Summation Test Research Articles

Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment

History teaching from early educational stages not only should assess the student's ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progress of students. This study evaluates the effect in history learning of incorporating learning analytics (LA) in terms of academic achievement and self-efficacy. Seventy-six elementary students aged 10–12 years old participated in the study. The results indicate that the integration of LA particularly helped students with low historical knowledge and enabled the prediction of academic achievement, especially in historical thinking. The results also highlight the disparity between students' knowledge and students' self-efficacy during the lessons, and what they demonstrate in exams, indicating the need to incorporate tasks before exams that allow students to identify their limitations and misconceptions. These results suggest that LA in history teaching may provide teachers with useful information for formative assessment.

AN ITEM ANALYSIS OF THE ENGLISH SUMMATIVE TEST FOR THE SEVENTH GRADE STUDENTS OF SMPN 12 TANGERANG SELATAN

The objective of this study is to find out whether or not the English summative test for the Seventh Grade Students of SMPN 12 Tangerang Selatan can be categorized as a good test based on the difficulty level, the discriminating power and the effectiveness of distracters. The respondents of this study were the seventh grades students of SMP Negeri 12 Tangerang Selatan. The respondents of this study were taken from two classes. The number of this population was 68 students. The students of each class consist of 38 and 30 students. The number of sample of this study was 34 respondents, 17 respondents of the upper group and 17 respondents of the lower group. The method of the study was descriptive quantitative and qualitative method. In analyzing the difficulty level and the discriminating power, the writer used the formula suggested by Heaton to analyze the difficulty level and the formula suggested by Hopkin and Antes to analyze the discriminating power. After analyzing the difficulty level, there have been 24 items which categorized in the easy level, 24 items which categorized in the medium level, and 2 items which categorized in the difficul level. In terms of the discriminating power, there have been 37 items can be accepted, 10 items should be revised, and 3 items should be discarded. Based on the results of the difficulty level and the discriminating power, it can be concluded that the test fulfills the criteria of a good test.

Examining Assessment Design in the Pakistan English Language Curriculum at Secondary Level: A Comprehensive Qualitative Analysis of its Implementation

ABSTRACT 
 The assessment is an integrated part of the learning process. The effectiveness of assessment design and practice during and after teaching will determine how language skills develop. This research study critically analyzes the Pakistan language curriculum 2006, regarding language assessment design. The study aimed to investigate the assessment design, mechanism, methods, and strategies envisaged in Pakistan's 2006 language curriculum. The study's goals were to investigate the LNC's 2006 language assessment plan and comprehend how extensive the 2006 national curriculum's assessment design is intended. Another goal is the extent to which this design supports language assessment and addresses language assessment ideas.
 The Pakistani national curriculum from 2006 will be the subject of a document analysis that considers both formative and summative assessment methods, techniques, and strategies. The language assessment theories and Bloom’s assessment mechanism were used as theoretical lenses. The document analysis model proposed by Bowen (2009) was used for this investigation.
 The study's findings demonstrate that Pakistan's LNC 2006 assessment design could be more helpful in developing language skills, by improving its level. The assessment strategies and methods for the development of every language skill are missing. The action verbs used for, Standards, benchmarks, and SLOs are at a deficient level and belong to Bloom's Taxonomy's first three stages of the cognitive domain. The summative test rather than ongoing assessment is indicated; hence the marking scheme is solely meant to be used for writing skills. Speaking and listening skills are nearly entirely ignored in assessment design. The standard for the development of textbook activities is likewise deficient in terms of assessment. The guidelines for teachers that train them on assessment are absent. In order to improve the language assessment design, policymakers and curriculum developers will use the study's findings. The findings will also help teachers comprehend and implement language assessment design appropriately.
 Keywords: Assessment, assessment design, language assessment, curriculum, textbooks, instruction.

Hyping the Students for Schoolwork: Incorporating Brain-Based Learning in Intermediate ESP Classes

This study was conducted to examine the impact of Brain-Based Learning (BBL) considerations to the academic performance of the Grade 4 and 6 pupils in Edukasyon sa Pagpapakatao (ESP) at Fourth Estate Elementary School BF Homes. Brain-based learning posits a framework that categorizes orchestrated immersion, relaxed alertness, and active listening. The effects of BBL were gauged through summative tests, performance tasks, and periodical exams. Total enumeration was utilized in determining the respondents and 595 intermediate pupils participated. The study administered a validated instrument using Caine and Caine’s triadic BBL framework. Findings reveal that the threefold categories of brain-based learning have positive effects on all the three aspects of class performance at different levels.

Examining and Validating Summative Tests Used in Competency-Based Assessment for TESDA Technology Institutions (TTI): Basis for Training Design

Examining and Validating Summative Tests Used in Competency-Based Assessment for TESDA Technology Institutions (TTI): Basis for Training Design

Preoperative Temporal Summation is Associated with Impaired Recovery Following Hip Arthroscopy for Femoroacetabular Impingement Syndrome .

Chronic pain is a risk factor for worse outcomes following hip arthroscopy for femoroacetabular impingement syndrome (FAIS). Pain sensitization involves the central nervous system perceiving previously innocuous stimuli as noxious. Temporal summation can provide a surrogate measure of sensitization, and may be a clinical tool to identify patients at a higher risk for poor post-hip arthroscopy outcomes. Therefore, we aimed to 1) identify the prevalence of temporal summation in patients undergoing hip arthroscopy for FAIS, 2) determine if there a difference in postoperative improvement between individuals with and without preoperative temporal summation, and 3) examine preoperative predictors of poor postoperative recovery. 51 participants undergoing hip arthroscopy for FAIS underwent preoperative temporal summation testing. Three months postoperatively, 38 participants completed the 12-item International Hip Outcome Tool (iHOT-12) and reported their overall symptomatic improvement (0% to 100%, with 100% being normal). Participants were categorized on the presence ( Numeric Pain Rating Scale; NPRS 2) or absence ( NPRS < 2) of temporal summation. A Mann-Whitney U test was used to determine the difference in improvement between groups (temporal summation: temporal summation (TS), no temporal summation (NTS), and a linear regression was used to explore predictors of improvement. 23 (45.1%) of 51 participants displayed preoperative temporal summation. In participants with postoperative data, those with temporal summation reported less improvement than those without (TS: 62.8% 29.7%; NTS: 82.7% 13.9%; p = 0.01; Cohen's d = -0.86). Temporal summation (Beta = -0.48; 95% CI -36.6, -8.7) and mental health disorder (Beta = -0.30; 95% CI -28.0, -0.48) predicted 28.1% of the variance in postoperative improvement (p = 0.002). The presence of preoperative temporal summation is common and related to worse postoperative recovery after hip arthroscopy for FAIS.

Development and validation of conceptual test instrument in Physics: A synthesis

A well-developed physics conceptual test that can be a&#x0D; diagnostic, a misconception, or a summative test best suited to the&#x0D; science major will help educators to determine the level of physics&#x0D; understanding of the prospective science teachers at public and&#x0D; private high schools. Hence, the purpose of this synthesis paper is to&#x0D; look into the key aspects of the process of the development and&#x0D; validation of conceptual test instruments in physics subjects for the&#x0D; undergraduate level. A literature review was used to determine the&#x0D; process of the development of conceptual tests. The process starts&#x0D; with preparation or content analysis, development, validation, and&#x0D; pilot testing. Statistical analysis, such as difficulty and&#x0D; discrimination indices and biserial coefficients used by the authors&#x0D; of various researchers, was also included. A stable, usable, and&#x0D; promising form test instrument can help instructors evaluate the&#x0D; effectiveness of the pedagogies and new curriculum.

PENINGKATAN MOTIVASI DAN HASIL BELAJAR IPA MELALUI PENERAPAN INOVASI PEMBELAJARAN TEKNO OLIM PADA SISWA KELAS VII D SMP NEGERI 2 GIRIMARTO TAHUN PELAJARAN 2022/2023

This classroom action research aims to increase motivation and learning outcomes through the application of innovative Waste Processing Technology (OLIM Techno) in science learning Ecosystem material for class VII D students of SMP Negeri 2 Girimarto, Academic Year 2022/2023. The object of the research is student motivation and learning outcomes in the science subject Ecosystem material. The types of data collected in the research are primary data and secondary data. Primary data sources are teachers and students, including summative test scores and observations during the learning process. Meanwhile, secondary data comes from colleagues who are observers. The results of this research show an increase in student learning outcomes, this can be seen from the percentage of learning completion in the pre-cycle learning which was 40%, in cycle 1 it became 70%, and became 90% in cycle 2. Student learning motivation in pre-cycle learning was relatively low, in cycle 1 to medium, and in cycle 2 high category. By implementing OLIM Techno learning innovations, teachers can change the paradigm from teacher-centered learning to student-centered learning.

Climbing Back into a Canoe in Deep Water

Academic measurement, including formative and summative testing, but especially standardized testing, in public schools is often considered the acid test of students’ skill development by provincial educational governing bodies. The article examines the characteristics and impacts of standardized tests. The article suggests that some degree of creative problem solving is necessary to deal with the failures. In the article, the author identifies many skills schools never seem to test and ask why from a critical perspective. Finally, she suggests ways teachers might counter the negative effects of what is missing from academic assessments.

DESIGNING TUTORIALS TO AUGMENT MOBILITY FOR OLDER ADULTS WITH COGNITIVE IMPAIRMENT

Abstract The Augmenting User Geocoordinates &amp; Mobility with ENhanced Tutorials (AUGMENT) project aims to support aging adults experiencing navigation difficulties accompanying cognitive impairments due to stroke, mild cognitive impairment, and traumatic brain injury. We describe the process and principles for designing tutorials for Uber and Google Maps, two applications that can support improved mobility for those with navigation difficulties associated with cognitive impairment. Initially we examined predictors of self-reported navigation difficulty in a sample (n=300) of older adults aging normally. In the multiple regression, self-reported memory problems (beta = .35), severity of memory problems (beta=.18), and female gender (beta=.16) were the strongest predictors of wayfinding difficulty in addition to a standardized spatial orientation test (beta=.13). Finding that memory difficulties were strongly related to navigation difficulties even in normal aging implied that tutorials could not make strong demands on retention and helped define the queries for interviews in the needs assessment phase. Next, we interviewed aging adults with cognitive impairment and their care partners about navigation problems, focusing on difficulties using navigation devices and applications. We also presented screenshots of the two target apps and asked simple questions about actions that could be taken. We then designed prototype tutorials using principles such as directing attention to relevant display features by highlighting the features, minimizing extraneous workload, and providing spaced retrieval practice for interactions with the interface. We also describe the iterative design process being used to refine the tutorials and the planned summative test of tutorial efficacy.

Conditioned inhibition of fear and reward in male and female rats

Stimuli in our environment are not always associated with an outcome. Some of these stimuli, depending on how they are presented, may gain inhibitory value or simply be ignored. If experienced in the presence of other cues predictive of appetitive or aversive outcomes, they typically gain inhibitory value and become predictive cues indicating the absence of appetitive or aversive outcomes. In this case, these cues are referred to as conditioned inhibitors. Here, male and female Long Evans rats underwent cue discrimination training where a reward cue was paired with sucrose, a fear cue with footshock, and an inhibitor cue resulted in neither sucrose or footshock. During a subsequent summation test for conditioned inhibition of fear and reward, the inhibitor cue was presented concurrently with the reward and fear cues without any outcome, intermixed with trials of reinforced reward and fear trials. Males showed significant conditioned inhibition of freezing, while females did not, which was not dependent on estrous. Both males and females showed significant conditioned inhibition of reward. During a retardation of fear acquisition test, the inhibitor was paired with footshock and both males and females showed delayed acquisition of fear. During a retardation of reward acquisition test, the inhibitor was paired with sucrose, and females showed delayed acquisition of reward, while males did not. In summary, males and females showed significant reward-fear-inhibitor cue discrimination, conditioned inhibition of reward, and retardation of fear acquisition. The main sex difference, which was not estrous-dependent, was the lack of conditioned inhibition of freezing in females. These data imply that while the inhibitor cue gained some inhibitory value in the females, the strength of this inhibitory value may not have been great enough to effectively downregulate freezing elicited by the fear cue.

The Students' and the Teachers' Perception of the Washback Effect of the English Progress Test

Tests can directly impact educational processes in various ways. It means that the test may influence the students and the teachers. This influence is called washback or backwash. Washback or backwash is generally known as the effect of testing on teaching and learning (Djuric, 2008). The local government usually prepares formative and summative tests in the school while the teachers design the progress test. This research investigates the washback effect of the English progress test on the students and teachers in one reputable senior high school in Yogyakarta. This research used a qualitative descriptive method. Interviews and focus group discussions were used as methods of data gathering. The respondents were three English teachers and 16 students of12th-grade at a public senior high school in Yogyakarta. The research focused on how the progress test gave a washback effect to the teachers as the test developers and what the students' perception was of the washback effect of the progress test. It concluded that washback effects for teachers depended on 1) focusing on the objective of teaching, 2) the teaching materials, and 3) the teaching methodology. Meanwhile, the effects on students were 1) influencing the learning strategy, 2) preparation for doing tests, 3) improving the learning motivation, the learning mastery, and the learning-teaching atmosphere.

Identifying problems encountered by Thai students in reading classes of English as a Foreign Language

The purpose of this research were 1). To investigate the scores correlation from the self-assessment with the high lecturer’s summative test. 2). To guide also solve the Thai students problem of reading also listening barriers. 3). The effective self-assessment also teacher’s feedback as one of their guidance to improve their reading also listening ability. Research samples were taking from some Cambodian, Vietnamese, Myanmar, Laos, Chinese and Thai Students. At this time mainly the research was concentrate with the Thai students at Rajamanggala University of Technology Wangklaikangwon Campus. As we know exactly their language uses their own characters in writing words which are completely different from Roman Alphabets. They also apply different phonological system. This certainly causes problems for Thai students to learn English, particularly in reading aloud and listening comprehension. This research focused in reading classes in Rajamangala University of Technology Rattanakosin, Thailand and aimed at identifying problems in reading aloud encountered by the students and how self- assessment is conducted and feedbacks may be delivered. Data were derived from the students self- assessment of reading in which they were assigned to record their reading aloud. In this line, a phonetic transcription of some key words from the recorded texts were made and used in the self-assessment. Further, this data were compared to that of teacher’s summative test. In comparing the data from both measurement, Pearson Product Moment was applied to see the correlation.

Developing Computerized Adaptive Testing for a National Health Professionals Exam: An Attempt from Psychometric Simulations.

The accurate assessment of health professionals' competence is critical for ensuring public health safety and quality of care. Computerized Adaptive Testing (CAT) based on the Item Response Theory (IRT) has the potential to improve measurement accuracy and reduce respondent burden. In this study, we conducted psychometric simulations to develop a CAT for evaluating the candidates' competence of health professionals. The initial CAT item bank was sourced from the Standardized Competence Test for Clinical Medicine Undergraduates (SCTCMU), a nationwide summative test in China, consisting of 300 multiple-choice items. We randomly selected response data from 2000 Chinese clinical medicine undergraduates for analysis. Two types of analyses were performed: first, evaluating the psychometric properties of all items to meet the requirements of CAT; and second, conducting multiple CAT simulations using both simulated and real response data. The final CAT item bank consisted of 121 items, for which item parameters were calculated using a two-parameter logistic model (2PLM). The CAT simulations, based on both simulated and real data, revealed sufficient marginal reliability (coefficient of marginal reliability above 0.750) and criterion-related validity (Pearson's correlations between CAT scores and aggregate scores of the SCTCMU exceeding 0.850). In national-level medical education assessment, there is an increasing need for concise yet valid evaluations of candidates' competence of health professionals. The CAT developed in this study demonstrated satisfactory reliability and validity, offering a more efficient assessment of candidates' competence of health professionals. The psychometric properties of the CAT could lead to shorter test durations, reduced information loss, and a decreased testing burden for participants.

Hots Manifestation in English Summative Assessment

Higher-order thinking gains a positive role in language assessment since it is compulsory to be implemented in the teaching-learning and evaluation system of the latest curriculum. The implementation of HOTS in English tests assists students in practicing their analytical, critical, and problem-solving skills in real life. It is essential to know how the hots question is narrated in English summative assessment. Myriad research has examined the thinking level applied in English summative tests. However, there has been less previous evidence for portraying how the hots questions were being narrated. This study specifically employed a case study as a research design with content analysis as the technique to analyze the data. Three papers of the English summative test of the first, second, and third grades of junior high school became the source of the data. The result highlighted that the ninth-grade English summative test applied higher-order thinking in 72% of both multiple choice and essay. The thinking levels used are giving a solution, giving a recommendation, giving an opinion, making judgments, and interpreting. This study discovered how English teachers also, as the test designers, formulate hots questions in English summative tests.

PENINGKATAN MOTIVASI DAN HASIL BELAJAR IPA MELALUI PENERAPAN MODEL PEMBELAJARAN TGT PADA SISWA KELAS VIII A SMP NEGERI 1 GIRITONTRO TAHUN PELAJARAN 2022/2023

This classroom action research aims to increase motivation and learning outcomes through the application of the Teams Games Tournament (TGT) model in science learning material Motion of Objects for class VIII A students of SMP Negeri 1 Giritontro, Academic Year 2022/2023. The object of his research is the motivation and learning outcomes of students in the science subject matter of Object Movement. The types of data collected in this research are primary data and secondary data. Primary data sources are teachers and students, including summative test scores, and observations during the learning process. While secondary data comes from colleagues who become observers. The results of this study indicate an increase in student learning outcomes, this can be seen from the percentage of learning completeness in pre-cycle 46%, in cycle 1 it becomes 73%, and it becomes 92% in cycle 2. Student motivation in pre-cycle learning is low, in cycle 1 being moderate, and in cycle 2 the high category. With the application of the TGT learning model, teachers can change the paradigm from teacher-centered learning to student-centered learning.

Challenges and Strategies of English Language Teaching Within the Freedom-to-Learn Curriculum in Indonesia

The so-called “Freedom-to-Learn” Curriculum has been implemented in Indonesia. However, in its application, the teachers seemed to face some challenges in executing their teaching plans. The aim of this research is to examine the challenges encountered by junior high school English teachers in the town of Banyumas, Indonesia, and to explore the strategies used by the teachers to confront the challenges. This is qualitative research that uses interviews, observations, and documents to collect the data. The study revealed that there are some challenges faced by the teachers: lack of understanding of the concept, lack of preparation, learning loss, big class size, and adjustment of a simultaneous summative test. Although there are some challenges, the learning process must continue. Therefore, the teachers used some strategies to meet the challenges: taking training, attending an English Teachers’ Association meetings, creating an exciting and enjoyable learning environment, implementing the differentiated learning, and conducting an evaluation. The Freedom-to Learn Curriculum provides flexibility to educators to create quality learning that suits the needs and learning environment of students. Although the reality shows that it has not reached the curricular goal yet, all parties have tried to do their best.

The relationships between elementary students' knowledge‐in‐use performance and their science achievement

AbstractThis longitudinal study examines the relationship between students' knowledge‐in‐use performance and their performance on third‐party designed summative tests within a coherent and equitable learning environment. Focusing on third‐grade students across three consecutive project‐based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two‐level hierarchical linear modeling estimates the effects of post‐unit assessments on end‐of‐year summative tests. Results indicate that post‐unit assessment performances predict NGSS‐aligned summative test performance. Students experiencing more PBL units demonstrate greater gains on the summative test, with predictions not favoring students from diverse backgrounds. This study underscores the importance of coherence, equity, and the PBL approach in promoting knowledge‐in‐use and science achievement. A systematically coherent PBL environment across multiple units facilitates the development of students' knowledge‐in‐use, highlighting the significance of designing science and engineering practices (SEPs) and crosscutting concepts coherently and progressively, with intentional revisitation of disciplinary core ideas (DCIs). The study also investigates how the PBL approach fosters equitable learning environments for diverse demographic groups, offering equitable opportunities through equity‐oriented design. Contributions include a coherent assessment system that tracks and supports learning aligned with NGSS, emphasizing the predictive power of post‐unit assessments, continuous monitoring and tracking. The implications of context similarity and optimal performance expectations within units are discussed. Findings inform educators, administrators, and policymakers about the benefits of NGSS‐aligned PBL systems and the need for coherent and equitable learning and assessment systems supporting knowledge‐in‐use development and equitable opportunities for all learners.

Interhemispheric Inhibition Between Primary Motor Cortices is Not Altered in Individuals With Chronic Lateral Epicondylalgia

Lateral epicondylalgia (LE), commonly referred to as tennis elbow, is a musculoskeletal condition characterized by pain and sensorimotor dysfunction. In some individuals with chronic unilateral LE, sensorimotor symptoms develop on the unaffected side despite no evidence of tissue damage. Altered interhemispheric inhibition (IHI) is one mechanism that could underpin this phenomenon. The aim of this cross-sectional study was to examine IHI between the primary motor cortices (M1) in individuals with chronic LE and healthy controls. In 20 individuals with chronic LE and 20 healthy participants, transcranial magnetic stimulation was used to assess 1) short and long-latency IHI from the affected (corresponding to the injured side) to the unaffected M1 and 2) corticomotor excitability of the affected and unaffected M1. Sensorimotor function was evaluated bilaterally at the extensor carpi radialis brevis muscle using pressure pain threshold, grip strength, 2-point discrimination, and temporal summation tests. Short- and long-latency IHI from the affected to the unaffected M1 and corticomotor excitability of the affected and unaffected M1 were not altered in individuals with LE compared with healthy participants. No differences in sensorimotor function were observed for the affected or unaffected extensor carpi radialis brevis muscles when individuals with LE were compared with healthy participants. IHI is not altered in individuals with chronic LE. Further studies are required to determine the mechanisms that underpin the development of bilateral sensorimotor symptoms in unilateral LE. PerspectiveIHI is unaltered from the affected M1 (corresponding to the painful muscle) to unaffected M1 in individuals with LE compared to healthy controls. The absence of bilateral sensorimotor dysfunction and low pain severity in this cohort of individuals with LE may explain this finding.

Development of a formative assessment instrument to determine students’ need for corrective actions in physics: Identifying students’ functional level of understanding

In physics education, most teachers provide students feedback on their problem solutions through grades on written tests. The practice of feedback after a summative test does not often meet the needs of many students to improve their problem solving. In this paper we report on the development of a formative assessment instrument to allow teachers to provide more meaningful action-oriented feedback on students’ performance on written tests.Our research and development approach comprised three phases.The first phase consisted of a literature guided cognitive analysis of effective problem-solving strategies in the physics domain. This analysis resulted in the identification of three crucial episodes in students’ problem-solving approaches during which students engage in specific cognitive activities. The second phase consisted of the design of an assessment instrument to monitor specific cognitive activities during the three crucial episodes when solving physics problems. This resulted in a rating scale with 11 levels to indicate students’ efficacy. The third phase consisted of research of the validity, reliability, and practicality of the instrument. Here we trained three teachers to trace students’ mistakes on different problems in the domain of kinematics and asked them to rate the mastery of 16 eleventh-grade pre-university students. In this phase we assessed the reliability and validity of this instrument by computing Krippendorff's alpha to indicate teachers’ inter-rater reliability. Practicality of the instrument was assessed by examining the variation in students’ level of mastery on problems of different complexity. Further research is needed to provide more detailed guidelines for how teachers can use the instrument in formative assessment (in contrast to summative assessment) to help students to develop correct solution methods and foster students’ metacognition about problem solving in related physics areas (i.e., knowledge transfer).