Journal articles: 'Assessment and evaluation of learning'

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S., Vijaya. "Teaching Learning Process Assessment based on Students Evaluation." International Journal of Psychosocial Rehabilitation 24, no. 3 (March 30, 2020): 2740–50. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020310.

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Peeters, Michael J., and Kimberly A. Schmude. "Learning Assessment vs Program Evaluation." American Journal of Pharmaceutical Education 84, no. 9 (September 2020): ajpe7938. http://dx.doi.org/10.5688/ajpe7938.

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Ma, Carol Hok Ka, Isaac Pak Hoi TSE, and Carman Ka Man Chan. "Service-Learning as Pedagogy for Transformation of Students’ Learning." SHS Web of Conferences 59 (2018): 01006. http://dx.doi.org/10.1051/shsconf/20185901006.

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Service-Learning is a powerful pedagogy to transform students learning confidence and determination to make good use of their knowledge through empowered services experience in authentic situations with real clients. Teachers use this pedagogy to help students explore an aspect of social issues and take action to relieve the situation through partnership with agencies outside the University. The current study hit new insights about students learning evaluation that was made possible because of inputs from the collaborating Service-Learning partners. The triangulations of quantitative and qualitative methods contribute effectively in evaluating the students’ learning in social service. Service-Learning results in elevated self-evaluation and confidence in all generic skills and attitude changes measured through continual formative assessments though it does not promise immediate conquer over the control group in summative assessments. Discussions have been made to reflect the different roles of summative and formative assessment that Service-Learning could be the catalyst of learning as the tipping point for successful community network construction.

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Jamaluddin, Muhammad, and Nailil Faroh. "Developing authentic assessment: Project assessment on mathematics learning evaluation by using e-learning." Math Didactic: Jurnal Pendidikan Matematika 5, no. 3 (January 3, 2020): 227–36. http://dx.doi.org/10.33654/math.v5i3.729.

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Standar untuk menjadi seorang guru yakni memiliki empat kompetensi, kompetensi tersebut adalah kompetensi pedagogik, profesional, kepribadian, dan sosial. Namun kenyataanya, dari keempat kompetensi tersebut masih ada kompetensi yang belum dikuasai sepenuhnya, yakni kompetensi pedagogik, khususnya dalam melakukan evaluasi pembelajaran. Berdasarkan hal tersebut, perlu adanya tindakan untuk mengantisipasi ketidakmampuan melaksanakan evaluasi pembelajaran. Salah satu hal yang bisa dilakukan adalah membuat suatu instrumen penilaian yang dapat digunakan untuk menggambarkan kompetensi dalam mengevaluasi pembelajaran. Satu prinsip asesmen yang dapat diterapkan yakni autentik berupa penilaian proyek. Penilaian proyek ini diterapkan pada pembelajaran elektronik (e-learning), sehingga mahasiswa dapat menyelesaikan proyek dengan media elektronik. Tujuan penelitian ini menghasilkan instrumen penilaian proyek pada mata kuliah evaluasi pembelajaran matematika yang menggunakan e-learning. Penelitian ini menggunakan model pengembangan ADDIE. Data penelitian ini berupa validasi ahli, hasil observasi lapangan dan data respon mahasiswa, dan reliabilitas instrumen. Hasil yang didapat uji kevalidan instrumen penilaian proyek termasuk pada kategori sangat valid, kepraktisan penggunaan instrumen termasuk pada kategori prakStis dan respon mahasiswa didapat positif, dan reliabilitas instrumen didapatkan pada kategori tinggi, sehingga dapat disimpulkan instrumen layak untuk digunakan.

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Nurhasan, Nurhasan. "Learning Assessment With Portofolio." Ilomata International Journal of Social Science 1, no. 3 (July 31, 2020): 110–17. http://dx.doi.org/10.52728/ijss.v1i3.104.

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To find out the competencies a person has, we need a tool called evaluation. There are two things that need to be distinguished in evaluation, the meaning is measurement and assessment or interpretation. To be able to measure correctly, you need the correct measurement tool too. The correct measuring device must meet several requirements, including: valid,reliable, and practical. There are several types of measuring devices. In addition there are subjective measurement tools (essays), objectives (multiple choice, matchmaking, short content, and right-wrong), and performance, now it is beginning to be known as portfolio measurement tools. The portfolio is a collection of the work of a student as a result of carrying out a performance task, which is determined by the teacher or by students with the teacher, as part of an effort to achieve learning goals, or achieve competencies specified in the curriculum. Key Word : Learning, Assessment, Portofolio

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Tuinstra, Willemijn, Jill Jager, and Paul M. Weaver. "Learning and evaluation in Integrated Sustainability Assessment." International Journal of Innovation and Sustainable Development 3, no. 1/2 (2008): 128. http://dx.doi.org/10.1504/ijisd.2008.018197.

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Dhillon, Jaswinder. "Improving student learning: through assessment and evaluation." Journal of Vocational Education and Training 49, no. 2 (June 1, 1997): 329–34. http://dx.doi.org/10.1080/13636829700200294.

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Rosana, Dadan, Eko Widodo, Wita Setianingsih, and Didik Setyawarno. "Pelatihan Implementasi Assessment Of Learning, Assessment For Learning Dan Assessment As Learning Pada Pembelajaran IPA SMP di MGMP Kabupaten Magelang." Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA 4, no. 1 (August 25, 2020): 71–78. http://dx.doi.org/10.21831/jpmmp.v4i1.34080.

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AbstrakKegiatan pelatihan ini bertujuan untuk meningkatkan kualitas penilaian peserta didik sehingga dapat menerapkan otentik asesmen sebagaimana di minta di Kurikulum 2013. Penilaian konvensional cenderung dilakukan untuk mengukur hasil belajar peserta didik. Dalam konteks ini, penilaian diposisikan seolah-olah sebagai kegiatan yang terpisah dari proses pembelajaran. Pemanfaatan penilaian bukan sekadar mengetahui pencapaian hasil belajar, justru yang lebih penting adalah bagaimana penilaian mampu meningkatkan kemampuan peserta didik dalam proses belajar.Penilaian seharusnya dilaksanakan melalui tiga pendekatan, yaitu assessment of learning (penilaian akhir pembelajaran), assessment for learning (penilaian untuk pembelajaran), dan assessment as learning (penilaian sebagai pembelajaran). Dengan kegiatan pelatihan ini diharapkan kompetensi guru dalam bidang penilaian dapat meningkat.Kegiatan pengabdian ini dilakukan dalam rancangan workshop dan pendampingan mulai dari penjelasan tentang pemanfaatan Assessment of Learning, Assessment for Learning dan Assessment as Learning Pada Pembelajaran IPA SMP, melakukan validasi dan uji coba asessment di kelas pembelajaran, dan menerapkan asesmen tersebut dalam seluruh penbelajaran IPA di SMP. Evaluasi kegiatan dilaksanakan baik dari aspek proses (workshop dan pendampingan) maupun aspek produk (melakukan tes kemampuan guru menerapkan asesmen di kelas pembelajaran). Pada tahap implementasi di lapangan akan dilaksanakan dengan cara melakukan kemitraan kolaboratif dengan MGMP IPA SMP di Kabupaten Magelang, Provinsi Jawa Tengah. Kata kunci: Pelatihan guru, Assessment of Learning, Assessment for Learning, Assessment as Learning. Assessment Of Learning, Assessment For Learning And As Learning Assessment Training In Smp Learning Learning In MGMP, Magelang DistrictAbstractThis training activity aims to improve the quality of student assessment so that they can apply authentic assessments as requested in the 2013 Curriculum. Conventional assessments tend to be carried out to measure student learning outcomes. In this context, assessment is positioned as if the activity is separate from the learning process. Utilization of assessment is not just knowing the achievement of learning outcomes, rather what is more important is how assessment can improve the ability of students in the learning process. Assessment should be carried out through three approaches, namely assessment of learning (assessment of learning), assessment for learning (assessment for learning) , and assessment as learning (assessment as learning). With this training activity it is expected that teacher competency in the field of assessment can increase.These service activities are carried out in the design of workshops and mentoring starting from the explanation of the use of Assessment of Learning, Assessment for Learning and Assessment as Learning in Junior High School Science Learning, validating and testing assessments in learning classes, and implementing these assessments in all Natural Sciences learning in SMP . Evaluation of activities carried out both from the aspect of the process (workshops and mentoring) and product aspects (testing the ability of teachers to apply assessments in learning classes). At the implementation stage in the field, it will be carried out by collaborative partnership with MGMP IPA SMP in Magelang Regency, Central Java Province.Key words: Teacher training, Assessment of Learning, Assessment for Learning, Assessment as Learning

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Baranovskaya, Tatiana, and Valentina Shaforostova. "Assessment and Evaluation Techniques." Journal of Language and Education 3, no. 2 (June 30, 2017): 30–38. http://dx.doi.org/10.17323/2411-7390-2017-3-2-30-38.

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Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT. Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well.

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Tractenberg, Rochelle E. "The Assessment Evaluation Rubric: Promoting Learning and Learner-Centered Teaching through Assessment in Face-to-Face or Distanced Higher Education." Education Sciences 11, no. 8 (August 18, 2021): 441. http://dx.doi.org/10.3390/educsci11080441.

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It is common to create courses for the higher education context that accomplish content-driven teaching goals and then develop assessments (quizzes and exams) based on the target content. However, content-driven assessment can tend to support teaching- or teacher-centered instruction. Adult learning and educational psychology theories suggest that instead, assessment should be aligned with learning, not teaching, objectives. To support the alignment of assessments with instruction in higher education, the Assessment Evaluation Rubric (AER) was developed. The AER can be utilized to guide the development and evaluation/revision of assessments that are already used. The AER describes, or permits the evaluation of, four features of an assessment: its general alignment with learning goal(s), whether the assessment is intended to/effective as formative or summative, whether some systematic approach to cognitive complexity is reflected, and whether the assessment (instructions as well as results) itself is clearly interpretable. Each dimension (alignment, utility, complexity, and clarity) has four questions that can be rated as present/absent. Other rating methods can also be conceptualized for the AER’s 16 questions, depending on the user’s intent. Any instructor can use the AER to evaluate their own assessments and ensure that they—or new assessments in development—will promote learning and learner-centered teaching. As instructors shift from face-to-face toward virtual or hybrid teaching models, or as they shift online instruction (back) to face-to-face teaching, it creates an ideal opportunity to ensure that assessment is optimizing learning and is valid for instructional decision-making.

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Gerken, Kathryn C. "Book Review: Assessment and evaluation of developmental learning: Qualitative individual assessment and evaluation models." Journal of Psychoeducational Assessment 19, no. 3 (September 2001): 268–71. http://dx.doi.org/10.1177/073428290101900306.

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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (December 31, 2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.

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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an overview of the use of portfolios in literacy assessments in Indonesian schools. Portfolio assessment on students’ literacy skills is carried out through Indonesian language learning, especially on the efficacy of writing. The portfolio assessment adopted uses models offered by Hamp-Lyons and Condon (2000) consisting of collection, selection, and reflection. Assessments are carried out by combining formative and summative assessments. To balance the summative aspects of portfolio assessment, several formative strategies can be adopted (Lee & Lam, 2009), including (1) ongoing teacher feedback, (2) conferences, and (3) peer reviews.

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Hossain, Sakhawat, Nazma Begum, and Md Humayun Kabir Talukder. "Teachers' evaluation of formative assessment on summative assessment in undergraduate medical education." Bangladesh Journal of Medical Education 3, no. 1 (April 12, 2014): 18–21. http://dx.doi.org/10.3329/bjme.v3i1.18591.

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Background: Assessment is important in all forms of learning. Formative assessments have evolved as a means to adapt to student needs. Summative assessment designed to make judgments about students' performance and produce grades Formative assessment is the assessment that takes place during a course or programming of study whereas summative assessment is normally carried out at or towards the end of a course. Objective: To determine the teachers' view about the influence of formative assessment on the result of summative assessment in undergraduate medical course. Method: This cross sectional descriptive study was carried out from July 2009 to June 2010 over 106 teachers of selected two government and two private medical colleges. A structured and pretested questionnaire included different opinion about the influence of formative assessment on summative assessment was distributed among respondents and data were collected for analysis. Results: This study revealed that majority of the teachers (77%) considered feedback from formative assessment to students is important to close up the learning gap. Eighty two percent teachers were in agreement that through formative assessment teachers identified students' weak point and 69% supported that formative assessment motivates the students for deep learning and regular study. However, frequent formative assessment hampers students' independent learning which produces negative effects in summative exam. Conclusion: Formative assessment has got significant effect on summative assessment in various aspects. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18591 Bangladesh Journal of Medical Education Vol.3(1) 2012: 18-21

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Koorsse, Melisa, Werner Anton Olivier, and Jean Greyling. "Self-regulated Mobile Learning and Assessment: An Evaluation of Assessment Interfaces." Journal of Information Technology Education: Innovations in Practice 13 (2014): 089–109. http://dx.doi.org/10.28945/2087.

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Mohammad, Taj, and Soada Idris. "ASSESSING THE ASSESSMENT AND EVALUATION PROCESS AT PYP: A CASE STUDY." Indonesian EFL Journal 4, no. 1 (January 29, 2018): 23. http://dx.doi.org/10.25134/ieflj.v4i1.795.

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The present study is designed to assess the assessment and evaluation process at Preparatory Year Program, Najran University. The research aims to assess the formative and summative assessment process at PYP and offer recommendations to further strengthen the summative/formative assessment and evaluation process. In order to assess the teachers� opinion, the researchers circulated the questionnaire to forty participants and finally, twenty questionnaires given serious attention were selected as samples of this study. The research had a detailed analysis and discussion on the statements of the questionnaire as well as detailed analysis and discussion on the responses of interview. An overall analysis of assessment and evaluation process affirms that summative assessments (question papers) are well designed and closely observe learning objectives and learning outcomes except a few modifications.Keywords: continuous assessment, evaluation, formative assessment, summative assessment

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McNamara, Judith, and Elizabeth Ruinard. "Evaluation of Collaborative Assessment of Work Integrated Learning." International Journal of Clinical Legal Education 23, no. 1 (January 12, 2016): 5. http://dx.doi.org/10.19164/ijcle.v23i1.488.

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<p style="font-size: medium;" align="LEFT">The international trend towards an increasingly standards-based approach to higher education and the resultant focus on the assurance of learning in tertiary programs have generated a strong emphasis on the assessment of outcomes across the higher education sector. In legal education, curriculum reform is highly prevalent internationally as a result of various reviews of legal education. As legal education focuses more on the attainment of a broader set of outcomes encompassing soft skills, capabilities and attributes, more authentic assessment will need to be developed appropriate to this new environment, meaning that modes of assessment with strong application in real-life settings should be preferred.</p><p align="LEFT"> </p>

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Cestone, Christina M., Ruth E. Levine, and Derek R. Lane. "Peer assessment and evaluation in team-based learning." New Directions for Teaching and Learning 2008, no. 116 (September 2008): 69–78. http://dx.doi.org/10.1002/tl.334.

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Davis, Barbara Gross. "Demystifying assessment: Learning from the field of evaluation." New Directions for Higher Education 1989, no. 67 (1989): 5–20. http://dx.doi.org/10.1002/he.36919896703.

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Madan, V. D. "Programme Evaluation for Quality Assessment in Distance Learning." Quality in Higher Education 2, no. 3 (November 1996): 257–69. http://dx.doi.org/10.1080/1353832960020307.

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Schafer, Adam G. L., Victoria M. Borland, and Ellen J. Yezierski. "Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”." Chemistry Education Research and Practice 22, no. 2 (2021): 457–75. http://dx.doi.org/10.1039/d0rp00179a.

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Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

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Alzaid, Jawaher Mohammed. "The Effect of Peer Assessment on the Evaluation Process of Students." International Education Studies 10, no. 6 (May 30, 2017): 159. http://dx.doi.org/10.5539/ies.v10n6p159.

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This study aims at finding out the effect of peer assessment on the evaluation process of students. The hypothesis underlying this study is that assessment is an integral part of the learning process, which should play an important role in the educational model. The current study will emphasize the importance of using peer assessment as a tool to engage students in the evaluation process, clarify the role of peer assessment in promoting student learning, diversify the scope of the evaluation through the frameworks of theory and methodology to get to understand the uses and limitations of peer assessment as a tool for assessment, and discuss the goals and benefits that can be achieved by the students from practicing peer assessment in accordance with scientific standards and bases, which emphasize active participation of the students in their learning and responsibility. Additionally, this study will check the credibility of peer assessments as a suitable tool in the assessment process. Findings show that there is a statistically significant relationship between the assessment of peers to each other, as well as between peer assessment and teacher assessment.

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Abdqodirhoja Qizi, Inomkhojaeva Shodiyakhon. "Principles And Practices Of A Language Assessment." American Journal of Social Science and Education Innovations 03, no. 06 (June 17, 2021): 33–39. http://dx.doi.org/10.37547/tajssei/volume03issue06-05.

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Evaluation has a critical part in instruction and it features a basic part within the instructing prepare. Through fitting evaluation, instructors can classify and review their understudies, deliver criticism and structure their educating appropriately. As of late, teachers and scientists have been getting to be more fascinated by the necessities of evaluation methods within the scope of outside dialect educating and the learning handle, as forms of evaluation have been changing. The evaluation strategies relate to authenticity, common sense, unwavering quality, legitimacy and wash back, and are considered the essential standards of appraisal in remote dialect instructing and learning. The most esteem of these previously mentioned standards is to recognize the impacts of appraisal and audit any classroom based issues between the instructor and the understudy. As the evaluation prepare influences both instructors and understudies, centrality and thought ought to be given to appraisal strategies in outside dialect educating.

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Said, Mohamed Mohamed Tolba, Vasudeva Rao Aravind, Debra Ferdinand James, and Krishnan Umachandran. "Dissecting assessment: A paradigm shift towards technology-enhanced assessments." World Journal on Educational Technology: Current Issues 11, no. 2 (April 30, 2020): 162–70. http://dx.doi.org/10.18844/wjet.v11i2.4256.

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This study proposes a framework for making a paradigm shift from traditional (teacher-centred) to technology-enhanced (student-centred) assessment, using an example of an intelligent tutor. Informed by Situated Learning Theory that addresses students’ needs and concerns in timely learning experiences, the proposed ‘dissecting assessment’ framework has two primary variables: Students’ Expectations and Assessment Deliverable with positive and negative secondary variables such as inbuilt fear to handle failures and exposures and comparison phobia. Employing a case study approach, a purposeful sample of 14 U.S. College students were supported by an intelligent tutoring system in monitoring their learning with prompt corrective feedback in their physics course. This formative assessment prepares students for succeeding on their summative assessments, which is the final outcome of learning with feedback. The analysis of the proposed dissecting assessment framework led to the conclusion that concentrating efforts on the positives in the framework, such as unbiased evaluation, would eventually reduce the negatives, such as comparison phobia.Keywords: Formative assessment, immediate feedback, intelligent tutoring, self-evaluation, technology-enhanced assessment.

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Zemlyаnskaya, E. N. "Formative assessment (assessment for learning) educational achievements of students." Современная зарубежная психология 5, no. 3 (2016): 50–58. http://dx.doi.org/10.17759/jmfp.2016050305.

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We present definition of the concept of formative assessment and its significance for modern education. Displaying developmental approach in foreign studies, the further development, the risks and the possibility of their reduction. We discuss some of the techniques and examples of formative assessment. We investigate the relationship between formative and final evaluation, including the national curriculum levels

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Green, LA, and IC Chetter. "Procedure-based assessments: an evaluation of their role in reflective learning." Bulletin of the Royal College of Surgeons of England 94, no. 1 (January 1, 2012): 28–30. http://dx.doi.org/10.1308/147363512x13189526437838.

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Sewang, Anwar, and Abdul Halik. "Model Manajemen Pembelajaran Pendidikan Islam Berbasis Masalah: Studi Kasus pada Jurusan Tarbiyah dan Adab IAIN Parepare." JPPI (Jurnal Pendidikan Islam Pendekatan Interdisipliner) 3, no. 1 (June 28, 2019): 1–15. http://dx.doi.org/10.36915/jpi.v3i1.47.

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Learning in college is very urgent considering aspects of relevance and effectiveness. One strategy that becomes the trend of study is problem-based learning. Problem-based learning strategies are considered urgent and relevant to be applied in higher education, as an effort to trigger scientific exploration to foster critical and creative thinking skills. Problem based learning strategies should be based on research in order to have a systemic scientific structure, a strong, functional and implementative foundation in learning. The relevance and effectiveness of the implementation of problem-based learning strategies is designed with a management approach. Management breaks down the stages of problem-based learning strategies, including planning, implementation, and evaluation (assessment). Problem-based learning strategy planning includes the preparation of Semester Learning Plans (Rencana Pembelajaran Semester or RPS) that refer to the curriculum of study programs, establish learning outcomes, design teaching materials, analyze students, choose media, compile learning evaluation systems, and predict possible problems. All of them are designed with problem-based adapted from the results of the research. Implementation of problem-based learning begins with initial activities including attendance, apperception, orientation, and motivation, core activities include exploration, elaboration, and confirmation, and final activities including conclusions and assessments (evaluations). Evaluation of learning includes program assessment, implementation assessment, and assessment of goals achievement. Principles of learning assessment include educative, objective, accountability, and transparent. Measuring the achievement of problem-based learning is seen in indicators of critical and creative thinking abilities, including problem response, understanding problems, knowing cause of problems, able to find alternative solutions, recognize the impact of the problem, and be able to connect with other science disciplines. The strategy of problem-based learning in higher education has implications for students' interest and motivation in developing critical and creative thinking skills.

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Stallings, Virginia, and Carol Tascione. "Student Self-Assessment and Self-Evaluation." Mathematics Teacher 89, no. 7 (October 1996): 548–54. http://dx.doi.org/10.5951/mt.89.7.0548.

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Current recommendations for alternative assessment call for more student involvement in the evaluation process. Although very little research on student self-evaluation has been carried out beyond determining how well students' perceptions of their achievement align with their teacher's perceptions, the Assessment Standards for School Mathematics (NCTM 1995) supports activities that involve students in evaluating their own progress. According to the Assessment Standards, student self-assessment can be used to improve students' confidence in their ability to do mathematics and allow them to become more independent in their learning of mathematics. We have employed student self-assessment and self-evaluation in our high school and college mathematics classes and have found that the processes engage students in evaluating their progress, aid in developing their communication skills, and increase their mathematics vocabulary. Most important, students reflect on their understanding of mathematics and on their ability to learn mathematics. Although our procedures differ somewhat, as we describe subsequently, our goal of involving students in the evaluation process is the same.

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Ahmad, Iqbal Faza. "ASESMEN ALTERNATIF DALAM PEMBELAJARAN JARAK JAUH PADA MASA DARURAT PENYEBARAN CORONAVIRUS DISEASE (COVID-19) DI INDONESIA." PEDAGOGIK: Jurnal Pendidikan 7, no. 1 (June 16, 2020): 195–222. http://dx.doi.org/10.33650/pjp.v7i1.1136.

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The implementation of distance education during the spread of the Covid-19 pandemic raises various problems, especially about the process of student learning assessment. Therefore there is a need for alternative assessment models that support good and effective distance learning processes, both for teachers and students. This paper seeks to provide an overview of alternative forms of assessment and evaluation, which can be used as a reference for educators in assessing and evaluating the learning outcomes of distance learners in the Corona pandemic that is sweeping Indonesia. This research is a type of library research. Researchers obtain data from the results of the study of literature from a variety of books, journals, scientific works, and also other documents that examine the assessment and evaluation of learning, both in general and specifically examine the assessment and evaluation of distance learning. The results of this study are several forms of assessment models that can be applied in the distance learning process, including online-based assessment, portfolio assessment, and self-assessment.

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Luque, Maria Pamela Almeida, and Mariam Liccette Rodriguez Mendoza. "Application of self-assessment and co-evaluation on learning processes." International journal of physics & mathematics 3, no. 1 (October 8, 2019): 1–5. http://dx.doi.org/10.31295/ijpm.v2n1.107.

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The investigation identified the application of self-assessment and coevaluation in the learning processes in teachers of the School of Basic Education “Nueva Paquisha” of the Nuevo Paquisha community, of the Rocafuerte Canton. The methodology that was used was experimentation, using the survey as an instrument, which allowed us to know that self-evaluation and coevaluation are necessary for students to develop criteria and opinions about their evaluative practices within the classroom. The results obtained improved authentic evaluations in the teaching and learning process, contributing fundamental results to the transformation of information acquired in both the pedagogical day and in daily life, at the same time providing the information that the teacher needs to know to improve and reinforce the knowledge With this practice, the student demonstrates and values the achievements and teachers allow them to confirm the effectiveness of the teaching process.

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Samuel, Thomas, Razia Azen, and Naira Campbell-Kyureghyan. "Evaluation of Learning Outcomes Through Multiple Choice Pre- and Post-Training Assessments." Journal of Education and Learning 8, no. 3 (May 20, 2019): 122. http://dx.doi.org/10.5539/jel.v8n3p122.

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Training programs, in industry, are a common way to increase awareness and change the behavior of individuals. The most popular way to determine the effectiveness of the training on learning outcomes is to administer assessments with Multiple Choice Questions (MCQ) to the participants, despite the fact that in this type of assessment it is difficult to separate true learning from guessing. This study specifically aims to quantify the effect of the inclusion of the ‘I don’t know’ (IDK) option on learning outcomes in a pre-/post-test assessment construct by introducing a ‘Control Question’ (CQ). The analysis was performed on training conducted for 1,474 participants. Results show a statistically significant reduction in the usage of the IDK option in the post-test assessment as compared to the pre-test assessment for all questions including the Control Question. This illustrates that participants are learning concepts taught in the training sessions but are also prone to guess more in the post-test assessment as compared to the pre-test assessment.

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Hanifah, Maria, and Alfred Irambona. "Authentic assessment: Evaluation and its application in science learning." Psychology, Evaluation, and Technology in Educational Research 1, no. 2 (August 9, 2019): 81. http://dx.doi.org/10.33292/petier.v1i2.4.

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The research aims to reveal: (1) the suitability of the implementation of science authentic assessment in Kulonprogo Regency, and (2) the forms of science authentic assessment applied. The study was used the CIPP Stufflebeam evaluation model. The quantitative data were analyzed with T-score, while the qualitative data were analyzed by using Miles & Hubermen. The results of this research are as follows. (1) The implementation of science authentic assessment is wholly fairly effective be seen from T-score analysis 52.44 from the score extent 20-80. (2) The forms of science authentic assessment are practice, portfolio, teacher transcript journal, and daily test, whereas project activity, self assessment, and peer assessment are not done for the heat matter and its movement with T-score 45.14 wholly fairly effective from the score extent 20-80.

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Asrial, Asrial, Syahrial Syahrial, Maison Maison, Muhaimin Muhaimin, and Dwi Agus Kurniawan. "E-Assessment for Characters Independence." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 15 (September 11, 2020): 125. http://dx.doi.org/10.3991/ijim.v14i15.12995.

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This study aims to apply E-assessment and evaluation of the character of student learning independence. E-Assessment and evaluation of student learning independence in this study to see the character of student learning independence in science subjects and how the teacher responds to the development of E-Assessment and evaluation of student learning independence with the MySQL system. This research method uses 3 stages, namely: (1) Development, (2) Implementation, and (3) Evaluation carried out on respondents totaling 529 students and 14 teachers in Jambi Province of Indonesia. The results of this study are the validator gives good results regarding the assessment of e-independence characters in the category given is very feasible and obtained valid statements of 24 statements with a reliability value of 0.870. Indicate that the character of student learning independence in learning is classified as good 65.8% (348 students of 529 students) and teacher responses are classified as good with 57% (8 teachers of 14 teachers). So it was concluded that the E-Assessment received a good response and needed to be developed on a large scale.

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Pipah, Siti ngafifah. "PENGGUNAAN GOOGLE FORM DALAM MENINGKATKAN EFEKTIVITAS EVALUASI PEMBELAJARAN DARING SISWA PADA MASA COVID19 DI SD IT BAITUL MUSLIM WAY JEPARA." As-Salam: Jurnal Studi Hukum Islam & Pendidikan 9, no. 2 (December 14, 2020): 123–44. http://dx.doi.org/10.51226/assalam.v9i2.186.

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This article aims to determine the advantages and disadvantages of using Google Forms in evaluating student online learning during the Covid19 pandemic at SD IT Baitul Muslim Way Jepara, East Lampung. This study uses qualitative methods and data collection techniques using observation, interviews, and documentation. The learning process at SD IT Baitul Muslim was carried out using Whatsapp, Zoom, and cellphone media. However, when the learning evaluation arrives, both the daily, mid-semester, and end-semester evaluations of SD IT BM use Google Form because the application from Google is very easily accessible to anyone provided they have a gmail.com account. The results showed that the learning evaluation using Google Form implemented by SD IT Baitul Muslim Way Jepara East Lampung was less effective. Due to feature limitations, design, and lack of editing history. In the realm of assessment, teachers are expected to not only refer to one type of Learning Evaluation but need to apply assessment (evaluation), namely continuity, objectivity, comprehensive, practical and cooperative which aims to optimize the ongoing learning. The positive contribution of this article is expected to provide information to education actors to improve skills and integrity in various learning activities in general, as well as in distance learning (online) specifically to facilitate the learning evaluation process during the current Covid19 pandemic.

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Mahmoud, Seedahmed S., Akshay Kumar, Youcun Li, Yiting Tang, and Qiang Fang. "Performance Evaluation of Machine Learning Frameworks for Aphasia Assessment." Sensors 21, no. 8 (April 7, 2021): 2582. http://dx.doi.org/10.3390/s21082582.

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Speech assessment is an essential part of the rehabilitation procedure for patients with aphasia (PWA). It is a comprehensive and time-consuming process that aims to discriminate between healthy individuals and aphasic patients, determine the type of aphasia syndrome, and determine the patients’ impairment severity levels (these are referred to here as aphasia assessment tasks). Hence, the automation of aphasia assessment tasks is essential. In this study, the performance of three automatic speech assessment models based on the speech dataset-type was investigated. Three types of datasets were used: healthy subjects’ dataset, aphasic patients’ dataset, and a combination of healthy and aphasic datasets. Two machine learning (ML)-based frameworks, classical machine learning (CML) and deep neural network (DNN), were considered in the design of the proposed speech assessment models. In this paper, the DNN-based framework was based on a convolutional neural network (CNN). Direct or indirect transformation of these models to achieve the aphasia assessment tasks was investigated. Comparative performance results for each of the speech assessment models showed that quadrature-based high-resolution time-frequency images with a CNN framework outperformed all the CML frameworks over the three dataset-types. The CNN-based framework reported an accuracy of 99.23 ± 0.003% with the healthy individuals’ dataset and 67.78 ± 0.047% with the aphasic patients’ dataset. Moreover, direct or transformed relationships between the proposed speech assessment models and the aphasia assessment tasks are attainable, given a suitable dataset-type, a reasonably sized dataset, and appropriate decision logic in the ML framework.

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Petrlik, Iván, Ciro Rodriguez, Pedro Lezama, Ricardo Inquilla, Manuel Hilario, and Enma Vásquez. "Online Assessment System in Improving Programming Student Learning." Journal of Computational and Theoretical Nanoscience 17, no. 11 (November 1, 2020): 5025–31. http://dx.doi.org/10.1166/jctn.2020.9336.

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In this work, research aimed to determine the influence of the design and implementation of an online evaluation system for student learning at a university in Lima. An online evaluation system with web technology was designed and implemented that is comprised of supervised and exercise qualification exams, where students answer questions with the optional use of aids that allowed them to improve their results. It was worked with a population of 30 students of the Programming Language I subject to the Systems Engineering degree. The type of research was applied, and the design was quasi-experimental, and an entry test (pre-test) and exit test (post-test) were also applied. Likewise, instruments such as questionnaires, evaluation form, and validity and reliability tests were used in each case that allowed to know the information of the respective work. The results of the hypotheses indicate that there are significant differences in general learning, learning of conceptual, procedural and attitudinal content after applying the Online Evaluation System in the results of the input and output evaluation (p<0.05) the average of the Post Test being higher (p = 0.000); therefore, it is concluded that the system improves the evaluation of declarative, procedural and attitudinal learning.

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Silva, Warley Almeida, Luiz Carlos Carchedi, Jorão Gomes Junior, João Victor de Souza, Eduardo Barrere, and Jairo Francisco de Souza. "A Framework for Large-Scale Automatic Fluency Assessment." International Journal of Distance Education Technologies 19, no. 3 (July 2021): 70–88. http://dx.doi.org/10.4018/ijdet.2021070105.

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Learning assessments are important to monitor the progress of students throughout the teaching process. In the digital era, many local and large-scale learning assessments are conducted through technological tools. In this view, a large-scale learning assessment can be designed to tackle one or multiple parts of the teaching process. Oral reading fluency assessments evaluate the ability to read reference texts. However, even though the use of applications to collect the reading of the students avoids logistics costs and speeds up the process, the evaluation of recordings has become a challenging task. Therefore, this work presents a computational solution for large-scale precision-critical fluency assessment. The goal is to build an approach based on automatic speech recognition (ASR) for the automatic evaluation of the oral reading fluency of children and reduce hiring costs as much as possible.

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Cross, Lee, and Michael C. Hynes. "Assessing Mathematics Learning for Students with Learning Differences." Arithmetic Teacher 41, no. 7 (March 1994): 371–77. http://dx.doi.org/10.5951/at.41.7.0371.

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Meidasari, Venny Eka. "THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE." Indonesian EFL Journal 1, no. 2 (September 12, 2017): 224. http://dx.doi.org/10.25134/ieflj.v1i2.629.

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This article is focusing on assessment and evaluation of English as a foreign language learning (EFL). These are essential components teaching and learning in English language arts. Both assessment and evaluation are the critical parts of effective literacy development; therefore, it is important for classroom teachers to know how to evaluate English language learners� progress. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The overall goal of assessment is to improve student learning. Assessment should always be viewed as information to improve student achievement. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). The assessment and evaluation literacy needs from the learner�s perspective is also an important part of an instructional program. The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners� needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English.Keywords: assessment, evaluation, foreign language learning, teaching, curriculum

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Vera, Antonia Betty Gomez, Mercedes Katherine Gomez Vera, Aidee Monserrate Ramos Garcia, and María Janeth Vélez Miranda. "Application of self-evaluation and co-evaluation on learning processes." International journal of linguistics, literature and culture 5, no. 5 (September 1, 2019): 7–14. http://dx.doi.org/10.21744/ijllc.v5n5.727.

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One of the important points within the evaluation is who performs it, long ago it was understood that the evaluation always came from an external instance to the evaluation, which was usually the teacher. Self-assessment is when the student is evaluated, while co-evaluation is when the group evaluates in a reciprocal way, encouraging participation, critical and constructive reflection, identifying achievements and shortcomings within the process of Learning. This article aimed to identify the application of self-assessment and co-evaluation in learning processes, where the research was of exploratory type, the scientific method was applied, synthetic analytical, gave as end result that teachers know the importance of these evaluative practices, because of situations of conformity, monotony, and fear of causing enmities with students do not use them.

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Siti Kholidatur Rodiyah. "Ideal Evaluation in Islamic Education Learning." EDUTEC : Journal of Education And Technology 2, no. 2 (March 30, 2019): 1–5. http://dx.doi.org/10.29062/edu.v2i2.23.

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A prospective teacher will actually be demanded by professionals in carrying out their duties as an educator. In teaching later a teacher is required to be able to provide the best education so as to achieve the desired educational goals. Evaluation in Islamic education the way or technique of assessment of student behavior based on a comprehensive standard calculation of all aspects of mental psychological and spiritual life of students. Because the personal figure desired by Islamic education is not only a person who is religious in nature, but also has the knowledge and skills that are capable of doing charity and worshiping God and society. In that case, educational evaluation is one part of the activities carried out by a teacher to support the achievement of educational goals, and among evaluations conducted by the teacher is the evaluation of learning outcomes, where the evaluation is carried out to measure the extent of students' knowledge and skills after receive material and direction from a teacher.Evaluation of learning outcomes is very important where a teacher must be truly objective and professional in implementing it, because on the side of a teacher will decide the success or failure of a student.

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Al-Alwani, Abdulkareem. "Evaluation Criterion for Quality Assessment of E-Learning Content." E-Learning and Digital Media 11, no. 6 (January 2014): 532–42. http://dx.doi.org/10.2304/elea.2014.11.6.532.

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Calenda, M., and R. Tammaro. "The Assessment of Learning: From Competence to New Evaluation." Procedia - Social and Behavioral Sciences 174 (February 2015): 3885–92. http://dx.doi.org/10.1016/j.sbspro.2015.01.1129.

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de Lima Machado Calegari, Marta Aparecida, and Patricia Alves de Souza. "Assessment on the Evaluation of Learning in Medical Education." Creative Education 08, no. 06 (2017): 935–41. http://dx.doi.org/10.4236/ce.2017.86068.

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Son, Young-A. "Toward Useful Assessment and Evaluation of Heritage Language Learning." Foreign Language Annals 50, no. 2 (May 20, 2017): 367–86. http://dx.doi.org/10.1111/flan.12273.

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Costley, Carol. "Work‐based learning: assessment and evaluation in higher education." Assessment & Evaluation in Higher Education 32, no. 1 (February 2007): 1–9. http://dx.doi.org/10.1080/02602930600848184.

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Bautista, Alfredo, M. Puy Pé;rez-Echeverría, Juan I. Pozo, and Bárbara M. Brizuela. "Piano students' conceptions of learning, teaching, assessment, and evaluation." Estudios de Psicología 33, no. 1 (January 2012): 79–104. http://dx.doi.org/10.1174/021093912799803872.

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Bogdanović, Zorica, Dušan Barać, Branislav Jovanić, Snežana Popović, and Božidar Radenković. "Evaluation of mobile assessment in a learning management system." British Journal of Educational Technology 45, no. 2 (January 29, 2013): 231–44. http://dx.doi.org/10.1111/bjet.12015.

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Delaney, Thomas A., and Maiko Hata. "Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities." Latin American Journal of Content & Language Integrated Learning 13, no. 1 (August 28, 2020): 79–91. http://dx.doi.org/10.5294/laclil.2020.13.1.5.

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Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”

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Hendrickson, Katie A. "Sound Off!: Learning from Finland: Formative Assessment." Mathematics Teacher 105, no. 7 (March 2012): 488–89. http://dx.doi.org/10.5951/mathteacher.105.7.0488.

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This article examines the use of formative assessment practices in Finland classrooms, including intervention, teacher feedback, and student self-evaluation, and explores connections between standardized testing and formative assessment.

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Wang, Victor X., and Beth Kania-Gosche. "Assessing Learning via Web 2.0 Technologies." International Journal of Technology and Educational Marketing 1, no. 2 (July 2011): 42–61. http://dx.doi.org/10.4018/ijtem.2011070103.

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Online learning takes place among learners of all ages in both formal and informal contexts. Due to the fact that traditional age students learn differently from non-traditional age students, especially in the virtual environment, educators are encouraged to employ either pedagogical or andragogical assessment methods accordingly. Using pedagogical assessment methods may work for traditional age learners. Likewise, applying andragogical methods may work for non-traditional age learners. Available assessment methods such as objectively-scored tests, subjectively-rated tests and criterion referenced tests will be discussed as well as a new form of assessment--learner self-evaluation. To use the proper tests or methods to assess online learning, educators are encouraged to possess both pedagogical and andragogical knowledge and/or skills. Instructors should use a variety of instructional and assessment methods. The authors of this article provide specific examples of online assessments from both andragogy and pedagogy.

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Journal articles on the topic 'Assessment and evaluation of learning'

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