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Prastiwi, Muji Sri, Badrun Kartowagiran, and Endang Susantini. "Assessing Using Technology: Is Electronic Portfolio Effective To Assess the Scientific Literacy on Evolution Theory." International Journal of Emerging Technologies in Learning (iJET) 15, no. 12 (2020): 230. http://dx.doi.org/10.3991/ijet.v15i12.12227.
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This study used a sequential exploratory mixed method to examine the effectiveness of using an electronic portfolio to assess the scientific literacy of evolution theory. As much as 135 university students majoring in biology education were involved as research participants. They were asked to create the electronic portfolio by using any learning artifacts produced during the classroom activities including direct and virtual practicums, reading activities, direct and online discussions, quizzes, and formative examinations. Evolutionary Scientific Literacy by electronic portfolio consists of Scientific Literacy skills namely Nominal, Functional, Conceptual, Multidimensional levels, and electronic portfolios skills namely beginner, intermediate, proficient and advanced level. The results depicted that the Evolutionary Scientific Literacy skills of students were at the beginner-nominal level (71.4%) and the advanced-multidimensional level (9.5%). Another finding disclosed was that students showed a positive response to the electronic portfolio creation. This study suggests that an electronic portfolio can be used as an assessment tool of the scientific literacy of evolution theory relevant to industrial revolution 4.0.
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Abell, Timothy N., and Hannah Sevian. "Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters." Journal of Chemical Education 97, no. 12 (2020): 4255–67. http://dx.doi.org/10.1021/acs.jchemed.0c00361.
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Alam, Md Jahangir, and Tahmina Aktar. "Assessment Challenges & Impact of Formative Portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course." English Language Teaching 12, no. 7 (2019): 161. http://dx.doi.org/10.5539/elt.v12n7p161.
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Present study aimed to explore the impact of formative portfolio assessment on Saudi EFL learners’ overall writing performance. The study reviewed literature of prevailing assessment challenges including the formative role of portfolio assessments to develop an understanding of the nature of assessments and various issues related to assessment practices. The current research applied formative portfolio assessment (FPA) technique as an intervention material in the ongoing preparatory Intensive English Language course and utilized semi-structured interviews to elicit qualitative data from students. The findings of the study suggest: formative portfolio assessment inspires autonomous learning among students by empowering them taking more control of the learning and assessment process.
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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.
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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an overview of the use of portfolios in literacy assessments in Indonesian schools. Portfolio assessment on students’ literacy skills is carried out through Indonesian language learning, especially on the efficacy of writing. The portfolio assessment adopted uses models offered by Hamp-Lyons and Condon (2000) consisting of collection, selection, and reflection. Assessments are carried out by combining formative and summative assessments. To balance the summative aspects of portfolio assessment, several formative strategies can be adopted (Lee & Lam, 2009), including (1) ongoing teacher feedback, (2) conferences, and (3) peer reviews.
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Canga Alonso, Andrés. "Students' Beliefs on Portfolio Assessment." Revista Alicantina de Estudios Ingleses, no. 26 (November 15, 2013): 225. http://dx.doi.org/10.14198/raei.2013.26.16.
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The development of the European Space for Higher Education (ESHE) not only encourages students’ active involvement in their learning process, but also promotes formative assessment. Therefore, the aim of this research is to analyse students´ beliefs on portfolio assessment in the subject Spanish-English/English-Spanish Translation of the degree in English Studies at a university in Spain. A questionnaire was administered at the end of the semester to check learners’ views on the implementation of an evaluation system based on portfolios. The results indicate that most of the students involved in the study recognise that using portfolios as assessment tools foster their learning since these learning tools favour reflection on one’s own learning as well as revision for the final exam. Contrariwise, learners think that portfolio assembling is time consuming and implies hard work. However, they also feel it is rewarding since they get a better grade at the end of the semester.
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Robbani, Hamzah, Windi Megayanti, and Alloysius Vendhi Prasmoro. "Formative Assessment Strategies Using Elearning." NUCLEUS 1, no. 1 (2020): 45–49. http://dx.doi.org/10.37010/nuc.v1i1.85.
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The purpose of this study is to provide easy use of elearning / LBV (virtual learning environment) for educational units in providing formative assessments to students using online learning methods. This research method uses a research and development approach with a qualitative approach. tutors find it more easier to use different templates on the LBV than have been used. This research results in the importance of selecting a User friendly LBV template for LBV, especially for formative assessments
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Бабкин and A. Babkin. "Analysis of Assessment Methods for Students’ Educational Achievements." Socio-Humanitarian Research and Technology 4, no. 2 (2015): 30–33. http://dx.doi.org/10.12737/11934.
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This article considers the evaluation of educational
 achievements of students and the issue of formative assessment.
 Portfolio and a record book are Reviewedas ways to record educational
 achievements of students.
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Morze, Nataliia, Viktoriia Vember, and Mariia Boiko. "USING OF DIGITAL TECHNOLOGIES FOR FORMATIVE ASSESSMENT." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 202–14. http://dx.doi.org/10.28925/2414-0325.2019s19.
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The article deals with the problem of using modern digital technologies for formative assessment. The main objectives of the assessment, such as "assessment for learning", "assessment as learning" and "assessment of learning", are analyzed, and it is stated that the first two objectives are realized precisely by means of formative assessment. The evaluation strategies that the teacher can use to collect data on student achievements is analyzed. The objectives of formative assessment before the beginning, during the process of work and at the end of the lesson are determined; as well as methods of formative assessment. The structure of the formative assessment process consisting of six steps is analyzed. In today's conditions, for the implementation of formative assessment, it is expedient to involve digital technologies. Therefore, the article proposes a classification of digital resources that can be used for formative assessment at different stages of the occupation and for different purposes, examples are given and a description of possible use of resources of each specified category. In particular, such digital resources as quizzes, surveys, online tests, virtual boards, multiservices for creating interactive tasks with the possibility of self-checking their correctness, word-of-mouth word services, mindmaps, services for creating infographics and visualization, keeping diaries are considered. Different ways of using virtual boards for formative assessment are offered, and examples are given of their application before the beginning of the class, in the process of work and at the end of the lesson for reflection. The research leading to these results received, within the framework of the Modernization of Pedagogical Higher Education by Innovative Teaching Instruments. MoPED – KA2 CBHE – 586098-EPP-1- 2017-1-UA-EPPKA2-CBHE-JP.
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García López, Alfonsa, and Francisco García Mazarío. "The use of technology in a model of formative assessment." Journal of Technology and Science Education 6, no. 2 (2016): 91. http://dx.doi.org/10.3926/jotse.190.
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This work describes a formative assessment model for the Mathematical Analysis course taken by engineering students. It includes online questionnaires with feedback, a portfolio with weekly assignments, exams involving the use of mathematical software and a project to be completed in small groups of two or three students. The model has been perfected since 2009, and during the 2014-15 academic year the creation of a pilot online learning community was added. Based on Google+, it has been used for a peer assessment experiment involving student projects, among other uses.
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Dayal, Hem. "How Teachers use Formative Assessment Strategies during Teaching: Evidence from the Classroom." Australian Journal of Teacher Education 46, no. 7 (2021): 1–21. http://dx.doi.org/10.14221/ajte.2021v46n7.1.
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Using lesson observations, the study reported in this article explores how two practising secondary mathematics teachers implemented formative assessment actions in their classroom teaching. The study also investigated whether teachers’ beliefs about teaching and assessment could be mapped onto their classroom practices. In particular, while the two teachers were implementing student portfolio assessment in their own Year 9 mathematics lessons, the classroom observations focused on how they utilised formative assessment actions such as clarifying and sharing learning criteria intentions and criteria for success; activating students as instructional resources; and, providing feedback that moves learners forward. The findings suggest that one of the teachers made better use of formative assessment or assessment for learning actions while the other showed an emerging understanding of such ideas. A holistic analysis of teachers’ actions point to possible links to their beliefs about teaching and assessment. These findings imply that some teachers may hold productive beliefs about teaching and assessment that support the use formative assessment actions more readily. Such productive beliefs provide a useful platform for enacting better assessments inside secondary classrooms, given that there is paucity of research that deals with how secondary teachers make use of formative assessments. The findings implicitly confirm that better use of formative assessment strategies tend to result in more interactive lessons.
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Bahati, Bernard, Uno Fors, Preben Hansen, Jalal Nouri, and Evode Mukama. "Measuring Learner Satisfaction with Formative e-Assessment Strategies." International Journal of Emerging Technologies in Learning (iJET) 14, no. 07 (2019): 61. http://dx.doi.org/10.3991/ijet.v14i07.9120.
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The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the results indicated that a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) should be used in the context of hybrid courses. The study also suggests further studies that would widen, diversify both the scope and research instruments to investigate learner satisfaction with formative e-assessment strategies.
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������ and A. Babkin. "To the Question of Modern Methods of Assessment Educational Outcomes of Students." Standards and Monitoring in Education 3, no. 2 (2015): 60–64. http://dx.doi.org/10.12737/11216.
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This article describes one of the most important issues in pedagogy at the present time - the question of assessment of students. What should be the
 evaluation in terms of educational paradigm shift, what role do the mark and the assessment play and what is the difference between them. The article
 also touched upon the historical question of the appearance of "the mark" and "lesson point". It describes the process of formative assessment, gives the
 author´s definition and identifies the basic tools of formative assessment. Portfolio and student record book are considered as the main elements of the
 system of formative assessment. The article also mentions the main directions of assessing the achievement of the expected results of development of
 the basic educational program, including assessment of metasubject results using standardized metasubject works.
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Moss, Pamela A., LeeAnn M. Sutherland, Laura Haniford, et al. "Interrogating the Generalizability of Portfolio Assessments of Beginning Teachers: A Qualitative Study." education policy analysis archives 12 (July 20, 2004): 32. http://dx.doi.org/10.14507/epaa.v12n32.2004.
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This qualitative study is intended to illuminate factors that affect the generalizability of portfolio assessments of beginning teachers. By generalizability, we refer here to the extent to which the portfolio assessment supports generalizations from the particular evidence reflected in the portfolio to the conception of competent teaching reflected in the standards on which the assessment is based. Or, more practically, “The key question is, ‘How likely is it that this finding would be reversed or substantially altered if a second, independent assessment of the same kind were made?’” (Cronbach, Linn, Brennan, and Haertel, 1997, p. 1). In addressing this question, we draw on two kinds of evidence that are rarely available: comparisons of two different portfolios completed by the same teacher in the same year and comparisons between a portfolio and a multi-day case study (observation and interview completed shortly after portfolio submission) intended to parallel the evidence called for in the portfolio assessment. Our formative goal is to illuminate issues that assessment developers and users can take into account in designing assessment systems and appropriately limiting score interpretations.
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Marshall, Bethan, and Simon Gibbons. "Assessing English: A Comparison between Canada and England’s Assessment Procedures." Education Sciences 8, no. 4 (2018): 211. http://dx.doi.org/10.3390/educsci8040211.
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English as a subject used to be assessed using course-based or portfolio assessments but now it is increasingly examined through terminal tests. Canada is an exception to this rule. This paper compares the way English is assessed in England and Canada and looks to the ways in which the kind of assessment undertaken affects the practices of English teachers both in the teaching of summative and formative assessment.
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Theeraroungchaisri, A., T. Pengsuparp, T. Chuanasa, W. Muangsiri, S. Tanaviriyakul, and W. Treyaprasert. "Integrating e-Portfolio System into the Pharmacy Curriculum: Formative Assessment of Pharmacy Profession Competency." Research in Social and Administrative Pharmacy 8, no. 6 (2012): e2. http://dx.doi.org/10.1016/j.sapharm.2012.08.010.
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Siau, Keith, James Crossley, Paul Dunckley, et al. "Training and Assessment in Flexible Sigmoidoscopy: using a Novel Direct Observation of Procedural Skills (DOPS) Assessment Tool." Journal of Gastrointestinal and Liver Diseases 28, no. 1 (2019): 33–40. http://dx.doi.org/10.15403/jgld.2014.1121.281.nov.
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Background & Aims: Data supporting milestone development during flexible sigmoidoscopy (FS) training are lacking. We aimed to present validity evidence for our formative direct observation of procedural skills (DOPS) assessment in FS, and use DOPS to establish competency benchmarks and define learning curves for a national training cohort.Methods: This prospective UK-wide (211 centres) study included all FS formative DOPS assessments submitted to the national e-portfolio. Reliability was estimated from generalisability theory analysis. Item and global DOPS scores were correlated with lifetime procedure count to study learning curves, with competency benchmarks defined using contrasting groups analysis. Multivariable binary logistic regression was performedto identify independent predictors of DOPS competence.Results: This analysis included 3,616 DOPS submitted for 468 trainees. From generalisability analysis, sources of overall competency score variance included: trainee ability (27%), assessor stringency (15%), assessor subjectivity attributable to the trainee (18%) and case-to-case variation (40%), which enabled the modelling of reliability estimates. The competency benchmark (mean DOPS score: 3.84) was achieved after 150-174 procedures. Across the cohort, competency development occurred in the order of: pre-procedural (50-74), non-technical (75-149), technical (125-174) and post-procedural (175-199) skills. Lifetime procedural count (p<0.001), case difficulty (p<0.001), and lifetime formative DOPS count (p=0.001) were independently associated with DOPS competence, but not trainee or assessor specialty.Conclusion: Sigmoidoscopy DOPS can provide valid and reliable assessments of competency during training and can be used to chart competency development. Contrary to earlier studies, based on destination-orientated endpoints, overall competency in sigmoidoscopy was attained after 150 lifetime procedures.
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Tereshchuk, Andriy, та Oksana Abramova. "Usе of educational technology portfolio in the process of preparing of future teachers of technology for the organization of the students` project activity". Academic Notes Series Pedagogical Science 1, № 189 (2020): 74–78. http://dx.doi.org/10.36550/2415-7988-2020-1-189-74-78.
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The article reveals the methodological aspects of preparing a teacher of technology for the organization of project activities of students by means of a portfolio. An analysis of the difficulties associated with the formation of students' competencies of the new Ukrainian school on the basis of their involvement in the implementation of creative projects in the lessons of technology. The essence of portfolio as an educational technology is outlined and the possibilities of portfolio in students' project activity are substantiated, which allows to structure students' project activity, increase their creativity in project activity, etc. Educational technology portfolio is defined as a purposeful and interconnectedexecution process of students completing independent tasks to select the optimal or best results of educational (design and technological) activities, for the purpose of their presentation or evaluation. The implementationction of a portfolio in students' project activities allows to expand the possibilities of formative assessment of students, as well as to use the portfolio as a separate assessment technology. The structure and content of the portfolio of a teacher of technology are considered separately, the main methodological approaches of its introduction in the lessons of technology are outlined.
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Jason, Moser. "Creating In-class Self-directed Learning through Can Do Objectives, Portfolio use, and Formative Assessment." Journal of AsiaTEFL 14, no. 4 (2017): 674–86. http://dx.doi.org/10.18823/asiatefl.2017.14.4.6.674.
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Chandio, Muhammad Tufail, and Saima Jafferi Jafferi. "Teaching English as a Language not Subject by Employing Formative Assessment." Journal of Education and Educational Development 2, no. 2 (2016): 151. http://dx.doi.org/10.22555/joeed.v2i2.444.
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English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide timely and continuous appraisal and feedback, remain ignored. Summative assessment employs only paper-and- pencil based test, while the other current means of alternative assessments like self-assessment, peer-assessment, and portfolio assessment have not been incorporated, and explored yet. Teaching English as a subject not as a language, employing summative assessment not formative, depending on paper-and-pencil based test, and not using the alternative modes of assessment are some of the questions this study will deal with. The study under discussion suggests that current approaches employed for teaching English are misplaced as these take a subject teaching approach rather than a language teaching approach. It also argues for the paradigm shift from a product to process approach to assessment by administering modern alternative assessments.
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Paquet, Pierre-Luc, and Sara Downs. "Oral Portfolio in Spanish as a Third Language: Harnessing the Potential of Self- and Peer-Assessment." Journal of Language Teaching and Research 9, no. 6 (2018): 1168. http://dx.doi.org/10.17507/jltr.0906.06.
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Even though research in second language acquisition has demonstrated the importance of oral production and interaction, there is a growing tendency toward distance learning. Therefore, in order to include oral practice and evaluation in an online course, a new pedagogical tool was designed, namely the oral portfolio. This article describes and analyzes an oral portfolio which included learner production and self- and peer-assessment. Combining these aspects provided data on both linguistic and metalinguistic abilities. The results revealed a relationship between oral competency and self- and peer-assessment abilities, suggesting a beneficial role of metalinguistic reflection in the development of oral communication skills. Moreover, this study explored how self- and peer-assessment could be better implemented in a language course. Based on the observations gathered throughout the study, we believe that learners need to be trained and to develop the formative assessment competency, in order to maximize the benefits, for assessment to be as sustainable as possible.
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Crisol Moya, Emilio, Vanesa Gámiz Sánchez, and María Asunción Romero López. "University Students’ Emotions When Using E-Portfolios in Virtual Education Environments." Sustainability 13, no. 12 (2021): 6973. http://dx.doi.org/10.3390/su13126973.
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This paper is based on a study that aims to understand the emotions students feel when they use the e-portfolio to manage their learning and assessment. The sample was composed of 358 students, and the instrument used was an ad hoc questionnaire. The students were asked to indicate the degree to which they experienced a set of emotions when using the e-portfolio. From the results obtained, it can be concluded that positive emotions are foremost and above average, ranked as follows from strongest to weakest: freedom, motivation, curiosity, and inquiry. The students evaluated negative emotions (disorientation and waste of time) as experienced less strongly. The results point out that younger students feel more comfortable with the use of technologies and specifically with the e-portfolio. In addition, men experienced the emotion “freedom” more than women. On the other hand, students in the third year of their respective degree programs experienced “freedom”, “curiosity”, and “inquiry” when using the e-portfolio to manage their learning. A clear relationship thus exists between emotions, motivation, and e-portfolio use, which appears to confirm that work in virtual contexts with this strategy stimulates student motivation.
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Abdulhamid, Nwara, and Janna Fox. "Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience." Canadian Journal of Applied Linguistics 23, no. 2 (2020): 168–92. http://dx.doi.org/10.37213/cjal.2020.31121.
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This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback - the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002). To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006). Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers’ individual classroom situations determined the direction and intensity of reported PBLA washback. The study highlights leverage points (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback.
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Welsh, Mary. "Student perceptions of using the PebblePad e-portfolio system to support self- and peer-based formative assessment." Technology, Pedagogy and Education 21, no. 1 (2012): 57–83. http://dx.doi.org/10.1080/1475939x.2012.659884.
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Abdullah Sharadgah, Talha, and Rami Abdulatif Sa'di. "Preparedness of Institutions of Higher Education for Assessment in Virtual Learning Environments During the COVID-19 Lockdown: Evidence of Bona Fide Challenges and Pragmatic Solutions." Journal of Information Technology Education: Research 19 (2020): 755–74. http://dx.doi.org/10.28945/4615.
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Aim/Purpose: This study investigates the perceptions of faculty members at Prince Sattam bin Abdulaziz University, Saudi Arabia, towards preparedness of institutions of higher education (IHE) for assessment in virtual learning environments (VLEs) during the COVID-19 lockdown. In addition, the study explores evidence of bona fide challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it attempts to propose some pragmatic solutions. Background: Assessment of student performance is an essential aspect of teaching and learning. However, substantial challenges exist in assessing student learning in VLEs. Methodology: Data on faculty’s perceptions were collected using an e-survey. Ninety-six faculty members took part in this study. Contribution: This paper contributes to COVID-19 research by investigating preparedness of IHE for assessment in VLEs from faculty members’ perceptions. This practical research explores deleterious challenges that impede the implementation of assessment in VLE for both formative and summative purposes, and it proposes effective solutions to prevent future challenges. These solutions can be used by IHE to improve the quality of assessment in VLEs. Findings: The findings revealed that IHE were not fully prepared to provide a proper assessment in a VLE during the lockdown, nor did they have clear mechanisms for online assessment. The findings also showed that faculty members were not convinced that e-assessment could adequately assess all intended learning outcomes. They were convinced that most students cheated in a way or another. Additionally, faculty had other concerns about (1) the absence of advanced systems to prevent academic dishonesty; (2) insufficient qualifications of some faculty in e-assessment because most of them have never done it before, and e-assessment has never been mandated by the university before the pandemic; and (3) insufficient attention paid to formative assessment. Recommendations for Practitioners: It is recommended that decision makers help faculty members improve by continuous training on developing e-assessment tests for both formative and summative assessments. Decision makers should also ensure the inclusion of technology-based invigilation software to preclude cheating, make pedagogical and technical expertise available, and reconsider e-assessment mechanisms. Faculty members are recommended to attend training sessions if they do not master the basic skills of e-assessment and should devise a variety of innovative e-assessments for formative and summative purposes. Recommendation for Researchers: More similar work is needed to provide more solutions to the challenges identified in this paper regarding the e-assessment in response to the COVID-19 pandemic. Impact on Society: The study suggests introducing technology-based solutions to ensure e-assessment security, or holding tests in locations where they can be invigilated whilst rules of social distancing can still be applied. Future Research: Future research could suggest processes and mechanisms to help faculty develop assessment in VLEs more effectively.
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Pajuelo Purizaca, Marianela del Rosario, Melina Nathali Coba Pajuelo, Héctor Raúl Santa María Relaiza, and Noel Alcas Zapata. "Impact of formative assessment on autonomous learning in times of covid-19." LAPLAGE EM REVISTA 7, no. 3C (2021): 144–54. http://dx.doi.org/10.24115/s2446-6220202173c1511p.144-154.
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In 2020, face-to-face education ceased to be applied in colleges and higher education entities, starting virtual education in the framework of the health emergency caused by Covid-19. The research had a non-experimental design, cross-sectional causal correlation. The sample consisted of 405 high school students, selected by random non-probability sampling. Questionnaires were used for both variables measured with a Likert scale from 1 to 5 points; both with 19 items; The first was the SAFL-Q formative assessment scale for students, it has five dimensions; the second was the adapted CETA self-learning questionnaire for students, which has six dimensions. The first questionnaire has an acceptable reliability value (Cronbach's Alpha = 0.941, 95% CI) and the second, self-regulated learning with an acceptable reliability value (Cronbach's Alpha = 0.946, 95% CI). The results indicate that formative assessment significantly influences autonomous learning and its dimensions respectively.
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Rodríguez, Liliana Magdalena Alcívar, Karina Eliana Castro Intriago, Luis Alfredo Tubay Cevallos, and Lubis Carmita Zambrano Montes. "Evaluation process associated with multiple intelligences in high school students of the Ecuadorian educational system." International journal of physics & mathematics 3, no. 1 (2020): 26–33. http://dx.doi.org/10.31295/ijpm.v3n1.900.
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Formative assessment is ideal for improving teaching and learning processes. However, little is practiced systematically and a traditional approach still persists in many educational institutions that value the product rather than the process. The objective of this study is to determine the evaluative process associated with multiple intelligences in high school students from an Educational Unit in the city of Manta. Methodologically, this research project is of a mixed type with a qualitative-quantitative approach since it obtains real data that evaluates the results. To collect the information, information from primary sources will be used and will be carried out through a survey via Google to teachers and secondary information will be taken from accredited sources of virtual libraries, indexed magazines, and other academic Google publications. The results will be processed using statistical methods that will allow their analysis and interpretation. As a result of it, a set of formative evaluation activities underlying the pedagogical practice of the teacher was obtained, assessing the general process of formative evaluation of learning included in the teaching-learning processes. The process is useful for conducting a conscious and systematic formative assessment.
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Gilberthorpe, Thomas, Maame Duku Sarfo, and Geoff Lawrence-Smith. "Ticking the boxes: a survey of workplace-based assessments." BJPsych Bulletin 40, no. 2 (2016): 89–92. http://dx.doi.org/10.1192/pb.bp.114.049098.
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Aims and methodTo survey the quality of workplace-based assessments (WPBAs) through retrospective analysis of completed WPBA forms against training targets derived from the Royal College of Psychiatrists' Portfolio Online.ResultsAlmost a third of assessments analysed showed no divergence in assessment scores across the varied assessment domains and there was poor correlation between domain scores and the nature of comments provided by assessors. Of the assessments that suggested action points only half were considered to be sufficiently ‘specific’ and ‘achievable’ to be useful for trainees' learning.Clinical implicationsWPBA is not currently being utilised to its full potential as a formative assessment tool and more widespread audit is needed to establish whether this is a local or a national issue.
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Beard, Louise Helen. "‘Incentivised reading’- Using an online VLE to measure engagement and attainment in student learning." International Journal for Innovation Education and Research 5, no. 11 (2017): 74–86. http://dx.doi.org/10.31686/ijier.vol5.iss11.854.
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Virtual Learning Environments (VLEs) can be used as a resource repository but also as an environment to encourage independent student learning. Customised online assignments that can be assembled by the lecturer can be found in teaching resources such as Mastering Biology, developed by Pearson Publishers. In this study, student engagement in both summative and formative assignments was measured, and student attainment and qualitative feedback on the use of Mastering Biology was collected.During the period 2010-2017, the online VLE Mastering Biology was used to create online summative assignments and promoted to the students as ‘incentivized reading.'The results showed high student engagement in summative online assessment (94±3.2%) but lower engagement in formative online assessment (34±10.9%) and DSM assessment (36±3.5%) across all years. Student attainment increased after the introduction of Mastering Biology, in coursework (+13.2%), exams (+12.5%) and total module scores (+10.6%). Importantly, student feedback was also very positive about the implementation of Mastering Biology.This study suggests that students display high engagement with the summative online assessment. Lower engagement in formative assessment could be due to differences in student motivation. Lack of engagement in this assessment could be used to identify disengaged students and intervention and extra support could be given.
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ElAtia, Samira, Donald Ipperciel, Osmar Zaiane, Behdad Bakhshinategh, and Patrick Thibaudeau. "Graduate Attributes Assessment Program." International Journal of Information and Learning Technology 38, no. 1 (2020): 117–34. http://dx.doi.org/10.1108/ijilt-03-2020-0025.
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PurposeIn this paper, the challenging and thorny issue of assessing graduate attributes (GAs) is addressed. An interdisciplinary team at The University of Alberta ----developed a formative model of assessment centered on students and instructor interaction with course content.Design/methodology/approachThe paper starts by laying the theoretical groundwork on which this novel GA assessment tool is based, that is, competency-based education, assessment theory and GA assessment. It follows with a description of the online assessment tool for GAs that was developed in the course of this project.FindingsThe online assessment tool for GAs targets three types of stakeholders: (1) students, who self-assess in terms of GAs, (2) instructors, who use the tool to define the extent to which each GA should be inculcated in their course and (3) administrators, who receive aggregate reports based on the data gathered by the system for high-level analysis and decision-making. Collected data by students and professors advance formative assessment of these transversal skills and assist administration in ensuring the GAs are addressed in academic programs. Graduate attributes assessment program (GAAP) is also a space for students to build a personal portfolio that would be beneficial to highlight their skills for potential employers.Research limitations/implicationsThis research has strong implications for the universities, since it can help institutions, academics and students achieve better results in their practices. This is done by demonstrating strong links between theory and practice. Although this tool has only been used within the university setting by students, instructors and administrators (for self-, course and teaching and program improvement), it could increase its social and practical impact by involving potential employers and increase our understanding of student employability. Moreover, because the tool collects data on a continuous basis, it lends itself to many possible applications in educational data mining,Practical implicationsThe GAAP can be used and adapted to various educational contexts. The plugin can be added to any Learning Management System (LMS), and students can have access to their data and results throughout their education.Social implicationsThe GAAP allows institutions to provide a longitudinal formative assessment of students’ graduate attributes acquisition. It provides solid and valid evidence of students’ progress in a way that would advance society and citizenship.Originality/valueTo date, the GAAP is the first online interactive platform that has been developed to longitudinally assess the acquisition of GAs during a complete academic cycle/cohort. It provides a unique space where students and instructors interact with assessment scales and with concrete data for a complete university experience profile.
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San Jose, David L. "Evaluating, Comparing, and Best Practice in Electronic Portfolio System Use." Journal of Educational Technology Systems 45, no. 4 (2017): 476–98. http://dx.doi.org/10.1177/0047239516672049.
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Electronic portfolios (e-portfolios) are commonly positioned to show evidence of student learning with formative and summative assessment benefits. At the University of Auckland teacher education program, two e-portfolio systems were adopted to document preservice teacher's course work and to attest to the Graduating Teacher Standards. This article seeks to (a) evaluate e-portfolio systems, (b) compare the MyPortfolio (Mahara) and Google Sites systems, and (c) provide recommendations for best practice in system use. The software system comparison between the MyPortfolio (Mahara) and Google Sites system was based on the essential technology features for system use. User satisfaction and usability data were obtained through self-reported surveys ( N = 192). Open-ended questions ( N = 192) and semistructured interviews with a sample of course participants ( N = 12) ascertained the best practice approach for system use. Mean scores were higher for the MyPortfolio (Mahara) system. One-way analysis of variance indicated that the differences were statistically significant.
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Du, Ao, Jamie E. Padgett, and Abdollah Shafieezadeh. "Influence of intensity measure selection on simulation-based regional seismic risk assessment." Earthquake Spectra 36, no. 2 (2020): 647–72. http://dx.doi.org/10.1177/8755293019891717.
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This study investigates the influence of intensity measure (IM) selection on simulation-based regional seismic risk assessment (RSRA) of spatially distributed structural portfolios. First, a co-simulation method for general spectral averaging vector IMs is derived. Then a portfolio-level surrogate demand modeling approach, which incorporates the seismic demand estimation of the non-collapse and collapse states, is proposed. The derived IM co-simulation method enables the first comparative study of different IMs, including the conventional IMs and some more advanced scalar and vector IMs, in the context of RSRA. The influence of IM selection on the predictive performance of the portfolio-level surrogate demand models, as well as on the regional seismic risk estimates, is explored based on a virtual spatially distributed structural portfolio subjected to a scenario earthquake. The results of this study provide pertinent insights in surrogate demand modeling, IM co-simulation and selection, which can facilitate more accurate and reliable regional seismic risk estimates.
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Gertz, Ryan, B. Jack Longley, Daniel Bennett, et al. "Integrating virtual dermatopathology as part of formative and summative assessment of residents: a feasibility pilot study." Journal of Cutaneous Pathology 42, no. 10 (2015): 779–81. http://dx.doi.org/10.1111/cup.12503.
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Chen, Jinshi. "An e-Portfolio-based Model for the Application and Sharing of College English ESP MOOCs." Higher Education Studies 7, no. 2 (2017): 35. http://dx.doi.org/10.5539/hes.v7n2p35.
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The informationalized knowledge sharing of MOOCs not only promotes the change of teaching concept and the reform of teaching methodology, but also provides a new opportunity for the teaching resource integration and sharing between different universities. The present study has constructed an e-Portfolio-based model for the application and sharing of college English ESP MOOCs. In this model, college English ESP MOOCs developed by different universities have been put into the e-Portfolio-based platform for application and sharing, and those MOOCs will be applied in the specific ESP teaching and learning processes. It is hoped that the application of the model will accelerate the development, application and sharing of teaching resources, and the coordination and innovation of knowledge between universities, and advance the professional interaction and the cultivation of interdisciplinary talents based on formative assessment.
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Burner, Tony. "The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature." Studies in Educational Evaluation 43 (December 2014): 139–49. http://dx.doi.org/10.1016/j.stueduc.2014.03.002.
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Adhikari, Khushbu, and Shailesh Mani Pokharel. "Transition of Assessment Tools in Medical Education." Journal of Universal College of Medical Sciences 6, no. 2 (2018): 64–68. http://dx.doi.org/10.3126/jucms.v6i2.22499.
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Medical education is on an advancement in recent years in Nepal. Our ultimate goal as a medical educationist is to produce a confident “Medical Graduate” who are capable to provide health care to the people belonging to different regions of our country. The curriculum for the medical program helps us achieve this goal. The effectiveness of the curriculum taught is assessed by various methods. There are two types of assessment namely formative and summative assessment. Of the various competencies expected out of an undergraduate only few are assessed in the routine internal and summative assessment examinations. The first and second generation tools such as viva voce and structured essay type questions evaluate the clinical reasoning without addressing other competencies such as social skills. The inadequacy in these assessment methods can hinder our way to achieving our goal. Social skills like communication skills, attitude, professionalism, leadership qualities, and skills of healing patients rather than just treating the disease is to be emphasized and addressed. Hence, third generation assessment like 360 degree assessment, experiential assessment, and portfolio can help us achieve our goal of creating efficient medical graduates which incorporates assessment of social skills as well.
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Villalonga, Rosa, Ramón Pujol, Víctor Moreno, Jordi Carratalà, Francesc Borrell, and Francesc Gudiol. "The Electronic Portfolio as a Teaching Complement for Technical Skills in Health Sciences." Journal of Cases on Information Technology 16, no. 4 (2014): 24–37. http://dx.doi.org/10.4018/jcit.2014100103.
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The portfolio has gathered pace in recent years, being a useful tool for teaching and assessment. The main goal is to improve learning through student reflection and continuous feedback of evaluations. The implantation of information technology has facilitated the introduction of the electronic portfolio (e-portfolio). Based on previous experience with portfolios, it was decided to implement it in some subjects within Medicine and Dentistry in the Department. The objectives of the study (2009-2013) have been assessing the response to its introduction, assess student satisfaction and determine the extra load imposed on the teaching process. The topic has focused on clinical skills of students, using the e-portfolio Mahara®, installed on the Virtual Campus of Barcelona University. There have been 1241 e-portfolios and 1611 email exchanges between teachers and students. All assessment is carried out on-line (average response time 48 hours, 40 minutes /portfolio). Satisfaction surveys show a high level of acceptance by the students. This allows one to conclude that the e-portfolio has proven to be a good teaching tool, presenting a high degree of compliance and satisfaction among students, encouraging student-teacher relationships.
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Seed, Kitty, Lisa Davies, and Ronan J. McIvor. "Learning portfolios in psychiatric training." Psychiatric Bulletin 31, no. 8 (2007): 310–12. http://dx.doi.org/10.1192/pb.bp.106.014183.
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Major changes are taking place in the way doctors are trained and assessed. A new curriculum, devised by the Academy of Medical Royal Colleges on behalf of Modernising Medical Careers, will be implemented for current junior doctors as part of the foundation and specialist training programmes. Every junior doctor will be expected to have a ‘personal learning plan’ to guide professional development and assist appraisal, and to build a portfolio to document their experiences. This marks a shift from traditional summative (i.e. examinations-based) evaluation to the use of more formative methods based on experience and workplace assessment. It reflects greater emphasis on continuing professional development and life-long learning (Wilkinson et al, 2002).
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Panduro-Ramírez, Jeidy, Joel Alanya-Beltrán, Cinthya Soto-Hidalgo, and Jenny Ruiz-Salazar. "Student Assessment in the Digital Age: A Systematic Review in Latin America." Espirales Revista Multidisciplinaria de investigación 5, no. 36 (2021): 48–66. http://dx.doi.org/10.31876/er.v5i36.779.
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 The digital era has changed the perspective of education that now employs e-learning, so it must adjust the methods and virtual tools to apply an adequate evaluation. This review article arises from the need to know these tools that have been applied in educational institutions. A search for information was conducted in journals indexed in the Scopus, SciELO and Redalyc databases; 139 articles were found, of which 20 were selected that met inclusion and exclusion criteria. The literature analyzed showed the identification and implementation of evaluation tools for educational institutions. In sum, there is little literature on digital tools applied to continuous or formative assessment in educational institutions in Latin America; however, the researchpresents to the scientific community different ways to assess students through digital tools.
 
 
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Shana, Zuhrieh. "E-portfolios: Using Technology to Enhance and Assess Educational Technology Outcomes." Learning and Teaching in Higher Education: Gulf Perspectives 5, no. 1 (2008): 2–24. http://dx.doi.org/10.18538/lthe.v5.n1.03.
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The shift from paper portfolios to e-portfolios has arrived in educational institutions worldwide. This study investigates e-portfolio systems as a means of improving performance-centered assessment, enriching students’ learning experiences and documenting the students’ progress and achievements. The current study reveals the experience of implementing a course-level framework for e-portfolios and an approach taken in initiating student electronic portfolios in the Department of Educational Technology (DET) at Ajman University of Science and Technology, UAE. Data was obtained in several ways, including Likert scale responses and interviews with the participants; students’ journals and final reports; notes from the Practicum site supervisor and the DET lab technician; and analysis of the electronic portfolio product. The work and responses of the Practicum students were compared for three consecutive Practicum classes. Analysis of the results showed that developing formative and summative portfolios fluctuated extensively between the three Practicum classes of DET graduates, as did the outcomes. In spite of this fact, the findings suggested that the use of e-portfolios could serve as an influential learning and assessment tool when driven by a clear understanding of the desired outcome and the specific skills to be assessed, and when sufficiently mentored, peer-reviewed, and based on sensible principles.
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Burhanudin, R., N. Nahadi, and H. Firman. "Implementation of formative assessment portfolio check with feedback to improve mastery of concept and habits of mind students on acid-base material." Journal of Physics: Conference Series 1157 (February 2019): 042041. http://dx.doi.org/10.1088/1742-6596/1157/4/042041.
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Acheampong, Richard, Eric Appiah-Twumasi, Daniel Nti, and James Osei Kwabena. "Senior High School Integrated Science Teachers’ Perceptions of Classroom Assessment Practices in Selected Senior High Schools in Ghana." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (2020): 172–76. http://dx.doi.org/10.46606/eajess2020v01i03.0056.
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The study investigated senior high school Integrated Science teachers’ perception of classroom assessment practises. The study employed a descriptive survey research designed to collect data from 20 Integrated Science teachers in a Municipality and a District in the Bono Region of Ghana. A questionnaire was used to collect quantitative data on teachers’ perception of classroom assessment in Science. The data collected were computed into means, standard deviations and percentages. The study revealed that Integrated Science teachers selected for the study have positive perceptions towards classroom assessment. It also revealed that teachers perceived classroom assessment as tests that teachers give to their students at specific time intervals. While the teachers perceived classroom assessment as tests positively, they showed limited ability to use different methods and tools to assess their students’ for teaching. The most frequent methods the teachers used to assess their students’ learning were summative, formative and portfolio assessment. The study recommended that the support of stake-holders be sought to foster alternative assessment approaches in Senior High Schools in the study area. In addition, to help Integrated Science teachers develop positive perceptions towards classroom assessment in Science, it is recommended that in-service programmes should be organised for the teachers in the study area periodically.
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Van Onna, M., S. Ramiro, C. Haines, et al. "THU0586 ESTABLISHING THE KEY COMPONENTS OF A EULAR PORTFOLIO FOR TRAINING IN RHEUMATOLOGY: A EULAR SCHOOL OF RHEUMATOLOGY INITIATIVE." Annals of the Rheumatic Diseases 79, Suppl 1 (2020): 535.1–535. http://dx.doi.org/10.1136/annrheumdis-2020-eular.1477.
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Background:In clinical training, a portfolio is expected to stimulate learning and encourage critical reflection. Some, but not all, European countries use a portfolio in rheumatology training, and their scope varies widely. A EULAR portfolio for Rheumatology trainees could contribute to improve overall training, raise educational standards, foster the setting of common goals and harmonize rheumatology training across countries.Objectives:Develop key components that should be included in a EULAR portfolio of Rheumatology.Methods:A working group (WG) composed of 9 rheumatologists and 1 educationalist was established. A systematic literature review (SLR) was conducted in November 2018, according to the PIM structure: Population: trainees; Instrument of interest: portfolio; Measurement of properties of interest: content portfolio. A survey was disseminated among the WG group and WG members of the EMerging EUlar NETwork (EMEUNET), inquiring about the content and structure of existing national portfolios. Portfolio materials of selected countries were reviewed. Last, the WG elected the key components of the portfolio.Results:13/2,034 articles were included in the SLR (12 high/1 moderate risk of bias). Information on direct observation of procedural skills (DOPS) (9/13), personal reflections (8/13), learning goals (5/13) and multisource feedback (5/13) were most often included in the portfolio. Twenty-five respondents filled out the survey (response rate ≈ 50%). Reflective writing (n=7), learning goals (n=4) and feedback (n=4) were considered the most useful components of a portfolio. About half indicated that a portfolio was a bureaucratic burden; 4 respondents mentioned lack of feedback by supervisors as a barrier. Portfolio materials of 7 European countries were reviewed. Several portfolios (Germany, Italy, Greece and Spain) were logbooks, i.e. a record of clinical activities. Other portfolios (UK, Denmark, The Netherlands) also included information on workplace-based assessments, learning goals, and personal reflections. The proposed key components of the portfolio are included in Table 1.Table 1.Key components of the EULAR portfolio of Rheumatology.Key componentContentCurriculum vitaePersonal record of achievements, experiences, knowledge and skillsPersonal Development PlanLearning goals and action planClinical workInformation on managing patients (e.g. rheumatoid arthritis)Skills (e.g. joint aspiration)Assessments (summative and formative)Personal reflectionsProfessional behaviourMultisource feedbackPersonal reflectionsEducationContinuing professional development, list of formal and non-formal learning activitiesAssessments (e.g. teaching assessment, evidence based medicine assignment)Personal reflectionsResearchList of abstracts, published articlesInformation on research funding, scholarships, bursaries, academic postsConclusion:This initiative resulted in the establishment of a list of key components to be included in a EULAR portfolio of Rheumatology. Assessment forms for each key portfolio component are currently being developed. Portfolio implementation, particularly in countries that do not use it yet, may contribute significantly to promote a higher standard of patient care across Europe.Disclosure of Interests:Marloes van Onna: None declared, Sofia Ramiro Grant/research support from: MSD, Consultant of: Abbvie, Lilly, Novartis, Sanofi Genzyme, Speakers bureau: Lilly, MSD, Novartis, Catherine Haines: None declared, M. Holland-Fischer: None declared, José Antonio P. da Silva Grant/research support from: Pfizer, Abbvie, Consultant of: Pfizer, AbbVie, Roche, Lilly, Novartis, Jean Dudler: None declared, Christopher Edwards Grant/research support from: Abbvie, Biogen, Roche, Consultant of: Abbvie, Samsung, Speakers bureau: Abbvie, BMS, Biogen, Celgene, Fresenius, Gilead, Janssen, Lilly, Mundipharma, Pfizer, MSD, Novartis, Roche, Samsung, Sanofi, UCB,Alessia Alunno: None declared, Elena Nikiphorou: None declared, L. Falzon: None declared, Francisca Sivera: None declared
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Stedmon, Alex, Victor Bayon, and Gareth Griffiths. "Expanding Interaction Potentials within Virtual Environments: Investigating the Usability of Speech and Manual Input Modes for Decoupled Interaction." Advances in Human-Computer Interaction 2011 (2011): 1–11. http://dx.doi.org/10.1155/2011/565689.
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Distributed technologies and ubiquitous computing now support users who may be detached or decoupled from traditional interactions. In order to investigate the potential usability of speech and manual input devices, an evaluation of speech input across different user groups and a usability assessment of independent-user and collaborative-user interactions was conducted. Whilst the primary focus was on a formative usability evaluation, the user group evaluation provided a formal basis to underpin the academic rigor of the exercise. The results illustrate that using a speech interface is important in understanding user acceptance of such technologies. From the usability assessment it was possible to translate interactions and make them compatible with innovative input devices. This approach to interaction is still at an early stage of development, and the potential or validity of this interfacing concept is still under evaluation; however, as a concept demonstrator, the results of these initial evaluations demonstrate the potential usability issues of both input devices as well as highlighting their suitability for advanced virtual applications.
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Abal, Mariana, Lourdes Gil Deza, Ernesto Gil Deza, et al. "COVID-19 and medical education: Rethinking student assessment—The Virtual Observational Standard Clinical Examination." Journal of Clinical Oncology 39, no. 15_suppl (2021): 11005. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.11005.
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11005 Background: The COVID-19 pandemic introduced new challenges for medical education. In particular, student assessment posed some of the most urging questions. How do we evaluate practical skills when our universities are on lockdown and our hospitals are working on a shortage of personnel? Is it possible to evaluate these skills via online means, mitigating the effects in students’ career development? This paper presents an online evaluation experience implemented at Instituto Oncológico Henry Moore-Universidad del Salvador, Buenos Aires in the postgraduate program of Clinical Oncology. The Virtual Observational Standard Clinical Examination (V-OSCE) is a technology-based adaptation of the Observational Standard Clinical Examination (OSCE) (JCO 34 (15), Abstract e18150, 2017) implemented in previous years. Methods: The V-OSCE took place in November 14, 2020 and consisted on a half-day evaluation during which students rotated through 8 stations (Table). The exam ran on three platforms: Blackboard Collaborate for the interactive elements of all stations; University online campus (Moodle platform) for student questionnaires, and Google Forms for the evaluators’ assessment of each student. Students and evaluators participated in various training sessions, and were given a month to practice before the exam. All interactions were recorded and an anonymous survey on students’ experience and opinions was conducted after the exam. Results: A total of 25 postgraduate Oncology students participated in the V-OSCE. 24 students (96%) completed all stations on time with minimum or no network connection issues. Student opinions: 24 students completed the exam experience anonymous survey; 23 found the exam tech-friendly and valued the practice time provided. When asked to score the exam in a scale of 1 to 10: 80% of the students ranked the exam with 9 or 10; and 20%, with 7 or 8. Conclusions: A) It is feasible to design new ways to assess medical students via online means. B) The experience of an OSCE can be translated to an online environment with minimum technological requirements. C) The COVID-19 pandemic effects are extensive, with serious implications in medical education. However, it has proved to be an opportunity to rethink our educational practices, design innovative formative experiences, and assess new skills that will remain significant even long after the pandemic has ended.[Table: see text]
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Kirkland, Tracie Walker, Michelle Zappas, Alan Liu, Susan E. Hueck, Jo Fava Hochuli, and Win May. "Virtual objective structured clinical examination for family nurse practitioner students using a Zoom platform in the time of COVID-19." Journal of Nursing Education and Practice 11, no. 4 (2020): 73. http://dx.doi.org/10.5430/jnep.v11n4p73.
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Objective: In response to school shut downs amid the COVID-19 pandemic, nurse educators from the University of Southern California implemented a virtual objective structured clinical examination (OSCE) using standardized patients (SPs) to assess family nurse practitioner (FNP) students’ clinical and communication skills as an alternative to the traditional in-person OSCE format. The intent of this paper is to share the nurse educators’ experiences with the transitional process and students’ feedback about their virtual OSCE experiences.Methods: Students (N = 36) enrolled in a childbearing/childrearing clinical course participated in the virtual OSCE using Zoom. The experience included briefing and debriefing sessions. Students were evaluated for their communication and clinical decision making skills based on their assessment of two adolescent patients: one acute with behavioral problems presenting for a checkup and one with headache.Results: All students who participated in the virtual OSCE experience demonstrated appropriate clinical and communication skills. Students perceived the virtual OSCE as a realistic model for telehealth but missed social interaction with faculty and peers and found their inability to conduct physical exam maneuvers challenging. The majority (79.3%) preferred interacting with patients face-to-face.Conclusions: Virtual OSCEs used as low-stakes formative assessments provide FNP students with effective and valuable learning experiences. Transitioning from in-person to virtual OSCEs using Zoom is feasible but requires extensive collaboration between nursing educators and those with access to simulation facilities, such as faculty from schools of medicine. Findings from this experience will serve as a guide for deliberate process improvements for future iterations.
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Hernández Valenzuela, Juan Carlos, Yobani Martínez Ramírez, Antonio Meza Arellano, and Sergio Adolfo Miranda Mondaca. "Evaluación formativa en EVEA Moodle para mejorar la eficacia y la eficiencia de los estudiantes." Revista de Investigación en Tecnologías de la Información 9, no. 19 (2021): 32–46. http://dx.doi.org/10.36825/riti.09.19.003.
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This work reflects on the formative assessment in virtual teaching and learning environments (EVEA) Moodle, to improve the effectiveness and efficiency of students, allowing to assess through the student t test, if there is a significant difference between the measures of two independent samples. In order to verify if the result of the activities is more efficient through feedback in the formative evaluation processes, as well as to verify if the student's academic performance is increased through more efficient feedback. The research was quantitative and for the statistical analysis the student t test, using the questionnaire tool, having as a study the group of the Engineering in Information and Communication Technologies career of the eighth semester, in the field of Electronic Business I, from the Higher Technological Institute of Mulegé in Mexico. As a representative sample, 9 students participated and 6 modules were designed where different activities that the same participant would develop were placed. The results indicate that there is a significant difference before without a rubric and afterwards with a rubric in the training processes in the EVEA Moodle platform, where the student's academic performance is increased and improved over time, since the result of the application of Student's t test validates the hypothesis.
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Sivera, Francisca, Alessia Alunno, Aurélie Najm, et al. "2019 EULAR points to consider for the assessment of competences in rheumatology specialty training." Annals of the Rheumatic Diseases 80, no. 1 (2020): 65–70. http://dx.doi.org/10.1136/annrheumdis-2020-218015.
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Background and aimStriving for harmonisation of specialty training and excellence of care in rheumatology, the European League Against Rheumatism (EULAR) established a task force to develop points to consider (PtCs) for the assessment of competences during rheumatology specialty training.MethodsA systematic literature review on the performance of methods for the assessment of competences in rheumatology specialty training was conducted. This was followed by focus groups in five selected countries to gather information on assessment practices and priorities. Combining the collected evidence with expert opinion, the PtCs were formulated by the multidisciplinary task force, including rheumatologists, medical educationalists, and people with rheumatic and musculoskeletal diseases. The level of agreement (LoA) for each PtC was anonymously voted online.ResultsFour overarching principles and 10 PtCs were formulated. The overarching principles highlighted the importance of assessments being closely linked to the rheumatology training programme and protecting sufficient time and resources to ensure effective implementation. In the PtCs, two were related to overall assessment strategy (PtCs 1 and 5); three focused on formative assessment and portfolio (PtCs 2–4); three focused on the assessment of knowledge, skills or professionalism (PtCs 6–8); one focused on trainees at risk of failure (PtC 9); and one focused on training the trainers (PtC 10). The LoA (0–10) ranged from 8.75 to 9.9.ConclusionThese EULAR PtCs provide European guidance on assessment methods throughout rheumatology training programmes. These can be used to benchmark current practices and to develop future strategies, thereby fostering continuous improvement in rheumatology learning and, ultimately, in patient care.
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Monika Grabowska. "OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO." Neofilolog, no. 53/2 (December 30, 2019): 195–211. http://dx.doi.org/10.14746/n.2019.53.2.4.
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The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.
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Tractenberg, Rochelle E. "The Assessment Evaluation Rubric: Promoting Learning and Learner-Centered Teaching through Assessment in Face-to-Face or Distanced Higher Education." Education Sciences 11, no. 8 (2021): 441. http://dx.doi.org/10.3390/educsci11080441.
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It is common to create courses for the higher education context that accomplish content-driven teaching goals and then develop assessments (quizzes and exams) based on the target content. However, content-driven assessment can tend to support teaching- or teacher-centered instruction. Adult learning and educational psychology theories suggest that instead, assessment should be aligned with learning, not teaching, objectives. To support the alignment of assessments with instruction in higher education, the Assessment Evaluation Rubric (AER) was developed. The AER can be utilized to guide the development and evaluation/revision of assessments that are already used. The AER describes, or permits the evaluation of, four features of an assessment: its general alignment with learning goal(s), whether the assessment is intended to/effective as formative or summative, whether some systematic approach to cognitive complexity is reflected, and whether the assessment (instructions as well as results) itself is clearly interpretable. Each dimension (alignment, utility, complexity, and clarity) has four questions that can be rated as present/absent. Other rating methods can also be conceptualized for the AER’s 16 questions, depending on the user’s intent. Any instructor can use the AER to evaluate their own assessments and ensure that they—or new assessments in development—will promote learning and learner-centered teaching. As instructors shift from face-to-face toward virtual or hybrid teaching models, or as they shift online instruction (back) to face-to-face teaching, it creates an ideal opportunity to ensure that assessment is optimizing learning and is valid for instructional decision-making.
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Stredney, Don, Ali R. Rezai, Daniel M. Prevedello, et al. "Translating the Simulation of Procedural Drilling Techniques for Interactive Neurosurgical Training." Neurosurgery 73, suppl_1 (2013): S74—S80. http://dx.doi.org/10.1093/neurosurgery/73.suppl_1.s74.
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Abstract BACKGROUND: Through previous efforts we have developed a fully virtual environment to provide procedural training of otologic surgical technique. The virtual environment is based on high-resolution volumetric data of the regional anatomy. These volumetric data help drive an interactive multisensory, ie, visual (stereo), aural (stereo), and tactile, simulation environment. Subsequently, we have extended our efforts to support the training of neurosurgical procedural technique as part of the Congress of Neurological Surgeons simulation initiative. OBJECTIVE: To deliberately study the integration of simulation technologies into the neurosurgical curriculum and to determine their efficacy in teaching minimally invasive cranial and skull base approaches. METHODS: We discuss issues of biofidelity and our methods to provide objective, quantitative and automated assessment for the residents. RESULTS: We conclude with a discussion of our experiences by reporting preliminary formative pilot studies and proposed approaches to take the simulation to the next level through additional validation studies. CONCLUSION: We have presented our efforts to translate an otologic simulation environment for use in the neurosurgical curriculum. We have demonstrated the initial proof of principles and define the steps to integrate and validate the system as an adjuvant to the neurosurgical curriculum.