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Journal articles on the topic 'Assessing Students'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Dr., Jyoti Sharma. "ASSESSING STUDENTS' UNDERSTANDING OF PRE-CALCULUS CONCEPTS." International Journal of Research - Granthaalayah 5, no. 11 (2017): 217–21. https://doi.org/10.5281/zenodo.1095439.

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Calculus is one of the most momentous achievements of the human intellect (Boyer, 1949). It has given a new direction to the work of mathematicians and scientists. Calculus has exponentially expanded the scope and use of mathematics in other fields. Learning calculus is important to pursue career in applied mathematics.

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2

Levine, Abrahm, and J. H. McMillan. "Assessing Students' Learning." Teaching Sociology 17, no. 2 (1989): 256. http://dx.doi.org/10.2307/1317485.

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3

Stoll, Sharon A. "Assessing Elementary Students." Strategies 16, no. 3 (2003): 33–35. http://dx.doi.org/10.1080/08924562.2003.10591017.

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4

Qian, David D. "Assessing University Students." RELC Journal 38, no. 1 (2007): 18–37. http://dx.doi.org/10.1177/0033688206076156.

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5

Tribe, D. M. R., and A. J. Tribe. "Assessing law students." Law Teacher 20, no. 3 (1986): 160–68. http://dx.doi.org/10.1080/03069400.1986.9992669.

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6

Gharibyan, Hasmik. "Assessing students' knowledge." ACM SIGCSE Bulletin 37, no. 3 (2005): 143–47. http://dx.doi.org/10.1145/1151954.1067487.

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7

Priest, Helena, and Paula Roberts. "Assessing students’ clinical performance." Nursing Standard 12, no. 48 (1998): 37–41. http://dx.doi.org/10.7748/ns.12.48.37.s41.

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8

Garrett, Judy, Martha Alman, Stephanie Gardner, and Charles Born. "Assessing students' Metacognitive Skills." American Journal of Pharmaceutical Education 71, no. 1 (2007): 14. http://dx.doi.org/10.5688/aj710114.

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9

Pesec, Bruno, and Zvonimir Petkovic. "Assessing Engineering Students' Ethicality." Interdisciplinary Description of Complex Systems 12, no. 3 (2014): 263–69. http://dx.doi.org/10.7906/indecs.12.3.6.

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10

Rogers, Hudson P., and C. M. Kochunny. "Assessing Worldmindedness Among Students:." Journal of Teaching in International Business 5, no. 4 (1994): 17–33. http://dx.doi.org/10.1300/j066v05n04_02.

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11

Cai, Jinfa, Mary S. Jakabcsin, and Suzanne Lane. "Assessing Students' Mathematical Communication." School Science and Mathematics 96, no. 5 (1996): 238–46. http://dx.doi.org/10.1111/j.1949-8594.1996.tb10235.x.

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12

Jinghui Liu, Jack. "Assessing Students’ Language Proficiency." Journal of Studies in International Education 14, no. 5 (2009): 528–44. http://dx.doi.org/10.1177/1028315309337953.

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13

Rees, Alan, and Jacqueline Hurst. "Assessing Students' Oral Competence." Journal of Further and Higher Education 11, no. 3 (1987): 76–83. http://dx.doi.org/10.1080/0309877870110306.

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14

Gray, Robert. "Assessing students' written projects." New Directions for Teaching and Learning 2002, no. 91 (2002): 37–42. http://dx.doi.org/10.1002/tl.64.

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15

Dionne, Eric. "Assessing students and residents." Canadian Family Physician 69, no. 1 (2023): e21-e22. http://dx.doi.org/10.46747/cfp.6901e21.

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16

Garrett, Judy, Martha Alman, Stephanie Gardner, and Charles Born. "Assessing Students' Metacognitive Skills." American Journal of Pharmaceutical Education 71, no. 1 (2007): 14. http://dx.doi.org/10.1016/s0002-9459(24)03180-2.

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17

widodo, winarso. "ASSESSING THE READINESS OF STUDENT LEARNING ACTIVITY AND LEARNING OUTCOME." Jurnal Pencerahan 10, no. 02 (2016): 81–94. https://doi.org/10.5281/zenodo.496126.

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The research is proposed by the underestimate of the students’ activeness and the students’ achievement. The purposes of the research was to evaluate the influence of the students’readiness to the students’ activeness, the influence of the students ‘readiness to the students’ achievement, and the influence of the students’ activeness to the students’ achievement in the first class of Junior High School 2 Cibingbin, Kuningan, West Java. Its influence uses the correlation descriptive method. The population is 127 students of the first class of Junior High School 2 Cibingbin, Kuningan, West Java

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18

Shah, Ashfaque Ahmed, Muhammad Sarwar, and Shafqat Ali Shah. "Assessing generic competence development among higher education students." Pakistan Journal of Education 34, no. 1 (2017): 1–20. http://dx.doi.org/10.30971/pje.16105.2017.034.01.1.

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19

Bag, Antara. "Assessing University-Level Students’ Attitude towards Online Learning." International Journal of Research Publication and Reviews 4, no. 5 (2023): 647–52. http://dx.doi.org/10.55248/gengpi.234.5.652.

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20

Sabri, Masturah, Faten Khalida Khalid, and Liew Khe Li. "Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation." International Journal of Languages, Literature and Linguistics 2, no. 1 (2016): 23–31. http://dx.doi.org/10.18178/ijlll.2016.2.1.62.

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21

Silver, Edward A., and Jinfa Cai. "Assessing Students' Mathematical Problem Posing." Teaching Children Mathematics 12, no. 3 (2005): 129–35. http://dx.doi.org/10.5951/tcm.12.3.0129.

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Posing problems is an intellectual activity that is crucially important in mathematics research and scientific investigation. Indeed, some have argued that problem posing, as a part of scientific or mathematical inquiry, is usually at least as important as problem solving (Einstein and Infeld 1938; Hadamard 1945).

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22

Vanderhye, Cecilia M., and Cynthia M. Zmijewski Demers. "Assessing Students' Understanding through Conversations." Teaching Children Mathematics 14, no. 5 (2007): 260–64. http://dx.doi.org/10.5951/tcm.14.5.0260.

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In a fourth-grade classroom, the teacher told her students that the area of the rectangle she had drawn on the board was twelve centimeters square. The students knew that one side was three centimeters long, and they were asked to figure out the length of the other sides. One student offered an answer: “The shape looks like a square, so, since all sides of a square have equal length, the other sides must be three inches long.”

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23

Sekerin, V. D., E. V. Yurkevich, Y. A. Tumin, and V. A. Ivanov. "Methods of assessing students' loyalty." Izvestiya MGTU MAMI 8, no. 4-5 (2014): 54–58. http://dx.doi.org/10.17816/2074-0530-67349.

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In addition to formal educational performance evaluation it is needed an evaluation from those who receive the knowledge for a comprehensive evaluation of the quality and relevance of education, which can give university, and its prestige which are important for gaining competitive advantage in the field of educational services. The attitude of students to their institution can be evaluated using the integral index - the index of the loyalty of students which is defined as the difference between the share of allies (promoters) and opponents among the total number of respondents

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24

Spangler, Denise A. "Assessing Students' Beliefs About Mathematics." Arithmetic Teacher 40, no. 3 (1992): 148–52. http://dx.doi.org/10.5951/at.40.3.0148.

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The beliefs that students and teachers hold about mathematics have been well documented in the research literature in recent years (e.g., Cooney 1985; Frank 1988, 1990; Garofalo 1989a, 1989b; Schoenfeld 1987; Thompson 1984, 1985, 1988). The research has shown that some beliefs are quite salient across various populations. These commonly held beliefs include the following (Frank 1988):

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25

Shilkret, Robert, and Ellen E. Nigrosh. "Assessing students' plans for college." Journal of Counseling Psychology 44, no. 2 (1997): 222–31. http://dx.doi.org/10.1037/0022-0167.44.2.222.

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26

Patel, Vishal N., Halah Al-Dubbaisi, Kishan P. Parekh, Khaizer S. A. Rizvi, and Roman Roy. "Assessing teamwork in medical students." Clinical Teacher 15, no. 6 (2018): 518. http://dx.doi.org/10.1111/tct.12946.

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27

Krkovic, Katarina, Sascha Wüstenberg, and Samuel Greiff. "Assessing Collaborative Behavior in Students." European Journal of Psychological Assessment 32, no. 1 (2016): 52–60. http://dx.doi.org/10.1027/1015-5759/a000329.

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Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby a

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28

Zurbriggen, Carmen L. A., Susanne Schwab, Anke de Boer, and Ute Koglin. "Assessing Behavior Difficulties in Students." European Journal of Psychological Assessment 34, no. 2 (2018): 65–68. http://dx.doi.org/10.1027/1015-5759/a000468.

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29

DAVISM, DORIS D., and PAT KURTZ. "ASSESSING INTERACTION PATTERNS OF STUDENTS." Nurse Educator 16, no. 5 (1991): 9–12. http://dx.doi.org/10.1097/00006223-199109000-00013.

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30

Anderson, Rebecca S., and Jane B. Puckett. "Assessing Students' Problem-Solving Assignments." New Directions for Teaching and Learning 2003, no. 95 (2003): 81–87. http://dx.doi.org/10.1002/tl.117.

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31

Biddix, J. Patrick. "Strategies for Assessing Commuter Students." New Directions for Student Services 2015, no. 150 (2015): 97–107. http://dx.doi.org/10.1002/ss.20131.

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32

Akdeniz, Alper. "Assessing service quality in conservatory according to students' opinions." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 361–70. http://dx.doi.org/10.18844/prosoc.v4i1.2277.

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33

Cohen, Brett A., and Gordon W. Waugh. "Assessing Computer Anxiety." Psychological Reports 65, no. 3 (1989): 735–38. http://dx.doi.org/10.2466/pr0.1989.65.3.735.

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A study was conducted to develop a scale for assessing computer anxiety. The scale was administered to 152 psychology students. The responses were then subjected to both item and principal components analysis. Computer anxiety was significantly and negatively correlated –.48 with the total amount of experience individuals had had with computers. Graduate and undergraduate students did not differ significantly in anxiety. When controlling for amount of experience with computers, clinical psychology students reported more anxiety than industrial-organizational psychology students, but men and wo

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34

Flynn, Mary M., Kristina Monteiro, Paul George, and Allan R. Tunkel. "Assessing Food Insecurity in Medical Students." Family Medicine 52, no. 7 (2020): 512–13. http://dx.doi.org/10.22454/fammed.2020.722238.

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Background and Objectives: Food insecurity, defined as the lack of reliable access to sufficient quantities of affordable, nutritious food and present in 11.1% of the general population, has not been assessed in medical students. Food insecurity is related to adverse outcomes for both health and academics in undergraduate students. Assessing the presence of food insecurity in medical students, a population at high risk for burnout and depression, may allow for intervention in order to improve overall wellness in this population. The objectives of this study were to assess the prevalence of foo

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35

Peressini, Dominic, and Judy Bassett. "Assessing Students through Data-Exploration Tasks." Teaching Children Mathematics 2, no. 6 (1996): 366–71. http://dx.doi.org/10.5951/tcm.2.6.0366.

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As students strive to develop their mathematical power in a society grounded in technology and communication, it is critical that they be able to interpret a variety of data. Data exploration has become an essential aspect of the mathematics curriculum as the “information age” has evolved. Teachers need to assess students involved in data exploration so that they can understand students' knowledge of this content. This assessment is an integral component of the instructional process in mathematics education. Performance tasks constitute a powerful tool for assessing students' abilities in math

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36

CARPENTER, LINDA J., and ALEXANDRA A. GARCIA. "Assessing Outcomesof aStudy Abroad CourseforNURSING STUDENTS." Nursing Education Perspectives 33, no. 2 (2012): 85–89. http://dx.doi.org/10.5480/1536-5026-33.2.85.

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37

Rimiene, Vaiva. "Assessing and Developing Students' Critical Thinking." Psychology Learning & Teaching 2, no. 1 (2002): 17–22. http://dx.doi.org/10.2304/plat.2002.2.1.17.

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38

Ruedy, John. "Assessing Students – Clinical Competence Versus Performance." International e-Journal of Science, Medicine & Education 1, no. 1 (2017): 15–21. http://dx.doi.org/10.56026/imu.1.1.15.

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39

Raphael, Dennis, and Robert J. Wilson. "Assessing Students in Classrooms and Schools." Canadian Journal of Education / Revue canadienne de l'éducation 21, no. 2 (1996): 230. http://dx.doi.org/10.2307/1495100.

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40

MUHAMMAD, JAVED, NAWAZ MUHAMMAD ATIF, and QURAT-UL-AIN ANSA. "ASSESSING POSTGRADUATE STUDENTS' CRITICAL THINKING ABILITY." i-manager’s Journal on Educational Psychology 9, no. 2 (2015): 19. http://dx.doi.org/10.26634/jpsy.9.2.3651.

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41

Siracuse, Mark V., Stephen W. Schondelmeyer, Ronald S. Hadsall, and Jon C. Schommer. "Assessing Career Aspirations of Pharmacy Students." American Journal of Pharmaceutical Education 68, no. 3 (2004): 75. http://dx.doi.org/10.5688/aj680375.

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42

Hogan, Kathleen. "Assessing students' systems reasoning in ecology." Journal of Biological Education 35, no. 1 (2000): 22–28. http://dx.doi.org/10.1080/00219266.2000.9655731.

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43

Sherwin, Sarah, and Liz Stevenson. "Assessing the learning needs of students." British Journal of School Nursing 6, no. 1 (2011): 38–42. http://dx.doi.org/10.12968/bjsn.2011.6.1.38.

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44

Sherwin, Sarah, and Faith Muir. "Assessing and evaluating students on placement." British Journal of School Nursing 6, no. 5 (2011): 233–36. http://dx.doi.org/10.12968/bjsn.2011.6.5.233.

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45

Hurlbut, Stephanie C., and Kenneth J. Sher. "Assessing Alcohol Problems in College Students." Journal of American College Health 41, no. 2 (1992): 49–58. http://dx.doi.org/10.1080/07448481.1992.10392818.

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46

Ladner, Jennifer M., Stefan E. Schulenberg, C. Veronica Smith, and Marcella H. Dunaway. "Assessing AD/HD in College Students." Measurement and Evaluation in Counseling and Development 44, no. 4 (2011): 215–24. http://dx.doi.org/10.1177/0748175611417879.

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47

Coballes-Vega, Carmen, and Spencer J. Salend. "Guidelines for Assessing Migrant Handicapped Students." Diagnostique 13, no. 2-4 (1988): 64–75. http://dx.doi.org/10.1177/153450848801300402.

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48

Cui, Ruiguo, and Lili Zhao. "Assessing Students’ Critical Thinking in Dialogue." Journal of Intelligence 12, no. 11 (2024): 106. http://dx.doi.org/10.3390/jintelligence12110106.

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Critical thinking has been widely considered an important skill in the 21st century. In view of the value attached to critical thinking, various quantitative instruments have been developed to assess critical thinking, which only provide a product of critical thinking and cannot reveal the critical thinking process of test takers. Hence, this paper proposes a coding scheme facilitating a qualitative analysis of critical thinking exhibited in interaction. The coding scheme consists of five categories of critical thinking skills, i.e., analysis, comparison, evaluation, inference, and synthesis,

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49

Патутина, С. Ю., and А. В. Пеша. "ALGORITHM FOR ASSESSING STUDENTS' RESEARCH COMPETENCIES." Human Progress 9, no. 6 (2024): 19. http://dx.doi.org/10.34709/im.196.19.

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Управление научно-исследовательским потенциалом молодежи сегодня самая актуальная задача для нашей страны. Для эффективного управления очень важно разработать типовую систему мониторинга и оценки научно-исследовательской деятельности организаций и предприятий различных сфер деятельности на всех уровнях их существования. Основой проведения исследования послужил системный подход, связанный с применением метода моделирования, что позволило комплексно изучить и воспроизвести строение и свойства и качества алгоритма оценки научно-исследовательских компетенций студентов. На основе проведенного анали

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50

Sik-Lányi, Cecília, Bence Halmosi, Jinat Ara, Judit Szűcs, and Tibor Guzsvinecz. "Assessing Memory Colors of University Students." Infocommunications journal 16, Special Issue (2024): 22–29. http://dx.doi.org/10.36244/icj.2024.5.3.

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Human perception is complex, and can be influ enced by several factors. The study’s purpose is to understand these factors, thus, an application was developed. This appli cation examines memory colors in the CIELAB color space. Memory colors can be affected by nationality, virtual reality game playtime, and the presence or absence of an image cue. The memory colors of banana and orange had the highest agreement between the students, while the memory colors of river and grass had the largest dispersion. Virtual reality games influenced the memory color of grass the most. It can also be conclude

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