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Journal articles on the topic 'Assessment student knowledge'

Author: Grafiati

Published: 28 May 2022

Last updated: 30 July 2025

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1

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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Kuderka, Alison M., Allison N. Vautier, Scott E. Speidel, R. Mark Enns, and Caitlin N. Cadaret. "392 Evaluation of Assessment Strategy on Student Retention of Knowledge in Sequential Animal Science Courses." Journal of Animal Science 101, Supplement_3 (2023): 318–19. http://dx.doi.org/10.1093/jas/skad281.379.

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Abstract As students progress through their undergraduate education, information from previous classes culminate to lay a foundation for academic success in upper-level courses. However, there is a lack of evidence and implementation for formative assessment methods in undergraduate education. Traditional summative assessments are often cited as being high stress by students and are studied for by cramming material. Both high stress and cramming can reduce long-term knowledge retention in the average student, which is problematic when students need to retrieve this knowledge for future classes

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John, Neha. "Knowledge Assessment on Hospital Related Occupational Hazard among Student Nurses of Selected College in Delhi." International Journal of Nursing & Midwifery Research 08, no. 01 (2021): 18–21. http://dx.doi.org/10.24321/2455.9318.202104.

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Introduction: Nurses encounter numerous hazards on the job ranging from needle stick injuries, allergies, and stress to violence. Though measures can be taken to prevent such hazards still they encounter such events in the hospitals. The main objectives of the study are to assess the knowledge of student nurses on hospital-related occupational hazards and to seek the association between the knowledge of student nurses regarding hospital-related occupational hazards with demographic variables. Method: The research approach used is quantitative approach and the design is descriptive survey desig

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Pusung, Supit. "The Effect of Learning Model and Task Assessment Regarding Student Learning Outcomes of Science by Controlling Student Prior Knowledge." Research, Society and Development 8, no. 9 (2019): e29891290. http://dx.doi.org/10.33448/rsd-v8i9.1290.

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The purpose of this research is to find out the effect of learning model and task assessment regarding achievement of science by controlling student prior knowledge.This research is experimental which have factorial design 2 x 2. Samples for this research are students who had contracted basic concepts of science. The sample taken by Simple Random Sampling. Afterward, the results showed that: (1) science learning outcomes of student which have been taught using Jigsaw cooperative models are higher than those taught using STAD cooperative model by controlling student prior knowledge, (2) science

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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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Permyakov, A. A., and N. I. Zelenkova. "MODULAR RATING SYSTEM OF ASSESSMENT STUDENT KNOWLEDGE." Educational Dimension 15 (May 27, 2022): 124–29. http://dx.doi.org/10.31812/educdim.5846.

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Șișianu, Ala. "MONITORING ASSIMILATION AND ASSESSMENT OF STUDENT KNOWLEDGE." Journal of Social Sciences III (1) (March 23, 2020): 14–18. https://doi.org/10.5281/zenodo.3724558.

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The article is an attempt to collect and present some of the methods and techniques used daily in the didactic process of teaching. The students should be motivated to not only study and obtain pretty good result, but to analyze, to estimate and assess the knowledge they gained and to try to evaluate the results of their group mates. It will increase the students’ self-esteem, their attitude and responsibility towards the classes and tests, towards different projects, mutual collaboration and even the attitude on the way to exams.

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Baker, Carrie, Emily Ghassemi, and Riley Bowers. "Benefits of Utilizing Pharmacy Learners in an Inpatient Anticoagulation Education Service." INNOVATIONS in pharmacy 12, no. 3 (2021): 13. http://dx.doi.org/10.24926/iip.v12i3.4043.

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Objective. The 2019 Hospital National Patient Safety Goal 03.05.01 indicates education regarding anticoagulant therapy should be provided to patients and families. Previous studies assessing pharmacist and pharmacy student involvement in oral anticoagulation (OAC) education services have focused on patient-related outcomes, with limited emphasis on the additional benefit to the student. The purpose of this study was to assess the benefit of pharmacy student involvement in anticoagulation education services both clinically and through their perceptions of participating in the service. Methods.

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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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Adeoye, Moses Adeleke, Entika Fani Prastikawati, and Rika Riwayatiningsih. "Beyond Traditional Testing: Exploring the Efficacy of Adaptive Assessments in Shaping Future Learners." Journal of Nonformal Education 11, no. 1 (2025): 153–69. https://doi.org/10.15294/jone.v11i1.19934.

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This study investigates the impact of adaptive assessment tools on student learning outcomes, engagement and knowledge retention compared to traditional assessment methods. The research employs a descriptive survey design, utilising a quantitative research approach to gather data from 200 students across various educational settings in Kwara State, Nigeria. The primary research questions explore how adaptive assessments influence knowledge retention, engagement levels and the identification of areas needing additional support. By focusing exclusively on students as respondents, the study relia

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Șișianu, Ala, and Ala Pușcașu. "METHODS OF ASSESSING STUDENTS' KNOWLEDGE IN ENGLISH LANGUAGE LESSONS." JOURNAL OF SOCIAL SCIENCES 7, no. 3 (2024): 234–42. http://dx.doi.org/10.52326/jss.utm.2024.7(3).16.

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Assessing students' knowledge in English language lessons is a crucial aspect of language education, impacting both teaching effectiveness and student outcomes. This article explores a variety of methods used to evaluate English language proficiency, considering both traditional and modern assessment techniques. Traditional methods such as written and oral exams are examined alongside performance-based assessments like portfolios and project-based learning. Additionally, the article delves into formative assessments, including quizzes and classroom activities, and the growing role of technolog

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Vauterin, J. J., T. Virkki-Hatakka, and K. E. Michelsen. "Student Mobility and Migrant Knowledge." Industry and Higher Education 28, no. 2 (2014): 69–77. http://dx.doi.org/10.5367/ihe.2014.0197.

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For a better understanding of the impact of global student flows on industries and knowledge societies, we need to rethink the relationship between global student mobility and migrant knowledge. The authors elaborate on the view that current policy and practice relating to higher education mobility puts too much emphasis on mobilizing pools of knowledge, thereby ignoring the fact that knowledge flows tend to be concentrated among people who are actively participating in the knowledge flow. Adopting a shared social context perspective on the dynamics of knowledge flow embedded in mobile minds m

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Lukashenko, Romans, and Alla Anohina. "Knowledge assessment systems: an overview." Scientific Journal of Riga Technical University. Computer Sciences 38, no. 38 (2009): 25–36. http://dx.doi.org/10.2478/v10143-009-0002-1.

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Knowledge assessment systems: an overviewThe paper gives on overview of computer-assisted assessment systems. The general definition of computer-assisted assessment is provided and the application of objective and subjective testing systems is described. Moreover, advantages and drawbacks related both to computer-assisted assessment in general and to objective and subjective testing systems in particular are identified. The overall architecture of a computer-assisted assessment system in terms of components, their functions and interaction is presented. The necessity to provide intelligent and

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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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Zemits, Birut Irena. "Representing knowledge: Assessment of creativity in humanities." Arts and Humanities in Higher Education 16, no. 2 (2016): 173–87. http://dx.doi.org/10.1177/1474022215601862.

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Traditionally, assessment for university students in the humanities has been in an essay format, but this has changed extensively in the last decade. Assessments now may entail auditory and visual presentations, films, mind-maps, and other modes of communication. These formats are outside the established conventions of humanities and may be considered as creative works. Exploring definitions and research in the field of assessment of creativity, highlighting ways to explicitly assess the creative aspects of student work. An obligatory first year common unit titled “Cultural intelligence and ca

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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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Adedara Olusola Gabriel and Innocent Uzougbo Onwuegbuzie. "A responsive assessment model for mitigating endemic knowledge gap in educational training." World Journal of Advanced Engineering Technology and Sciences 6, no. 2 (2022): 088–99. http://dx.doi.org/10.30574/wjaets.2022.6.2.0088.

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Learning outcome measures the quality of knowledge a student possesses after the completion of an academic programme. For successful attainment of this feat, it is necessary to periodically engage in assessment exercises to measure the expected learning outcome before the completion of the students’ academic programme. However, it is observed that this is not the case for institutions of higher learning in Nigeria. The traditional assessment method of pen and paper is not only inadequate but no longer tenable in this information and Communication Technology (ICT) era. To address these inadequa

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Djamalovna, Daniyeva Maysara. "METHODS AND TOOLS FOR ASSESSING STUDENT COMPETENCIES." Current Research Journal of Philological Sciences 5, no. 10 (2024): 19–24. http://dx.doi.org/10.37547/philological-crjps-05-10-04.

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The article deals with the detailed information about Methods and tools for assessing student competencies. The accurate assessment of student competencies is crucial in modern education, as it allows educators to measure not only knowledge retention but also skills, attitudes, and critical thinking abilities. This paper explores various methods and tools used for assessing student competencies, including traditional assessments, performance-based assessments, and technology-enhanced assessments. Traditional methods, such as multiple-choice tests and written exams, remain popular but are often

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Sweeder, Ryan David, and Deborah G. Herrington. "Formative assessments using text messages to develop students’ ability to provide causal reasoning in general chemistry." Canadian Journal of Chemistry 98, no. 1 (2020): 15–23. http://dx.doi.org/10.1139/cjc-2019-0291.

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Formative assessment is critical in providing students the opportunity to self-assess their content knowledge and providing data to inform instructional decisions. It also provides students with information about course expectations. If, as called for in numerous science instruction reform efforts, we expect students to be able to apply their chemistry knowledge to analyze data and construct coherent explanations, then not only must summative assessments include items that require this of students, but students must also be provided with frequent and ongoing opportunities to individually pract

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Holmes, Naomi. "Engaging with assessment: Increasing student engagement through continuous assessment." Active Learning in Higher Education 19, no. 1 (2017): 23–34. http://dx.doi.org/10.1177/1469787417723230.

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Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are ‘assessment-driven’, a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment. It was found that introduction of the e-assessments led to a significant increase in virt

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Stover, Katie, Karen D. Wood, Erin Donovan, Jeanne R. Paratore, and Rachel McCormack. "A Tale of Two Authentic Assessment Tools." Voices from the Middle 21, no. 2 (2013): 26–35. http://dx.doi.org/10.58680/vm201324463.

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With the pressures of high-stakes assessments in today's classrooms, it is not uncommon to find practices such as teaching-to-the-test and skill and drill. When only relying on traditional models of assessment that emphasize recall of facts and fixed responses, few opportunities exist to link instruction with student performance. Instead, ongoing authentic assessments allow students to demonstrate their knowledge in meaningful ways and help teachers make instructional decisions to foster continued student growth. This article describes and illustrates two alternative approaches to high-stakes

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Firmania, Nafisa, Putu Sudira, and Asnul Dahar Minghat. "Literature Review: Authentic Assessment in Vocational High Schools." International Journal of Engineering & Technology 7, no. 4.33 (2018): 191. http://dx.doi.org/10.14419/ijet.v7i4.33.23557.

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Assessment is an activity that must be done in each lesson. Educational assessment is the process of gathering and processing information to determine the achievement of student learning outcomes. A good assessment must be carried out both in the learning process and in the final learning outcomes. The teaching and learning process in Vocational High Schools includes an explanation of science or study subjects and practice. With the complexity of learning in the Vocational High School, the assessment that is applied must be appropriate and can include the assessment of students as a whole. The

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Cheng, Weihua, Hanwen Du, Chunxiao Li, et al. "Uncertainty-aware Knowledge Tracing." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 27 (2025): 27905–13. https://doi.org/10.1609/aaai.v39i27.35007.

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Knowledge Tracing (KT) is crucial in education assessment, which focuses on depicting students' learning states and assessing students' mastery of subjects. With the rise of modern online learning platforms, particularly massive open online courses (MOOCs), an abundance of interaction data has greatly advanced the development of the KT technology. Previous research commonly adopts deterministic representation to capture students' knowledge states, which neglects the uncertainty during student interactions and thus fails to model the true knowledge state in learning process. In light of this, w

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Lawrence, P. F., E. W. Nelson, and T. W. Cockayne. "Assessment of medical student fund of knowledge surgery." Plastic and Reconstructive Surgery 77, no. 4 (1986): 696. http://dx.doi.org/10.1097/00006534-198604000-00105.

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Millard, Lourens, and Gerrit Jan Breukelman. "Innovative Assessment Practices in Tertiary Education: Balancing Formative and Summative Methods for Diverse Student Populations." International Journal of Higher Education 14, no. 3 (2025): 24. https://doi.org/10.5430/ijhe.v14n3p24.

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Tertiary education has evolved to accommodate a more diverse student demographic, including under-represented groups such as individuals with disabilities and non-traditional backgrounds. This shift necessitates assessment practices that do not disadvantage students based on attributes unrelated to the criteria being evaluated. Effective assessment should support all students equally in demonstrating their capabilities. However, the adaptation of assessment models to specific local contexts remains under-explored, despite its potential to enhance both academic and institutional effectiveness.

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Sumaryanti, Lilis, Nuraini Nuraini, Ayu Wulansari, Usaid Abana, and Tina Utari. "IMPLEMENTASI PENILAIAN RANAH AFEKTIF PADA PEMBELAJARAN BAHASA INDONESIA MI/SD." TARBAWI:Journal on Islamic Education 1, no. 2 (2024): 143–51. http://dx.doi.org/10.24269/tarbawi.v1i2.2789.

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Assessment standards according to Permendikbud No.66/2013 explain that in the 2013 curriculum there are assessment techniques and tools including assessment of attitudes, knowledge and skills aspects. Development of student competence in learning and assessment includes affective, cognitive and psychomotor aspects. In the assessment, the teachers give an attitude value that is appropriate for students to carry out and just to understand students. The results of this study state that aspects of affective assessment in the 2013 curriculum include attitude evaluation consisting of 1) observationa

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Ulumudin, Ikhya, Asma Aisha, and Ferdi Widiputera. "The Implementation of Knowledge Assessment In Curriculum 2013 in Elementary Schools." Technium Social Sciences Journal 7 (May 5, 2020): 86–97. http://dx.doi.org/10.47577/tssj.v7i1.442.

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The purpose of this study was to determine the understanding and implementation of the knowledge assessment carried out by teachers at the elementary school level starting from planning, implementing, processing results, utilizing results and identifying problems in implementing knowledge assessment. This study used a qualitative approach. Research took place in Sleman Regency, Yogyakarta Province. The research subjects were public and private elementary school teachers who had taught in classes applying Curriculum 2013. The research instruments consisted of questionnaires and FGD (focus group

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Hartman, Christie-Joy Brodrick, Christine E. DeMars, Heather Peckham Griscom, and Harold Martin Butner. "Assessment of undergraduate students’ environmental stewardship reasoning and knowledge." International Journal of Sustainability in Higher Education 18, no. 4 (2017): 492–502. http://dx.doi.org/10.1108/ijshe-07-2015-0128.

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Purpose The purpose of this paper is to present a public university’s design and implementation of an assessment approach that measures the change in undergraduate students’ environmental stewardship reasoning and knowledge abilities over time. Design/methodology/approach In support of a university’s strategic emphasis on environmental stewardship, members of a university committee developed environmental stewardship learning outcomes for undergraduate students. The learning outcomes were not required in specific academic courses or in general education. Subsequently, volunteers from a variety

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Prihartina, Yessi, Das Salirawati, and Antuni Wiyarsi. "Measuring Student Learning Activities Through Articulate Storyline 3-Based Mobile Learning." Jurnal Penelitian Pendidikan IPA 9, no. 4 (2023): 2252–58. http://dx.doi.org/10.29303/jppipa.v9i4.3113.

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This study aims to measure students' learning activities through the use of articulate storyline 3-based mobile learning with the Project Based Learning learning model on colloidal material. The type of research used is experimental research. The subjects of this study were 17 students of class XI MIPA Negeri 1 Seyegan. The instruments used were question sheets and questionnaire sheets. The indicator of success in this study is the results of student learning activities in general reaching the Active criteria. In research learning activities are carried out with 5 assessments including student

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Joachim, Cora, Marcus Hammann, Claus H. Carstensen, and Susanne Bögeholz. "Modeling and Measuring Pre-Service Teachers’ Assessment Literacy Regarding Experimentation Competences in Biology." Education Sciences 10, no. 5 (2020): 140. http://dx.doi.org/10.3390/educsci10050140.

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Assessment literacy is a crucial aspect of teachers’ professional knowledge and relevant to fostering students’ learning. Concerning experimentation, teachers have to be able to assess student achievement when students form hypotheses, design experiments, and analyze data. Therefore, teachers need to be familiar with criteria for experimentation as well as student conceptions of experimentation. The present study modeled and measured 495 German pre-service teachers’ knowledge of what to assess regarding experimentation competences in biology. We applied an open-answer format for the measuremen

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Tokhirov, Ezozbek, and Ezoza Xakimova. "Assess students’ knowledge database formation." Актуальные вопросы развития инновационно-информационных технологий на транспорте 2, no. 2 (2022): 18–21. http://dx.doi.org/10.47689/978-9943-7818-0-1-v2-pp18-21.

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This article aims to develop a database of student knowledge assessment using modern software tools that are user-friendly and understandable based on demand and supply. Also, the task of this database is to create a convenient environment for evaluating students’ knowledge and obtaining the necessary information.

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Laubenthal, Jennifer. "Assessment in the Private Studio Setting: Supporting Student Learning, Providing Effective Instruction, and Building Faculty-Student Interaction." Music Educators Journal 104, no. 3 (2018): 54–59. http://dx.doi.org/10.1177/0027432117745139.

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A significant amount of literature exists about how to design and implement an effective assessment process for students in a music program, specifically in the classroom setting. This article suggests a framework for incorporating individualized assessment in the private-lesson setting based on effective classroom assessment practices. Many in-service music teachers also teach privately. Applying their knowledge of classroom-based assessments and effective teaching strategies to the private-lesson setting can support student learning, provide effective instruction, and build faculty and stude

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Courtney, Jennifer, Eugene Kreys, Bryan Luu, et al. "Effectiveness of an Advanced Naloxone Training, Simulation, and Assessment of Second-Year Pharmacy Students." Pharmacy 10, no. 6 (2022): 153. http://dx.doi.org/10.3390/pharmacy10060153.

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Background: Opioid overdoses continue to be one of the most urgent public health priorities. In 2020, reported overdose deaths in the United States reached a high of over 93,000 cases. As the COVID-19 pandemic and opioid crisis continues to be addressed, life-saving agents must be more widely accessible to those with a high overdose risk. An essential step to increasing access is to train student pharmacists to dispense naloxone. Once licensed, the number of personnel authorized to dispense naloxone can increase. Objectives: To design a training program to educate second-year pharmacy (P2) stu

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Mathur, Garima, Navita Nathani, Abhay Singh Chauhan, Silky Vigg Kushwah, and Majdi A. Quttainah. "Students’ Satisfaction and Learning: Assessment of Teaching-Learning Process in Knowledge Organization." Indian Journal of Information Sources and Services 14, no. 1 (2024): 1–8. http://dx.doi.org/10.51983/ijiss-2024.14.1.3798.

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This study aims to assess parameters like student perception and student satisfaction towards the interactive teaching-learning process (TLP), which may help teachers at different educational levels to teach more effectively. The teaching-learning process included general regulatory teaching, teacher preparation for learning, regulatory assessment, and student perception and planning for learning. A questionnaire was administered to a sample of classes 11th and 12th with various streams, including Mathematics, Biology, and Commerce as their majors in Central India. This study examined the impa

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Zwickle, Adam, Tomas M. Koontz, Kristina M. Slagle, and Jeremy T. Bruskotter. "Assessing sustainability knowledge of a student population." International Journal of Sustainability in Higher Education 15, no. 4 (2014): 375–89. http://dx.doi.org/10.1108/ijshe-01-2013-0008.

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Purpose – The purpose of this article is to present a tool for assessing the sustainability knowledge of an undergraduate population. Design/methodology/approach – Multiple-choice questions were developed through soliciting expert input, focus groups, pilot testing, distribution via a large-scale online survey and analysis using item response theory. Findings – The final assessment consists of 16 questions from the environmental, economic and social domains, covering foundational concepts within the topic of sustainability. Research limitations/implications – This assessment represents an init

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Salma, Ali Mousa, Ali Mousa Salwa, and Bashir Wafa. "Assessment of Medical Student Knowledge Regarding Pain Management in Pediatric Al-Neelain University, Sudan." Journal of Perinatal, Pediatric and Neonatal Nursing (e-ISSN: 2581-9011) 2, no. 2 (2020): 1–8. https://doi.org/10.5281/zenodo.3653481.

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<strong>Background</strong>: This descriptive cross sectional study carried out among final year's medical  student at  AL-Neelain University  on 2019 to assess knowledge  and attitude towards pain assessment in children between  3 to 7 years, questioners were distributed among 70 students  most of them were  young in graduate age. <strong>Methodology</strong>: data was collected by interviewing candidates using questionnaire covered objectives understudy and Data was analyzed by using SPSS (Statistical package for social sciences) computer program. <stro

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Bassin, Sandhya, and Sara E. Lubitz. "Endocrine Elective Primer for Medical Students." Journal of the Endocrine Society 5, Supplement_1 (2021): A340. http://dx.doi.org/10.1210/jendso/bvab048.693.

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Abstract Background: Endocrine modules available online have shown improvement in student learning and increased student satisfaction with self-guided learning (Kirk, 2016). However, most available modules are geared towards preclinical medical students rather than clinical students. Therefore, we developed an endocrine primer, defined as a set of introductory preparatory material, in the form of a PowerPoint. The primer reviews commonly seen endocrine disorders in adults, including their presentation, diagnosis, and management, in order to offer students access to self-paced learning and help

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Maharani, Rani, Salsa Rojana Urfa, and Siti Ropidoh. "Instrumen Penilaian Hasil Belajar pada Kompetensi Pengetahuan." YASIN 3, no. 4 (2023): 704–9. http://dx.doi.org/10.58578/yasin.v3i4.1306.

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The accuracy of the assessments carried out by schools, especially those related to class assessments, expresses the desire for student learning outcomes. For a teacher, the use of assessment tools is very important during the evaluation process. Starting from the assessment of the selection instrument, the preparation instrument, the review instrument, the implementation of the assessment, the analysis of the results of the assessment, and the follow-up program on the results of the assessment. This article uses the library research method, namely by collecting data related to the title of th

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Hidayah, Indriana, and Ebedia Hilda Am. "Tracing Knowledge States through Student Assessment in a Blended Learning Environment." Jurnal Teknik Elektro 15, no. 2 (2024): 46–52. http://dx.doi.org/10.15294/jte.v15i2.47861.

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Blended learning has recently acquired popularity in a variety of educational settings. This approach has the advantage of being able to autonomously monitor students' knowledge states using the collected learning data. Moodle is the most widely used learning management system in blended learning environments. Students can access Moodle to obtain supplementary materials, exercises, and assessments to complement their face-to-face meetings. However, its performance can be improved by more effectively tailoring students' skills and pace of learning. Several studies have been conducted on knowled

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Supianto, Supianto, Kumaidi Kumaidi, and Yoyon Suryono. "Development of project-based historical knowledge assessment instruments." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 1 (2021): 16–29. http://dx.doi.org/10.52289/hej8.102.

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The history teacher is quite often using a project-based learning model to improve students' historical knowledge and skills. Unfortunately, this learning model is not supported by the availability of qualified assessment instruments. The limitations of project assessment instruments make teachers rely more on subjectivity in assessing student projects. Meanwhile, to assess historical knowledge, most teachers still use multiple choice and essay questions. Both types of assessments provide little information about students' abilities and are not sufficient as a basis for teachers to make decisi

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Riegel, Kimberly A. "Creating effective assessment to prepare students for the workforce." Journal of the Acoustical Society of America 152, no. 4 (2022): A254. http://dx.doi.org/10.1121/10.0016188.

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Effective assessment is one of the most difficult aspects of instruction. Assessment not only needs to accurately capture the student knowledge and abilities for the instructor but should prepare students for the kind of evaluation that they will face once they enter the field. These connections can help the student better connect with the material and understand the relevance of the assessment. Many common forms of assessment (e.g. tests) require the student to perfume timed and memorized tasks with few available resources for reference. As acoustics students head out into the professional wo

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