Relevant bibliographies by topics / Assessment student knowledge

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Assessment student knowledge'

Author: Grafiati
Published: 28 May 2022
Last updated: 30 July 2025

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Journal articles on the topic "Assessment student knowledge"

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Doz, Daniel, Darjo Felda, and Mara Cotič. "Assessing Students’ Mathematical Knowledge with Fuzzy Logic." Education Sciences 12, no. 4 (2022): 266. http://dx.doi.org/10.3390/educsci12040266.

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Assessing student mathematical knowledge is an important factor in the mathematics learning process because students obtain important feedback to improve their knowledge and learning. Despite the importance of student assessment, several researchers have shown that student grades comprise noncognitive and metacognitive factors and teachers’ prejudices and beliefs. One method to obtain a more objective view of student mathematical knowledge is through standardized assessments. In this paper, we analyze two methods of assessing student mathematical knowledge by considering their written and oral
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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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Permyakov, O. A., N. I. Zelenkova, and L. V. Hryhorenko. "STUDENT KNOWLEDGE ASSESSMENT RATING SYSTEM." Educational Dimension 17 (December 27, 2007): 423–29. http://dx.doi.org/10.31812/educdim.6409.

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In article theoretical questions of rating system of an estimation of knowledge ofpupils are examined: development of the conceptual device, main principles, functions, kinds and forms, plus and the minuses inherent given system.
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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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Zore, Eva, and Mojca Mihelic. "Enhancing Knowledge Quality through Formative Assessment and Teacher Talk." Global Research in Higher Education 8, no. 2 (2025): p1. https://doi.org/10.22158/grhe.v8n2p1.

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This paper explores the integration of formative assessment with effective teacher communication to enhance student learning. It emphasizes the importance of personalized teaching, adapting methods to modern students’ needs, and placing students at the center of the educational process. Formative assessment is highlighted as a continuous process that informs instruction and provides daily feedback, bridging the gap between current knowledge and learning goals. The paper also discusses differentiated teaching to address diverse student needs and argues for personalization in education. Effectiv
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Poland, Susan, and Linda Plevyak. "US STUDENT PERFORMANCE IN SCIENCE: A REVIEW OF THE FOUR MAJOR SCIENCE ASSESSMENTS." Problems of Education in the 21st Century 64, no. 1 (2015): 53–65. http://dx.doi.org/10.33225/pec/15.64.53.

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The purpose of this research is to review the nature of four major science assessments administered in the United States: the ACT, PISA, TIMSS, and NAEP. Each assessment provides a very different view into US student performance in science. The TIMSS and PISA are international assessments of student performance and are often cited as evidence that US students are underperforming in comparison to their international peers. The NAEP is used to assess student knowledge of science across multiple age ranges in the United States. Finally, the ACT is administered to college-bound students who elect
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Chethana, Kumara K. M. "Assessment of knowledge of primary research among post-graduate student-teachers." World Journal of Advanced Research and Reviews 21, no. 3 (2024): 2490–97. https://doi.org/10.5281/zenodo.14181780.

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Primary research gives us first-hand knowledge and new ways of thinking about a subject or question, and it is an important part of both academic and scientific inquiry. It means getting information from experiments, surveys, interviews, observations, and other ways of gathering information. This kind of study is necessary to find out novel ideas, test hypotheses, and prove that theories are correct. This study investigates the knowledge of primary research among post-graduate student-teachers. The study has been conducted on a representative sample of 100 post-graduate student-teachers. A que
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Kim, Seonghun, Woojin Kim, Yeonju Jang, Seongyune Choi, Heeseok Jung, and Hyeoncheol Kim. "Student Knowledge Prediction for Teacher-Student Interaction." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 17 (2021): 15560–68. http://dx.doi.org/10.1609/aaai.v35i17.17832.

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The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education. To remedy teachers' hardships in estimating students' knowledge state, we propose a Student Knowledge Prediction Framework that models and explains student's knowledge state for teachers. The knowledge state of a student is modeled to predict the future mastery level on a knowledge concept. The proposed framework is integrat
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Carter, Claudia R. "Assessment." Journal of Secondary Gifted Education 9, no. 2 (1997): 68–75. http://dx.doi.org/10.1177/1932202x9700900205.

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Test Analysis, a new alternative assessment method, successfully shifts the responsibility for learning and grading to the student. The method provides enough immediate feedback to satisfy basic student needs yet withholds the final gratification of a grade assignment until the student completes a thorough analysis of his or her performance on the test. The results have effect beyond the immediate student test grade. Students develop the ability to edit future tests, seem to demonstrate increased retention of knowledge as evidenced by performance on semester and final exams, and develop better
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Alruwais, Nuha, and Mohammed Zakariah. "Evaluating Student Knowledge Assessment Using Machine Learning Techniques." Sustainability 15, no. 7 (2023): 6229. http://dx.doi.org/10.3390/su15076229.

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The process of learning about a student’s knowledge and comprehension of a particular subject is referred to as student knowledge assessment. It helps to identify areas where students need additional support or challenge and can be used to evaluate the effectiveness of instruction, make important decisions such as on student placement and curriculum development, and monitor the quality of education. Evaluating student knowledge assessment is essential to measuring student progress, informing instruction, and providing feedback to improve student performance and enhance the overall teaching and
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Dissertations / Theses on the topic "Assessment student knowledge"

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Hickey, Ruth L. "The influence of teachers' content knowledge and pedagogical content knowledge in science when judging students' science work." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1216.

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Primary and secondary teachers in Western Australian have adopted a new Curriculum Framework (Curriculum Council, 1998a) which is outcomes-focused and endorses a constructivist approach to science for school students. This research examines the influence of teachers' science content knowledge on how they make judgements about students' conceptual understandings and the extent to which follow-up activities they suggest reflect a conceptual change approach to teaching science.Primary and secondary teachers, from a range of science education histories and experiences teaching students of differen
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Hickey, Ruth L. "The influence of teachers' content knowledge and pedagogical content knowledge in science when judging students' science work." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10249.

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Primary and secondary teachers in Western Australian have adopted a new Curriculum Framework (Curriculum Council, 1998a) which is outcomes-focused and endorses a constructivist approach to science for school students. This research examines the influence of teachers' science content knowledge on how they make judgements about students' conceptual understandings and the extent to which follow-up activities they suggest reflect a conceptual change approach to teaching science.Primary and secondary teachers, from a range of science education histories and experiences teaching students of differen
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Barnes, Barbara (Principal). "Impact of Teacher and Student Ethnicity on Student Assessments." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburb
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Jones, Phyllis Johnston. "An assessment of secondary school counselors' HIV-related knowledge, attitude, and stage of moral development." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618423.

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This study focused on secondary school counselors employed in public schools in the state of Virginia. It investigated the direction and strength of the relationship of level of moral development, locus of control, HIV knowledge and HIV attitudes.;Locus of control was measured by Rotter's Internal-External Locus of Control Scale (I-E Scale). The Defining Issues Test (DIT) was used to assess counselor level of moral development. An HIV questionnaire examined counselor attitudes and knowledge. Kohlbery's theory of moral development provided the basis for the study.;It was hypothesized that the l
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Gallo, Laura L. "The relationship between suicide assessment knowledge and self-efficacy among practicing school counselors." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3089.

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Suicide is the second leading cause of death in the 14-24 year age group in the United States. However, awareness and discussions regarding suicides for this age group are not widely heard or found. In addition, many practitioners are not adequately trained to assess suicide risk. School counselors are often on the front lines of identifying students at risk for emotional issues and possible suicidal ideation (ASCA, 2010). The following research questions guided this study: a) Does a school counselor's knowledge in identifying students at risk for suicide affect their willingness to conduct su
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Janerdal, Charlotte. "(In)visible assessment –why, what, when, how and by whom? : A qualitative case study of Swedish students’ and teachers’ awareness and experiences of formative assessment of English in upper secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39936.

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This case study presents an overview of the student perspective on assessment, an area in which there is still little research. The aim of this qualitative study is to investigate the awareness, understanding and experience of assessment from a student perspective by addressing the following research questions: why, what, when, how and by whom are the students’ learning processes assessed?  A secondary aim is to investigate if and how teachers work with formative assessment in order to discern possible similarities and differences concerning the perception of assessment between students and te
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Forbes, Ellen White. "Improving the knowledge and use of formative assessment a case study of a model of formative assessment in a K-3 science curriculum /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 139 p, 2007. http://proquest.umi.com/pqdweb?did=1362531011&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Gehrs, Peyton Marie. "ASSESSMENT OF AGRICULTURAL LITERACY IN HIGHER EDUCATION: SOUTHERN ILLINOIS UNIVERSITY UNDERGRADUATE STUDENT AGRICULTURAL KNOWLEDGE AND PERCEPTIONS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2499.

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Human knowledge of the food and fiber systems affects nearly every facet of the society we live in. While this industry affects billions of lives daily, little research has been conducted to identify the level of knowledge on this industry in college age students. This replicated study was produced to evaluate and assess the agricultural knowledge and personal perception of the industry of undergraduate students at Southern Illinois University Carbondale (SIU) in the Fall 2018 semester. Participants completed a 25-questionnaire food and fiber literacy test to assess their knowledge and 14 ques
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Church, Jeff W. "Relationship between text display method and college student short term knowledge retention during self-study." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-1111102-100017/unrestricted/churchJ111502a.pdf.

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Selegean, Ann Marie. "Assessment of attitudes, behaviors, knowledge and perceptions of educational needs of the insulin-dependent diabetic college student." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774738.

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One-hundred and thirty two insulin-dependent diabetic college students in the state of Indiana comprised the study sample. Within this study, the attitudes, behaviors, knowledge and perceived educational needs were assessed from the sample through a questionnaire. The college students with diabetes who were currently attending either one of the participating sixteen schools or under the care of one physician participating in this study, were voluntarily asked to respond to a 64 item questionnaire by mail. A 53 percent (70 of 132) response rate was achieved. The findings showed that the subject
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Books on the topic "Assessment student knowledge"

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B, Dold Steven, and Wisconsin. Office of Educational Accountability., eds. Wisconsin knowledge and concepts examinations. Wisconsin Dept. of Public Instruction, 1998.

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Programme for International Student Assessment. and Organisation for Economic Co-operation and Development., eds. Knowledge and skills for life: First results from the OECD Programme for International Student Assessment (PISA) 2000. Organisation for Economic Co-operation and Development, 2001.

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Wisconsin. Office of Educational Accountability., ed. Final summary report of the proficiency score standards: For the Wisconsin Student Assessment System (WSAS) knowledge & concepts examinations for elementary, middle, and high school at grades 4,8, and 10. State of Wisconsin, Dept. of Public Instruction, 1997.

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Provance, Christine. 1999 Montana ESEA Title II Eisenhower Study: Teacher self-assessment of content knowledge and student performance with regard to Montana's reading and mathematics content standards and survey of professional development quality : executive summary. Montana Office of Public Instruction, 1999.

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Provance, Christine. 1999 Montana ESEA Title II Eisenhower Study: Teacher self-assessment of content knowledge and student performance with regard to Montana's reading and mathematics content standards and survey of professional development quality : executive summary. Edited by Montana. Office of Public Instruction. Montana Office of Public Instruction, 1999.

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Clerkship Directors in Internal Medicine, ed. MKSAP for students 5: Medical knowledge self-assessment program. American College of Physicians, 2011.

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1950-, Alguire Patrick C., American College of Physicians (2003- ), and Clerkship Directors in Internal Medicine., eds. MKSAP for students 3: Medical knowledge self-assessment program. American College of Physicians, 2005.

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1950-, Alguire Patrick C., American College of Physicians (2003- ), and Clerkship Directors in Internal Medicine., eds. MKSAP for students 2: Medical knowledge self-assessment program. American College of Physicians, 2003.

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Kanakova, Svetlana. Computer science. Workshop. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1867576.

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The textbook offers 40 practical works on various topics. To fully master the necessary knowledge and skills, the student must complete the entire list of practical work proposed in the methodological development during the academic year. Tasks include recommendations for working with a personal computer, operating system and application software. As types of control, the analysis of the student's work performed, qualitative and quantitative assessment of the work are provided.
 Meets the requirements of the federal state educational standards of secondary vocational education of the late
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Mitrofanova, Aleksandra, Dmitriy Zaharov, and Rafik Ashurbekov. HR risks and their assessment. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1058942.

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The textbook is devoted to actual problems of management of human risk in organisations for timely, adequate and flexible response to potential threats.
 A brief theoretical overview of the main topics of the course "human resource risks and their assessment;" at the end of each Chapter are given control questions for self-preparation of students for intermediate and final knowledge control. At the end of the training manual the basic types of tasks and test questions on selected topics of the course.
 May be of interest to students, postgraduates and specialists in the field of pers
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Book chapters on the topic "Assessment student knowledge"

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Bonner, Sarah M., and Peggy P. Chen. "Assessing Student Prior Knowledge, Skills, and Beliefs." In Systematic Classroom Assessment. Routledge, 2019. http://dx.doi.org/10.4324/9781315123127-4.

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Wise, Vicki L., and Robert W. Aaron. "Tenet Six: Building Talent and Increasing Assessment Knowledge." In Coordinating Student Affairs Divisional Assessment. Routledge, 2023. http://dx.doi.org/10.4324/9781003443698-6.

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Slavov, Borislav. "“UniTeSys” - High School Student Knowledge Assessment Tool." In Technological Developments in Education and Automation. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_19.

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Yang, Min, Zi Yan, Lan Yang, and Ying Zhan. "Conceptualising Student Assessment Literacy." In SpringerBriefs in Education. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-9484-3_1.

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Abstract Student assessment literacy (SAL) is a core capability that students should develop to meet the demands of the 21st Century. Despite its great potential to benefit student learning, the theorisation and research of SAL remains underdeveloped. This short book offers an evidence-based resource for understanding and developing SAL. This chapter begins by positioning the scholarship of SAL as an important strand of assessment literacy (AL) research. Following that, this chapter discusses the rationales for promoting SAL. The chapter then presents a conceptual framework on SAL, which conce
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Murnane, Richard J., Nancy S. Sharkey, and Kathryn P. Boudett. "Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop." In Transforming Data Into Knowledge. Routledge, 2024. http://dx.doi.org/10.4324/9781315045764-2.

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Saarela, Mirka, and Tommi Kärkkäinen. "Knowledge Discovery from the Programme for International Student Assessment." In Learning Analytics: Fundaments, Applications, and Trends. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52977-6_8.

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Gálvez, Jaime, Eduardo Guzmán, and Ricardo Conejo. "Data-Driven Student Knowledge Assessment through Ill-Defined Procedural Tasks." In Current Topics in Artificial Intelligence. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14264-2_24.

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Teh, Yong Yuan, and Yit Sean Chong. "Whole-Class Co-creation Approach in Portfolio Assessment: A Community Knowledge Triangle Model." In Co-Creation for Academic Enhancement in Higher Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-66316-1_8.

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AbstractThis chapter aims to identify barriers and adaptive mechanisms of students, lecturers, and practitioners undertaking a portfolio assessment that applied a ‘whole-class’ co-creation approach. Beyond educator-student and peer-to-peer dynamics, industry practitioners’ involvement in the collaborative learning environment is essential to showcase current real-world issues in an ever-changing career landscape. This is essential in Asian learning contexts where students are accustomed to individual or examination-based assessment regimes. Interviews were conducted with academics, students, a
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Ketonen, Laura, Pasi Nieminen, and Markus Hähkiöniemi. "How Do Lower-Secondary Students Exercise Agency During Formative Peer Assessment?" In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_17.

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AbstractExercising agency is an inherent component of peer assessment. However, the research on agency in peer assessment is scarce. This case study explored how seventh grade science students exercised agency during formative peer assessment. The data comprises audio recordings of students’ classroom discussions, written peer feedback, written work, student interviews, and the researcher’s field notes. With thematic analysis, we identified nine forms of agency as associated with three positions: group member, assessor, and assessee. An examination of student interactions revealed that peer as
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Crato, Nuno. "Setting up the Scene: Lessons Learned from PISA 2018 Statistics and Other International Student Assessments." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_1.

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AbstractPISA 2018 was the largest large-scale international assessment to date. Its results confirm the improvements of some countries, the challenges other countries face, and the decline observed in a few others. This chapter reflects on the detailed analyses of ten countries policies, constraints, and evolutions. It highlights key factors, such as investment, curriculum, teaching, and student assessment. And it concludes by arguing that curriculum coherence, an emphasis on knowledge, student observable outcomes, assessment, and public transparency are key elements. These elements are crucia
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Conference papers on the topic "Assessment student knowledge"

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Lāma, Gatis. "Secondary-School Student Transversal Skills in Mathematics. Comparison Between Teacher Assessment and Student Self-Assessment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.46.

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In order to ensure attainment of educational objectives, the development of transversal skills has been identified as a key component of learning. The future is uncertain, and it is difficult to predict, which knowledge and skills will be needed for life. Education must not only prepare young people for work but also encourage the development of skills that are essential for students to become active and responsible citizens. The uncertainty about the future also changes accents in education by increasing the importance of transversal skills in secondary education, including in the subject of
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"ADAPTIVE ASSESSMENT BASED ON LEARNING STYLES AND STUDENT KNOWLEDGE LEVEL." In Assessment Tools and Techniques for e-Learning. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003484104490454.

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Macgillivray, Helen. "Weaving assessment for student learning in probabilistic reasoning at the introductory tertiary level." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07702.

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For any course in a student’s degree program, the assessment should be part of an integrated assessment and learning package, with the components of the package combining to meet the learning objectives in a steady development of skills and operational knowledge that take account of the students’ various prior and future learnings. This paper considers such a package for an introductory course in probability and distributional modelling, including its objectives with reference to the nature of statistical thinking in probabilistic and distributional modelling, and general assessment principles
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Wang, Zhuo, Jile Zhu, Xiang Li, Zhiting Hu, and Ming Zhang. "Structured Knowledge Tracing Models for Student Assessment on Coursera." In L@S 2016: Third (2016) ACM Conference on Learning @ Scale. ACM, 2016. http://dx.doi.org/10.1145/2876034.2893416.

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Badie, Farshad, Tommaso Soru, and Jens Lehmann. "A Fuzzy Knowledge Representation Model for Student Performance Assessment." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.157.

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Broers, Nick. "Designing open questions for the assessment of conceptual understanding." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07301.

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The theory of statistics is composed of highly abstract propositions that are linked in multiple ways. Both the abstraction level and the cumulative nature of the subject make statistics a difficult subject. A diversity of didactic methods has been devised to aid the student in the effort to master statistics, one of which is the method of propositional manipulation (MPM). Based on this didactic method, a corresponding assessment method has been developed. Basically, in using MPM for assessment purposes, the student is instructed to construct arguments using subsets of elementary propositions.
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Berzan, Rodica, and Ştefan Berzan. "Verification of knowledge through ICT." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155663.27.

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This article analyzes the ways in which the knowledge obtained by students can be tested in the conditions when teaching-learning takes place online (distance). The emphasis is on the complex assessment of knowledge in the discipline. A test variant in mathematics is proposed for the online exam for student-economists.
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Trnka, Michal, and Eva Kralova. "CONTINUOUS ASSESSMENT OF STUDENT´S KNOWLEDGE USING LMS PLATFORM MOODLE." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1423.

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Castles, Ricky, Vinod K. Lohani, and Pushkin Kachroo. "Knowledge Maps and their application to student and faculty assessment." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720666.

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Slattery, Robyn Maree. "Objective versus subjective methods to assess discipline-specific knowledge: a case for Extended Matching Questions (EMQs)." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5473.

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Background: Extended matching questions (EMQs) were introduced as an objective assessment tool into third year immunology undergraduate units at Monash University, Australia. Aim: The performance of students examined objectively by multiple choice questions (MCQs) was compared to their performance assessed by EMQs; there was a high correlation coefficient between the two methods. EMQs were then introduced and the correlation of student performance between related units was measured as a function of percentage objective assessment. The correlation of student performance between units increased
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Reports on the topic "Assessment student knowledge"

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Patel, Komal. Assessment of Knowledge, Attitude, Perception of Pharmacy Students Towards Telepharmacy. University of Tennessee Health Science Center, 2021. http://dx.doi.org/10.21007/chp.hiim.0072.

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Telemedicine is one of the fastest growing area in health care technology and COVID-19 pandemic has changed the way of practicing Telemedicine. Telepharmacy is a part of telemedicine where pharmacy use this technology to provide patient care services. Success of any technology depends on users’ willingness to learn and attitude towards technology. Early assessment of students’ attitude during pharmacy school is important to know in order to assess how receptive students are to accept Telepharmacy in their work setting currently or in future. That will also help to determine success of Telephar
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Willoughby, Michael T., Timothy Slade, Pooja Gaur, Amanda Wylie, and Carmen Strigel. Using Thermal Imaging to Measure Mental Effort: Does the Nose Know? RTI Press, 2025. https://doi.org/10.3768/rtipress.2025.rb.0041.2503.

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A ubiquitous assumption in educational and psychological assessments is that student performance reflects ability or knowledge of what is being tested. Despite this assumption, in practice, student test performance reflects a mix of ability (knowledge) and effort. “Effort” refers to a range of motivational, dispositional, and energetic factors that contribute to student performance and that are distinct from ability (knowledge). Difficulties in operationally defining and measuring the degree of effort that students put forth in any assessment undermine the optimal use of assessment data. In th
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Jonathan, Supovitz, Ebby Caroline, and Sirinides Philip. Teacher Analysis of Student Knowledge (TASK): A Measure of Learning Trajectory-Oriented Formative Assessment. Consortium for Policy Research in Education, 2013. http://dx.doi.org/10.12698/cpre.2013.taskir01.

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Gruodis, Alytis, Violeta Jadzgevičienė, and Gitana Čechamirienė. Automated Knowledge and Achievement Assessment System MISKANTAS-22 Based on the Neural Network Method. Publishing House - Vilnius Business College, 2023. http://dx.doi.org/10.57005/ab.2023.1.6.

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Knowledge and achievement evaluation system MISKANTAS-22 based on density matrix and neural network methods were designed as an advisor to the lecturer for automated evaluation of open-type questions. New type of plugin for Moodle system Essay Plus was created, tested, and evaluated for grading purposes. New type of user-friendly interfaces for lecturer and for student in Moodle system was realized. New concept of test of Essay Plus type was created, tested, and realized. System allows to evaluate the student's answers in real time regime.
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Covacevich, Catalina. How to Select an Instrument for Assessing Student Learning. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0010603.

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The implementation of educational policies and practices is closely linked to the assessment of student learning, as it enables the monitoring of progress and achievements, the improvement of teaching in the classroom, the improvement of policies and the assessment of program effectiveness, among many other objectives. To ensure that assessment achieves its purposes, it is essential to make an appropriate choice of the learning assessment instruments to be used. In this context, teachers, policy implementers, researchers and staff of the ministries of education are frequently faced with the ne
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De Bortoli, Lisa, Catherine Underwood, Tim Friedman, and Eveline Gebhardt. PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-726-7.

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The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school cont
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Bravo, Adriana, Romi Burks, Nora Bynum, et al. Sharpen Your Oral Communication Skills! American Museum of Natural History, 2012. http://dx.doi.org/10.5531/cbc.ncep.0033.

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In this exercise, students will learn about the elements and criteria that define successful oral presentations. Using a “rubric” or assessment guide, students will evaluate a short example student presentation. In the process, students will review and reflect on what is required for effective oral communication, so that they can use that knowledge to improve their own skills and future performance.
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Wernert, Nicole, Marina Schmid, and Sima Rodrigues. TIMSS 2023 Australia. Volume 1: Student performance. Australian Council for Educational Research, 2024. https://doi.org/10.37517/978-1-74286-755-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the 2023 assessment formed the eighth cycle, providing 28 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. TIMSS is a key part of A
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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw
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Bravo, Adriana, Nora Bynum, Michelle Cawthorn, et al. Practice Your Data Analysis Skills! American Museum of Natural History, 2012. http://dx.doi.org/10.5531/cbc.ncep.0049.

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In this exercise, we present you with a realistic dataset for nest parasitism and a hypothetical analysis performed by a hypothetical student. Using a “rubric” or assessment guide, students will evaluate the analysis, and, where necessary, correct it or improve it. In the process, students will review and reflect on what is required for good data analysis, and they can use that knowledge to improve their own skills.
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