ABSTRACT This paper evaluates the findings of a series of student focus groups on academic integrity conducted at an Irish university during the 2023–24 academic year. Findings suggest that contemporary Higher Education learners tend strongly to associate the concept of academic integrity with the avoidance of misconduct in summative assessment. While a majority of participants conceived of academic integrity as something requiring episodic attention, a minority thought of it as an intrinsic disposition essential to the entire practice of being a student. This minority of students also considered academic integrity to be a community value requiring participation and cooperation from all members, where those who thought of academic integrity as an event rather than a disposition were more likely to think of it as an individual responsibility. While specific questions on the impact of generative artificial intelligence (GenAI) were not put to the focus groups, participants frequently raised it as a source of confusion regarding how academic integrity should now be enacted. We read this in the context of the ongoing academic debates on assessment validity and security and on the ethics of GenAI in education, and find that our participants’ lack of clarity around the legitimate uses of GenAI in their practice betray an urgent need for reorientation toward academic integrity as a holistic and intrinsic facet of being a Higher Education student.

Artificial intelligence (AI) tools, such as customized chatbots, present an opportunity to enhance active learning in physician assistant (PA) education. This study evaluated student perceptions and outcomes associated with incorporating an AI chatbot designed to promote self-directed learning, retrieval practice, and individualized feedback within a didactic clinical medicine course. Faculty developed a course-specific chatbot (GPT-4o, OpenAI) integrated with lecture materials, open-access medical texts, and sample PANCE-style questions. The chatbot generated customized multiple-choice questions and provided tutoring functions for targeted remediation. Utilization data ("impressions") were collected across modules, and students completed an anonymous Qualtrics survey assessing perceptions of usefulness and engagement. Quantitative data were analyzed descriptively, and qualitative responses underwent thematic analysis. Sixty-three of 70 eligible students (90%) completed at least one survey item. Nearly all respondents (95%) used the chatbot, and 95% agreed or strongly agreed that it improved examination preparation and information retention. Most students identified practice questions and individualized feedback as the most beneficial features of the chatbot. Student use of AI increased significantly over the course, and qualitative analysis revealed themes of enhanced active recall, self-assessment, and confidence. Faculty noted reduced time demands for tutoring and quiz creation following initial tool development. Integration of a customized AI chatbot within PA education promoted active learning, self-efficacy, and AI literacy while ultimately reducing faculty workload. Early exposure to AI-based tools may not only enhance student readiness for didactic and summative assessments but also cultivate the skills necessary to use similar technologies effectively and responsibly in clinical practice.

Growing medical school enrolments and limited resources challenge anatomy departments to deliver high-quality assessments, such as Objective Structured Practical Examinations (OSPEs). While OSPEs are reliable, they often increase student anxiety. Formative, peer-assisted OSPEs may mitigate this and enhance learning. Advances in digital anatomy, particularly high-fidelity 3D specimens, offer scalable alternatives to traditional prosections; yet, few studies compare digital and physical specimens in formative OSPEs led by near-peer assessors. This study examines first-year medical students' engagement with a near-peer, formative OSPE-style anatomy assessment using both modalities. In this mixed-methods study, students were assessed on knee anatomy using digital 3D specimens and shoulder anatomy using physical specimens, or vice versa. Quantitative data were analyzed using linear mixed-effects regression; qualitative data from postassessment surveys underwent thematic analysis. Students reported reduced stress, improved understanding of OSPE format, and identification of knowledge gaps. Nearly half were comfortable using digital specimens in future summative assessments, and all supported near-peer formative OSPEs. Performance was strong: Group 1 scored 8.3 (95% CI 8.1-8.5) and Group 2 scored 7.6 (95% CI 7.3-7.9). Scores across modalities were moderately correlated (r = 0.55) with no significant difference (95% CI -0.34 to 0.17). Modality effects varied by region: digital specimens favored the knee (mean difference = 0.56), physical specimens favored the shoulder (mean difference = -0.68). Near-peer, formative OSPE-style assessments using digital and physical specimens were well received. Comparable performance and positive feedback support digital anatomy platforms as valid, scalable tools in medical education.

Undergraduate and postgraduate degree research programs play an important role in building research capacity. There is a need to explore how graduate research projects are assessed, and the supervisor influence when involved in summative assessment. This scoping review synthesises evidence regarding the methods used of graduate research project assessment and the influence supervisor marking. A comprehensive literature search across six electronic databases (PubMed, Google Scholar, Scopus, EBSCOhost, and LILACS Virtual Health Library) was conducted for published reports until April 2025. Data were extracted to capture study characteristics, assessment methods used, challenges and benefits of supervisor marking and recommendations regarding supervisor marking. The analysis of 11 studies from different contexts revealed significant variation in institutional practices and perspectives, with ongoing debates about the benefits of incorporating supervisor expertise versus concerns about marking bias. The findings highlight various methods used to assess exit level outcomes, namely thesis assessment, an oral examination and research process skills assessment. The evidence suggests differentiation in supervisor marking for summative assessment of the thesis at undergraduate and postgraduate levels; however, the supervisor plays a significant role in formative assessment to achieve learning outcomes. More research and guidance are needed to guide best practice research project assessment.

The purpose of this study is to describe the design of differentiated learning in writing fantasy narrative texts at SMP Negeri 4 Surakarta City. This study employed a qualitative descriptive approach with 31 students of class VII C as the research subjects. Data collection techniques included observation, interviews, documentation, and analysis of students’ assessment results. The data analysis technique used in this study was qualitative analysis. As stated by Miles and Huberman (Sugiyono, 2018), data analysis includes data collection, data reduction, data display, and conclusion drawing. The results of the study indicate that the differentiated learning design consists of planning, implementation, and evaluation stages. In the planning stage, the teacher prepares teaching modules according to students’ learning needs. In the implementation stage, the teacher conducts learning activities based on students’ levels of understanding (low, medium, and high). During the learning process, the teacher applies differentiation in content, process, and product by providing different materials, activities, and levels of challenge while still referring to the same learning objectives. In the evaluation stage, the teacher uses diagnostic, formative, and summative assessments to monitor students’ progress and overall learning outcomes. Differentiated learning is proven to be effective in creating inclusive and meaningful learning and in providing equal opportunities for each student to develop according to their potential and learning needs.

Abstract Criminological theory is a uniquely challenging module to teach – not only because of the number of disciplines associated with criminology, but also because of the fragmented state of criminological theory itself. In this paper, we present a case study of teaching a criminological theory module to first-year undergraduate social science students. Through this case study, we argue that including thoughtful discussions of interdisciplinarity, theoretical integration, and philosophy of science is essential in delivering a module that is honest to its discipline, teaches students the skills of reflective practice and critical thinking, and, ultimately, leads students to enjoy the module. We designed and delivered an interdisciplinary module that incorporated lectures, seminars, a self-guided online activity (SGOA) and a summative assessment, all carefully structured to highlight and promote an interdisciplinary approach to criminological theory. To assess the module’s impact, we conducted semi-structured focus group interviews with students, using thematic analysis. This paper examines how embedding critical interdisciplinarity into a criminological theory module promotes the development of students’ critical thinking, with particular attention to analytical depth, synthesis across disciplinary perspectives, and reflective engagement with peer and feedback processes.

Assessment of student learning is commonly understood as an objective measurement of learning outcomes, targeting students’ abilities. In information literacy instruction, assessment practices in Ugandan University libraries are seldom documented, and as a result, demonstrating the value of libraries’ information literacy programs to university stakeholders and administrators becomes difficult. This paper examines the current assessment practices for information literacy instruction at selected Ugandan university libraries to improve assessment policies for information literacy. The sociocultural theory of learning was chosen to guide this study because it offers a learning environment where contextualised and authentic assessment can be done. The concepts of collaborative assessment, social interaction and zone of proximal development were important in analysing the research question. Employing a multi-site qualitative case study, data was generated from semi-structured interviews and focus group discussions. Data was analyzed using a thematic approach with the help of a Qualitative Data Analysis Software (Atlas.ti v.22). Findings indicate that the libraries conducted assessment for information literacy mainly using formative methods that included brief questionnaires, analysis of user queries, in-class questions, assignments, demonstrations and librarian role-playing (authentic assessment) which improves students’ level of potential development. Summative assessment methods were occasionally employed through the completion of evaluation forms, analysis of usage statistics and examinations. The findings reveal areas of concern—the optional and non-integrated nature of information literacy provision in universities. This paper concludes that assessment methods were less reliable due to their informal nature, but fairly valid in scenarios where real-life information tasks were given to students to apply the knowledge, understanding and skills that they had learnt. To provide evidence for demonstrating the value of libraries’ information literacy instruction to stakeholders, university libraries should integrate information literacy into the curriculum, ensuring assessment becomes an integral part of information literacy programs. Furthermore, incorporating collaborative and authentic assessment practices that replicate real-life challenges faced in the field is recommended for harnessing assessment.

Instructional planning in Senior High School chemistry is frequently informed by summative assessment outcomes, which offer limited diagnostic insight into students’ topic-specific learning needs. This study reports the development and preliminary validation of CHEM-LENS (Chemistry Learning Needs Survey), a curriculum-aligned diagnostic instrument designed to identify perceived learning difficulties across major chemistry domains. Employing a quantitative descriptive research design, CHEM-LENS was developed through a staged, theory-informed process encompassing curriculum-based item construction, readability evaluation, expert content validation, pilot testing, item analysis, and estimation of internal consistency reliability. The finalized 50-item instrument was administered to Senior High School students (n = 80), with a separate pilot sample (n = 50). Findings indicated acceptable preliminary measurement quality, including strong expert-rated content validity, satisfactory item functioning, and good internal consistency reliability (Cronbach’s α = .83). Results of the needs assessment revealed differentiated patterns of chemistry learning difficulty, with thermochemistry, chemical reactions, chemical bonding, and atomic structure emerging as high-priority learning need areas. In contrast, topics grounded in foundational concepts and real-life applications were perceived as less challenging. Collectively, these findings suggest that CHEM-LENS demonstrates adequate preliminary quality for diagnostic use and holds promise for supporting data-informed instructional planning in Senior High School chemistry. Further psychometric validation is recommended to strengthen its measurement properties and applicability across diverse educational contexts.

This study examined the relationship between teachers’ pedagogical competence and learners’ performance in Araling Panlipunan in the District of Bugasong during the School Year 2025. It employed a descriptive-correlational research design to determine the level of teachers’ pedagogical competence, assess learners’ performance, and describe the relationship between these two variables. The respondents were composed of 113 teachers from selected public elementary and secondary schools in the district, chosen through total population sampling. Data were gathered using a validated researcher-developed questionnaire designed to measure teachers’ pedagogical competence in terms of subject matter mastery, instructional strategies, classroom management, and assessment techniques. Learners’ performance was examined based on academic achievement, classroom participation, and performance in formative and summative assessments. Findings indicated that teachers demonstrated a high level of pedagogical competence, particularly in subject matter mastery and classroom management. Learners likewise exhibited a high level of performance, as reflected in their academic achievement and active participation in classroom activities. The results further revealed a positive relationship between teachers’ pedagogical competence and learners’ performance in Araling Panlipunan, suggesting that effective teaching practices contribute significantly to improved learner outcomes. The study concludes that teachers’ pedagogical competence plays a vital role in enhancing learners’ academic performance in Araling Panlipunan. Strengthening teachers’ instructional skills, classroom management abilities, and assessment practices can lead to more engaging and effective learning experiences. It is recommended that school administrators and educational leaders provide continuous professional development programs, mentoring opportunities, and institutional support to further enhance teachers’ pedagogical competence and sustain learners’ academic success.

Background Artificial Intelligence (AI) has been increasingly integrated into various sectors of medicine, including medical education. This research examines medical students’ acceptance of the use of AI tools in Observed Structured Clinical Examinations (OSCEs). OSCEs are used globally to evaluate clinical competency but are resource-intensive and subject to examiner bias. AI offers the potential to improve the efficiency and fairness of assessments. However, research on medical student perspectives regarding the integration of AI tools in medical education is limited. Methods This study used a survey tool to assess medical student acceptance of many proposed uses of AI in OSCEs, including as a simulated patient or examiner. Scenarios were presented to students, and their responses were analysed both quantitatively and qualitatively. Results The findings suggest that students have reservations about the role of AI in high-stakes summative assessments but were more accepting of AI in formative OSCEs. Student’s concerns centered on AI’s perceived lack of understanding of human empathy, potential systematic bias, and the trustworthiness of AI models. Conclusions Through critical appraisal of the literature and original results, this research article highlights the need for transparency, education and a hybrid approach that integrates AI into OSCEs with human oversight. By addressing students’ concerns and progressively introducing AI, universities may reduce resistance while yielding AI’s potential benefits. Future research should explore how attitudes of medical students evolve alongside the integration of AI tools in both clinical medicine and medical education.

This study aimed to analyse the effect of educational input on early grade reading skills among students in Grades 1 to 3 in Taunggyi Township. A cross-sectional survey research design with a quantitative approach was employed. Data was collected through structured questionnaires from 300 participants, including students and their teachers. Participants were selected using a two-stage random sampling method stratified by remoteness from the Township Education Office. The data were analysed using the Statistical Package for the Social Sciences (SPSS) version 27. Descriptive statistics and multiple regression analysis were applied to examine the relationships between educational input variables and reading skills. Findings revealed substantial improvements in reading scores across grade levels, with phonological awareness as the highest-performing skill and comprehension posing the greatest challenge. The results show that adult help with homework, the presence of an adult reader at home, the use of Myanmar exercise books, teacher marking, a non-remote school location, and the use of formative assessment were significant positive predictors of early grade reading proficiency. Excessive reliance on summative assessment had a negative impact. Female students and those speaking Myanmar at home performed better in reading tasks. The findings emphasise the significance of parental support, learning materials, geographic accessibility, and formative assessment practices in enhancing early-grade reading outcomes in Taunggyi Township.

Implementation of a peer review process with faculty development in a pre-clinical didactic doctor of pharmacy curriculum to improve exam item quality: Lessons learned.

There is an ongoing effort in the chemistry education community to promote instructional reform in undergraduate education that shifts the instructional emphasis from teaching disaggregated facts and skills to promoting more meaningful learning outcomes. In an effort to improve student performance as well as strengthen the student's conceptual understanding of core chemistry concepts, this study leveraged a hybrid (flipped) learning environment to integrate instructional activities inspired by the three-dimensional learning (3DL) framework into a college-level general chemistry course sequence. In phase one of the study, a hybrid general chemistry course that was partially structured around the 3DL framework was assessed in comparison to three other teaching-as-usual courses. The Higher Dimensional Lecture (HDL) course appeared to improve some higher order learning outcomes versus courses that were structured around a traditional curriculum, however no significant difference in 3DL assessment performance was observed relative to a traditional course that was observed to incorporate some elements of 3D learning. Phase two of the study was designed to address potential limitations in phase one by utilizing recitation sessions to increase the frequency at which students engaged with HDL practice activities. This appeared to improve higher order learning outcomes, as students who completed the HDL practice activities performed significantly better on summative 3DL assessments relative to students who completed more traditional problem-solving exercises. Students in this HDL practice activity treatment also performed better on one 3DL summative assessment versus students from a more traditional course. The results presented herein should provide a model for how instructors can use a hybrid course structure to promote reform-minded instruction within a traditional general chemistry curriculum.

Assessing Surgeons' Professional Attitudes Toward End-of-Life Decision Making: A Standardized Simulation-Based Study With Thematic Analysis.

In the context of rapid educational transformation, improving teachers’ professional development has become a strategic priority for ensuring the quality and effectiveness of modern education systems. This article examines contemporary methods for enhancing teachers’ pedagogical competencies amid processes of educational modernization at the global and national levels. Drawing on international research and practical experience, as well as reforms implemented and planned in Uzbekistan, the study highlights innovative approaches to continuous professional development. Particular attention is given to pedagogical innovation, digital literacy, artificial intelligence, personalized learning, virtual and augmented reality applications, digital content creation and curation, collaborative learning, coaching and mentoring, and formative and summative assessment strategies. The article emphasizes the evolving role of the teacher from a transmitter of knowledge to a facilitator, advisor, and reflective practitioner capable of fostering critical thinking, creativity, and problem-solving skills in learners. It is argued that the effective integration of modern technologies, professional learning communities, and adaptive teaching methods contributes to meaningful learning, enhanced student engagement, and sustainable professional growth of teachers. The study concludes that systematic support, regulatory frameworks, and alignment with the “University 3.0” concept are essential for advancing innovative models of teacher professional development and improving the overall quality of education.

ABSTRACT Models of leadership which emphasize collaboration, common goals, and fluidity rather than position are essential to interprofessional practice. Shared leadership in team-based practice helps to improve patient safety and outcomes and to enhance professionals’ wellbeing. Developing future health professionals who incorporate these concepts into their work with colleagues and patients is a crucial component of interprofessional education. Assessing students’ acquisition of these concepts is paramount and can be important not only in assessing student learning but also in program evaluation and improvement. The framework of our two-year longitudinal interprofessional education curriculum incorporated the seven pillars of servant leadership as a new lens for interprofessional practice. At the end of the curriculum, students from three academic health science colleges completed reflections as a summative assessment. This paper reports the results of a qualitative analysis of these students’ reflections using the seven pillars as coding categories to determine the curriculum’s effectiveness. All seven pillars of servant leadership were represented in the student reflections demonstrating the acquisition of shared leadership competencies. Importantly, the three pillars most frequently occurring across all reflective statements were compassionate collaborator, skilled communicator, and puts people first. Foresight was the leadership pillar that appeared the least in student reflections. Evaluation of student written reflections as a summative assessment is useful in determining students’ acquisition of leadership skills and can be used as part of a continuous improvement process as well as for identifying weaker areas in the curriculum.

The mathematics learning outcomes of students at SMP Negeri 3 Bontang on Rational Numbers are still relatively low. Data from the 2019 National Examination (UN) shows an average math score of 46.43, which is in the "poor" category. Summative assessment results indicate that most students have not yet achieved the Learning Objective Achievement Criteria (KKTP). This situation indicates that the learning process tends to be conventional and lacks active student engagement. Therefore, a more innovative learning model is needed, one of which is the Team Games Tournament (TGT), which combines group work, competition, and educational games. This study aims to determine the effect of the TGT learning model on the mathematics learning outcomes of seventh-grade students at SMP Negeri 3 Bontang in the topic of Rational Numbers. This study used a quantitative approach with a quasi-experimental type and a Posttest-Only Control Group Design. The study population was 203 seventh-grade students in the 2024/2025 academic year, with a sample consisting of class VII A as the experimental group (33 students) and class VII F as the control group (34 students), selected through a purposive sampling technique. The research instrument was a five-item essay test. The analysis results showed that the average posttest of the experimental group was 67.848, higher than the control group at 61.794. The Independent Sample t-Test produced a significance value of 0.031 <0.05, so H₀ was rejected. This indicates that the Team Games Tournament (TGT) learning model has a significant effect on improving students' mathematics learning outcomes in the Rational Numbers material.

Designing a Framework to Support Practice-Based Interprofessional Education Initiatives for Student Pharmacists: A Modified Delphi Study.

This study evaluates the effectiveness of large language models (LLMs), specifically Claude Sonnet 4.0 and ChatGPT 4.1, for analyzing formative feedback to support student-centered learning (SCL). In large courses, instructors often struggle to promptly review and synthesize student input. We used a low-stakes task: analyzing 63 anonymous student responses to a Muddiest Point prompt in a human physiology class after a lecture on respiratory physiology. Across 20 runs, both LLMs consistently identified "Ventilation and Lung Mechanics" as the most frequent area of confusion, aligning with human analysis. LLMs completed the task significantly faster than a human reviewer (average 19.6 s/31.0 s vs. 32 min), with thematic reliability. This suggests LLMs can efficiently generate information from student input, enabling instructors to adapt their instruction in real-time. The approach supports SCL and educational equity through inclusion of all student voices. While promising for formative feedback, observed variability indicates that further refinement is needed before LLMs are utilized for high-stakes summative assessment.

This study aimed to enhance eighth-grade students' reading comprehension through source culture-oriented texts using a design-based research approach. It involved 67 students (29 males and 38 females) from two purposefully selected primary schools. Baseline data were collected using document analysis, classroom observation, and pre-reading tests. Initial findings revealed significant challenges in reading comprehension, with only 26.5% of students at School A and 18.2% at School B scoring above 50%. In phase II, local culture-based texts were developed, reviewed, and refined by experts. In Phase III, the intervention materials were implemented in two phases over 16 sessions across 8 weeks at each school. The evaluation included both formative and summative assessments, including reflections from observation results, post-tests, and delayed post-tests. The inferential statistical analysis showed significant improvements in students' scores (p = 0.000) in the one-way ANOVA, indicating the intervention's effectiveness. The results suggest that the use of culturally relevant texts led to improved reading comprehension, addressing issues such as low comprehension skills identified in Phase I. The study recommends further exploration of culturally relevant materials across diverse educational settings.