Relevant bibliographies by topics / Student Assessment to a Subject

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student Assessment to a Subject'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Student Assessment to a Subject"

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Yorke, Mantz. "Subject benchmarking and the assessment of student learning." Quality Assurance in Education 10, no. 3 (2002): 155–71. http://dx.doi.org/10.1108/09684880210435921.

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Yuliastuti ES, Eko, and Helmiatin Helmiatin. "STUDENT ACTIVITIES IN ONLINE ASSESSMENT." Asian Association of Open Universities Journal 5, no. 1 (2010): 10–17. http://dx.doi.org/10.1108/aaouj-05-01-2010-b002.

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Universitas Terbuka (UT) in Indonesia provides a number of tutorial services to its students. The models of tutorial services are correspondence and face-to-face tutorials, tutorials through radio, written tutorials through internet, and written tutorials through the integration of fax-internet. Some of those models use the internet, such as the online tutorial. To improve the student's knowledge, UT also provides online assessment (OA). One of the intentions of online assessment is to help student to practice their ability in answering the final examination. At first, online assessment was ca
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Alkharusi, Hussain Ali, and Salim Al-Hosni. "Perceptions of classroom assessment tasks: An interplay of gender, subject area, and grade level." Cypriot Journal of Educational Sciences 10, no. 3 (2015): 205. http://dx.doi.org/10.18844/cjes.v1i1.66.

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This study investigates students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Data from 2753 students on Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) were analyzed in a MANOVA design. Results showed that students tended to hold positive perceptions of their classroom assessment tasks in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity. There were statistically significant 3-way interaction effects for gender, subject area, and grade level on congruen
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Houston, Don, and James N. Thompson. "Blending Formative and Summative Assessment in a Capstone Subject: 'It's not your tools, it's how you use them'." Journal of University Teaching and Learning Practice 14, no. 3 (2017): 5–18. http://dx.doi.org/10.53761/1.14.3.2.

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Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in construct
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Minor, Suzanne, Sarah E. Stumbar, and Rodolfo Bonnin. "Impact of the Introduction of the Clinical Science Mastery Series on Family Medicine NBME Subject Examination Performance." Family Medicine 51, no. 8 (2019): 687–90. http://dx.doi.org/10.22454/fammed.2019.253577.

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Background and Objectives: Many medical schools assess student clinical knowledge using the National Board of Medical Examiners (NBME) subject examinations. The Family Medicine Clinical Science Mastery Series (CSMS) self-assessments, which are made up of former Family Medicine NBME examination questions, became available in September 2017. They provide students with realistic practice questions and immediate performance feedback. To further assess the utility of various study tools available to our students, this study investigated the impact of the CSMS self-assessments for family medicine on
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Bhati, Shyam S. "The effectiveness of oral presentation assessment in a Finance subject: An empirical examination." Journal of University Teaching and Learning Practice 9, no. 2 (2012): 81–102. http://dx.doi.org/10.53761/1.9.2.6.

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The purpose of this paper is to study the effectiveness of oral presentation as an assessment tool in a Finance subject. Assessment data collected from a postgraduate Finance subject in an Australian university over a period of five years from 2005 to 2009 was analysed statistically to determine the relation between students’ performance in oral presentation and other forms of assessments. The sample consists of assessment records of 412 students and 98 group presentations. From the study of correlations between oral presentations and other assessments, it is concluded that students perform be
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Azhariyah, Sari, and Ambiyar Ambiyar. "NEEDS ANALYSIS: AN INTERACTIVE E-ASSESSMENT FOR BASIC DESIGN GRAPHIC COURSE." JURNAL PENDIDIKAN TEKNOLOGI KEJURUAN 3, no. 1 (2020): 36–40. http://dx.doi.org/10.24036/jptk.v3i1.3823.

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This research aims to describe the results of the needs analysis in the process of developing e-assessment media on the basic graphic design course. This research was a qualitative descriptive research by using survey methods in identifying the needs of students and teachers in learning assessment. In this research, the needs analysis related to the achievement of the student learning outcomes, the problems faced by the students and the media needed by students in the learning assessment process. This research used a questionnaire given to 32 students of grade X and 2 teachers of the basic gra
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Haralabous, Angelos Konstantinou, and Maria Darra. "Eportfolio, Alternative Assessment and Student Self-Assessment: Exploration of the Correlation in Primary Education." International Journal of Learning and Development 8, no. 2 (2018): 80. http://dx.doi.org/10.5296/ijld.v8i2.13097.

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The main purpose of this study is to explore and register the trends and perceptions of primary school teachers about the implementation of the eportfolio as an alternative form of student assessment and as a tool for self-assessment by students. The survey was carried out during the second semester of the school year 2016-2017 using the anonymous written questionnaire method, which was answered by 215 primary school teachers of all subjects from the first educational area of Athens, the capital of Greece. The results of the survey show that most respondents believe that it is necessary to com
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Lakshmipathy, K. "MBBS student perceptions about physiology subject teaching and objective structured practical examination based formative assessment for improving competencies." Advances in Physiology Education 39, no. 3 (2015): 198–204. http://dx.doi.org/10.1152/advan.00073.2014.

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The objectives of the present study were to 1) assess student attitudes to physiology, 2) evaluate student opinions about the influence of an objective structured practical examination (OSPE) on competence, and 3) assess the validity and reliability of an indigenously designed feedback questionnaire. A structured questionnaire containing 16 item statements, 8 items on an Osgood's 5-point semantic differential scale and 8 items on a Likert's 5-point scale, was used. Options were assigned scores of 1–5 according to weightage. For Osgood's semantic differential scale items, a χ2-test was done to
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Candik, Arif. "MENINGKATKAN HASIL BELAJAR MATA PELAJARAN KIMIA MELALUI PENILAIAN AUTENTIK PADA SISWA KELAS X-1 SMA NEGERI 1 BARAKA KABUPATEN ENREKANG." Edumaspul - Jurnal Pendidikan 1, no. 1 (2018): 23–27. http://dx.doi.org/10.33487/edumaspul.v1i1.37.

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The research was aimed at knowing the learning result improvement of Chimetry in class X-1 SMAN 1 Baraka through the autentic assessment. The subject of research was 22 students. The data collection was done by using component of autentic evaluation involving the students asigment, the student jurnal, sain proses skill, examination, and the student behavior during the learning process. The result of research showed that the autentic assessment and the treatment could improve the chemetry learning result of studens class X-1 SMAN 1 Baraka South Sulawesi.
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Dissertations / Theses on the topic "Student Assessment to a Subject"

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Knutsson, Claes. "Vad kommer i höst? : En undersökning om hur lärarstudenter upplever sina färdigheter i att bedriva formativ bedömning i samhällskunskap." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72915.

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Samhället idag har på senare tid fått en förändrad syn på kunskap och i förlängningen vilka sorts kunskaper dess medborgare ska besitta. Idag efterfrågas medborgare besitta mer än bara kunskaper, samhället efterfrågar utbildning för att dess medborgare ska kunna agera i den snabba takt samhället utvecklas i. Detta har gjort att skolutbildningens roll har blivit större än att bara förmedla reproduktiva kunskaper till sina elever, den ska hjälpa eleverna utveckla färdigheter, verktyg samt producera ny kunskap som ska hjälpa dem i sitt fortsatta liv som samhällsmedborgare. Ett sätt för skolan att
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Lagerlund, Åsa. "Lära för livet? : Svenskämnet ur ett elevperspektiv." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8567.

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The purpose of this study is to explore students’ perceptions and experiences of the school-subject Swedish. Ten qualitative interviews with students in school year nine have been carried out and the results of these interviews constitute the basis of this study.   The result shows that students have a straight-forward attitude towards Swedish as a school-subject. The students identify skills such as reading, writing and speaking, and work in school mainly concerns perfecting these skills. The students think of Swedish as a subject with a clear purpose and find it important and useful.   The r
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Silva, Tatiana Jisselle Jango Ribeiro da. "Avaliação discente da disciplina Atenção à Saúde da Comunidade I." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/17/17139/tde-15012010-102404/.

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Em 1948, a cidade de Ribeirão Preto foi contemplada com uma faculdade de medicina, a Faculdade de Medicina de Ribeirão Preto (FMRP), cujas primeiras aulas foram ministradas em maio de 1952. Desde sempre, essa faculdade se dedicou à pesquisa e à formação pós-graduada, no entanto, a formação oferecida durante o ensino médico de graduação nunca deixou de ser uma preocupação constante. Mesmo tendo sofrido uma extensa reforma curricular, aprovada em 1992, implantada em 1993 e completada em 1998, o curso de ciências médicas da FMRP sofreu, após a aprovação das novas diretrizes curriculares nacionais
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Schönborn, Konrad J., and Trevor R. Anderson. "Bridging the Educational Research-Teaching Practice Gap: Foundations for assessing and developing biochemistry students’ visual literacy." Linköpings universitet, Medie- och Informationsteknik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-59468.

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External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for interpreting and visualizing ERs. In this article, first we describe a model of seven factors influencing students’ ability to learn from ERs. Second, we use this model and relevant literature to identify eight cognitive skills central to visual literacy i
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Sibanda, Bonani. "The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1013106.

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The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools in the King Williamstown Education District. It stems from the premise that curriculum design is plausible explanation for Mathematics achievement. In pursuit of this line of thought, the study looked at curriculum design types such as linear, sequential, and spiral arrangement of contents, as well as curriculum design aspects such as sequencing, progression, integration, pacing and organisation of contents. The stu
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Brennan, Kate. "Student-led assessment in the primary classroom : facilitating student ownership and motivations towards assessment." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30986/.

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By allowing students to play an active role in the assessment of their work, can their perceptions and motivations be changed? This dissertation considers the impact of working collaboratively with primary school teachers and students to develop the skills needed to integrate student-led assessment into their daily practice, with the objective of analysing how this affects the students’ motivations and attitudes towards their work. Three teachers and the researcher, the Head of Primary, concertedly trained in how to develop student-led assessment across a 13-week trial that involved Year 4 stu
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Garratt, Linda. "Subject choice and student perceptions of A-level courses." Thesis, University of Wolverhampton, 1991. http://hdl.handle.net/2436/90259.

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Despite a plethora of proposals and counterproposals, the framework of the A level system has remained largely unchanged for forty years. This study reviews the historical context of sixth form education and provides an insight into students' perceptions of A level courses in the late 1980s. It also examines the reasons behind students' choices of subjects for study at A level and students' subsequent satisfaction with their chosen courses. The variables which most strongly influenced students' choice of subjects for study were the subject's perceived interest value, previous success in the su
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Chester, Simon David. "Electronic assessment systems & generic models of student assessment." Thesis, University of Portsmouth, 2009. https://researchportal.port.ac.uk/portal/en/theses/electronic-assessment-systems--generic-models-of-student-assessment(0855c511-8be7-46f5-85ae-2d1580c5b22f).html.

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This dissertation describes the creation of new and novel electronic assessment systems and the creation of a new generic model of assessment. The electronic assessment systems can be used by more than one teacher or student at any one time. Audio, visual and data recordings (including teachers comments) are immediately stored with student records so they are instantly available anywhere as a resource for monitoring progress and assisting student learning. Research work began by selecting a leading assessment system called ESAAMS Version 2. Although it was possible for that software to be inst
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Hart, Diane. "The contested subject : child protection assessment before birth." Thesis, University of Southampton, 2001. https://eprints.soton.ac.uk/365588/.

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The study focused on the activity of an inner city local authority during one year. This was contextualised by an analysis of statistical data, the policy and procedural framework and the organisational structure of the study authority. Data from the case files of all babies (31) either unborn or under the age of one year who were subject to an Initial Child Protection Case Conference during 1993-4 year were then collected using a pro forma. Key documents were copied and studied in their entirely. Three levels of textual analysis were applied: a description of the families, the operation of th
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Ringenbach, Michael. "Collecting Student Data for Accreditation Assessment." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/31209.

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This paper seeks to identify one of the key problems faced by academic institutions seeking accreditation. The accreditation process requires academic institutions to conduct a self-study analyzing how well a given program is meeting the learning outcomes the accreditation board uses in its assessment. This self-study by schools often contains qualitative or subjective data and does not directly correlate the learning outcomes being measured to student performance. The lack of quantitative measurements at a granular level means that it is difficult for the academic institution to prove that it
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Books on the topic "Student Assessment to a Subject"

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Barnoski, Robert P. Tenth-grade WASL in spring 2006: Associations among subject areas. Washington State Institute for Public Policy, 2006.

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Barnoski, Robert P. Tenth-grade WASL in spring 2006: Associations among subject areas. Washington State Institute for Public Policy, 2006.

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Leslie, Minton, and Arline Carolyn, eds. Uncovering student thinking in mathematics: 25 formative assessment probes. Corwin Press, 2007.

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Neidorf, Teresa. Student Misconceptions and Errors in Physics and Mathematics: Exploring Data from TIMSS and TIMSS Advanced. Springer Nature, 2020.

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Bolarev, Boris. Standardization, Metrology, conformity assessment. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1078037.

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The textbook reveals the problems of technical regulation, standardization and metrological support, and considers their use in practice. For the first time, the methodology of metrological support of a commercial enterprise is proposed, and the possibilities of organizing activities in a commercial object are determined. It meets the requirements of the Federal state educational standards of higher education of the latest generation and the approximate work programs of the disciplines "Standardization, Metrology, conformity assessment" and"Metrology, standardization, certification". For stude
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Association, International Reading, and National Council of Teachers of English., eds. Standards for the assessment of reading and writing. International Reading Association, 1994.

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Ellington, Henry. Student assessment. CICED, 1987.

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Student-centeredclassroom assessment. 2nd ed. Merrill, 1997.

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Vito, Perrone, ed. Expanding student assessment. Association for Supervision and Curriculum Development, 1991.

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Mowl, Graham. Innovative student assessment. University of Northumbria at Newcastle, 1994.

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Book chapters on the topic "Student Assessment to a Subject"

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Sherman, Ann, and Leo MacDonald. "Supporting Optimal Student Assessment Practices in Science as a Core Subject Area." In Leadership of Assessment, Inclusion, and Learning. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23347-5_7.

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Mellin-Olsen, Stieg. "A Critical View of Assessment in Mathematics Education: Where is the Student as a Subject?" In Investigations into Assessment in Mathematics Education. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-1974-2_9.

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Reinders, Hayo, Nick Moore, and Marilyn Lewis. "Assessment." In The International Student Handbook. Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-06000-6_10.

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Valle, Christopher, and Heidi Andrade. "Student Self-Assessment." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_142.

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Lui, Angela, and Heidi Andrade. "Student Peer Assessment." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_461.

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Valle, Christopher, and Heidi Andrade. "Student Self-Assessment." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_142-4.

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Lui, Angela, and Heidi Andrade. "Student Peer Assessment." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_461-3.

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Beck, Clive, and Clare Kosnik. "Enhancing Student Assessment." In Growing as a Teacher. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-560-1_3.

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Crawley, Edward F., Johan Malmqvist, Sören Östlund, Doris R. Brodeur, and Kristina Edström. "Student Learning Assessment." In Rethinking Engineering Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05561-9_7.

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O’Donnell, Kayleigh, and Amy L. Reschly. "Assessment of Student Engagement." In Student Engagement. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37285-9_3.

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Conference papers on the topic "Student Assessment to a Subject"

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Pemberton, Louise Ann, Kelly Linden, and Lucy Webster. "Preparing for anatomy assessment with adaptive learning resources – It is going “tibia” okay!" In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9348.

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Anatomy subjects are content heavy and generally have a high stakes practical examination that is difficult to prepare for outside of the laboratory. With recent advances in technology, increased class sizes and reductions in teaching time, alternative and novel teaching technologies are emerging. An adaptive online simulated practical examination was developed. This lesson was evaluated using a survey, student interviews and learning analytics. Of the 55 students who completed the survey, 92% indicated that the simulated practical examination enhanced their learning. Ninety two percent of stu
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Sierra, Maria, and Irene Díaz. "AN ASSESSMENT SYSTEM TO IMPROVE STUDENT RESULTS IN A COMPUTING SUBJECT FOR MATHEMATICIANS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0704.

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Pernía-Espinoza, Alpha, Enrique Sodupe-Ortega, Fco Javier Martinez-de-Pison-Ascacibar, Ruben Urraca-Valle, Javier Antoñanzas-Torres, and Andres Sanz-García. "Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5167.

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An assessment program to evaluate microproject-based teaching/learning (MicroPBL) methodology on the technical subject ‘Manufacturing Technology’ was implemented for four consecutive academic years. Students from three different engineering degrees were involved providing feedback through different surveys that allowed us to perform a proper evaluation. More specifically, students’ surveys were anonymous after each academic year, except the last one, in which non-anonymous pre and post-surveys were conducted. The surveys were meant to evaluate the acquisition of specific competences (using tec
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Box, Ilona. "Applying Educational Research to Improve Teaching and Learning in Information Systems." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2443.

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Universities need to respond to a change in student profile from the traditional academically committed student to a student who seeks a qualification for a job. This study reports on the application of educational research to the redesign of a single subject (or course). The aims were to engage students in deep learning; increase a learner's responsibility for learning; and encourage better study practices; improve teaching and subject objectives, and authenticate and validate the assessment method. Statistical results presented indicate that the aims were to some extent achieved. Several fur
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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 carri
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Bannerot, Richard. "Assessment of Design and Build Projects in Sophomore Design." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46651.

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One requirement in our sophomore design class is for the students to work in teams to design and build devices that satisfy several requirements subject to physical constraints. The evaluation of these devices is based on how individuals and the team perform on written documents as well as how well the device performs during testing and satisfies given design criteria. The performances in various parts of this assignment are used as a basis for student outcomes assessment. The paper will provide an example of a team project description including the figure of merit that assesses the functional
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Vidaurre, Ana, José M. Messeguer-Dueñas, Jaime Riera, et al. "Is the Lessons tool useful to support students learning?" In INNODOCT 2018. Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8830.

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Nowadays, Information and Communication Technologies play an important role in the teaching-learning process. Universities have incorporated different platforms specifically designed to educational institutions; among others Moodle and Sakai are being used in Spanish Universities. In particular, the Universitat Politècnica de València has adopted the PoliformaT platform, adapted from Sakai. It consists on different tools that facilitate the teaching and learning processes and the teacher–student communication. It enables teachers to improve their instructional design and it is of key importanc
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Ghosh, Amitabha, and Edward C. Hensel. "An Interpretive Assessment of Engineering Science Core Courses." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12939.

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This paper provides a mapping of common conceptual difficulties in learning fundamentals of engineering analysis from two different core courses in mechanical engineering—fluid mechanics and statics. For analysis, examples from actual test questions and student performance on them are presented with interpretations of the subject areas and source of difficulties. Properly designed multiple choice questions can provide an effective evaluation of student comprehension. The paper discusses the structure of good questions, and describes how improperly designed questions may hinder learning and acc
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Rouser, Kurt P. "Oral Assessments of Student Learning in Undergraduate Aerospace Propulsion and Power Courses." In ASME Turbo Expo 2017: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/gt2017-64082.

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A purposeful approach has been taken to match teaching pedagogies (techniques), learning experiences and assessment methods to various types of student learning in undergraduate aerospace propulsion courses at junior-level at the United States Air Force Academy and at the senior-level at Oklahoma State University. Prior studies in the scholarship of teaching and learning have shown the benefits of matching assessment methods, as well as teaching pedagogies and learning experiences, to the types of student learning associated with desired educational outcomes. Literature suggests that the best
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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 concep
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Reports on the topic "Student Assessment to a Subject"

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects. National Bureau of Economic Research, 2007. http://dx.doi.org/10.3386/w13617.

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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Lessons from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/045.

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Abstract:
Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across
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3

Brown, Mark. Reliability Assessment for Systems Subject to Maintenance and Repair. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada162029.

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4

Sutcliffe, Mark, and John Sloman. Using the Virtual Economy in Student Assessment. The Economics Network, 2002. http://dx.doi.org/10.53593/n610a.

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5

M. Gross. Mechanical Assessment of the Waste Package Subject to Vibratory Motion. Office of Scientific and Technical Information (OSTI), 2004. http://dx.doi.org/10.2172/840436.

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R.C. Quittmeyer. Mechanical Assessment of the Waste Package Subject to Vibratory Ground Motion. Office of Scientific and Technical Information (OSTI), 2005. http://dx.doi.org/10.2172/893883.

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M. Lin, M. Gerhard, B. Damjanac, M. Mullin, and M. Gross. Mechanical Assessment of the Waste Package Subject to Vibtatory Ground Motion. Office of Scientific and Technical Information (OSTI), 2005. http://dx.doi.org/10.2172/893891.

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8

Ra, Sungsup, Sungsook Kim, and Kijong Rhee. Developing National Student Assessment Systems for Quality Education:. Asian Development Bank, 2019. http://dx.doi.org/10.22617/tcs190597-2.

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9

Jacob, Brian, and Jesse Rothstein. The Measurement of Student Ability in Modern Assessment Systems. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22434.

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10

Mitova, Mariana A., and Barbara Frazier. Using ITAA Meta-Goals for Assessment of Student Preparation. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-365.

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