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Journal articles on the topic 'Continuous assessment and learning environment'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

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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BĂLAN, Florina. "LEARNING AND ASSESSMENT IN ONLINE ENVIRONMENT. A PEDAGOGICAL DIALECTIC." Pro Edu. International Journal of Educational Sciences 4, no. 7 (2022): 54–62. http://dx.doi.org/10.26520/peijes.2022.7.4.54-62.

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In a traditional, classical approach, learning can be perceived as a continuous, logical and reasoned progress on a well-defined topic. It is obvious that learning through digital technology has a different aspect, mainly using technical support, focusing on shared learning, but also on cooperation between teacher and student.

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Ajami, Khalil. "Computing Tutors Performance Indicator in Virtual Learning Environment." Higher Education Research 9, no. 2 (2024): 38–44. http://dx.doi.org/10.11648/j.her.20240902.12.

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Quality assurance has become an urgent necessity in all spheres of life, including education and learning in all stages from primary school to higher education, since it constitutes the core of development in the new era of knowledge economy. The aim of this paper is to present a new methodology applied to ensure quality of learning process within virtual learning environments. Our case study focused on the model of quality control adopted by Syrian Virtual University (SVU), which is pioneer in the field of virtual learning in the Middle East and the Arab region. The methodology is based on SE

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Van Heerden, Dalize, and Mmafani Serote. "Exploring the Validity of Continuous Assessment in a First-Year Programming Course at a Comprehensive Open Distance e-Learning University." European Conference on e-Learning 22, no. 1 (2023): 341–47. http://dx.doi.org/10.34190/ecel.22.1.1467.

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Continuous assessments are commonly used to determine students’ level of understanding to implement measures to address any shortcomings. Assessment practices of programming courses at distance universities have always had numerous drawbacks due to large student bodies and time constraints. The large student body, in most instances, creates questions related to the validity and authenticity of the assessments. Time constraints in grading large numbers of assessments create questions related to the validity and authenticity of the feedback on assessments. The assumption is that the more assessm

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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 (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 syst

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Luzyanin, Konstantin V. "Workshops redeveloped: Group work to nurture a more inclusive learning environment." Developing Academic Practice 2024, Special (2024): 9–17. http://dx.doi.org/10.3828/dap.2024.6.

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Merging assessment and feedback during continuous assessment involves the seamless integration of evaluating learning outcomes with providing constructive feedback to enhance learning. An illustrative example of this integration can be observed in active-learning-based analytical chemistry workshops conducted for a core undergraduate module within a chemistry programme. Extensive inquiring with students indicates that combining group work and merging assessment and feedback in these workshops can yield a multitude of benefits, including increased efficiency and enhanced communication, subseque

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Raaj, James. "AI-Powered Learning: Revolutionizing Student Assessment." International Journal of Research and Innovation in Applied Science X, no. V (2025): 583–87. https://doi.org/10.51584/ijrias.2025.100500052.

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The landscape of education has experienced a transformative shift with the integration of technology, particularly in the realm of student evaluation. Traditional assessment methods, predominantly paper-based and reliant on standardized testing, often fail to accurately reflect individual learning paths or collaborative skills. However, the advent of Artificial Intelligence (AI) offers the potential to revolutionize the evaluation process by providing more personalized, efficient, and adaptive assessment methods. AI technologies such as automated grading systems, adaptive learning platforms, a

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Khlifi, Yassine, and Hassan A. El-Sabagh. "A Novel Authentication Scheme for E-assessments Based on Student Behavior over E-learning Platform." International Journal of Emerging Technologies in Learning (iJET) 12, no. 04 (2017): 62. http://dx.doi.org/10.3991/ijet.v12i04.6478.

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E-Learning and distance education have become common choices for academic institutions. Based on advances in information technology systems, educational institutions have enabled the employment of e-learning systems as teaching courses and evaluation students. However, security issues related to e-learning systems have been raised by e-learning environment stakeholders which including faculty members, and students as well as data. In addition, e-learning opponents argue that incapability of e-learning environment to authenticate examination takers is one of the major challenges. E-assessment i

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Karanja, Davis Njuguna, Raphael Githaiga Wahome, Catherine Nkirote Kunyanga, and Cecilia Moraa Onyango. "Perceptions and Attitudes of Academic Staff Towards Agricultural Training in Kenyan Universities." International Journal of Innovation Education and Research 7, no. 4 (2019): 375–86. http://dx.doi.org/10.31686/ijier.vol7.iss4.1282.

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Agricultural productivity in Africa does not match that of the number of professional graduates working within the sector. This raises question on suitability of university training to needed graduate competencies. Under "PREPARE BSc project", ninety five lecturers selected from academic disciplines were interviewed to collect data on lecturers' perceptions and attitudes on learning environment, curriculum development, teaching and learning, and assessment activities. Over 80% of the respondents stated that curricula were adequate in content, but poorly aligned to teaching and learning activit

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Pujiani, Ujiani. "ASSESSMENT SYSTEM FOR ARABIC LANGUAGE LEARNING WITHIN THE INDEPENDENT CURRICULUM." Kitaba 2, no. 3 (2024): 165–73. http://dx.doi.org/10.18860/kitaba.v2i3.25565.

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The Arabic Language Learning Assessment System explores a range of evaluative approaches aimed at measuring student progress in Arabic language acquisition. This study delves into various assessment methods and strategies for evaluating communicative competencies, reading, writing, and other linguistic skills pertinent to Arabic. It also highlights the significance of adopting diverse and contextually appropriate assessment techniques. Moreover, the study discusses how an effective assessment framework can enhance students' comprehension and proficiency in Arabic. Findings indicate that the In

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Elhoucine, Ouassam, Hmina Nabil, and Bouikhalene Belaid. "Design of intelligent agent on Moodle to automate the learning assessment process." Indonesian Journal of Electrical Engineering and Computer Science 31, no. 3 (2023): 1665–72. https://doi.org/10.11591/ijeecs.v31.i3.pp1665-1672.

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Assessment is a key element in today’s School system, whether face-to-face or distance learning, as it helps students understand their learning and get feedback on their progress. In addition, distance learning assessment is becoming increasingly popular as it is convenient for students with busy schedules who cannot attend face-to-face assessments. In this paper, we focus on the use of intelligent agents on the Moodle platform to improve the assessment process of distance learning. We present three contributions that aim to improve the developed models: firstly, the digitisation of asse

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Garcia-Añón, José. "How do we assess in Clinical Legal Education? A “reflection” about reflective learning." International Journal of Clinical Legal Education 23, no. 1 (2016): 48. http://dx.doi.org/10.19164/ijcle.v23i1.490.

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<p align="LEFT">Institutional assessment must be distinguished from the assessment of learning. Traditionally, assessment is reduced to institutional assessment: that is, to give a mark depending on the achievement of knowledge instead of focusing in the student’s learning. However, I propose (to remember) that: 1) (Formative) assessment is part of learning; 2) Reflective learning (and reflective skills) is/are a part of assessment. This implies a process of continuous evaluation instead of summative evaluation, for example, through an exam or a similar procedure. So, I agree with the id

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Wolfe, Kate S., Sarah L. Hoiland, Kate Lyons, et al. "Hostos Online Learning Assessment (HOLA): A Survey of Student Perceptions." HETS Online Journal 6, no. 2 (2016): 39–61. http://dx.doi.org/10.55420/2693.9193.v6.n2.228.

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   The Office of Education Technology (EdTech) at Hostos Community College and faculty members from various departments created the Hostos Online Learning Assessment (HOLA) Task Force to design a survey for gathering and assessing data about students’ perceptions of their online learning experiences. The task force wanted to utilize the survey results to identify strengths and weaknesses in online instruction and student preparedness for the online learning environment. Student perceptions of online learning are integral to building upon current best practices and also gaugin

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Kumar V, Sampath, Sanjiba Kumar Bisoyi, and Veerendra Kumar A N. "Competency Based Education and Continuous Assessment in Laboratory to acquire higher order learning levels: Challenges, Process and Outcomes." Journal of Engineering Education Transformations 35, S1 (2022): 187–93. http://dx.doi.org/10.16920/jeet/2022/v35is1/22027.

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Competency based education and its continuous assessment creates a strong interest amongst all stakeholders involved in laboratories. Hands on experience and projectbased learning provide an opportunity for a personalized path to acquire higher order learning levels. A continuous assessment procedure has been implemented to impart knowledge-based on skill centric environment for lifelong learning. Five assessment components have been designed for the continuous improvement of skills all of which are required for higher order competencies. Laboratory assessments components have been designed by

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Ouassam, Elhoucine, Nabil Hmina, and Belaid Bouikhalene. "Design of intelligent agent on Moodle to automate the learning assessment process." Indonesian Journal of Electrical Engineering and Computer Science 31, no. 3 (2023): 1665. http://dx.doi.org/10.11591/ijeecs.v31.i3.pp1665-1672.

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Assessment is a key element in today’s School system, whether face-to-face or distance learning, as it helps students understand their learning and get feedback on their progress. In addition, distance learning assessment is becoming increasingly popular as it is convenient for students with busy schedules who cannot attend face-to-face assessments. In this paper, we focus on the use of intelligent agents on the Moodle platform to improve the assessment process of distance learning. We present three contributions that aim to improve the developed models: firstly, the digitisation of assessment

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Hermosisima, Mary Chandra R., Froilan D. Mobo, and Anesito L. Cutillas. "Enhanced Learning Continuity Framework Using Online Teaching as Alternative Delivery Modality." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 5 (2023): 1521–34. http://dx.doi.org/10.11594/ijmaber.04.05.14.

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This study explores the integration of technology platforms in online modular learning and proposes an enhanced learning continuity framework using online teaching as an alternative delivery modality. The study captures participants’ experiences related to online modular education through surveys by employing a qualitative approach. The findings demonstrate that integrating technological platforms enhances learning continuity. Online teaching offers flexible and accessible learning experiences, fostering effective teaching and learning. The study emphasizes the significance of comprehensive te

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Yildirim, Semih, and Stuart Baur. "Redesigning Course Improvement Plan; A Case Study Based-on Learning Outcomes in Engineering Education." Asean Journal of Engineering Education 8, no. 1 (2024): 1–9. https://doi.org/10.11113/ajee2024.8n1.141.

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Accreditation of engineering programs requires continuous improvement, and a course improvement plan helps accomplish this aim. Student-centered course design components for a particular course in the architectural engineering program is developed at Missouri University of Science and Technology. Method definition is developed and learning objectives, instruction types, and assessment tools are concluded with learning outcomes. Created course improvement plan meets the accreditation requirements partially. Learning outcomes are studied by the help of Bloom’s Taxonomy. Instruction types include

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Kamea, Fintha. "Assessment for Learning Practices of Project-Based Learning in the English Research Class." Foremost Journal 6, no. 1 (2025): 51–65. https://doi.org/10.33592/foremost.v6i1.6872.

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Research on Assessment practices in ELT of Project Based Learning approach is increasing because it is considered effective in creating a learning environment that is oriented towards continuous improvement. To get satisfactory results, the researcher decided to identify how one of the ELT lecturers at Esa Unggul University conducts assessment by implementing Assessment for Learning in Project Based Learning by focusing this research on the research method class because the class applies the Project Based Learning approach. The research was conducted by analyzing teaching documents in the form

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Jansone, Rasma, Andra Fernāte, and Inta Immere. "LEARNING OUTCOMES APPROACH IMPLEMENTATION: FUTURE PHYSICAL EDUCATION TEACHERS’ DIDACTIC COMPETENCE ASSESSMENT." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 424. http://dx.doi.org/10.17770/sie2014vol3.698.

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Education process in Latvian Academy of Sport Education (LASE) is directed to provide all education level physical education (PE) teacher adequate preparation. Everyone in any country has the right to a quality education, which is determined by the contribution in student preparation, teacher qualification, learning environment organization, investment in education, and the planned outcomes. Contextual approach to quality is not determined; it depends on the creativity and continuous development. Learning outcomes assessment approach is the basis for an objective study achievement assessment.

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Zafar, Imran, Lamburt Schuwirth, Susan Waller, Carvalho Filho, and Mohi Eldin Magzoub. "Protocol for conducting a scoping review on the influence of low-stakes assessment on student learning in medical education." F1000Research 13 (December 19, 2024): 1537. https://doi.org/10.12688/f1000research.158552.1.

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Rationale and Background Low-stakes assessments enhance student learning outcomes by providing a comprehensive view of performance and promoting competency-based education. Multiple low-stakes assessments encourage continuous learning and incorporate formative feedback for a realistic and long-term environment. Diverse assessment methods ensure psychometric rigor, utility and a programmatic assessment approach with multiple data points affording high-stakes decisions on progression. Objective This scoping review aims to systematically identify and map existing literature on the use of low-stak

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Labak, Irena, and Senka Blazetic. "A successful learning environment for biology teachers in higher education: Needs assessment." Journal of Education and e-Learning Research 10, no. 3 (2023): 530–38. http://dx.doi.org/10.20448/jeelr.v10i3.4919.

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Teachers must enhance their teaching skills in accordance with institutional policies at higher education institutions. This research aims to determine effective professional development techniques for biology teachers in higher education. The modified OZON form (cro. obrazac za opažanje nastave, teaching observation form) facilitated self-reflection and assessed the impact of reflection-based actions on the learning environment. Teachers participated in workshops, experiencing both student and curriculum-designer roles. Proficiency in creating an engaging learning environment and using techno

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Rimsha Saleem, Kiran Fatima, and Iqra Shehbaz. "The Role of Classroom Assessment in Enhancing Effective Learning: A Critical Analysis." Journal of Arts and Linguistics Studies 3, no. 1 (2025): 1333–46. https://doi.org/10.71281/jals.v3i1.275.

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Classroom assessment plays an important part in influencing students’ learning experiences and outcomes. It supports teachers in monitoring students' academic progress, recognizing improving areas where students need more instruction, and improving their approaches to improve performance. Teachers can adapt their teaching methods to make better learning results while ensuring that students can develop problem-solving and critical thinking skills through effective evaluation. This study observes the role of classroom assessment in improving learning effectiveness at the secondary level in Tehsi

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Zervaki, Kyriaki. "Empowering E-Learning: Effective Strategies for Supporting Students with Learning Difficulties." Journal of Language and Culture in Education 1, no. 2 (2024): 069–85. https://doi.org/10.5281/zenodo.14284217.

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This paper emphasizes the importance of inclusive engagement for students with learning difficulties (LD) in e-learning environments. It discusses effective teaching techniques and assessment strategies tailored to LD students underscoring the role of teachers and course designers in creating accessible, interactive educational experiences. The study highlights the use of technologies like text-to-speech software and digital storytelling to develop expression and comprehension. It also explores individualized instruction and continuous assessment as key intervention methods. Overall, the paper

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Bandara, Kahengoda Mudiyanselage Niranga Thanuja, and Balasooriya Pathiranage Ajith Jayaweera. "Commentary on the Applications of Blended Learning in the Teaching and Learning Process – A Review." Journal of Research in Education and Pedagogy 1, no. 2 (2024): 83–97. http://dx.doi.org/10.70232/jrep.v1i2.10.

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Blended learning, an innovative approach that combines traditional face-to-face (FTF) instruction with online elements, has gained prominence in education. This article provides a comprehensive overview of blended learning, including its definition, advantages, disadvantages, and various factors that affect the effectiveness of this teaching and learning approach. It also explores students’ and teachers’ perceptions of blended learning and the challenges and issues that may arise in its implementation. Blended learning has been found to provide several benefits such as personalized learning, f

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Nur Azizah, Annisa, Audsar Ridwan Fauzi, Aldinda Fauziah, Abdul Latif Nur Rohman, and Muhammad Rizki Sutolaksana. "URGENSI KOMPETENSI GURU DALAM PENGUKURAN DAN PENILAIAN BAHASA ARAB DI SDTQ AL-MUJAHIDIN BANYUANYAR." PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum 2, no. 3 (2024): 68–75. https://doi.org/10.59966/pandu.v2i3.1043.

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Teacher competence in the assessment and evaluation of the Arabic language plays a crucial role in ensuring effective learning outcomes. This study highlights the significance of teacher competence in the context of measuring and evaluating Arabic language proficiency. Competent teachers are essential in designing and implementing assessment strategies that accurately gauge students' language skills and progress. Effective assessment and evaluation practices are vital for monitoring students' development and providing targeted support to enhance their language proficiency. Teachers with strong

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Insani, Afra Nadya Putri, Putri Kurniawan Aprilia, and Junaidi Mistar. "Challenges and Opportunities: A Qualitative Study of EFL Teachers' Digital Proficiency and its Impact on Interactive Language Assessment." Voices of English Language Education Society 8, no. 1 (2024): 43–51. http://dx.doi.org/10.29408/veles.v8i1.25095.

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This study investigates the digital proficiency of English as a Foreign Language (EFL) teachers concerning language assessment development. Employing a qualitative phenomenological approach, it explores the subjective experiences and perceptions of EFL teachers engaged in constructing language tests within educational contexts. Semi-structured interviews were conducted with three participants, each representing diverse backgrounds in English Language Teaching (ELT). Moreover, thematic analysis was utilized to interpret the collected data systematically. The findings reveal specific challenges

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Ubando, Raul. "Exploring teaching strategies of oral communication skills teachers in hybrid learning environment." International Journal of Educational Management & Development Studies 6, no. 2 (2025): 76–99. https://doi.org/10.53378/ijemds.353195.

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This study explored the teaching strategies used by Oral Communication skills teachers in the hybrid learning environment. Data was gathered through semi-structured interviews and analyzed using thematic analysis to investigate the benefits and challenges of this modality. Key findings revealed that hybrid learning fostered collaborative and interactive speaking activities, technology-enhanced learning, creative and contextual tasks, real-world communication practice, and enhanced student engagement and motivation. Teachers adapted strategies for asynchronous settings, utilizing technology-dri

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Kaspi, Samuel, and Sitalakshmi Venkatraman. "Data-Driven Decision-Making (DDDM) for Higher Education Assessments: A Case Study." Systems 11, no. 6 (2023): 306. http://dx.doi.org/10.3390/systems11060306.

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The higher education (HE) system is witnessing immense transformations to keep pace with the rapid advancements in digital technologies and due to the recent COVID-19 pandemic compelling educational institutions to completely switch to online teaching and assessments. Assessments are considered to play an important and powerful role in students’ educational experience and evaluation of their academic abilities. However, there are many stigmas associated with both “traditional” and alternative assessment methods. Rethinking assessments is increasingly happening worldwide to keep up with the shi

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Cerezo, Jade Stephanie B., Karen Grace M. Dagani, Charlotte D. Elicano, et al. "Learning Gap Assessment in Integrated Science 7 at Saint Paul University Surigao-New Site Campus." European Journal of Theoretical and Applied Sciences 3, no. 2 (2025): 274–79. https://doi.org/10.59324/ejtas.2025.3(2).22.

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Science education plays a crucial role in developing students' critical thinking, problem-solving skills, and scientific literacy. However, the COVID-19 pandemic and other external factors have significantly disrupted the educational system in the Philippines, affecting the traditional modes of teaching and learning. This paper focuses on the learning gap analysis in Grade 7 Integrated Science subject and emphasized the importance of identifying students' strengths, shortcomings, and areas of misunderstanding. By conducting learning gap assessments, teachers can tailor instruction and interven

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Jade, Stephanie B. Cerezo, Grace M. Dagani Karen, D. Elicano Charlotte, et al. "Learning Gap Assessment in Integrated Science 7 at Saint Paul University Surigao-New Site Campus." European Journal of Theoretical and Applied Sciences 3, no. 2 (2025): 274–79. https://doi.org/10.59324/ejtas.2025.3(2).22.

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Science education plays a crucial role in developing students' critical thinking, problem-solving skills, and scientific literacy. However, the COVID-19 pandemic and other external factors have significantly disrupted the educational system in the Philippines, affecting the traditional modes of teaching and learning. This paper focuses on the learning gap analysis in Grade 7 Integrated Science subject and emphasized the importance of identifying students' strengths, shortcomings, and areas of misunderstanding. By conducting learning gap assessments, teachers can tailor instruction and interven

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Guerrero-Quiñonez, Anghelo Josué, Mirna Carolina Bedoya-Flores, Erick Fabián Mosquera-Quiñonez, Edwin Darío Ango-Ramos, and Rosalba Mercedes Lara-Tambaco. "Hybrid Education: Current Challenges." Ibero-American Journal of Education & Society Research 3, no. 1 (2023): 276–79. http://dx.doi.org/10.56183/iberoeds.v3i1.629.

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Hybrid education combines face-to-face and online teaching to provide a more flexible learning experience tailored to the needs of students. In summary, hybrid education implies; Integration of learning modalities where face-to-face learning in the classroom is combined with online learning, taking advantage of both approaches. Flexibility and customization that allows students to access online learning content and activities at their own time and pace, adapting to their individual needs. Use of technology where technological tools and resources are used, such as online learning platforms, vid

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Wang, Jue, Bin Ji, and Qian Fu. "Soft Actor-Critic and Risk Assessment-Based Reinforcement Learning Method for Ship Path Planning." Sustainability 16, no. 8 (2024): 3239. http://dx.doi.org/10.3390/su16083239.

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Ship path planning is one of the most important themes in waterway transportation, which is deemed as the cleanest mode of transportation due to its environmentally friendly and energy-efficient nature. A path-planning method that combines the soft actor-critic (SAC) and navigation risk assessment is proposed to address ship path planning in complex water environments. Specifically, a continuous environment model is established based on the Markov decision process (MDP), which considers the characteristics of the ship path-planning problem. To enhance the algorithm’s performance, an informatio

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Rajabalee, Yousra Banoor, Mohammad Issack Santally, and Frank Rennie. "Modeling Students' Performances in Activity-Based E-Learning From a Learning Analytics Perspective." International Journal of Distance Education Technologies 18, no. 4 (2020): 71–93. http://dx.doi.org/10.4018/ijdet.2020100105.

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This paper reports the findings of a research using marks of students in learning activities of an online module to build a predictive model of performance for the final assessment of the module. The objectives were (1) to compare the performances of students of two cohorts in terms of continuous learning assessment marks and final learning activity marks and (2) to model their final performances from their learning activities forming the continuous assessment using predictive analytics and regression analysis. The findings of this study combined with other findings as reported in the literatu

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Ghosh, Rahul, Jagriti Singha, and Alok Gardia. "Formative Assessment Strategies in Social Science Education: A Conceptual Framework for Achieving the Goals of National Education Policy 2020." Asian Journal of Education and Social Studies 51, no. 5 (2025): 395–407. https://doi.org/10.9734/ajess/2025/v51i51927.

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Conventional evaluation techniques often emphasise rote memorisation rather than critical thinking, limiting students' capacity to apply knowledge in practical, real-world contexts. This shift necessitates the adoption of creative assessment methodologies that are more adaptable, holistic, and competency-oriented, as opposed to conventional evaluation methods. This paper introduces a conceptual framework integrating formative assessment methods in the social sciences. This study is a systematic review that examines formative assessment procedures using a qualitative-theoretical approach. Some

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Elaraby, Shimaa, and Mona Hassan. "Examining the Relationship Between Monitoring Learner Progress and Course Learning Outcomes Achievement." Journal of Ecophysiology and Occupational Health 21, no. 3 (2021): 116. http://dx.doi.org/10.18311/jeoh/2021/28339.

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<p>Students of the first-year nursing program were recently experienced continuous and formative assessment through their training program. This is to improve the achievement of the students and the Course Learning Outcomes (CLOs). Therefore, the aim of the current study was to investigate the relationship between monitoring studentsâ€™ performance through continuous and formative assessments, student, and CLOs achievements. The study revealed a significant increase in the studentsâ€™ marks in all assessment methods after the mid-semester exams. In addition, the CLOs achievement is incre

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Marcu, Nicoleta Aurelia. "Reconsidering ESP Assessment Against the Background of Online Learning." Acta Marisiensis. Philologia 3, no. 1 (2021): 1–6. http://dx.doi.org/10.2478/amph-2022-0053.

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Abstract Online learning has placed the educational process not behind a screen but in front of a mirror that has challenged its face-to-face practices and has led to major changes not only as regards the design of the teaching materials, but also as regards the strategies employed in the assessment activities. Online environment has marked a shift within the educational process by establishing the need to focus more on a formative assessment, rather than on the summative one. As part of this continuous assessment the teacher has to provide effective and knowledge-yielding learning input, he/s

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Sepp, Kristiina, and Daisy Volmer. "Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test." Pharmacy 9, no. 3 (2021): 144. http://dx.doi.org/10.3390/pharmacy9030144.

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The spread of COVID-19 and social-distancing rules have increased the need for alternative learning environments with a focus on e-learning platforms. The objective of this study was to assess whether and to what extent the transition from traditional learning and assessment environment to the e-setting impacts the knowledge and skills acquired by students and their satisfaction with new e-solutions of taking the OSCE test. The study compared the results of three face-to-face (2018–2019) and one electronically conducted (2021) OSCE tests, as well as students’ feedback on the content and organi

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Al-Imamah, Hidayatul Ummah, Nunung Nurjati, Endah Yulia Rahayu, and Nico Irawan. "INNOVATIVE PERSPECTIVE ON FORMATIVE ASSESSMENT; PERCEPTION AND EXPERIENCE OF EFL STUDENTS IN SIDOARJO." Premise: Journal of English Education 13, no. 3 (2024): 1127. https://doi.org/10.24127/pj.v13i3.11015.

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In contemporary secondary EFL (English as a Foreign Language) education, formative assessments play a critical role in enhancing students' language proficiency. This research explores the perceptions and experiences of EFL students in Sidoarjo regarding formative assessment practices. The central research question focuses on how students' perceptions and experiences with formative assessments influence their engagement and language development. Employing a phenomenological approach, qualitative data were collected through in-depth interviews and classroom observations with 25 secondary EFL stu

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Andruloniw, Paweł, Karol Kowalik, and Piotr Zwierzykowski. "Unsupervised Learning Data-Driven Continuous QoE Assessment in Adaptive Streaming-Based Television System." Applied Sciences 12, no. 16 (2022): 8288. http://dx.doi.org/10.3390/app12168288.

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The quality of experience (QoE) assessment of adaptive video streaming may be crucial for detecting degradations impacting customer satisfaction. In a telecommunication environment, eliminating failure points may be the highest priority. This study aims to assess the QoE level of the video played by the STB device connected to the production TV system. The evaluation has been based on the stalling effects, video quality changes, and the time related to the last decreased bitrate change occurrence. The two-phase continuous clustering approach has been studied to assess the QoE level based on th

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Beldar, Pankaj R., and Dr Prashant B. Kushare. "Enhancing Mechanical Engineering Education: Leveraging Industrial Visits to Address Curriculum Gaps." Journal of Engineering Education Transformations 38, no. 3 (2025): 210–22. https://doi.org/10.16920/jeet/2024/v38i3/24256.

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Abstract : Industrial visits are essential for bridging the gap between theoretical classroom learning and practical application in mechanical engineering education. This study explores how such visits address curriculum gaps and improve learning outcomes by incorporating industry feedback, Program Outcome (PO) assessments, and aligning visit outcomes with Program Specific Outcomes (PSO). Feedback from industry stakeholders and students facilitated continuous improvement, providing insights into the practical application of theories. PO attainment calculations offered a quantitative evaluation

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Othman, Ahmad Ridzwan, Nurwafa Alia Ruslan, and Wahyuni Zahrah. "Impact of Physical Learning Environment Towards Students’ Performance at Taylor’s University." Environment-Behaviour Proceedings Journal 7, no. 19 (2022): 101–10. http://dx.doi.org/10.21834/ebpj.v7i19.3099.

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The learning environment needs attention as this space is closely related to students' well-being and learning performance. The ideal learning environment is always changing as innovations in technologies, teaching strategies, and design philosophies require continuous measurement and reassessment. This paper focused on the assessment of the physical learning environment that influences students' satisfaction level at Taylor's University. The result revealed that students’ satisfaction levels highly rely on spatial features (room layout and furniture) and ambient features (temperature and acou

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Schut, Suzanne, Jan van Tartwijk, Erik Driessen, Cees van der Vleuten, and Sylvia Heeneman. "Understanding the influence of teacher–learner relationships on learners’ assessment perception." Advances in Health Sciences Education 25, no. 2 (2019): 441–56. http://dx.doi.org/10.1007/s10459-019-09935-z.

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Abstract Low-stakes assessments are theorised to stimulate and support self-regulated learning. They are feedback-, not decision-oriented, and should hold little consequences to a learner based on their performance. The use of low-stakes assessment as a learning opportunity requires an environment in which continuous improvement is encouraged. This may be hindered by learners’ perceptions of assessment as high-stakes. Teachers play a key role in learners’ assessment perceptions. By investigating assessment perceptions through an interpersonal theory-based perspective of teacher–learner relatio

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Amani, Abdelrahman Sidahmed, Toum Musa Mohamed, and Khalid Emtinan. "Assessment of Undergraduate Medical Learners' Perception of the Learning Environment using Modified DREEM Questionnaire: A Cross Sectional Study." International Journal of Environmental & Agriculture Research 7, no. 2 (2021): 01–10. https://doi.org/10.5281/zenodo.4568282.

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<strong>Abstract</strong><strong>—</strong> <strong>Background: </strong>The students’ perception of the learning environment is important for proper learning to take place. Students’ reflection in this regard is also crucial in the accreditation process. Sudan has witnessed huge expansion in higher education which resulted in many challenges facing the educational environment. This study aimed to assess the medical students’ perception of the learning environment at a Sudanese University, October 2019.<strong> </strong> <strong>Methods and material: </strong>The study

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Lee, Hoi Yeh, Naimah Musa @ Zakaria, Yoke-Seng Wong, et al. "Communication Technology-Enhanced Collaborative and Constructivism Learning in Improving Students’ Skills on Artworks Production: A Structural Equation Modelling Approach." PaperASIA 40, no. 4b (2024): 200–223. http://dx.doi.org/10.59953/paperasia.v40i4b.176.

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21st century learning is a dynamic and interconnected educational environment that leverages technology, fosters collaboration, and supports continuous and personalized learning. This study was conducted to investigate the relationship between learning outcomes, learning contents, delivery strategies, learning activities and assessment forms in Structured Technology-Enhanced Collaborative (ST-EC) Learning Environment. To fulfil the research purpose, we developed a questionnaire with sufficient reliability as an instrument to evaluate teachers’ perspectives on five components in the ST-EC learn

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Liapis, Georgios, and Ioannis Vlahavas. "Multi-Agent System for Emulating Personality Traits Using Deep Reinforcement Learning." Applied Sciences 14, no. 24 (2024): 12068. https://doi.org/10.3390/app142412068.

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Conventional personality assessment methods depend on subjective input, while game-based AI predictive methods offer a dynamic and objective framework. However, training these models requires large and labeled datasets, which are challenging to obtain from real players with diverse personality traits. In this paper, we propose a multi-agent system using Deep Reinforcement Learning in a game environment to generate the necessary labeled data. Each agent is trained with custom reward functions based on the HiDAC system that encourages trait-aligned behaviors to emulate specific personality trait

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Hisham, Sofiah Hanis Ahmad, Siti Nurma Hanim Hadie, Fazlina Kasim, and Shamsi Amalina Shamsuddin. "From crisis to opportunity: enhancing anatomy education in a post-COVID world: the Universiti Sains Malaysia experience." Korean Journal of Medical Education 36, no. 4 (2024): 435–43. http://dx.doi.org/10.3946/kjme.2024.315.

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The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. Thes

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Ní Fhloinn, Eabhnat, and Olivia Fitzmaurice. "The Impact of the COVID-19 Pandemic upon Mathematics Assessment in Higher Education." Education Sciences 15, no. 4 (2025): 449. https://doi.org/10.3390/educsci15040449.

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Historically, the assessment of mathematics in higher education comprised closed-book, summative, proctored examinations. Related disciplines and subjects like statistics, mathematics education, and the history of mathematics lend themselves to a broader range of assessment techniques that have been reported to provide a more balanced picture of students’ abilities. In 2020, an online environment for the teaching and learning of mathematics was imposed on the academic world globally as a result of the COVID-19 pandemic. In an effort to teach and assess remotely while maintaining institutional

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Sydorenko, Viktoria, Tetiana Kravchynska, Olena Aleinikova, and Oksana Dubinina. "Marketing of educational services for continuous professional development of modern educator." Освітній вимір 55 (December 10, 2020): 75–92. http://dx.doi.org/10.31812/educdim.v55i0.3941.

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The reform of the continuing teachers’ training system in Ukraine is meant to provide teachers with the opportunities for professional development and lifelong learning according to the requirements set by the State education policy, employers and key stakeholders. This implies creation of flexible competitive educational environment using mobile advanced training programs and modernization of content, forms, methods techniques of teaching. The authors present a set of andragogic and psychological assessment instruments to use for continuing teachers’ training, including feedback questionnaire

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Herawan, Endang. "KINERJA KEPALA SEKOLAH SEBAGAI INSTRUCTIONAL LEADER." PEDAGOGIA Jurnal Ilmu Pendidikan 13, no. 2 (2016): 259. http://dx.doi.org/10.17509/pedagogia.v13i2.3551.

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One of the tasks that must be performed by a school principal is the leader. To achieve quality learning, principals in running leadership should be oriented or focus on learning. Leader learning in performing their duties aimed at aspects of the curriculum, PBM, assessment of learning outcomes, teacher development, creating a conducive environment that allows teachers and guide students can study well. To be able to carry out leadership learning required set of competencies, is to formulate learning objectives, directing and guiding curriculum development , improvement PBM, evaluating the per

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Grisma Yuli Arta. "Asesmen dalam Pendidikan: Konsep, Pendekatan, Prinsip, Jenis, dan Fungsi." Jurnal Pendidikan, Bahasa dan Budaya 3, no. 3 (2024): 170–90. http://dx.doi.org/10.55606/jpbb.v3i3.3925.

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Assessment is an integral component of learning in schools, playing a crucial role in measuring student achievement and enhancing the overall educational process. This article discusses challenges and strategies to improve teachers' understanding and skills in effective assessment implementation. Key challenges include the availability of adequate resources, teachers' readiness to use various assessment types, and societal expectations regarding evaluation standards.The research aims to explore how educators can enhance their assessment practices through continuous professional development. Th

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