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Journal articles on the topic "Continuous students assessments"
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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 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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Elfaki, Omer Abdelgadir, Abdulaziz Alamri, Karimeldin A. Salih, et al. "Medical Students Views on Continuous Assessment." Journal of Biomedical Engineering and Medical Imaging 7, no. 5 (2020): 29–35. http://dx.doi.org/10.14738/jbemi.75.8892.
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The importance of assessment in the educational process is well emphasized in medical education. The system of continuous assessment (CA) used in the College of medicine, KKU can be described as frequent summative assessments in each course since there was no regular feedback. The CA adopted carries 50% of the total marks. Achievement of students in CA is critical to their pass or failure of any course. Excessive use of summative assessment was identified as problematic by some research work. But, at the same time a single terminal summative assessment is not recommended. The objective of this study was to examine the students' perception of learning and its relation with performance in CA.
 Methods
 The target population of this study was the 4th, 5th and 6th year students of the college of medicine, KKU. Non-probability convenience sampling was used aiming at 25% - 30% of the total. A correlational design was adopted. A structured self-administered questionnaire was developed. This was based on four constructs: performance on CA: 3 items, feedback: 6 items, students' perception of learning: 12 items and gender.
 A 5-point Likert scale was used ranging from strongly agree to strongly disagree to the stated statements in the instrument. The questionnaire was validated before use. Pearson’s correlation coefficient (r) was computed using SPSS. P value of <0.05 was considered significant.
 Results and discussion
 This is a cross sectional study where correlational design was used. The total number of respondents was 128 with 58% of them males and 42% females. The computed r for the perception of learning with performance in CA was .741 and for feedback with performance in CA was .766. This clearly indicated a significant positive correlation between them. Gender had no significant correlation with performance in CA. Although profound evidence does exist on the positive effect of CA on academic performance and motivation of students, this effect seems to be dependent on how the assessment system is used. In one experimental study, it was found that CA had positive effect on students' academic performance, learning and satisfaction compared to summative assessment. On the other hand, when continuous assessment was done in form of frequent summative assessment, the positive effect was lost and in fact a negative effect was evident.
 Conclusion
 The respondents viewed their perception of learning and feedback strongly and positively correlated with their performance in CA, while gender had no significant correlation
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Wu, Jinlu. "Linking Assessment Questions to a Research Article to Stimulate Self-directed Learning and Develop High-order Cognitive Skills in an Undergraduate Module of Molecular Genetics." CBE—Life Sciences Education 8, no. 4 (2009): 283–90. http://dx.doi.org/10.1187/cbe.09-06-0040.
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Assessment plays a crucial role in the learning process, but current assessments focus on assessment of learning rather than assessment for learning. In this study, a novel method for open-book continuous assessment (CA) was developed. The aim was to encourage students to learn beyond the textbook by challenging students with questions linked to a research article. Research articles closely related to lecture contents were selected and released to students before the CA for perusal. CA questions were set at three different levels to assess conceptual understanding, application, and synthesis. The CA was administered to first-year undergraduate students majoring in life science as part of Molecular Genetics, a compulsory module. It contributed 10% of the student's grade for the module. Students’ CA scores indicated that the majority could answer correctly all the questions. Students’ feedback on the CA showed that most of them praised the CA model for its novelty, motivation, and application. Only a few criticized it due to its poor coverage of lecture contents. Overall, this CA went beyond the traditional role of assessments in the assignment of scores and stimulated curiosity and self-directed learning.
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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 (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>
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Radid, Mohamed, Soumia Tamani, and Hafid Sokrat. "The impact of the type of questions asked in continuous assessment on students’ outcomes." Contemporary Educational Researches Journal 8, no. 2 (2018): 72–76. http://dx.doi.org/10.18844/cerj.v8i2.3482.
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This study’s objective is to find the impact of the type of questions asked in assessments on students’ results and to measure their capacity of synthesis. Also, we had analysed students’ answer related to exercise that is a part of the subject of the first control about thermochemistry concerning the first university level science of chemistry subject in 2014. The recorded results show that when useful figures are designed in enunciations, students have ability to move easily to the next stages and could find out easily adequate answers, but when the question is without indication, students are lost in the choice of the figures that are part of the exercise. This problem is concerning the majority of students in different levels. These results push us to prepare lecture for subjects of the national exam Bac: mathematics, chemistry and physics as well as tests and interviews to have an access to high schools in Morocco.
 Keywords: Assessment, students’ level, thermochemistry, capacity of synthesis.
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Yoho, Robert M., Vassilios Vardaxis, and Kelsey Millonig. "Relationship Between Academic Performance and Student Self-Assessment of Clinical Performance in the College of Podiatric Medicine and Surgery." Journal of the American Podiatric Medical Association 106, no. 3 (2016): 214–17. http://dx.doi.org/10.7547/14-166.
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Background: Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between student academic performance and third-year clinical performance self-assessment. No such study exists in podiatric medical education. Methods: Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical. Results: No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data. Conclusions: Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that student academic performance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.
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Nagandla, K., EDas Gupta, T. Motilal, CL Teng, and S. Gangadaran. "Performance of medical students in final professional examination: Can in-course continuous assessments predict students at risk?" National Medical Journal of India 31, no. 5 (2018): 293. http://dx.doi.org/10.4103/0970-258x.261197.
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Tamani, Soumia, Hafid Sokrat, and Mohamed Radid. "The impact of the type of questions asked in continuous assessment on students' outcomes." International Journal of Learning and Teaching 11, no. 2 (2019): 60–65. http://dx.doi.org/10.18844/ijlt.v11i2.849.
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This study has an objective to look for the impact of the type of questions given in assessments about students’ results and to measure the capacity of synthesis for them. In fact, we had analysed the students’ answer related to exercise that is a part of the subject of the first control about thermochemistry concerning the first university level science of chemistry subject in 2014. The recorded results show that when useful figures are designed in enunciations students have ability to move easily to the next stages and could find out easily adequate answers, but when the question is without indication students are lost in the choice of the figures that are part of the exercise. These results push us to prepare lecture about given subjects of the national exam Bac: mathematics, chemistry and physics as well tests and interviews to have an access to high schools in Morocco (limited access).
 Keywords: Assessment, students’ level, thermochemistry, capacity of synthesis.
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Verano-Tacoronte, Domingo, Alicia Bolívar-Cruz, and Sara M. González-Betancor. "Self-assessment: A critical competence for Industrial Engineering." DYNA 82, no. 194 (2015): 130–38. http://dx.doi.org/10.15446/dyna.v82n194.47097.
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Assess one's own abilities realistically and critically is the key for a continuous adaptation to the changing labor market conditions. The university system must train the future engineers to rate their own performance accurately, reducing biases as self-benevolence. This paper analyzes, with a sample of students of Industrial Engineering, the accuracy of self-assessment in oral presentations, using a scoring rubric. The results of several statistical tests indicate that students are good assessors of others work, but benevolent with their own work. In addition, men evaluate themselves significantly higher than women do. Finally, self-assessment tend to compensate for others assessments, mainly in the case of students considered worse by teachers. These results point to the need of including self-assessment activities in an increasing number to improve students’ performance.
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Matinde, Elias. "Students’ Perceptions on Reciprocal Peer Tutorial Assessment in an Undergraduate Course in Process Metallurgy." Education Sciences 9, no. 1 (2019): 27. http://dx.doi.org/10.3390/educsci9010027.
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Tutorials play a key role in the teaching and learning of engineering sciences. However, the efficacy of tutorials as platforms for providing personal and academic support is continuously being challenged by factors such as declining faculty-to-student ratios and students’ under-preparedness. This study adopted reciprocal peer tutorial assessment as an instructional strategy in a capstone course in Process Metallurgy. The findings from highlighted the delicate balance between the obvious benefits and the unintended consequences of adopting reciprocal peer assessments during tutorials. The obvious benefits of RPTA included opportunities for synergistic peer learning, healthy competition among students, self-directed learning, among others. However, the benefits of RPTA were negated by factors such as low level of trust among peers, anxiety over year marks, time constraints, and discomfort due to perceived incompetency when compared to their peers. Finally, the findings from the present study provided opportunities for iterative design and continuous improvement.
Dissertations / Theses on the topic "Continuous students assessments"
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Veraldo, Junior Lucio Garcia [UNESP]. "Avaliação completa das competências do engenheiro no projeto interdisciplinar do curso de Engenharia de Produção." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152076.
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Previous issue date: 2017-09-30<br>O objetivo deste trabalho consiste na aplicação de um processo de avaliação continuada por métodos avaliativos individuais e coletivas analisando o desenvolvimento das competências de um engenheiro de produção aplicado a um projeto interdisciplinar do curso de graduação. Parte destes métodos utilizavam uma escala de proficiência para avaliar o nível de evolução que o aluno desenvolvia em determinada competência, seja por autoavaliação, seja executada pelo professor. O processo continha métodos para avaliar conhecimentos de maneira prévia e final além das habilidades e atitudes, analisando as expectativas e percepções dos alunos no desenvolvimento do projeto interdisciplinar. Para validar tais instrumentos avaliativos, foi utilizado a ANOVA de modo a identificar se as disciplinas e as competências deveriam compor o projeto proposto aos alunos.<br>The objective of this work is the application of a process of continuous evaluation by individual and collective evaluation methods analyzing the development of the skills of a production engineer applied to an interdisciplinary project of the undergraduate course. Part of these methods used a proficiency scale to assess the level of evolution that the student developed in a given competency, either by self-assessment or by the teacher. The process contained methods for assessing prior and final knowledge beyond skills and attitudes, analyzing students' expectations and perceptions in the development of the interdisciplinary project. To validate such evaluation instruments, ANOVA was used in order to identify if the disciplines and competences should be part of the proposed project to the students.
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Smit, Jan Jacob Antonie Christoffel. "A conceptual model for the management of the implementation of a continuous assessment plan at a university of technology / Jan Jacob Antonie Christoffel Smit." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1781.
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In South Africa today, the challenge is to redress past inequalities and to transform the
higher education system. This transformation of the higher education system is necessary
in order to serve a new social order. The introduction of outcomes-based education and
training requires a new approach to education, including the process of assessment. An
outcomes-based approach to education and training focuses on continuous assessment
through the use of a range of assessment methods.
The Ministry of Education tasked the National Department of Education to embark on a
review of their academic programmes. This review has been in response to register
programmes on the National Qualifications Framework. This review has also been part of
an attempt to improve the quality of qualifications.
In most learning organisations, assessment and learning have always been closely related.
If assessment has not simply been seen as the end point in learning but has been an
important component in the design of the learning process itself, this statement will be
severely tested by the movement towards an outcomes model for education and training.
The primary aim of the study was to develop a conceptual model for the management of
the impleme tation of a continuous assessment plan in a university of technology by
means of aliterature study and an empirical investigation. Currently, information
regarding the conceptualisation of this topic is inadequate and vague. If the nature of the
complexities involved in the management and implementation of CASS at universities of
technology are known, a conceptualised model can be developed for the effective
management of the implementation thereof.
The implementation of an integrated model of assessment requires the creation of an
enabling environment in which the model can be implemented. This study has found that
this is not true for many universities of technology, as:
• programme design still rests on subjects that are not aimed at outcome-based
models;
• administrative systems are not designed to accommodate the recording of
continuous assessments;
• students, lecturers and other stakeholders have not undergone the necessary
training regarding the change in paradigm from content-based to outcomebased
education; and
• policy regarding modularisation and continuous assessment has not yet been
defined and implemented.
The study serves to present a useable model for the management of the implementation
of continuous assessment at universities of technology. The study is based on a balanced
opinion as the experiences of both lecturers and students were investigated by means of
structured questionnaires. The findings were verified by means of a focus group interview
with administrative staff involved with continuous assessment.
The model that was developed is a usable model as it was subjected to a number of
verification tests.<br>Thesis (Ph.D. (Teaching and Learning))--North-West University, Vaal Triangle Campus, 2008.
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Shelton, Dan. "Using formative assessment to differentiate instruction a plan to build a culture of continuous improvement /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 88 p, 2007. http://proquest.umi.com/pqdweb?did=1362515811&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Shorter, Nichole. "COMPARING ASSESSMENT METHODS AS PREDICTORS OF STUDENT LEARNING IN UNDERGRADUATE MATHEMATICS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2729.
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This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicts student learning (dependent upon posttest grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled "Mathematics for Calculus". Initially, a multiple regression model was formulated to model the relationship between the predictor variables (the continuous assessment, cumulative assessment, and project scores) versus the outcome variable (the posttest scores). However, due to the possibility of multicollinearity present between the cumulative assessment predictor variable and the continuous assessment predictor variable, a stepwise regression model was implemented and caused the cumulative assessment predictor variable to be forced out of the resulting model, based on the results of statistical significance and hypothesis testing. The finalized stepwise regression model included continuous assessment scores and project scores as predictor variables of students' posttest scores with a 99% confidence level. Results indicated that ultimately the continuous assessment scores best predicted students' posttest scores.<br>M.S.<br>Department of Mathematics<br>Sciences<br>Mathematical Science MS
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Bloxham, Kristy T. "Using Formative Student Feedback: A Continuous Quality Improvement Approach for Online Course Development." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/801.
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The objective of this study was to examine the use of frequent, anonymous student course surveys as a tool in supporting continuous quality improvement (CQI) principles in online instruction. The study used a qualitative, multiple-case design involving four separate online courses. Analysis methods included pattern matching/explanation building, time series analysis, and thematic analysis. Findings suggested that instructors used student feedback to make course changes that alleviated technical difficulties, added and clarified content, and contributed to future course changes. Students and instructors responded positively to the opportunity to give and receive anonymous feedback and felt that it helped improve the course. It is uncertain, however, whether using CQI principles had an impact on end-of-semester teacher course quality ratings.
An important finding from the research is that students like to be asked to help improve their learning experience, as long as the instructor listens and responds to their feedback. Evaluation is a valuable component of instructional design theories, which are based on the philosophy that the best designs result from an iterative process. Using a synergistic CQI approach, this study indicates that it is possible for changes to be made more quickly to a course when students are involved in the process. The combination of frequent student feedback with a willing and experienced instructor who can make expert course revision decisions allows the process of course improvement to be enhanced.
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Hinds, Patricia L. "Correlation of continuous performance test variables with teacher ratings of behavior among referred and nonreferred students." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137587.
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The purpose of this study was to explore the nature of the relationship between a continuous performance test (CPT) and teachers' ratings of behavior. Assessment data were archival in nature. One hundred-one children from one rural, middle-class, predominately Caucasian school district in a Midwestern state were selected who had taken the Test of Variables of Attention (TOVA) and whose teachers had completed the Attention Deficit Disorders Evaluation ScaleSchool Version (ADDES) and the Child Behavior ChecklistTeacher Report Form (TRF). Of this group 46 had been referred for Attention-Deficit/Hyperactivity Disorder (ADHD) and/or learning difficulties and 55 had participated in a local norming project for the TOVA.Descriptive statistics were found for CPT variables and teachers' ratings of behavior for all participants, boys and girls separately, and referred and nonreferred separately. The research question was investigated using a matrix of partial correlations controlled for age. TOVA variables included Omissions, Commissions, Response Time, Response Time Variability, Anticipatory Responses, and Multiple Responses. Teacher's rating scale variables included the ADDES Total and subscales Inattention, Impulsive, and Hyperactive as well as the TRF Attention Problems, and Aggressive Behavior.Research provided support that TOVA Omissions and Commissions are valid indicators of ADHD as measured by teachers' ratings of behavior. Response Time Variability and Multiple Responses may be valid indicators of generalized behavior dysfunction as measured by teachers' ratings of behavior. Anticipatory Responses and Response Time may aid in distinguishing ADHD with and without hyperactivity but further research is recommended.<br>Department of Educational Psychology
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Fencel, Jessica Atick. "A qualitative assessment of what comprises an effective and positive supervisor-student clinician relationship in speech-language pathology." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2574.
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The purpose of this study was to gain a better understanding of the factors that constitute a positive and negative supervisor-supervisee relationship as perceived by speech-language pathology graduate students. Clinical practicum experiences were analyzed using qualitative methods via recorded in-depth participant interviews. After the data were collected and transcribed, the narratives were analyzed to draw useful inferences and discover underlying themes using a phenomenological methodology approach. Two overlaying themes, ASHA’s Task 1 of Supervision and Anderson’s Continuum Model of Supervision, were identified from the participants’ interviews and were used to categorize the data. Results indicate the most likely factors attributed to a positive clinical experience included constructive feedback, respect, positive praise, clear expectations and structured clinical guidance while the factors that were most likely attributed to a negative experience were lack of constructive feedback, lack of perceived respect, negative criticism, unclear expectations, and minimal clinical guidance.
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Ramsuran, A. "Exploring the relationship between policy and practice : a study of continuous assessment." Thesis, 1997. http://hdl.handle.net/10413/2905.
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Research reveals that policy intentions seldom define classroom practice.
This research study uses continuous assessment as the 'case' to explore
the policy-practice relationship. The research approach adopted involved
a critical review of policy documents on continuous assessment;
interviews with Department officials; a survey questionnaire on
continuous assessment distributed to teachers in ten secondary schools;
and a detailed exploration of continuous assessment practice in three
institutional settings. The findings show that continuous assessment is
rarely implemented as policy intended; teachers at the classroom level
have transformed the aims of policy-makers to the extent that
implementation proceeds at some distance from the original policy
intentions; and teachers are experiencing numerous problems in
attempting to implement continuous assessment.<br>Thesis (M.Ed.)-University of Durban-Westville, 1997.
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"Continuous Assessment in Agile Learning using Visualizations and Clustering of Activity Data to Analyze Student Behavior." Master's thesis, 2016. http://hdl.handle.net/2286/R.I.39407.
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abstract: Software engineering education today is a technologically advanced and rapidly evolving discipline. Being a discipline where students not only design but also build new technology, it is important that they receive a hands on learning experience in the form of project based courses. To maximize the learning benefit, students must conduct project-based learning activities in a consistent rhythm, or cadence. Project-based courses that are augmented with a system of frequent, formative feedback helps students constantly evaluate their progress and leads them away from a deadline driven approach to learning.
One aspect of this research is focused on evaluating the use of a tool that tracks student activity as a means of providing frequent, formative feedback. This thesis measures the impact of the tool on student compliance to the learning process. A personalized dashboard with quasi real time visual reports and notifications are provided to undergraduate and graduate software engineering students. The impact of these visual reports on compliance is measured using the log traces of dashboard activity and a survey instrument given multiple times during the course.
A second aspect of this research is the application of learning analytics to understand patterns of student compliance. This research employs unsupervised machine learning algorithms to identify unique patterns of student behavior observed in the context of a project-based course. Analyzing and labeling these unique patterns of behavior can help instructors understand typical student characteristics. Further, understanding these behavioral patterns can assist an instructor in making timely, targeted interventions. In this research, datasets comprising of student’s daily activity and graded scores from an under graduate software engineering course is utilized for the purpose of identifying unique patterns of student behavior.<br>Dissertation/Thesis<br>Masters Thesis Engineering 2016
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Shilenge, Veronica Zanele. "A case study of the implementation of continuous assessment in grades 11 and 12 physical science classrooms in three secondary schools." Thesis, 2004. http://hdl.handle.net/10413/3196.
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The Department of Education has introduced a policy of Continuous Assessment
(CASS) in grades 11 and 12. This, however, does not mean that the current policies
such as senior certificate examinations will immediately change. It appears that the old
and the new practices will co-exist. This implementation of CASS took place in some
environments characterised by enormous infra-structural backlogs, resource limitations,
inadequate supply of quality learning support materials and absence of common
national standards for learning and assessments. Consequently, the purpose of this
interpretive research is to investigate how CASS has been implemented in grades 11
and 12 Physical Science classrooms in three disadvantaged secondary schools. This
research study is a qualitative case study of three secondary schools in a school circuit.
The three secondary schools were chosen on the basis of their varying socio-economic
backgrounds and history related to quality of work and innovation. The research study
examines the contexts and processes that took place during the implementation of
CASS in these schools.
The principal theories underpinning this study are those supporting educational change
and curriculum innovation. The argument is that different understandings of the nature
of the curriculum have important implications for the implementation of curriculum
change. The literature was reviewed to expand the argument that curriculum change has
different meanings and is dependent on the context. In this research study, curriculum
changes in South Africa, the meaning of curriculum changes, CASS and CASS policy
are discussed. The research methods used to gather data are semi-structured interviews,
document analysis and questionnaires. The participants in this study were grade 11 and
12 Physical Science teachers, the Science Head of Departments (HOD) and grade 11
and 12 Physical Science learners from each school. The three schools were visited in the
second half of 2002. This research study considered the roles and importance of
learners, teachers, school management team, community and external inputs for the
successful implementation of CASS.
The feedback from teachers, HOD's, and learners were analysed and discussed. The
schools were found to have profiles and strategies that were unique, but also some
principles, practices and characteristics were common. The overall findings show that
CASS has been implemented in these classrooms, but the strategies that are mostly used
are those which were used in a content-based curriculum. For example, tests,
classwork and homework were common in these schools. This study therefore suggests
that more thorough and different support and developmental programmes be put in
place so as to equip teachers with the skills necessary to implement CASS. This study
also suggests that further research in schools be conducted, so that the best procedures
are used to ensure the effective implementation of curriculum innovation in South
Africa.<br>Theses (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
Books on the topic "Continuous students assessments"
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Grange, Lesley Le. Continuous assessment: An introduction and guidelines to implementation. Juta, 1998.
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E, Humphrey Gregg, and Reinhardt Karen, eds. Weaving science inquiry and continuous assessment: Using formative assessment to improve learning. Corwin Press, 2003.
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Allensworth, Diane DeMuth. Healthy students 2000: An agenda for continuous improvement in America's schools. American School Health Assn., 1994.
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Nelson, Pavan Barbara, ed. Nongradedness: Helping it to happen. Technomic Pub. Co., 1993.
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Nigeria. Federal Ministry of Education. and Nigeria. Federal Ministry of Science and Technology., eds. A Handbook on continuous assessment. Published for Federal Ministry of Education, Science, and Technology by Heinemann Educational Books (Nigeria), 1985.
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Carlson, Maura O'Brien, Gregg E. Humphrey, and Karen S. Reinhardt. Weaving Science Inquiry and Continuous Assessment: Using Formative Assessment to Improve Learning. Corwin Press, 2003.
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Lugoe, B. M. Continuous assessment and profile as a means of student evaluation in technical colleges in Tanzania. Polytechnic of Huddersfield, 1989.
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Lebler, Don, and Scott Harrison. Evaluating progress and setting directions. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0006.
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The complexity of assessing musical performance as a nonverbal art form is well known within the field of professional practice. This chapter addresses key issues including the tension between assessing craftsmanship and artistry. It surveys the strong tradition of expert panel assessment that continues to be the hallmark of musical performance assessment in many contexts, in relation to both solo and ensemble performance. It also explores how such practices may intersect with the development of self-assessment and self-reflection as core professional skills for performers, as well as the processes of formative and summative assessment. Finally, it argues that the making of musicians is a lifelong process in which assessment and examination have an important role but are by no means the only factor in determining whether or not a music student’s eventual career will be successful.
Book chapters on the topic "Continuous students assessments"
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Balasooriya, Isuru, M. Elena Rodríguez, and Enric Mor. "Assessment of Engagement: Using Microlevel Student Engagement as a Form of Continuous Assessment." In Technology Enhanced Assessment. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97807-9_12.
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van der Lans, Rikkert. "A Probabilistic Model for Feedback on Teachers’ Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_5.
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AbstractThis chapter describes research into the validity of a teacher evaluation framework that was applied between 2012 and 2016 to provide feedback to Dutch secondary school teachers concerning their instructional effectiveness. In this research project, the acquisition of instructional effectiveness was conceptualized as unfolding along a continuum ranging from ineffective novice to effective expert instructor. Using advanced statistical models, teachers’ current position on the continuum was estimated. This information was used to tailor feedback for professional development. Two instruments were applied to find teachers’ current position on the continuum, namely the International Comparative Assessment of Learning and Teaching (ICALT) observation instrument and the My Teacher–student questionnaire (MTQ). This chapter highlights background theory and central concepts behind the project and it introduces the logic behind the statistical methods that were used to operationalize the continuum of instructional effectiveness. Specific attention is given to differences between students and observers in how they experience teachers’ instructional effectiveness and the resulting disagreement in how they position teachers on the continuum. It is explained how this disagreement made feedback reports less actionable. The chapter then discusses evidence of two empirical studies that examined the disagreement from two methodological perspectives. Finally, it makes some tentative conclusions concerning the practical implications of the evidence.
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Amedeker, M. K. "The Contributions of Continuous Assessment to the Improvement of Students’ Learning of School Science." In Indigenist African Development and Related Issues. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-659-2_7.
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Uhomoibhi, James, and Margaret Ross. "Continuous Assessment in Computing and Engineering Education for Improved Students’ Engagement and Enhanced Learning." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73204-6_42.
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Ma, Jingjing. "Hong Kong College Students’ Perceptions of Continuous Assessment in the Context of Academic Literacy Instruction." In English Literacy Instruction for Chinese Speakers. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_16.
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Núñez-González, J. David, Manuel Graña, and Jose Manuel Lopez-Guede. "Prelude of an Educational Innovation Project: Discussing a Redesign of the Continuous Assessment in Mathematics for Chemistry and Geology Bachelor Degree Students." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94120-2_52.
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Hatt, Justin. "Dynamic, Online, Objective Assessment for Continuous Assessment." In Handbook of Research on E-Assessment in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5936-8.ch009.
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Continuous assessment can be helpful in getting students to practice what they are learning throughout a course. However, the task of administering continuous assessment, especially in a higher education setting, can require a significant amount of effort from teachers and lecturers; as a result, it is possible the quality of tasks encompassed in a continuous assessment strategy will be weakened or lessened. Good online assessment applications can help teachers and lecturers create suitable assessments whilst also providing relevant statistical information that helps them understand the progress students are making in their courses. This chapter will explore the potential for implementing objective, online assessment as a continuous assessment strategy in higher education. Focus will be given particularly to an application known as Maths (previously Mathletics) to explore the features that can exist to support and enhance the learning environment for students in higher education.
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Román, Piero Espino, Eugenia Olaguez Torres, and Ricardo López Hernández. "Virtual Learning Environments as a Continuous Assessment Tool in University Students." In Educational Technology and the New World of Persistent Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6361-7.ch012.
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This chapter presents the development of a virtual learning environment through the use of e-assessment based on web technologies. This virtual environment development consists in the use of Code Igniter developed by EllisLab. Bootstrap was also simultaneously used, which is a framework developed within Twitter, with the objective of standardizing the tools that are used in the development. This virtual environment allowed to assess and keep track of the work of a selected group of students from the Mechatronics Engineering academic program of the Universidad Politécnica de Sinaloa in Mexico, which, throughout the course, allowed teachers to manage the students' assessments. As a conclusion, it was found that the virtual learning environment using e-assessment contributes to the teacher-student interaction within a virtual environment and in an online modality. Finally, it was reported that time spans in different areas were optimized, such as the areas of elaboration, design, application, and feedback of the university students' assessment.
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Yeo, Siok-Koon. "Enhanced Self-Directed Learning Using “Rewind on the Go” and Class Activities." In Preparing the Next Generation of Teachers for 21st Century Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4080-9.ch003.
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In this chapter, the learning approach of using lecture recording (“Rewind on the Go”) and class activities is implemented to offer students with more flexibility. This teaching approach is beneficial because the lecture recording (“Rewind on the Go”) not only allows the learners to access learning (knowledge) at anytime and anywhere, but it also sets as a prior knowledge before they apply it in-class activities. The class activities could be conducted in classroom and out of classroom to allow variation and fun learning for students. Continuous implementation of this approach can enhance self-directed learning, which subsequently promotes critical thinking and the ability to adapt to the fast-changing environment. Such an approach is also useful to address different learning styles among students. A survey conducted by the faculty showed that 90% of the students revealed that they understood and could relate the relationship of the lesson activities to learning objectives and learning assessments through this approach. This suggests that the students can make learning more meaningful with this approach.
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Herr, Norman, Marten Tippens, Mike Rivas, Virginia Oberholzer Vandergon, Matthew d'Alessio, and John Reveles. "Cloud-Based Continuous Formative Assessment (CFA)." In Learning and Performance Assessment. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch017.
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Continuous Formative Assessment (CFA) is a strategy that employs free and accessible collaborative cloud-based technologies to collect, stream, and archive evidence of student knowledge, reasoning, and understanding during STEM lessons, so that instructors and students can make evidence-based decisions for adjusting lessons to optimize learning. Writing samples, diagrams, equations, drawings, photos, and movies are collected from all students and archived in cloud-based databases so that instructors can assess student understanding during instruction, and monitor learning gains over time. This chapter introduces and explains CFA techniques and provides preliminary research pertaining to the effectiveness of CFA instructional strategies in promoting student accountability, metacognition, and engagement in STEM courses, and suggests avenues for future research.
Conference papers on the topic "Continuous students assessments"
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Shafrir, Uri, Masha Etkind, Ron Kenett, and Leo Roytman. "Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2581.
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The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and Australia, in different knowledge domains, including: physics; biology; mathematics; mathematics teacher education; teacher training; developmental psychology; English as a second language; architecture; management; business; project management. Statistical analysis of MERLO data collected since 2002, shows that conceptual thinking enhance learning outcomes and deepens students’ comprehension of the conceptual content of learned material. Conceptual thinking is learnable, and provide metrics to document continuous increase in higher-order thinking skills such as critical conceptual thinking, transfer of knowledge, and problem solving. Pedagogy for conceptual thinking is currently implemented with Brightspace (http://www.brightspace.com/), Integrated Learning Platform (ILP) offered by D2L (http://www.d2l.com/) that supports customizable online pedagogy.
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Hensel, Edward, and Amitabha Ghosh. "A Case Study on Course-Based Outcomes Assessment to Enhance Student Learning and Course Delivery in the Engineering Sciences Core Curriculum." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12946.
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A formal two-loop learning outcomes assessment process has been implemented in the mechanical engineering department at Rochester Institute of Technology. The outer loop establishes high-level outcomes and objectives for the program, while the inner loop provides assessment of achievement and feedback for improvement. Planning for the two-loop assessment process was initiated in academic year 2005–06 with the establishment of four faculty workgroups, with each group assigned responsibility for conducting outcomes assessment on a subset of the ME core curriculum. The engineering science core curriculum inner loop assessment process was initiated in AY2006–07 and continues today. Results of a three year longitudinal study of the engineering science course learning outcomes assessment and the details of the assessment and continuous improvement process are described herein. The three year study period encompassed 83 sections of five courses, with a cumulative student enrollment of 2,853 individuals. Sample data from the longitudinal study of the fluid mechanics course (reviewing 19 sections with a cumulative enrollment of 619 students) is presented, to illustrate improvement of student learning through refinement of the course delivery. A discussion of the assessment process, lessons learned, and conclusions are presented.
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Zorio-Grima, Ana, and Paloma Merello. "Explanatory factors of student performance in online tests for the continuous assessment: Is attendance really important?" In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8128.
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In the European Higher Education Area, the educational model focuses on the student and the role of Information and Communication Technologies is crucial for the learning and teaching process. This study identifies the characteristics of the students according to their performance in the online tests carried out in a subject of Financial Accounting in the groups taught in English of the Degrees of Business Administration and Economics in a University from XXX. The objectives of this study are to explore the determining factors for student performance in online tests. Several analyses are carried out for all the marks and for a separated sample considering only the tests where the mark is at least good- i.e. the best or the second best grade in the national grading system. Among other intersting findings, our study evidences that attendance is a determining factor for the performance in each test if we take the whole group of students, but it is not significant for the students achieving better grades. This evidence has important implications as regards making attendance compulsory to benefit from the continuous assessment system.
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Rizo Maestre, Carlos, Fidel Aznar Gregory, Mar Pujol López, and Ramón Rizo Aldeguer. "STUDENTS' PERCEPTION OF CONTINUOUS ASSESSMENT WITH ONLINE QUIZ." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2321.
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Narayanan, Mysore. "A Learner-Centered Student Course Portfolio." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56861.
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In this short paper the author tries to explain how a learner-centered student course portfolio has helped him to document the educational outcomes. The author has taught and is currently teaching the subject matter of Hydraulics, Hydrology and Fluid Mechanics at an undergraduate level. Here the author tries to correlate the assessment of student learning to the assessment of instructor teaching methodologies. It is well known that industry is in need of employees that are committed to long-term development and continuous improvement. The key element here is to recognize the fundamental concept that teaching and learning are connected and therefore it is essential that the interaction between the instructor and learner is properly documented in the portfolio. (Cerbin, 1994). While addressing these issues, the author raises five questions: 1. What should be counted as appropriate goals in an undergraduate engineering course that has a significant laboratory component? 2. Are the teaching practices utilized by the instructor in this course providing reasonably acceptable paths toward accomplishing the specified learning goals? 3. What do students actually accomplish in the course and the laboratory exercises and how does the instructor’s teaching methodologies contribute to students’ intellectual development and progress? 4. How does the instructor respond to students’ learning difficulties? Does the teacher revise the teaching strategies to address such problems? 5. What impact does this type of teaching have on students’ life-long learning attitudes? Are they able to “learn, how to learn.” A course portfolio is deemed as a specified document that represents the specific accomplishments of the student and is structured to explain what, how and why the students learnt in that particular course. The portfolio shall include everything that was accomplished in that particular course. It should contain a teaching statement that provides a flow-chart. (Knapper, 1995). Further, an assessment analysis of student learning should be supported by class work, problem sets, quizzes, examinations, research reports, term papers, examinations, laboratory reports, etc. An analysis of student feedback is essential to document teaching effectiveness. Finally, a comprehensive course summary. The summary should describe the strengths and weaknesses of the course in terms of students’ learning. (Richlin, 1995).
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Johari, Azlina, Norliza Zaini, Mohd Fuad Abdul Latip, Nina Korlina Madzhi, and Rosni Abu Kassim. "Online-based continuous assessment repository for lecturers and students." In 2015 IEEE 7th International Conference on Engineering Education (ICEED). IEEE, 2015. http://dx.doi.org/10.1109/iceed.2015.7451509.
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Angurell, Inmaculada, Raimundo Gargallo, Joan Anton Farrera, et al. "CONTINUOUS ASSESSMENT METHOD FROM CHEMISTRY STUDENTS’ POINT OF VIEW." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1573.
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Mattarelli, Eleonora, and Cristiana De Santis. "Educational System Assessment: Italy And Finland, Comparative Case Study." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11076.
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Educational system assessment allows the evaluation of some learningoutcomes and permits the continuous monitoring of educational processes.The aim of this study is to explore the ways used to assess and evaluateschool systems and universities and students’ learning outcomes in Italy andFinland, two important educational realities as shown in PISA (Programmefor International Student Assessment) results (OECD, 2019). The attention isfocused on common and uncommon practices employed in each country andon perceptions that the educational system assessment creates in those whoevaluate and in those evaluated. Ten stakeholders from Italy and Finlandparticipated in focus groups or interviews one to one audio-taped,transcribed and analysed using qualitative methods. The results underlinethat the evaluation of school systems and universities helps build a largedatabase and that the evaluation process have to be made with trust betweenstakeholders involved, with innovation and awareness. The generalacceptance is increasing: stakeholders from two contexts consideredhighlight that, in order to improve efficiency and effectiveness, schoolsystems and universities need a formative assessment and evaluation inwhich everyone is involved from central educational institutions to teachersand students.
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Niyonshuti, Eric, and Figen Kırkpınar. "Assessment of the Last Decades Studies and Developments in Broilers Nutrition." In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.003.
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The poultry industry has advanced remarkably over the past 30 years. In particular, broiler production has been the most successful than any other sector in the animal industry. Production standards of broilers have continuously improved over this period, with modern broilers reaching a live average weight of 2.5 kg at 33 – 35 days. Today, under normal conditions, a broiler chicken can gain an average weight of 65 g per day and can attain 1.5 feed conversion ratio (FCR). Genetic selection brought about by breeding companies has played a big part in the improvements of broiler growth, and advances in nutritional management have provided about 10 to 15% of these changes. In conclusion, future broiler nutrition studies are going to be continued on the plane of economic criteria, determination of alternative feedstuffs and their cultivation, production of new feed additives, sustainability, and food or product quality. However, broiler nutrition studies are expected to contain not only pure and applied nutrition but also to answer and to enlighten some discussed issues such as to support animal welfare, consumer health, and ecological equilibrium. In this review, the latest improvements in feed formulation with much attention on metabolizable energy (ME) and crude protein (CP), feeding systems and feed presentation, use of feed additives to enhance feed use and broiler performance are discussed.
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Babo, Lurdes, Jorge Mendonça, and Cristina Torres. "STUDENTS’ PERCEPTIONS ABOUT CONTINUOUS NON-TRADITIONAL ASSESSMENT IN HIGHER EDUCATION." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1801.
Full textReports on the topic "Continuous students assessments"
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.
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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Pedersen, Gjertrud. Symphonies Reframed. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.481294.
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Symphonies Reframed recreates symphonies as chamber music. The project aims to capture the features that are unique for chamber music, at the juncture between the “soloistic small” and the “orchestral large”. A new ensemble model, the “triharmonic ensemble” with 7-9 musicians, has been created to serve this purpose. By choosing this size range, we are looking to facilitate group interplay without the need of a conductor. We also want to facilitate a richness of sound colours by involving piano, strings and winds. The exact combination of instruments is chosen in accordance with the features of the original score. The ensemble setup may take two forms: nonet with piano, wind quartet and string quartet (with double bass) or septet with piano, wind trio and string trio. As a group, these instruments have a rich tonal range with continuous and partly overlapping registers. This paper will illuminate three core questions: What artistic features emerge when changing from large orchestral structures to mid-sized chamber groups? How do the performers reflect on their musical roles in the chamber ensemble? What educational value might the reframing unfold? Since its inception in 2014, the project has evolved to include works with vocal, choral and soloistic parts, as well as sonata literature. Ensembles of students and professors have rehearsed, interpreted and performed our transcriptions of works by Brahms, Schumann and Mozart. We have also carried out interviews and critical discussions with the students, on their experiences of the concrete projects and on their reflections on own learning processes in general. Chamber ensembles and orchestras are exponents of different original repertoire. The difference in artistic output thus hinges upon both ensemble structure and the composition at hand. Symphonies Reframed seeks to enable an assessment of the qualities that are specific to the performing corpus and not beholden to any particular piece of music. Our transcriptions have enabled comparisons and reflections, using original compositions as a reference point. Some of our ensemble musicians have had first-hand experience with performing the original works as well. Others have encountered the works for the first time through our productions. This has enabled a multi-angled approach to the three central themes of our research. This text is produced in 2018.