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Journal articles on the topic 'Assessment of knowledge and skills of students''

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Anderson, Debra K., and Barbara Harris. "Demonstrating Excellence Through Assessment: Measuring Students' Knowledge, Values, and Skills." Journal of Baccalaureate Social Work 9, no. 2 (2004): 124–35. http://dx.doi.org/10.18084/1084-7219.9.2.124.

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Excellence in social work education is partially measured by the degree to which assessment models support program uniqueness, foster micro and macro learning, and link mission, goals, and objectives to student outcomes. This article describes an integrated assessment model developed by a small undergraduate social work program that focused on incorporating these characteristics of excellence into student-focused assessments. A modified portfolio approach culminating in a senior research colloquium was chosen because it not only supports student growth and development, but also provides a foru

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Radville, Katharine M., Emilie C. Larrivee, Lauren S. Baron, Patricia Kelley-Nazzaro, and Joanna A. Christodoulou. "Online Training Modules for Teaching Assessment Skills to Graduate Student Clinicians." Language, Speech, and Hearing Services in Schools 53, no. 2 (2022): 417–30. http://dx.doi.org/10.1044/2021_lshss-21-00068.

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Purpose: Assessment is a crucial skill for speech-language pathologists, who rely on standardized tests to identify characteristics of speech, language, hearing, literacy, and related skill sets. Training in assessment administration is an integral part of graduate education that lays the foundation for appropriate use of these tools. Teaching students to administer standardized assessments is time intensive, can vary depending on student learning pace, and involves both general and test-specific knowledge. The current pilot study investigated the effectiveness of researcher-developed and scal

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Jamaludin, Thandar Soe Sumaiyah, Mohd. Said Nurumal, Norfadzilah Ahmad, Siti Aesah Naznin Muhammad, and Chong Mei Chan. "Soft skills elements in structured clinical skill assessment: a qualitative study." Bali Medical Journal 11, no. 3 (2022): 1666–74. http://dx.doi.org/10.15562/bmj.v11i3.3721.

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Introduction: The intangible nature of soft skills makes it difficult for nursing academics to evaluate nursing students' attainment of these skills. Most of the time, academics focus more on assessing nursing students' knowledge and performance (hard skills) in clinical skill assessments. In focusing primarily on assessing nursing students' hard skill competencies, the nursing profession has given inadequate attention to developing their soft skill competencies. Thus, this study aimed to explore the nursing academic's view on soft skills elements in structured clinical skill assessment for th

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Jannah, Siti Sri Fattul Jannah, and Eka Widyanti. "Assessment of Knowledge Competency Achievement." Journal of Scientific Research, Education, and Technology (JSRET) 3, no. 2 (2024): 881–89. http://dx.doi.org/10.58526/jsret.v3i2.429.

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Assessment in education has an important role in measuring and supporting students' overall learning achievement. The background to this research is the need to understand how various assessment techniques can be used to obtain a comprehensive picture of student abilities. The aim of this research is to identify and evaluate the effectiveness of various assessment techniques and instruments in education. The research methods used include literature studies and literature analysis related to assessment techniques, including formative, summative assessments, written tests, observations, intervie

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D. Quesea, Marietoni, and Elisa N. Chua. "Competency – Based Learning Assesment and Learners’ Scientific Literacy." International Multidisciplinary Research Journal 2, no. 3 (2020): 209–18. http://dx.doi.org/10.54476/iimrj352.

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The study focused to determine the competency-based learning assessment and the scientific literacy knowledge skills of the Grade 9 students of Silangang Malicboy National High School. There were 187 Grade 9 students in the said school. Three sections out of five sections of Grade 9 were tapped as respondents of the study. Each group consisted of 40 students. The first group was exposed to the proficiency-based while the second group used mastery-based and the third group the outcome-based. The researcher made lesson plan wherein the different competencybased learning assessments were attached

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Zhu, Xiaofei, and Layla P.Padolina. "Knowledge and Skills of Senior Architectural Design Students in China: A Channel for Enhancing Future Career Readiness." International Journal of Social Sciences and Public Administration 4, no. 3 (2024): 164–76. http://dx.doi.org/10.62051/ijsspa.v4n3.22.

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This chapter presents the findings of the study regarding the assessments of senior architectural design students' knowledge and skills from the perspectives of both the students and employers. The aim is to provide a comprehensive overview of the respondents’ evaluations in various domains critical to architectural education and practice. This paper adopts descriptive quantitative with qualitative data to study the knowledge and skills of architectural design students from different perspectives of architectural design students and design firms (employers) to address deficiencies in key areas

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Ayu Sundari and Sabarun. "The Implementation Of Authentic Assessment In English Language Teaching." Jurnal Ilmu Pendidikan Nasional (JIPNAS) 1, no. 2 (2023): 83–88. http://dx.doi.org/10.59435/jipnas.v1i2.70.

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This study aims to compare four types of authentic assessment in an educational context: project assessment, portfolio assessment, written assessment, and performance assessment. The research method used is library research. The research findings show that authentic assessment is effective in promoting deep concept understanding and application of knowledge in real situations. Project assessment provides students with opportunities to integrate skills and knowledge in tasks relevant to the real world. Portfolio assessment allows students to reflect on their development holistically through a c

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Hoffman, Bobby. "The influence of peer assessment training on assessment knowledge and reflective writing skill." Journal of Applied Research in Higher Education 11, no. 4 (2019): 863–75. http://dx.doi.org/10.1108/jarhe-01-2019-0004.

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Purpose The purpose of this paper is to examine the influence of peer-assessment training as a catalyst to enhance student assessment knowledge and the ability to effectively evaluate reflective journal writing assignments when using the online peer assessment (PA) tool Expertiza. Design/methodology/approach Over a two-year period, end-of-unit assessment test scores and reflective writing samples from a peer-assessment participation group were compared to a no peer-assessment control group. Analysis of covariance was used to control for existing writing skill and ongoing feedback on writing sa

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Rhodes, Anthony, Maurice Danaher, and Ashley Ater Kranov. "Concurrent direct assessment of foundation skills for general education." On the Horizon 26, no. 2 (2018): 79–90. http://dx.doi.org/10.1108/oth-08-2017-0072.

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Purpose There is considerable agreement around the foundation skills required by employers that will enable graduates to integrate and devise promising solutions for the challenges faced by knowledge and globalized societies. These are life skills (communication skills, teamwork and leadership skills, language skills in reading and writing and information literacy), transferable skills (such as problem-solving, including critical thinking, creativity and quantitative reasoning) and technology skills (search for knowledge and build upon it). Foundation skills, however, are recognized to be diff

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Ahmedova, Maral. "Scaling of Students’ Language Skills in English as a Foreign Language." EuroGlobal Journal of Linguistics and Language Education 2, no. 1 (2025): 24–32. https://doi.org/10.69760/egjlle.250003.

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This article explores the essential components of effective language skills assessment in English as a Foreign Language (EFL) teaching, focusing on the integration of knowledge, skills, and principles. It emphasizes the importance of teachers' understanding of language, proficiency in test design and implementation, and adherence to ethical practices such as fairness, reliability, and validity. The study highlights common methodological challenges, including insufficient teacher training, over-reliance on summative assessments, and lack of diversity in testing methods, and offers practical sol

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Gunawan, Sultan Hafiz, Erina Dwianti, and Gibran Suryantono. "Literacy assessment of English teachers: Need analysis for higher education contexts." Linguistics and Education Journal 3, no. 2 (2025): 046–51. https://doi.org/10.26877/lej.v3i2.22037.

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This paper is aimed to describe what knowledge and skills an English teacher should have to be assessment literate. The paper focuses on the following four basic knowledge areas of assessment literacy. First, English teachers should know what assessment is in general and what classroom assessment is. Second, the teachers should know the purposes of assessment. This knowledge will guide the teachers to create general learning goals, construct clear learning targets, and formulate clear rubrics. Third, the teachers should be aware of various assessment methods in ELT. Last, the teachers should c

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Sudaryanto, Memet, and Habib Safillah Akbariski. "Students' competence in making language skill assessment rubric." Research and Evaluation in Education 7, no. 2 (2021): 156–67. http://dx.doi.org/10.21831/reid.v7i2.44005.

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This study aims to describe (1) the need for an assessment of language skills rubrics; (2) students' abilities in creating holistic and analytic rubrics; (3) the potential and relevance of the application of the rubric in the micro-teaching class; (4) the obstacles faced by students in compiling the rubric. This research used mix method to answer the research questions and a quantitative approach to measure students' understanding of the rubric. Basic competence was assessed using the rubric and mapped students' competencies in designing the rubric. The qualitative rubric was used to describe

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Pastrana, Michelle. "Competence in Physical Education Skills, Knowledge Assessment, and Proficiency in Physical Education of First Year College Students." Psychology and Education: A Multidisciplinary Journal 42, no. 3 (2025): 436–47. https://doi.org/10.70838/pemj.420303.

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This study assessed the competence of first-year college students in Physical Education (PE) using the Physical Education Skills and Knowledge Assessment and Proficiency in Physical Education as variables of the study. It examined the competence of students in physical education skills, knowledge assessment, and proficiency in physical education across different education degree programs. Using a survey-correlational design, the findings revealed that while students demonstrated strong proficiency in PE, their skills integration remained at a developing level, and knowledge assessment showed m

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Dilova Gaybullaevna, Nargiza. "FORMATIVE ASSESSMENT OF STUDENTS' KNOWLEDGE – AS A MEANS OF IMPROVING THE QUALITY OF EDUCATION." Scientific Reports of Bukhara State University 5, no. 3 (2021): 144–55. http://dx.doi.org/10.52297/2181-1466/2021/5/3/13.

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Introduction. Regular assessment of the level of knowledge of students, the process of mastering educational information is one of the important factors that ensure the interconnectedness and harmony of education and upbringing. Formative assessment can be used as an effective tool in the successful implementation of this process. In this article, the experience of developed countries in the formative assessment of school students' knowledge, the results of scientific research of scientists in the field of pedagogy were analyzed and the main conditions for the application of this practice in t

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Hettiarachchi, Enosha, Enric Mor, M. Huertas, and Ana-Elena Guerrero-Roldán. "Introducing a Formative E-Assessment System to Improve Online Learning Experience and Performance." JUCS - Journal of Universal Computer Science 21, no. (8) (2015): 1001–21. https://doi.org/10.3217/jucs-021-08-1001.

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E-assessment is the process where technologies are used for the management of the end-to-end assessment process. It involves the use of any technology-based method that allows systematic inferences and judgments to be made about the student's skills, knowledge and capabilities acquisition. In online learning, technology is used to facilitate the implementation of the appropriate models that can be used for both teaching and learning. In addition, e-assessment technologies allow creating tools able to improve student engagement and performance, offer possibilities to practice competences and sk

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Nuraida, Ida, Halimah Halimah, Asep Saepuloh, and Dinni Nurfajrin Ningsih. "THE EFFECT OF COOPERATIVE LEARNING METHODS WITH CONCEPT MAPPING LEARNING IN SPEAKING SKILLS ASSESSMENT." European Journal of Higher Education and Academic Advancement 1, no. 7 (2024): 72–79. http://dx.doi.org/10.61796/ejheaa.v1i7.743.

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This paper describes how to applying the Cooperative Learning Method with concept mapping learning in English Language Education Department. The overall knowledge domain speaking in the field is shown. It is underlined that the concept mapping serves as a suitable tool to support instructors in promoting students’ skill of speaking and in improving their understanding of new concepts. This study examines the effect of concept mapping methods and assessment on the English speaking skills of students in English Education Department at Banten Jaya University. The results of the research testing d

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Sumaharani, Ni Ketut Yuni, Luh Putu Artini, and Ni Nyoman Padmadewi. "The Implementation of Using Formative Assessment on Student Speaking Skills During Online Learning." Journey: Journal of English Language and Pedagogy 6, no. 2 (2023): 448–57. http://dx.doi.org/10.33503/journey.v6i2.3201.

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This study aims to analyse the teacher's perception of online formative assessment of student's speaking skills and to know the teacher's implementation of online formative assessment. This study used a mixed-method research approach. The subjects in this study were three English teachers at Mahasaraswati Denpasar University who implemented online formative assessments. The data was collected through observation, interviews via WhatsApp chat, and close-ended questionnaires. The result showed that the teacher positively perceived online formative assessment regarding peer collaboration of stude

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Cook, Heather, Karen Snow Kaiser, Kathryn Walker, and Mary Lynn McPherson. "RS3: Assessment of Students’ Knowledge, Skills, and Attitudes after Comprehensive Pain Assessment Training." Journal of Pain & Palliative Care Pharmacotherapy 34, no. 4 (2020): 165. http://dx.doi.org/10.1080/15360288.2020.1846418.

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Alakurt, Turgay, Tugba Ozturk, Tugra Karademir, and Ayfer Alper. "How to assess information and communication technology knowledge and skills of the students." Global Journal of Information Technology: Emerging Technologies 7, no. 2 (2017): 55–64. http://dx.doi.org/10.18844/gjit.v7i2.2229.

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Abstract  Assessment of ICT knowledge and skills is as important as gaining these knowledge and skills. There are two commonly used assessment types as (multiple-choice) Test Based Assessment (TBA) and Practice Based Assessment (PBA) and the question that which one is better still remains controversial. In this research, the focus of the study was examining these factors in relationship with the academic achievement of the students. More specifically, impact of assessing the students with TBA and PBA types on the students' academic achievement scores based on the aforementioned fac

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Sumaharani, Ni Ketut Yuni, Luh Putu Artini, and Ni Nyoman Padmadewi Padmadewi. "THE IMPLEMENTATION OF FORMATIVE ASSESSMENT ON STUDENT SPEAKING SKILLS DURING ONLINE LEARNING." Journey: Journal of English Language and Pedagogy 6, no. 2 (2023): 448–57. https://doi.org/10.33503/journey.v6i2.664.

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This study aims to analyse the teacher's perception of online formative assessment of student's speaking skills and to know the teacher's implementation of online formative assessment. This study used a mixed-method research approach. The subjects in this study were three English teachers at Mahasaraswati Denpasar University who implemented online formative assessments. The data was collected through observation, interviews via WhatsApp chat, and close-ended questionnaires. The result showed that the teacher positively perceived online formative assessmentregarding peer collaboration of studen

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21

Suseno, Endra, Erik Kurniadi, and Ragel Trisudarmo. "Pendampingan AKM Kelas pada Sekolah Dasar Kelas V SDN Bandorasakulon 3 Kecamatan Cilimus Kabupaten Kuningan." Journal of Innovation and Sustainable Empowerment 2, no. 1 (2023): 17–20. http://dx.doi.org/10.25134/jise.v2i1.25.

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The low ability of students in literacy and numeracy underlies the training on the application of the AKM application to students, in an effort to equip skills in terms of working on minimum competency assessments. These knowledge and skills can be used as capital in the work of assessing the minimum competency of students which can be used as ICT-based learning media. With this training as a learning medium, it is hoped that it can increase the knowledge and skills of students. Students can better understand what will be done during the implementation of the minimum competency assessment, esp

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Eiland, Lea S., Allison M. Chung, and Julaine M. Fowlin. "Improving Student Pharmacists' Learning Through the Use of Pediatric Simulation." Journal of Pediatric Pharmacology and Therapeutics 26, no. 8 (2021): 815–20. http://dx.doi.org/10.5863/1551-6776-26.8.815.

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OBJECTIVE The purpose of this study was to assess the effect of low-fidelity simulation on students' confidence, knowledge, and skills in pediatric physical assessments, and to compare students' interest ratings of topics and effectiveness of learning activities between students' who experienced simulation and those who did not. METHODS Within a pediatric elective, a vital signs and physical assessment activity was re-designed to incorporate a low-fidelity heart and breath sounds simulator. Students rated their confidence in completing 9 different physical assessment skills before and after th

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LEBEDEVA, OLGA A., and DARIA S. VOLKOVA. "CURRENT APPROACHES TO ASSESSING THE KNOWLEDGE AND SKILLS OF FOREIGN STUDENTS WHEN STUDYING RUSSIAN AS A FOREIGN LANGUAGE." PRIMO ASPECTU, no. 4(60) (December 2024): 65–69. https://doi.org/10.35211/2500-2635-2024-4-60-65-69.

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The article is devoted to current approaches to assessing the results of activities in education. It focuses on the assessment of students' knowledge and skills in Russian as a foreign language lessons, and considers the latest assessment methods, such as a detailed study of the student's portfolio, assessment of one's own work, and mutual assessment. The article provides a detailed description of assessment criteria, such as accuracy, fluency, complexity, depth, and creativity, which are necessary for a complete and objective assessment of students' knowledge and skills, and provides methods

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Triastuti, N. Juni, Erna Herawati, Nur Aida Oktasari, and Ade Oktavia Rhaisya. "Identification of professionalism behaviour blueprint assessment medical students with Eastern and Islamic culture in the profession program." International Journal of Research in Medical Sciences 7, no. 8 (2019): 2928. http://dx.doi.org/10.18203/2320-6012.ijrms20193372.

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Background: Medical institutions have a role and responsibility in training medical students to have the knowledge and skills needed to become a reliable doctor in terms of mastering knowledge, skills in the field of medicine. One thing that is often overlooked by medical institutions is forgetting aspects of professional behaviour. Professional behaviour is indispensable in creating a new generation of doctors who have professionalism and character. For medical institutions as a starting point in professional behaviour, it is very important to be able to formulate indicators of professional b

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Cui, Ying, Man-Wai Chu, and Fu Chen. "Analyzing Student Process Data in Game-Based Assessments with Bayesian Knowledge Tracing and Dynamic Bayesian Networks." Journal of Educational Data Mining 11, no. 1 (2019): 80–100. https://doi.org/10.5281/zenodo.3554752.

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Digital game-based assessments generate student process data that is much more difficult to analyze than traditional assessments. The formative nature of game-based assessments permits students, through applying and practicing the targeted knowledge and skills during gameplay, to gain experiences, receive immediate feedback, and as a result, improve their skill mastery. Both Bayesian Knowledge Tracing and Dynamic Bayesian Networks are capable of updating students' mastery levels based on their observed responses during the assessment. This paper investigates the use of these two models for ana

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Dani Sulistiantoro and Feri Budi Setyawan. "Physical Education Textbook Study: Techniques and Forms of Assessment of Knowledge and Skills of Middle School Students in Indonesia." JUMORA: Jurnal Moderasi Olahraga 1, no. 02 (2021): 95–104. http://dx.doi.org/10.53863/mor.v1i02.236.

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This research aims to find out the form and technique of assessment on aspects of knowledge and skills in the textbooks of students of physical education sports and health (PJOK) class VIII Curriculum 2013. The instruments in this study are researchers themselves who are equipped with a set of theories and data cards that contain techniques and forms of assessment of aspects of knowledge and skills. The instrument is validated by validation of content or content by experts or expert judgement in this case done by experts. Data collection technique with a record reading technique. Data analysis

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Inayah, Nurul, Endang Komariah, and Abdin Nasir. "The practice of authentic assessment in an EFL speaking classroom." Studies in English Language and Education 6, no. 1 (2019): 152–62. http://dx.doi.org/10.24815/siele.v6i1.13069.

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The implementation of Curriculum 2013 has inserted the authentic assessment as the measurement method to evaluate students’ learning objectives and achievements in the classroom. In this curriculum, the application of authentic assessment requires teachers to evaluate students’ in three competencies: attitude, knowledge, and skill. Most teachers claim that speaking is the most difficult skill to be assessed by using the authentic assessment, considering the complex features of the assessment. This research was aimed at describing the application of authentic assessment in a speaking classroom

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Usman, Yau, Mohammed Isyaku, and A. Tilde Isah. "Literacy: A Way Forward for Quality Education in Nigeria." Kashere Journal of Education 3, no. 1 (2022): 33–39. http://dx.doi.org/10.4314/kje.v3i1.5.

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This paper examines the assessment of literacy as a way forward for quality primary education in Nigeria. Literacy is a life-blood of an individual skills, knowledge, attitude and potentialities. Therefore, assessment in teaching and learning of English gives the teacher the evaluative picture of students’ linguistic background, language competency and the needs of the learner. moreover, the paper posits that multiple of assessments in reading and writing improve students’ level of proficiency in mastering the language. The paper also examines some types of assessment which gives the language

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KULA KARTAL, Seval. "Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment." International Journal of Assessment Tools in Education 9, Special Issue (2022): 19–27. http://dx.doi.org/10.21449/ijate.1127958.

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The change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers have started to use items and tasks that can represent the significant knowledge and skills of subject better and provide rich information and evidence for students’ development rather than utilizing items measuring only remembering the bits of knowledge or simple comprehension. The second important

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Kulturel-Konak, Sadan, Abdullah Konak, Gul Okudan Kremer, and Ivan E. Esparagozza. "Professional Skills Assessment." International Journal of Quality Assurance in Engineering and Technology Education 4, no. 1 (2015): 33–60. http://dx.doi.org/10.4018/ijqaete.2015010104.

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Today's global economy demands that new graduates excel in not only technical knowledge but also professional skills. In fact, the lack of professional skills in project teams has been identified among the most important factors contributing to the high failure rate of complex engineering projects. As a response, academic programs have incorporated professional skills in their curricula. However, there are challenges in the assessment of learning outcomes related to professional skills. This paper presents a novel assessment framework based on the Model of Domain Learning, to assess students'

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Lin, Jun, Han Yu, Zhengxiang Pan, Zhiqi Shen, and Lizhen Cui. "Towards data-driven software engineering skills assessment." International Journal of Crowd Science 2, no. 2 (2018): 123–35. http://dx.doi.org/10.1108/ijcs-07-2018-0014.

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Purpose Today’s software engineers often work in teams to develop complex software systems. Therefore, successful software engineering in practice require team members to possess not only sound programming skills such as analysis, design, coding and testing but also soft skills such as communication, collaboration and self-management. However, existing examination-based assessments are often inadequate for quantifying students’ soft skill development. The purpose of this paper is to explore alternative ways for assessing software engineering students’ skills through a data-driven approach. Des

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Baranova, Irina S. "Point-rating system of knowledge assessment in geographical education." Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 21, no. 3 (2021): 334–38. http://dx.doi.org/10.18500/1819-7671-2021-21-3-334-338.

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The article is devoted to the description and analysis of pedagogical experience of professional competence formation in training and assessment of students in the point-rating system. The interdisciplinary nature of geographical education implies the need to develop special ways of thinking among students and to attract knowledge and skills from different subject areas. In such a situation, it is necessary to maximize the arrangement of the training process from the initial stage of learning to the stage of summative assessment. The work contains proposals to supplement the evaluation tools o

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Furnari, Emily C., Jessica Whittaker, Mable Kinzie, and Jamie DeCoster. "Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students’ Mathematics Skills." Journal of Psychoeducational Assessment 35, no. 4 (2016): 410–23. http://dx.doi.org/10.1177/0734282916639195.

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The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers’ ratings of student skills, as a substitute. However, prekindergarten teachers’ ratings of students’ mathematical knowledge and skills are only correlated with direct assessments at the .50 level. Little is known about factors that influence accuracy in teacher ratings. I

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Suek, Leni Amelia. "University student perceptions of English skills assessment." ACCENTIA: Journal of English Language and Education 1, no. 1 (2020): 10–23. http://dx.doi.org/10.37598/accentia.v1i1.770.

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Investigating students perspectives on assessment has been widely studied, however, relatively little is known about how university students respond to assessment. Assessment is an important part of teaching and learning process because it is used to measure students knowledge, skills and also to evaluate the program. Students perspectives are particularly important because the power of assessment directly impacts on their motivation and attitudes towards learning. This study focused on finding out the student perceptions of the test, test result, test procedure and feedback of four skill-subj

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Nuraida, Ida. "THE EFFECT OF COOPERATIVE LEARNING METHODS WITH CONCEPT MAPPING LEARNING IN SPEAKING SKILLS ASSESSMENT." Journal of Higher Education and Academic Advancement 1, no. 7 (2024): 72–79. https://doi.org/10.61796/ejheaa.v1i7.743.

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This paper describes how to applying the Cooperative Learning Method with concept mapping learning in English Language Education Department. The overall knowledge domain speaking in the field is shown. It is underlined that the concept mapping serves as a suitable tool to support instructors in promoting students’ skill of speaking and in improving their understanding of new concepts. This study examines the effect of concept mapping methods and assessment on the English speaking skills of students in English Education Department at Banten Jaya University. The results of the research tes

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P.J., Eswari. "Assessment of Outcome Based Education." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 167–70. https://doi.org/10.5281/zenodo.7323163.

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Outcome-Based Education (OBE) is an Educational delivery model which describes on mapping, measuring, and achieving predetermined educational goals to help students learn, develop, and nurture skills that would help them grow in their academic as well as personal life. Learning outcomes enumerates the ones measurable skills, abilities, knowledge or values that should be able to demonstrate as a result of completing a course. They are student-centered rather than teacher-centered, in that they describe what the students will be Outcome-based education (OBE). This is widely accepted as the most

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Umidjon, Yalgashev. "Assessment Criteria for Developing Students' Professional Training Through Virtual Laboratories." European International Journal of Pedagogics 5, no. 1 (2025): 125–27. https://doi.org/10.55640/eijp-05-01-28.

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This article is dedicated to the assessment criteria for developing students' professional training through virtual laboratories. Virtual laboratories provide students with the opportunity to conduct practical experiments, develop technical and professional skills, and enhance their learning experience in the modern educational process. The article analyzes the assessment criteria for practical knowledge acquired by students through virtual laboratories, innovative approaches, decision-making speed, analytical thinking, and teamwork skills. It discusses how the application of virtual laborator

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Hawk, Holly. "Building Higher-Order Thinking Skills Through Assessment of User Account Access." AIS Educator Journal 18, no. 1 (2023): 39–49. http://dx.doi.org/10.3194/1935-8156-18.1.39.

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Abstract Given the fast-paced growth of innovative technologies and soft skill development required by the accounting profession, students need to enhance their knowledge of business systems, risk, information technology (IT) controls, IT auditing, emerging technology, and higher-order thinking skills (HOTS). This instructional case provides the opportunity for students to (1) understand foundational knowledge and perform testing on IT controls, (2) perform data analytics within Excel and CaseWare Analytics’ IDEA, and (3) analyze and evaluate IT testing results to formulate appropriate conclus

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Xhomara, Nazmi. "How prior knowledge, learning, teaching and assessment affect students’ achievements in Mathematics." Research in Education and Learning Innovation Archives, no. 25 (December 24, 2020): 68. http://dx.doi.org/10.7203/realia.25.15780.

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In this study we investigate how prior knowledge, the comprehensive learning approach, problem-based teaching and assessment influence students’ basic-learning skills in Mathematics at the university level. To do so, we employed a quasi-experimental research design and a structured questionnaire. Two experimental groups and two control groups of students were involved. We found a negligible correlation between prior knowledge and basic-learning skills but a positive correlation between prior knowledge and the comprehensive learning approach. On the other hand, we found practically no correlati

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Mbouthieu Teumta, Grace M., Loveline L. Niba, Nkwatoh Therese Ncheuveu, et al. "An Institution-Based Assessment of Students’ Hand Washing Behavior." BioMed Research International 2019 (December 28, 2019): 1–7. http://dx.doi.org/10.1155/2019/7178645.

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Background. Hand hygiene is cost-effective and has been recognized as an effective measure in the control of communicable diseases. The main aim of this study is to evaluate the hand washing knowledge, practices, and skills of students in both private and public institutions of higher learning. Methods. This was an institution-based cross-sectional study that included a mix of 577 university students from different disciplines (49.6% males and 50.4% females) with a mean age of 21.8 ± 3.5 years. Departments were selected at random, and the quota sampling technique was used to select the study p

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Dao, Tam Thi, and Nguyen Thi Hong Thu. "ENHANCING COMMUNICATION COMPETENCE VIA ASSESSMENT ACTIVITIES OF SPEAKING SKILLS FROM COMMUNICATIVE APPROACH." LLT Journal: A Journal on Language and Language Teaching 23, no. 2 (2020): 293–303. http://dx.doi.org/10.24071/llt.v23i2.2497.

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In teaching language, testing and evaluation play a very important role in helping teachers identify the proficiency, levels of acquiring knowledge, language skills of students, and assessing the problems that exist in learning and teaching. Thanks to assessment activities, teachers actively adjust and improve teaching methods, helping students solve the difficulties they face. This article focuses on the assessment activities of English-speaking skills through Communicative Approach (CA) for law-major students in order to improve speaking skills effectively. The study was conducted to 80 law-

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Et.al, Uvathi Mariappan. "Assessment of Soft Skills that Foster Practical Skills in Accounting Course." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 1185–90. http://dx.doi.org/10.17762/turcomat.v12i3.865.

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Accounting subjects in a matriculation college focused on knowledge and practical skills, with less attention to the elements of soft skills. Hence, the purpose of this study was to assess the level of soft skills among accounting students attending Perlis Matriculation College. A total of 250 students in the first semester, comprising 80 male and 170 female students took part in the study, which was based on assessments using individual and group assignments. Students used the Mr. Accounting software for individual assignments and case studies during group assignments. The study was carried o

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JOSHI, POONAM, SMITA DAS, SHASHI MAWAR, et al. "Pilot testing of mobile app-based blended learning on selected skills of cardiopulmonary resuscitation among nursing students." National Medical Journal of India 36 (February 3, 2024): 167–69. http://dx.doi.org/10.25259/nmji_659_21.

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Background Cardiopulmonary resuscitation (CPR) is a skill-oriented training programme required to be practised and updated periodically by every healthcare provider. Methods In an open-label randomized controlled trial, 81 fourth-year BSc Nursing students were randomized to experimental (n=41) and control (n=40) groups using a computer-generated table. The learning resource material was shared through a mobile-app with the experimental group (EG) and the control group (CG) received the internet link for retrieving the learning resource material, 4 days before a 1-day training programme. Baseli

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Suydam, Marilyn N. "Research Report: Improving Multiplication Skills." Arithmetic Teacher 32, no. 7 (1985): 52. http://dx.doi.org/10.5951/at.32.7.0052.

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Did you hear that students' knowledge of multiplication basic facts improved decidedly between the second national mathematics assessment in 1978 and the third assessment in 1982 (NAEP 1983)? Average scores of nine-year-olds rose from 60 percent to 66 percent, ranging from 70–85 percent on easier facts to 50–60 percent on harder facts. Fourth graders performed about forty percentage points better than third graders. By age thirteen. scores were 90 percent or above on both assessments. That's the good news. The bad news is that results were not as good for conceptual, computational. or problem-

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Vasilev, Iliyan. "Model for Multimodal Assessments (Action-Based Assessment) in Vocational Education with Examples." Педагогически форум 12, no. 3 (2024): 37–44. http://dx.doi.org/10.15547/pf.2024.017.

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The Activity-Based Assessment (ABA) model in technical vocational education focuses on assessing available practical skills, skills for flexible integration of technology, and the promotion of active research and application of knowledge in real-world settings. Using this model, technical vocational education programs can effectively assess students for the workforce by emphasizing on practical skills and the acquisition of adaptive transferable skills applicable to a greater number of occupations within a given sector. Not only teaching and learning should have an active character, but also t

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Ahmed, Naseer, Senam Senam, and Antuni Wiyarsi. "Assessment instrument for practicum skills in Trimyristin separation for undergraduate students." Jurnal Inovasi Pendidikan IPA 5, no. 1 (2019): 89–97. http://dx.doi.org/10.21831/jipi.v5i1.24515.

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Assessment of practicum plays an essential role in gaining knowledge and skill. Because practical work is an essential component of science courses, there were need to develop new instruments to examine practicum skill. To gain the purpose, Research and Development method used, Borg and Gall's model was adopted in this research. Observation sheets were used to obtain data. The qualitative data analysis technique was used to make coding. The data were described using descriptive statistics. It was used to determine the ability of students to practice in general, purposive sampling technique use

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Lim, Ngat-Chin. "Towards an integrated academic assessment: closing employers’ expectations?" Education + Training 57, no. 2 (2015): 148–69. http://dx.doi.org/10.1108/et-08-2013-0102.

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Purpose – The purpose of this paper is to showcase that the integration of academic assessment with workplace performance appraisal practices can help to address the gap between graduate employability skills and employers’ requirements. Employability refers to learning of transferable skills. Design/methodology/approach – The integrated assessment criteria grid by which the quality of the assignments may be judged was developed and discussed with the students. Grades achieved by each assessment criterion are analysed and inferred as to whether students have learned the desired transferable ski

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Elfrida, Elfrida, Nursamsu Nursamsu, and Fauziyah Harahap. "Development of Authentic Assessment Instruments Through High-Level Botanical Practicums to Improve Science Process Skills." Jurnal Penelitian Pendidikan IPA 8, no. 4 (2022): 2266–72. http://dx.doi.org/10.29303/jppipa.v8i4.1950.

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The Auntentik Assessment Instrument is part of the achievement indicator in obtaining information to measure aspects of student knowledge in the learning process. The measurement process carried out for students in the assessment instrument both individually and in groups consists of three affective, psychomotor and cognitive aspects. Ethnobiological studies are part of the understanding of people's culture regarding the knowledge of plants. Science process skills activities are the implementation of an action carried out by students in practicum learning. The basis of the research objectives

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Galicia, Peter Ralph B. "Authentic assessment and academic performance of Marine Engineering students: A correlational study." Maritime Technology and Research 4, no. 3 (2022): 254984. http://dx.doi.org/10.33175/mtr.2022.254984.

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Authentic assessment can validate Marine Engineering students’ competency in academe to be fully equipped with knowledge, understanding, and skills needed onboard ship. This descriptive-correlational study aimed to ascertain Marine Engineering students’ authentic assessment and academic performance on professional courses and their relationships to formulate an intervention program. Utilized for data gathering was a self-administered structured questionnaire on Authentic Assessment aligned to the course syllabus of three (3) major courses. The computer-processed statistics used were mean, freq

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Nasor, Akhmad, Achmad Lutfi Lutfi, and Binar Kurnia Prahani. "Science Literacy Profile of Junior High School Students on Context, Competencies, and Knowledge." IJORER : International Journal of Recent Educational Research 4, no. 6 (2023): 847–61. http://dx.doi.org/10.46245/ijorer.v4i6.436.

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Objective: This study's preliminary goal is to describe junior high school students' proficiency in scientific literacy. It is based on exams that use questions that measure a student's proficiency in scientific literacy, adhering to the guidelines established by the Programme for International Student Assessment (PISA). Method: The research was a quantitative descriptive analysis. It used a list of 20 questions created to evaluate students' proficiency with scientific literacy using a set of predetermined indicators. Purposive sampling was used to gather the data, and 102 students were chosen

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