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Journal articles on the topic 'Continuous Assessment and CASS-portfolios'
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1
Van der Berg, Servaas, and Debra Shepherd. "Continuous assessment and matriculation examination marks – An empirical examination." South African Journal of Childhood Education 5, no. 2 (December 7, 2015): 17. http://dx.doi.org/10.4102/sajce.v5i2.391.
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<p>This study analyses information and feedback from matriculation level continuous assessment in the South African education system. Continuous assessment (CASS) at the time carried a 25% weight in the final matriculation (Grade 12) mark, and it provides feedback that affects examination preparation and effort. Weak assessment in schools sends wrong signals to students that may have important consequences for the way they approach the final examination. Moreover, similarly wrong signals earlier in their school careers may also have affected their subject choice and career planning.<br />This study compares CASS data to the externally assessed matric exam marks for a number of subjects. There are two signalling dimensions to inaccurate assessments: (i) Inflated CASS marks can give students a false sense of security and lead to diminished exam effort. (ii) A weak correlation between CASS and the exam marks could mean poor signalling in another dimension: Relatively good students may get relatively low CASS marks. Such low correlations indicate poor assessment reliability, as the examination and continuous assessment should both be testing mastery of the same national curriculum. The paper analyses the extent of each of these dimensions of weak signalling in South African schools and draws disturbing conclusions for a large part of the school system.</p>
2
Sánchez-Ruiz, Luis-M., Santiago Moll-López, Jose-Antonio Moraño-Fernández, and María-Dolores Roselló. "Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment." Mathematics 9, no. 17 (August 28, 2021): 2082. http://dx.doi.org/10.3390/math9172082.
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Learning is a non-deterministic complex dynamical system where students transform inputs (classes, assignments, personal work, gamification activities, etc.) into outcomes (acquired knowledge, skills, and competencies). In the process, students generate outputs in a variety of ways (exams, tests, portfolios, etc.). The result of these outputs is a grade aimed at measuring the (level of) competencies achieved by each student. We revisit the relevance of continuous assessment to obtain this grading. We simultaneously investigate the generated outputs in different moments as modifiers of the system itself, since they may reveal a variation of the level of competencies achievement previously assessed. This is a novelty in the literature, and a cornerstone of our methodology. This process is called a Dynamical Continuous Discrete assessment, which is a form of blended assessment that may be used under traditional or blended learning environments. This article provides an 11-year perspective of applying this Dynamical Continuous Discrete assessment in a Mathematics class for aerospace engineering students, as well as the students’ perception of continuous assessments.
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Adeoye, Femi Adetunji. "Impact of Systematic Assessment of Instruction on Secondary School Students’ Physics Achievement at Cognitive Level of Knowledge." International Journal of Physics & Chemistry Education 2, no. 1 (February 16, 2021): 44–52. http://dx.doi.org/10.51724/ijpce.v2i1.182.
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The study examined empirically the impact of systematic and unsystematic assessment of instructions, cognitive style and gender on knowledge of physics concepts among Senior Secondary Two (SS II) Students in Lagos Island Local Government Area of Lagos State, Nigeria. It made use of 120 secondary school two (SS II) students (72 males and 48 females) in a pretest-posttest non-randomized control group design in which treatment systematic assessment at two levels was crossed with two levels of cognitive style and gender. Data analysis involved analysis of covariance and graphical illustration as post-hoc measures. The results indicate that allowing systematic attributes of continuous assessment (CASS) to come into play in physics teaching has significant effect on remembering of physics concepts across all the students’ cognitive style-gender groupings. The results also indicate a significant gender-group (in support of females) in remembering of physics concepts. These results show the need for secondary school physics teachers to bring in systematic characteristic of CASS into the assessment of physics teaching. The teachers should also be more patient with male students since their knowledge of physics concepts is significantly lower than that of their female counterparts.
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Salampasis, Dimitrios. "Leveraging robo-advisors to fill the gap within the SRI marketplace." Journal of Innovation Management 5, no. 3 (November 29, 2017): 6–13. http://dx.doi.org/10.24840/2183-0606_005.003_0002.
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The SRI marketplace has been experiencing continuous growth, despite the limited understanding and comprehensive tools for assessment, reporting, measurement and profiling of the investment portfolios, the risk and the generated impact. The materialization of robo-advisors, a new offering within the fund management industry, in the light of continuous technological developments, brings a new wave of innovation that aims at assisting the industry towards institutionalizing SRI strategies for the purpose of social good.
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Воротникова, Ірина Павлівна, and Ольга Германівна Захар. "TEACHERS' READINESS TO USE E-PORTFOLIOS." Information Technologies and Learning Tools 81, no. 1 (February 23, 2021): 327–39. http://dx.doi.org/10.33407/itlt.v81i1.3943.
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An e-portfolio is one of the tools for monitoring and evaluating the professional activity of school teachers and their achievements. An e-portfolio can be used for teachers’ professional development. It provides openness and transparency of both teachers’ and educational institutions’ work. The purpose of the study is to analyze teachers' readiness to use e-portfolios for both self-evaluation of their own professional experience and continuous professional development. The article analyzes various approaches to the structure of e-portfolios based on the analysis of international experience, the legislation of Ukraine and the survey of teachers. The purpose, tasks, requirements of normative documents on the use of e-portfolios are generalized.The multi-level structure of an e-portfolio is defined and the requirements for its dynamic content are substantiated. Teachers' needs for advanced training in using a variety of IT tools for creating e-portfolios have been systematized. It has been determined that the use of e-portfolio can satisfy both the needs of evaluating the effectiveness of teachers’ work and the formation of self-esteem and reflection skills, facilitate teachers’ continuous professional development, dissemination of advanced pedagogical experience and teaching practices. Different types of e-portfolios have been analyzed. IT tools for creating an e-portfolio have been identified. The content of the corresponding educational module for teachers in the system of postgraduate pedagogical education has been substantiated. The content of a portfolio is defined by the goals of its creation. For teachers, the emphasis in e-portfolio creation is not on learning, as it is for students, but on professional activity, self-assessment, and marketing. The results can be teachers' understanding of why and how they have learned throughout their careers, the importance of reflection for future professional development.
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Beyl, Caula A. "Demystifying Learning Outcomes Assessment at the Program Level." HortTechnology 20, no. 4 (August 2010): 672–77. http://dx.doi.org/10.21273/horttech.20.4.672.
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In addition to being an essential part of the continuous cycle of improvement, program assessment helps provide for documented accountability, improved learning content, and enhanced pedagogy. The process of using descriptions of the ideal graduate, program descriptive material, faculty and student input, and overlapping course outcomes to develop meaningful program learning outcomes is described. Both direct and indirect assessment methods can be used to determine if the program is meeting its desired learning outcomes as well as using classroom-embedded assessment, capstone experiences, collective portfolios, standardized tests, pre- and post-tests, exit interviews, and various surveys. A program matrix can be used to track where various program learning outcomes are being addressed within individual courses. This article describes a fundamental first approach to assessing and documenting program learning.
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Horton, Sandra L., Debbie J. Drake, Patricia A. Kershaw, and Nancy A. Murray. "The academic portfolio: Validation of the learning journey." Journal of Nursing Education and Practice 9, no. 11 (August 9, 2019): 26. http://dx.doi.org/10.5430/jnep.v9n11p26.
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As academicians, students’ learning achievements must be described to ascertain programmatic quality and professional accreditation. Additionally, demonstrating accountability is pivotal for application to nursing students’ learning in patient situations and leadership decision-making. In this process review, nursing student learning was validated by the use of academic portfolios. Learning was authenticated by having the students identify evidence of their learning applied to school of nursing and program outcomes for nursing administration, the Essentials of Master’s Education in Nursing, and the American Organization for Nursing Leadership (AONL) competencies. The AONL competencies were a crucial measurement which enabled students to better view the full scope of their roles as nursing leaders. These academic portfolios provided illustrative vignettes of application of students’ learning throughout the master in nursing administration program. Academic portfolios personify the students’ learning experiences to validate student learning for academic reviewers, provide continuous quality improvement for nursing programs, and guide the learning application to the students’ future careers and lives. These results will also demonstrate program success during an upcoming accreditation survey thus fulfilling a triple objective with one academic project: assessment of student goal achievement, program goal attainment, and accreditation preparedness.
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Beck, Diane E. "Performance-Based Assessment: Using Pre-Established Criteria and Continuous Feedback to Enhance a Student’s Ability to Perform Practice Tasks." Journal of Pharmacy Practice 13, no. 5 (October 2000): 347–64. http://dx.doi.org/10.1106/lgr5-3c3n-nteg-b9vh.
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Performance-based assessment is a process in which pre-established performance criteria and continuous feedback are used by both the student and instructor to improve learning with an endpoint of students demonstrating their achievement of learning by performing realistic practice tasks. This manuscript describes the issues limiting widespread use of performance-based assessment, based on findings from the pharmacy, medical, and general education literature, and then proposes a model for how to successfully implement it. Performance-based assessment methods such as direct observation, the Mini-Clinical Evaluation Exercise, simulations involving standardized patients and computers, projects, presentations, learning portfolios, and the Triple Jump Exam are discussed. Successful implementation of performance-based assessment involves: 1) inculcating a culture for assessment, 2) establishing pre-specified performance criteria, 3) implementing use of the pre-established performance criteria and formative assessment methods to provide continuous feedback during the learning period, 4) using summative performance-based assessment methods, and 5) providing mechanisms for student remediation. Successful inclusion of performance-based assessment in Doctor of Pharmacy curricula should enable instructors to better prepare graduates that can provide pharmaceutical care in a quality manner.
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Villalonga, Rosa, Ramón Pujol, Víctor Moreno, Jordi Carratalà, Francesc Borrell, and Francesc Gudiol. "The Electronic Portfolio as a Teaching Complement for Technical Skills in Health Sciences." Journal of Cases on Information Technology 16, no. 4 (October 2014): 24–37. http://dx.doi.org/10.4018/jcit.2014100103.
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The portfolio has gathered pace in recent years, being a useful tool for teaching and assessment. The main goal is to improve learning through student reflection and continuous feedback of evaluations. The implantation of information technology has facilitated the introduction of the electronic portfolio (e-portfolio). Based on previous experience with portfolios, it was decided to implement it in some subjects within Medicine and Dentistry in the Department. The objectives of the study (2009-2013) have been assessing the response to its introduction, assess student satisfaction and determine the extra load imposed on the teaching process. The topic has focused on clinical skills of students, using the e-portfolio Mahara®, installed on the Virtual Campus of Barcelona University. There have been 1241 e-portfolios and 1611 email exchanges between teachers and students. All assessment is carried out on-line (average response time 48 hours, 40 minutes /portfolio). Satisfaction surveys show a high level of acceptance by the students. This allows one to conclude that the e-portfolio has proven to be a good teaching tool, presenting a high degree of compliance and satisfaction among students, encouraging student-teacher relationships.
10
Tomiak, Anna T., Geordie Linford, Micheline McDonald, Jane Willms, and Nazik Hammad. "Implementation of competency-based medical education in a Canadian medical oncology training program: Lessons from our first year." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10514. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10514.
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10514 Background: As part of a university wide initiative, CBME was implemented in our MO training program in July 2017. Stages, Entrustable Professional Activity (EPA) assessments and Required Training Experiences established by the Royal College of Physicians and Surgeons of Canada were adopted. MedTech Central, the electronic portfolio developed at our university was used for assessment collection. We share here observations and experiences from our first year of implementation. Methods: Assessment metrics were obtained through MEdTech. Ethics was granted by Queen’s University as part of an ongoing research study on feedback. Lessons learned were compiled from discussions between the Program Director, Residents, Program Administrator, CBME Education Consultant and CBME lead. Results: A total of 195 assessments were completed July 2017-November 2018. 81% were EPA assessments and the remainder multisource feedback, rubrics and field notes. The median number of assessments per faculty was 17 (0-42). 52% of assessments included written “Comments” or “Next steps”. A median of 6 assessments per faculty member included specific or actionable feedback. Lessons learned centered on: 1) Faculty and Resident development and engagement (critical before, during and after implementation); 2) Value of sharing work of CBME (CBME Education Consultant, CBME Lead, Academic Advisors, Competence Committee); 3) Importance of effective communication strategy with stakeholders 4) Importance of collaboration with other training programs at institutional and national levels; 5) Culture change (a slow process); 6) Resident concerns regarding lack of global assessment; 7) Assessment plan challenges (How many observations required?); 8) Burden of CBME (Resident driven assessments or a better balance?) ; 9) Limitations of e-portfolio (How to live track and by whom?); 10) Costs 11) Value of continuous quality assurance and improvement. Conclusions: Our first year of implementation was successful in introducing CBME concepts, work based assessments and e-portfolios. Ongoing work is needed, including increasing the number of assessments and quality of feedback.
11
LAURIER, MICHEL. "Évaluation et multimédia dans l’apprentissage d’une L2." ReCALL 16, no. 2 (November 2004): 475–87. http://dx.doi.org/10.1017/s0958344004001521.
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In the first part of this paper different areas where technology may be used for second language assessment are described. First, item banking operations, which are generally based on Item Response Theory but not necessarily restricted to dichotomously scored items, facilitate assessment task organization and require technological support. Second, technology may help to design more authentic assessment tasks or may be needed in some direct testing situations. Third, the assessment environment may be more adapted and more stimulating when technology is used to give the student more control. The second part of the paper presents different functions of assessment. The monitoring function (often called formative assessment) aims at adapting the classroom activities to students and to provide continuous feedback. Technology may be used to train the teachers in monitoring techniques, to organize data or to produce diagnostic information; electronic portfolios or quizzes that are built in some educational software may also be used for monitoring. The placement function is probably the one in which the application of computer adaptive testing procedures (e.g. French CAPT) is the most appropriate. Automatic scoring devices may also be used for placement purposes. Finally the certification function requires more valid and more reliable tools. Technology may be used to enhance the testing situation (to make it more authentic) or to facilitate data processing during the construction of a test. Almond et al. (2002) propose a four component model (Selection, Presentation, Scoring and Response) for designing assessment systems. Each component must be planned taking into account the assessment function.
12
Shepherd, Debra, and Servaas Van der Berg. "Continuous assessment and matriculation examination marks – An empirical examination." South African Journal of Childhood Education 5, no. 2 (December 4, 2015). http://dx.doi.org/10.4102/sajce.v5i2.383.
Full textAbstract:
This study analyses information and feedback from matriculation level continuous assessment in the South African education system. Continuous assessment (CASS) at the time carried a 25% weight in the final matriculation (Grade 12) mark, and it provides feedback that affects examination preparation and effort. Weak assessment in schools sends wrong signals to students that may have important consequences for the way they approach the final examination. Moreover, similarly wrong signals earlier in their school careers may also have affected their subject choice and career planning.This study compares CASS data to the externally assessed matric exam marks for a number of subjects. There are two signalling dimensions to inaccurate assessments: (i) Inflated CASS marks can give students a false sense of security and lead to diminished exam effort. (ii) A weak correlation between CASS and the exam marks could mean poor signalling in another dimension: Relatively good students may get relatively low CASS marks. Such low correlations indicate poor assessment reliability, as the examination and continuous assessment should both be testing mastery of the same national curriculum. The paper analyses the extent of each of these dimensions of weak signalling in South African schools and draws disturbing conclusions for a large part of the school system.
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Naidoo, N. "The use of portfolios for continuing assessment of physiotherapy students in clinical practice settings." South African Journal of Physiotherapy 60, no. 4 (February 18, 2004). http://dx.doi.org/10.4102/sajp.v60i4.193.
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Many and varied methods of assessment are used to evaluate undergraduate physiotherapy students. Different modes of assessment occur as a result of contrasting educational theories and because the purpose of assessment is variable. In this era of performance assessment related to the students’ mastery of the core curriculum, portfolios can enhance the assessment process by revealing a range of skills and understandings. This fits snugly into the physiotherapy curriculum for undergraduate continuous assessment purposes. Portfolio assessment can facilitate more reflection on students’ learning, more ownership of learning and more awareness of self-development. This supports the South African Qualifications Authority’s objective for higher education of reflection and life-long learning in our students. This article presents discussion on the use of portfolios in physiotherapy student learning and assessment in clinical practice.
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Ramalepe, M. L., and V. T. Zengele. "The Role of School Managers in the Implementation of Continuous Assessment (CASS) in Mopani District." Mediterranean Journal of Social Sciences, December 1, 2014. http://dx.doi.org/10.5901/mjss.2014.v5n27p544.
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"Call for Manuscripts: Assessment." Mathematics Teacher 104, no. 9 (May 2011): 703. http://dx.doi.org/10.5951/mt.104.9.0703.
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Assessment that is a continuous, integrated part of mathematics instruction will guide and enhance learning for all students. In addition to evaluating students' conceptual understanding and procedural fluency, assessment also informs instructional decisions. Assessment is a dynamic self–reflective process for both teachers and students that is at the core of significant mathematics content, teaching practices, and student learning. A key aspect of instructional decision making is the alignment of the curriculum and instruction with assessment. For example, assessment techniques may include open–ended questions, constructed-response tasks, selected–response items, performance tasks, observations, conversations, journals, and portfolios. In the spirit of NCTM's Assessment Principle and its focus on reasoning and sense making, the MT Editorial Panel seeks manuscripts that address but are not limited to the following topics:
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"Call for Manuscripts: Assessment." Mathematics Teacher 104, no. 9 (May 2011): 703. http://dx.doi.org/10.5951/mt.104.9.0703.
Full textAbstract:
Assessment that is a continuous, integrated part of mathematics instruction will guide and enhance learning for all students. In addition to evaluating students' conceptual understanding and procedural fluency, assessment also informs instructional decisions. Assessment is a dynamic self–reflective process for both teachers and students that is at the core of significant mathematics content, teaching practices, and student learning. A key aspect of instructional decision making is the alignment of the curriculum and instruction with assessment. For example, assessment techniques may include open–ended questions, constructed-response tasks, selected–response items, performance tasks, observations, conversations, journals, and portfolios. In the spirit of NCTM's Assessment Principle and its focus on reasoning and sense making, the MT Editorial Panel seeks manuscripts that address but are not limited to the following topics:
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Knowlton, Dave S., Lynette Johnson, Melissa Thomeczek, Yuliang Liu, and Jody N. Lumsden. "Juries as Innovation in an Instructional Design and Technology Program: A Saga of Continuous Improvement Efforts." International Journal of Designs for Learning 7, no. 3 (November 30, 2016). http://dx.doi.org/10.14434/ijdl.v7i3.19856.
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Academic juries have a long tradition as a method of educating students and assessing their work. This tradition has been limited to a relatively narrow range of disciplines, such as architecture and various fine and performing arts. This article describes the case of an online graduate-level Instructional Design and Technology (IDT) program adopting and adapting a jury structure to support the development and assessment of students’ electronic portfolios. A key component of the adoption and adaptation is the continuous efforts to improve the impact of juries across their 10-year implementation (2005-2015) in the IDT program. Therefore, this paper explicates the history of jury establishment and development within the IDT program, reports two evaluations that provide students’ perspectives about juries, and details the IDT faculty members’ response to those evaluations in an effort to further improve juries as a program-wide innovation.
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Wolde, Berku. "The Role of Continuous Professional Development in Improving Secondary School Teachers’ Teaching and Learning Competencies to Deliver Quality Education in Ethiopia: A Case of Secondary School." Qualitative Report, May 2, 2021. http://dx.doi.org/10.46743/2160-3715/2021.3650.
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The main purpose of this study was to understand the role of Continuous Professional Development (CPD) in improving secondary school teachers’ teaching and learning competencies at Basso Preparatory and Secondary School (BPSS). In so doing, single case study design was employed, and the participants of the study were teachers, principals, supervisor and CPD coordinator of the school and experts at district and Zonal levels, and the data sources were CPD framework and toolkit, portfolio module, teachers’ CPD plans and portfolios. The data collection methods were questionnaire, interview and document analysis, and the data collected were analysed. The result depicted that CPD has improved the teaching competencies of some teachers whereas there are some teachers who have problems in their teaching methods, assessment and evaluation, and subject area knowledge. Besides, the findings from the document analysis disclosed that there are also gaps in the framework and toolkit not to including all the expected teaching and learning competencies in line with the current literature. The portfolio module was not also well conceptualized. This implies that CPD is not playing its best role to developing teachers’ teaching and learning competencies as a whole to deliver quality education at BPSS, and implications for the stakeholders at different levels were forwarded.
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Eddy, Emily, Brittany Long, Lindsey Peters, Jennifer Grundey, Michelle Musser, and Karielle Shaffery. "Training upcoming academicians through interviews of pharmacy resident teaching certificate leaders." Pharmacy Practice, April 20, 2020, 1769. http://dx.doi.org/10.18549/pharmpract.2020.2.1769.
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Background: Discovering methods of Residency Teaching Certificate Programs (RTCPs) will allow for collaboration in developing best practices to ensure both high quality of programming and outcomes for participants.
Objective: The primary objective of this project is to describe and compare how RTCPs are conducted in the state of Ohio. Secondarily, to identify current practices in assessing RTCPs in both programmatic effectiveness and individual resident teaching outcomes.
Methods: The seven coordinators of the seven Ohio RTCPs (n=7) were contacted via email and asked to participate in an IRB-approved interview, either in-person or telephonically. Standardized questions were developed to inquire about six categories of interest: demographics/background, administration/logistics, content, assessment of the resident, program financing, and program continuous quality improvement (CQI). All seven programs participated in interviews. Data was coded by multiple members of the research team for presentation in aggregate form.
Results: RTCPs include seminar days at the respective pharmacy colleges; however, the number, length, and content of seminars vary. The majority of programs (n=5) stated using inherited curriculum and materials passed down from previous coordinators. While each RTCP requires participants to submit a teaching portfolio, only three of seven programs assess the summative portfolios. All programs (n=7) award participants a certificate based on completion of requirements without a defined minimum performance standard. Two programs are collecting participant feedback after every session for CQI however no programs are completing an annual programmatic assessment of resident outcomes. The majority of coordinators (n=7) are interested in collaborating and sharing “best practices” between RTCPs in the state.
Conclusions: Although published and available resources exist surrounding the development and delivery of RTCPs, in Ohio, their use varies greatly. The most striking outcomes highlighted the lack of resident and program assessment of outcomes in RTCPs. The research has brought forth ideas of ways to improve these programs through resident assessment, program assessment and also leads to reflection and innovation around the best way to deliver these programs.