developing country, focusing on the three main study programs (agriculture, environment and engineering).

Development of the Assessment of Student Knowledge of Green Chemistry Principles (ASK-GCP)

As implementation of green chemistry into university-level courses increases, it is vital that educators have a tool to rapidly measure student knowledge of green chemistry principles. We report the development of the Assessment of Student Knowledge of Green Chemistry Principles (ASK-GCP) and evaluation of its sensitivity and effectiveness for measuring student knowledge of green chemistry. The 24-item true–false instrument was given to a total of 448 students to gather data on the reliability, validity, and sensitivity. The instrument proved to be sensitive for distinguishing known groups with various levels of green chemistry knowledge and instructional exposure. The instrument was able to detect gains in green chemistry knowledge in pre- and post- conditions. Psychometric analysis revealed that the item difficulty range matches the sample ability range. The findings verified that the ASK-GCP is an efficient and accurate instrument to measure student knowledge of green chemistry principles.

Criteria and principles of assessment of student knowledge in geography

The article discusses the advanced approaches of cooperation between the faculty and students of physical culture and sports education to intensify research work, as well as social and humanitarian concepts that reflect the nature of attracting students to research work, draw appropriate conclusions and practical recommendations.

Ultrasound Curriculum Integration Review and a Survey of its Utility in Regional Medical Campuses

to guide procedures. As the technology becomes more portable and affordable, schools have increasingly utilized this technology in training physicians. Ultrasonography may be especially useful in rural settings to fill the limitations that rural hospitals have in terms of imaging. The mission of many regional medical campuses is to train physicians to work in rural or underserved communities. Given this goal, we wanted to explore how regional medical campuses are utilizing ultrasound preclinically and determine the best approach for developing a standardized ultrasound curriculum, keeping regional medical campus resources in mind. A literature review of medical schools’ preclinical ultrasound curriculum was completed, and information was collected regarding curriculum programming, faculty, assessment, and student feedback. Based on data from this search, a fourteen question Qualtrics survey was sent out to regional medical campuses with questions regarding the use of ultrasound in their own preclinical curriculum. Of the 11 campuses that responded, 10 (90.9%) indicated that they include ultrasound in their curriculum. Respondents from nine of these schools progressed through the survey and information regarding topics covered in ultrasound curriculum, teachers of curriculum, patients used, ultrasound equipment used, and assessment of student knowledge all varied among medical campuses. The data suggested that regional medical campuses are focusing on similar aspects of ultrasound curriculum however, a standardized curriculum does not currently exist to ensure that all students are receiving similar ultrasound training.

Knowledge and Practice Changes Following a Student Data-Focused Data Management Education Program

Introduction: It is known that graduate students work with research data more intimately than their faculty mentors. Because of this, much data management education is geared toward this population. However, student learning has predominantly been assessed through measures of satisfaction and attendance rather than through evaluating knowledge and skills acquired. This study attempts to advance assessment efforts by asking students to report their knowledge and practice changes before, immediately after, and 6 months following education. Method: Graduate students in science, technology, engineering, and mathematics (STEM) and health science disciplines self-enrolled in an 8-week pilot data management program that used their research projects as the focus for learning. Three surveys were administered (pre-, post-, and 6 months following) to determine changes in students’ knowledge and practices regarding data management skills through self-assessment. The survey consisted of approximately 115 Likert-style questions and covered major aspects of the data life cycle. Results and Discussion: Overall, students increased their data management knowledge and improved their skills in all areas of the data life cycle. Students readily adopted practices for straightforward tasks such as determining storage and improving file naming. Students improved in but struggled with tasks that were more involved, such as sharing data and documenting code. For most of these practices, students consistently implemented them through the 6-month follow-up period. Conclusion: Impact of data management education lasts significantly beyond immediate instruction. In-depth assessment of student knowledge and practices indicates in which areas this education is effective and in which areas it needs further support. It is likely that this effect is due to the program length and focus on implementation.

Assessing Students’ Minds: Developing Critical Thinking or Fitting into Procrustean Bed

Abstract Standardized tests have been applied as student knowledge assessment in many countries, including Azerbaijan. However, studies have shown that standardized tests are not an effective way of measuring students’ knowledge because they limit students’ creativity and prevent instructors from applying individual teaching methods due to the pressure of passing the tests. The tests do not consider students with different learning abilities and treat them equally, which may not favor some students. Also, teachers are pressured to ensure their students pass the tests, leading to an excessive focus on the topics likely to be set rather than the whole curriculum. The study recommends implementing different assessment methods with no ranking to ensure that students do not memorize for passing tests, eliminate competition, and promote equality in the education sector. The assessment methods should allow students to debate, compare and analyze ideas through critical thinking, inquiring, and understanding for applying the learned knowledge into real life. Thus, the importance of an inquiry-based curriculum and assessment is stressed.

Characterisation of an elective course on climate change for health professional students

Context: A 10-week elective course, designed by students and supported by faculty, was developed to raise awareness about climate change and health among graduate health professional students. This article aims to characterise the course design, implementation, and student feedback gathered over three years. Description of Course: Course topics aligned with United Nations General Assembly Sustainable Development Goals and were sequenced to first introduce students to basic climate change concepts, followed by examples of human activities with environmental and health consequences. Speakers held diverse roles in health care, research, public health organisations, and advocacy groups. Students evaluated both individual speakers and the course. Evaluation: 152 health professional students enrolled in the course over 3 years. The course was well-received with favourable speaker ratings and course evaluations across all years. Students commented on the importance and relevance of the course topics taught by a diverse group of speakers. Students also requested examples of ways to address climate health issues. Future plans: A 10-week elective course on climate change and health, designed by students and supported by faculty, resulted in favourable evaluations among health professions students. The authors plan to conduct an assessment of student knowledge gained from the course and delayed assessments of students’ attitudes and behaviours to evaluate changes over time and achievement of course goals.

FORMATIVE ASSESSMENT OF STUDENTS' KNOWLEDGE – AS A MEANS OF IMPROVING THE QUALITY OF EDUCATION

Introduction. Regular assessment of the level of knowledge of students, the process of mastering educational information is one of the important factors that ensure the interconnectedness and harmony of education and upbringing. Formative assessment can be used as an effective tool in the successful implementation of this process. In this article, the experience of developed countries in the formative assessment of school students' knowledge, the results of scientific research of scientists in the field of pedagogy were analyzed and the main conditions for the application of this practice in the context of the Republic of Uzbekistan have been identified. Methods. The analysis of the above research has shown that the student knowledge assessment system includes a number of common components. Such components include the collection and analysis of data in the educational process, a reasonable conclusion on the level of formation of skills and abilities, as well as the ability to apply these knowledge, skills and abilities in practice. Results.

Assessment of Student Knowledge and Opinions of Older Adults and Aging: A pilot Study

Assessment of Student Knowledge and Opinions of Older Adults and Aging: A pilot Study

BASIC PRINCIPLES AND EVALUATION SYSTEM OF STUDENT ACHIEVEMENTS IN THE IMPLEMENTATION OF THE COMPETENCY-BASED APPROACH IN THE EDUCATIONAL PROCESS

Резюме. У статті викладено аналіз базових принципів і системи оцінювання знань студентів при реалізації компетентнісного підходу в освітньому процесі. Системі оцінювання знань належить важлива роль у забезпеченні високої якості освіти та формуванні конкурентоспроможних фахівців. Сучасна методика викладання залучає досвід інших країн і вимагає від викладача обізнаності з формами й методиками оцінювання, які не лише надають викладачеві інформацію про формальну відповідність певним вимогам до оволодіння дисципліною, але й діють як засоби навчання й розвитку студента.&#x0D; Впровадження адекватних методів оцінювання дозволить реалізовувати різноманітні інноваційні форми і методи навчання в освітній діяльності та сприятиме підвищенню якості навчання студентів. Якісний контроль рівня знань, умінь та навичок студентів повинен забезпечуватися дотриманням вимог, принципів та aлгopитмів нових форм оцінювання навчальних досягнень студента, що сприятиме підвищенню ефективності освітнього процесу. Застосування комплексного оцінювання навчальних досягнень у компетентнісному руслі сприятиме заохоченню студента до навчально-пізнавальної діяльності, підвищуватиме відповідальність студента за результати навчання, сприятиме реалізації принципу індивідуалізації навчання. Оцінювання навчальних досягнень студентів є актуальною проблемою і потребує не тільки подальших досліджень, удосконалення, осмислення, але й володіння науково-педагогічними працівниками відповідними компетентностями для його реалізації в освітньому процесі.