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Journal articles on the topic 'Students' assessments'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Magdalena, Ina, Melia Gita Andreani, Silvia Nurhasanah, and Zahwa Muflihah Ushaybiah. "DAMPAK PENILAIAN UNTUK PEMBELAJARAN TERHADAP MOTIVASI DAN KETERLIBATAN SISWA." JURNAL RISET PENDIDIKAN DAN PENGAJARAN 2, no. 1 (2023): 104–11. http://dx.doi.org/10.55047/jrpp.v2i1.450.

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Assessment in the context of learning has an important role in influencing student motivation and engagement. Effective assessment can have a significant positive impact on student's motivation to learn and their level of engagement in the learning process. Through formative assessments that provide constructive and informative feedback, students can correct their shortcomings and see their progress first-hand, which directly influences their motivation to continuously strive to improve achievement. Assessments that reward and recognize students' achievements can also increase their motivation

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Cohen, Ira S., and Joan V. Fowler. "Assessment: Create Assessments That Do It All." Mathematics Teaching in the Middle School 4, no. 1 (1998): 44–47. http://dx.doi.org/10.5951/mtms.4.1.0044.

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How would you like to hear such comments about your mathematics tests from students? In this article, ideas for an assessment system that reflects NCTM's Curriculum Standards (NCTM 1989) are presented. In this system, assessment tasks are created to support instruction that values a mastery of the “basics,” mental mathematics, mathematics vocabulaty, problem solving and writing in mathematics, calculator mathematics, and mathematics understanding. The motivation behind each task is the need to measure both a student's knowledge and his or her depth of understanding. In addition, as the student

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Bobby, Z., R. Muthukathan, and Z. Zayapragassarazan. "Utility of Online Assessments for Postgraduate Students in Medical Biochemistry: Perspectives of Students and Teachers." South-East Asian Journal of Medical Education 18, no. 2 (2025): 49–61. https://doi.org/10.4038/seajme.v18i2.583.

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Background: During COVID-19 pandemic, online written theory exams were found to be essential for internal assessments. The aim of the study was to evaluate the influence of online exams on the following: (i) ability to motivate students to study for their upcoming summative exams, (ii) adoption of online mode of assessment by the students and (iii) educational outcomes with respect to the confidence that may be attached to the judgements. Methods: We conducted online assessments for two batches of postgraduate Medical Biochemistry students: nine second-year and eight third-year Master of Scien

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Annamma Kunjukunju, Aini Ahmad, and Nurul Fariza. "The effectiveness and challenges of online assessment using Interactive Teaching and Learning (ITEL) Platform in Nursing Education: A cross-sectional study." International Journal of Scholarly Research and Reviews 3, no. 1 (2023): 008–15. http://dx.doi.org/10.56781/ijsrr.2023.3.1.0060.

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Background: Assessment is a crucial aspect of teaching and learning. Due to COVID-19, most assessments were changed to online mode. This sudden transition from traditional face-to-face to online assessment presented numerous challenges for nursing students. As such, this study determined student's perception of online assessment usage for their final semester exam using Interactive Teaching and Learning (ITEL) as their learning management system. Methods: This study used a cross-sectional survey design, with the questionnaire administered via Google Forms. A purposive sampling method was emplo

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Meher, Arati, Dipti Mohapatra, Ellora Devi, Manasi Behera, and Tapaswini Mishra. "Effectiveness of implementation of formative assessments as a part of competency-based medical education on summative assessment: A pilot study." National Journal of Physiology, Pharmacy and Pharmacology 13, no. 10 (2023): 1. http://dx.doi.org/10.5455/njppp.2023.13.02107202303032023.

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Background: Assessment is an essential part of each and every education, which represents the learning of a student. If the assessments are performed regularly, it inspires active study habits and inevitably enhance learning. Aim and Objectives: Formative assessments, which are performed regularly, increase the effectiveness of the learning. Hence, we aimed to observe the effectiveness of spaced formative assessments on the performance of students in summative assessments. Materials and Methods: We selected 250 first-year medical students from the 22 to 23 batch. The students were categorized

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Andhani, Apriliana Puspa, Undang Rosidin, and Muhammad Mona Adha. "Jumping task-oriented e-assessment: How does it assess students' soft and hard skills competency? A needs analysis." Asian Journal of Educational Technology 1, no. 2 (2022): 102–7. http://dx.doi.org/10.53402/ajet.v1i2.37.

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This study aimed to analyze the needs of students for jumping task-oriented electronic assessments that can be used to measure students' soft skills and hard skills competencies. Jumping task-oriented electronic assessments can help students improve students' critical thinking skills, in addition to electronic assessments that can make it easier for students to access these assessments anywhere and anytime. This research was conducted at SDN Berundung, Ketapang District, South Lampung with a sample of 5th grade students consisting of 52 students. The data were analyzed descriptively to determi

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Othman, Mohd Izani, Mohd Nadzri Mohd Najib, and Suraya Sulaiman. "FORCED TRANSITION INTO ONLINE ASSESSMENTS: EXPLORING PERCEPTIONS AND CHALLENGES AMONGST PHARMACY STUDENTS." International Journal of Modern Education 5, no. 17 (2023): 228–43. http://dx.doi.org/10.35631/ijmoe.517019.

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In the wake of COVID-19 pandemic, most educational activities have been forced to resumed through online and distance learning. As part of the curriculum objectives, online assessments are carried out to assess students' comprehension and to evaluate the effectiveness and quality of the teaching and learning process. Many students were heavily affected by these sudden transformations from traditional face-to-face (F2F) to forced online assessments. Thus, making it intriguing for academics to explore students' experiences of online assessment at the higher education level. Our study investigate

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Setiawati, Ni Luh Eka, Ni Putu Era Marsakawati, and Dewa Putu Ramendra. "AUTHENTIC ASSESSMENT IN ACTION: ENGLISH TEACHERS’ PERCEPTION AND PRACTICES FOR ASSESSING STUDENTS’ PRODUCTIVE SKILLS AT SENIOR HIGH SCHOOL." Indonesian Journal of Educational Development (IJED) 5, no. 3 (2024): 366–75. https://doi.org/10.59672/ijed.v5i3.4219.

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This study explores how English teachers’ perceptions and practices of authentic assessment for assessing students’ productive skills at Senior High School 2 Kuta. Using Qualitative research aims to explore in-depth information on various responses. This research is the result of expressing a person's various thoughts about a topic (McCarthy, 2017). The result revealed teachers believe that the design and implementation of authentic assessments are critical for effectively improving students' productive skills and that these assessments should fit with the Merdeka Curriculum's learning objecti

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Azam, Fahad, Khurram Irshad, Abida Shaheen, Hira Moin, Nismat Javed, and Hania Ahmer. "Online versus Conventional Paper Based Formative Assessment: Do They Predict Summative Scores?" Pakistan Journal of Physiology 17, no. 1 (2021): 46–50. http://dx.doi.org/10.69656/pjp.v17i1.1312.

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Background: Different mechanisms and methods to conduct formative assessments may influence the learning environment and the learning outcomes. Present study aims to compare the effect of online formative assessments with conventional paper-based formative assessments on summative scores of medical students. Methods: This prospective-observational study was conducted from Oct to Dec 2018 at Shifa College of Medicine, Islamabad. A total of 93 undergraduate students were included. Students were assigned two online formative assessments before the summative assessment of one module and two paper-

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J Shim, Sung. "Peer Assessment of In-Class Presentations: A Cross-Cultural Comparison of American and Chinese Students in Information Systems Courses." Issues in Informing Science and Information Technology 22 (2025): 005. https://doi.org/10.28945/5507.

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Aim/Purpose This study investigates the reliability of peer assessments for information systems (IS) case study presentations and examines differences between American and Chinese graduate students in evaluating such presentations. Background Peer assessments provide diverse perspectives in evaluating student work, but cultural differences may influence assessment patterns. This study explores how American and Chinese students differ in their assessment of IS case study presentations using real-world cases. Methodology Data were collected from 89 graduate students across four course sections -

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Li, Tilo, Tilo Li, Tilo Li, and Tilo Li. "How formative are assessments for learning activities towards summative assessment?" International Journal of Teaching and Education 9, no. 2 (2021): 42–57. http://dx.doi.org/10.52950/te.2021.9.2.004.

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To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as ref

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Lee, Young Hee. "Case Analysis of the Operation Status and Assignment Performance for the Students’ Assessment in Online Classes of the University." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (2022): 393–411. http://dx.doi.org/10.22251/jlcci.2022.22.20.393.

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Objectives The study was to investigate the operating status and the assignment performance for the students’ assessment in the online classes of the university located in the metropolitan area and then identify the principles and categories of the assignment performance assessments in the online classes by analyzing the features of best cases that students are highly satisfied with. Methods For doing this, 1,062 students were surveyed to investigate the operating status for the assessments in their online classes in 2021 at the university. Also, the assignments of the best 9 online classes we

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Mukin, Muh Sulaiman Rifai Aprianus, Sunarto Sunarto, and Saiful Amien. "Penilaian Portopolio." Edu Cendikia: Jurnal Ilmiah Kependidikan 4, no. 02 (2024): 222–30. http://dx.doi.org/10.47709/educendikia.v4i02.4358.

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Portfolio assessments are increasingly popular in schools to assess student performance, achievement, and development. Portfolio assessments cover many aspects of a student's abilities and skills, allowing for a more thorough assessment than conventional evaluation methods such as written tests. It is hoped that it will improve the quality of education in Indonesia and encourage more meaningful learning. This study aims to evaluate how effective portfolio assessment is in improving the quality of learning and how it impacts students' motivation and academic achievement. In addition, this study

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Munawarah, Sukri Adani, and Zuhri Efendi. "ADULT EFL STUDENT ATTITUDES TOWARD PERFORMANCE-BASED ASSESSMENT." Nusantara Hasana Journal 3, no. 2 (2023): 52–58. http://dx.doi.org/10.59003/nhj.v3i2.913.

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Performance-based assessments such as portfolios, presentations, and participation are now widely used in many English language education programs in public and private universities. There is significant research in the literature on teachers' attitudes toward these types of assessment approaches, but few have explored students' views on these types of assessment techniques. The aim of this study was to find out the attitudes of adult students towards performance based assessments and traditional tests and to see the relationship between length of study and performance based assessments and te

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Tatira, Benjamin, and Israel Kariyana. "Defining Formative Electronic Assessment in Undergraduate Mathematics: A Reflective Approach." International Journal of Learning, Teaching and Educational Research 21, no. 7 (2022): 24–39. http://dx.doi.org/10.26803/ijlter.21.7.2.

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Formative electronic assessment of mathematics on the Learning Management System is unique. The purpose of this study was to delineate the process of formative assessment in mathematics through the students’ experiences during remote online learning. Formative assessment is part of learning and helps students to monitor their progress. Data were analysed by identifying themes from the narratives. It emerged that the e-assessments that are manually written and graded by the instructor were the best mode of assessment for undergraduate mathematics. With timely feedback, formative electronic asse

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Habibi, Mukhlas, Fina Aulika Lestari, and Yusmicha Ulya Afif. "Implementasi Penilaian Autentik Kurikulum 2013 Pada Mata Pelajaran PAI dan Budi Pekerti di SDN 1 Bangunrejo Ponorogo." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (2021): 833–52. http://dx.doi.org/10.37680/qalamuna.v13i2.1114.

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Assessment is an important part of education, because with the assessment educators can see the extent to which the success of the learning process and the abilities of students. There are various types of assessments to measure students' abilities, in the 2013 curriculum there is an assessment model called authentic assessment. Authentic assessment is a comprehensive assessment that not only assesses students' cognitive mastery, but also assesses affective and psychomotor mastery. Educators who conduct authentic assessments of students will get the right assessment results, but sometimes ther

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Madiha Ata, Shazia Irum, Fahad Azam, et al. "Gamifying Assessments in Medical Education: A Novel Approach to Tackling Test Anxiety in Medical Students." Proceedings 37, no. 4 (2023): 31–37. http://dx.doi.org/10.47489/szmc.v37i4.386.

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Introduction: Test anxiety is a specific type of anxiety that typically occurs during assessments and may compromise students’ academic performance. The use of gamification in assessment has the potential to reduce test anxiety. Aims &Objectives: This study aims to provide an understanding of the potential benefits of gamification as an intervention in formative assessments to reduce test anxiety in medical students. The objective of this study was to investigate the effect of gamification on the academic performance and test anxiety scores of medical students during formative assessments.

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Turner, Laurah, Danielle E. Weber, Sally A. Santen, et al. "Making Use of Natural Language Processing to Better Understand Medical Students’ Self-Assessment of Clinical Skills." Academic Medicine 99, no. 3 (2023): 285–89. http://dx.doi.org/10.1097/acm.0000000000005527.

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Abstract Problem Reflective practice is necessary for self-regulated learning. Helping medical students develop these skills can be challenging since they are difficult to observe. One common solution is to assign students’ reflective self-assessments, which produce large quantities of narrative assessment data. Reflective self-assessments also provide feedback to faculty regarding students’ understanding of content, reflective abilities, and areas for course improvement. To maximize student learning and feedback to faculty, reflective self-assessments must be reviewed and analyzed, activities

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Telzrow, Cathy F., and Kathy McNamara. "New directions in assessment for students with disabilities." WORK: A Journal of Prevention, Assessment & Rehabilitation 17, no. 2 (2001): 105–16. https://doi.org/10.3233/wor-2001-00177.

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Three influences in American education during the past decade -- increased parental involvement, an emphasis on accountability and student outcomes, and the refinement of assessment technologies -- are reflected in the 1997 Amendments to the Individuals with Disabilities Education Act [31]. Relevant assessment provisions contained in IDEA 97 are reviewed, including requirements for (a) parental participation in the review and planning of student evaluations and eligibility decisions; (b) the participation of students with disabilities in statewide assessments; (c) the use of assessments that h

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Fitrisia, Tamara Carolin, and Primardiana Hermilia Wijayati. "SELF-ASSESSMENT AND PEER-ASSESSMENT FOR STUDENTS’ ESSAY ASSESSMENT IN THE AUFSATZ II COURSE." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 14, no. 1 (2021): 82. http://dx.doi.org/10.26858/retorika.v14i1.14523.

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Self-assessment and peer assessment is an essential alternative assessment in this 5.0 era and in this pandemic time. Thus, this study objectives are to examine differences between self-assessment and peer assessment, as well as to describe students' perceptions of the application of self-assessment and peer assessment in the Aufsatz II course. This study uses a correlational research design. From the results of the study, it is known that the self-assessment and peer assessment of Aufsatz's writing ability has some differences in the aspects of content and coherence, while self assessement an

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Lin, Pei-Ying, and Yu-Cheng Lin. "Accommodation practices for gifted students." Gifted Education International 34, no. 3 (2018): 260–70. http://dx.doi.org/10.1177/0261429418757869.

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Previous studies on Indian education have urged educators to address serious concerns about inequality and inequity in gifted education, and about the assessments for students educated in extremely diverse social and cultural landscapes in India. Although it is believed that appropriate test accommodations ensure valid and meaningful test results, accommodation practices for gifted students are rarely examined worldwide. To narrow this research gap, the present study examined a large-scale provincial literacy assessment in Ontario, Canada, as a test case, to investigate the accommodations used

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Azam, Fahad, Abida Shaheen, Khurram Irshad, Nismat Javed, and Madiha Ata. "Trends of undergoing formative assessment in undergraduate medical students." Journal of Shifa Tameer-e-Millat University 1, no. 1 (2019): 21–26. http://dx.doi.org/10.32593/jstmu/vol1.iss1.34.

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Objective: Medical curriculum is always subject to new strategies to ensure effective delivery of learning material. Online formative assessments are gaining popularity over conventional paper based formative assessments due to recent advances in technology and increasing familiarity of students with computer-based examinations. With this background, objectives of this study were to explore trends of computer based formative assessment in undergraduate medical students and to investigate the impact of online formative assessments on summative assessment scores. Methodology: A prospective

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Kleinert, Harold L., Jacqueline Farmer Kearns, and Sarah Kennedy. "Accountability for All Students: Kentucky's Alternate Portfolio Assessment for Students with Moderate and Severe Cognitive Disabilities." Journal of the Association for Persons with Severe Handicaps 22, no. 2 (1997): 88–101. http://dx.doi.org/10.1177/154079699702200206.

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One of the keys to ensuring high expectations for all students is the requirement for inclusive measures of educational accountability. Recognizing this need, Congress enacted Title II, National Education Reform Leadership, Standards, and Assessments, calling for the development of state assessment systems that fully include all students, as a major component of the 1994 Goals 2000: Educate America Act. At present, Kentucky is the only state in the nation that fully includes all students within a statewide educational assessment and accountability system. Students with moderate and severe cogn

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De Souza-Daw, Tony, Antony Di Serio, Ahmed Falah, Kiran Fahd, and Sazia Parvin. "Assessment Re-Think." International Journal of Asian Education 3, no. 4 (2022): 211–24. http://dx.doi.org/10.46966/ijae.v3i4.299.

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Assessments are the fundamental media between students and educators. This paper aims to evaluate how to create assessments, how students learn from them, and how to link them to the industry and entrepreneurism. The implementation plan postulates how students can generate income from income-generation assessments or business innovation assessments. In this paper, we discuss the involvement of modern industry in assessment. We examine evidence from approximately 100 assessments detailed in 32 subject outlines. We employ a descriptive, pragmatic research methodology to consider whether they can

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Moodley, Ilana, Shenuka Singh, and Rajeshree Moodley. "Dental undergraduate students’ perspectives of online assessments conducted during the Covid-19 pandemic – a report from one South African university." South African Dental Journal 78, no. 10 (2024): 488–95. http://dx.doi.org/10.17159/sadj.v78i10.16674.

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IntroductionOnline assessments are commonly used in health sciences curricula worldwide. However, it is unclear on how undergraduate dental therapy and oral hygiene students at a South African university responded to the transition from traditional classroom-based to online assessments, as a result of the Covid-19 pandemic. Aims and objectivesThis paper reports on students’ knowledge and practices of,attitudes towards and preparedness for online assessments.MethodThis was a descriptive study, using a mixed methodsapproach to obtain quantitative and qualitative data through an online questionna

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Wulandari, Gusti Ayu Putu Trisna Wulandari, Ida Bagus Putrayasa, and I. Nengah Martha. "Efektivitas Asesmen Diagnostik dalam Pembelajaran Berdiferensiasi pada Pelajaran Bahasa Indonesia." Nusantara: Jurnal Pendidikan Indonesia 3, no. 3 (2023): 433–48. http://dx.doi.org/10.14421/njpi.2023.v3i3-5.

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Students have very diverse backgrounds, so diagnostic assessments are needed in the practice of learning Indonesian at SMA Negeri 1 Kuta Utara. Diagnostic assessments are divided into two, namely non-cognitive diagnostic assessments and cognitive diagnostic assessments. This study is qualitative descriptive research, namely a research method which has the nature of presenting the reality according to the data obtained with the aim of illustrating how effective diagnostic assessment is in differentiated learning. Diagnostic assessments carried out in differentiated learning in Indonesian Langua

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Wu, Jinlu. "Linking Assessment Questions to a Research Article to Stimulate Self-directed Learning and Develop High-order Cognitive Skills in an Undergraduate Module of Molecular Genetics." CBE—Life Sciences Education 8, no. 4 (2009): 283–90. http://dx.doi.org/10.1187/cbe.09-06-0040.

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Assessment plays a crucial role in the learning process, but current assessments focus on assessment of learning rather than assessment for learning. In this study, a novel method for open-book continuous assessment (CA) was developed. The aim was to encourage students to learn beyond the textbook by challenging students with questions linked to a research article. Research articles closely related to lecture contents were selected and released to students before the CA for perusal. CA questions were set at three different levels to assess conceptual understanding, application, and synthesis.

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Awooda, Elhadi Mohieldin, Wail Mohammed Elzaki, and Saad Abdulaziz Al-Nazhan. "Agreement between students’ self/peer and faculty assessments of the radiographic technical quality of root canal treatment performed during preclinical and clinical endodontic courses." Saudi Endodontic Journal 15, no. 1 (2024): 53–58. https://doi.org/10.4103/sej.sej_121_24.

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Abstract Introduction: This study investigated the agreement between students’ self-assessment or peer assessment and faculty assessment of the quality of root canal treatment (RCT) performed during preclinical and clinical endodontic courses. Materials and Methods: This cross-sectional study enrolled 23 4th-year students and a faculty member from the University of Medical Sciences and Technology, Sudan. The radiographic technical quality of RCTs performed during preclinical and clinical endodontic courses was evaluated by the students themselves, their peers, and faculty members in terms of t

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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 o

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Baharin, Mohd Zahrul, and Soraya Sharifuddin. "THE EFFECTIVENESS AND ACCOUNTABILITY OF ONLINE LEARNING ASSESSMENT DURING COVID-19’s MOVEMENT CONTROL ORDER: (A CASE OF KUPTM)." International Journal of Education, Psychology and Counseling 7, no. 45 (2022): 464–77. http://dx.doi.org/10.35631/ijepc.745035.

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Teaching assessment is a significant foundation to be evaluated in higher education so as to distinguish improvement or any necessity needs in connection to teaching and learning quality. Since the implementation of MCO out of the impact of COVID-19, students learning session is severely impacted especially on the assessments. In-class assessments are no longer viable thus resulting the online assessments mode for all teachers and students. The purpose of this research is to study the effectiveness and accountability of online assessments in comparison with traditional assessments as well as t

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Suherman, Andri. "The Effects of Three Different Assessment Types on Text Revisions: A Study of Indonesian EFL Learners." Metathesis: Journal of English Language, Literature, and Teaching 3, no. 2 (2019): 146. http://dx.doi.org/10.31002/metathesis.v3i2.1473.

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This research article aimed at exploring the effects of three different assessments (self-, peer-, and teacher-) on students’ text revision. Ten Indonesian tertiary-level EFL students participated in this study. It investigated the extent to which three types of assessment facilitate text revision, and analyzed students’ perception of these assessments. The research methods used were students’ text revision and semi-structure interview. The findings revealed two main points. First, the results showed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage

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Narongsaksakul, Watsachol. "AI-based Assessment for Learning on Students’ Critical Thinking." Journal of Ethics in Higher Education, no. 6.2 (July 22, 2025): 237–49. https://doi.org/10.26034/fr.jehe.2025.8443.

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Critical thinking is essential for state standards and culturally relevant pedagogy (CRP). This paper explores AI-based assessment in education (AIED), focusing on its benefits and challenges for assessing critical thinking in diverse students post-Chat GPT. It covers AI-enhanced assessment for learning to promote diversity and cultural responsiveness, biases in AI technologies, and AI-assisted critical thinking assessment. Three benefits of AI include adaptive assessments, multimodal assessments, and personalized feedback. Ethical concerns include understanding AI limitations, ensuring ethica

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Yulia, Astri, Nor Azilah Husin, and Faiz I. Anuar. "Channeling assessments in English language learning via interactive online platforms." Studies in English Language and Education 6, no. 2 (2019): 228–38. http://dx.doi.org/10.24815/siele.v6i2.14103.

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Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated

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Șișianu, Ala, and Ala Pușcașu. "METHODS OF ASSESSING STUDENTS' KNOWLEDGE IN ENGLISH LANGUAGE LESSONS." JOURNAL OF SOCIAL SCIENCES 7, no. 3 (2024): 234–42. http://dx.doi.org/10.52326/jss.utm.2024.7(3).16.

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Assessing students' knowledge in English language lessons is a crucial aspect of language education, impacting both teaching effectiveness and student outcomes. This article explores a variety of methods used to evaluate English language proficiency, considering both traditional and modern assessment techniques. Traditional methods such as written and oral exams are examined alongside performance-based assessments like portfolios and project-based learning. Additionally, the article delves into formative assessments, including quizzes and classroom activities, and the growing role of technolog

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Poland, Susan, and Linda Plevyak. "US STUDENT PERFORMANCE IN SCIENCE: A REVIEW OF THE FOUR MAJOR SCIENCE ASSESSMENTS." Problems of Education in the 21st Century 64, no. 1 (2015): 53–65. http://dx.doi.org/10.33225/pec/15.64.53.

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The purpose of this research is to review the nature of four major science assessments administered in the United States: the ACT, PISA, TIMSS, and NAEP. Each assessment provides a very different view into US student performance in science. The TIMSS and PISA are international assessments of student performance and are often cited as evidence that US students are underperforming in comparison to their international peers. The NAEP is used to assess student knowledge of science across multiple age ranges in the United States. Finally, the ACT is administered to college-bound students who elect

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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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Fatihah, Siti, and Istanto Istanto. "Independent Curriculum Learning Asessment at Junior High School Level." Iseedu: Journal of Islamic Educational Thoughts and Practices 8, no. 2 (2024): 197–204. https://doi.org/10.23917/iseedu.v8i2.9000.

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Every change aims to create new things that lead to success. Digital assessment offers a number of advantages that can be utilized in both synchronous and asynchronous classroom contexts, with the aim of improving the implementation of assessments to be more accurate and efficient. Improving the education system, one of which is through changes to the curriculum and assessments, is expected to support the development of intelligence in the evolution of education. Assessment in the Independent Curriculum is considered an assessment function which aims to identify students' characteristics, pote

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Franklin, Cynthia, and Catheleen Jordan. "Teaching Students to Perform Assessments." Journal of Social Work Education 28, no. 2 (1992): 222–41. http://dx.doi.org/10.1080/10437797.1992.10778775.

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McIntosh, Kadian L., Victoria Navarro Benavides, and Cazandra Zaragoza. "Conducting Assessments for Medical Students." New Directions for Student Services 2020, no. 169 (2020): 65–73. http://dx.doi.org/10.1002/ss.20345.

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Kajander-Unkuri, Satu, Helena Leino-Kilpi, Jouko Katajisto, et al. "Congruence between graduating nursing students’ self-assessments and mentors’ assessments of students’ nurse competence." Collegian 23, no. 3 (2016): 303–12. http://dx.doi.org/10.1016/j.colegn.2015.06.002.

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Supriyadi, Edy, Nur Kholis*, Haryanto Haryanto, and Samsul Hadi. "Vocational High School Students’ Perception of Assessments in Online Learning: For, As, and Of Learning." European Journal of Educational Research 13, no. 2 (2024): 445–56. http://dx.doi.org/10.12973/eu-jer.13.2.445.

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<p style="text-align: justify;">Implementing online learning has led to several issues, especially those related on assessments to measure students’ learning achievement. This study aimed to obtain accurate information on learning assessments for vocational high school (VHS) students during online learning, including assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). It also investigated students’ perceptions of the assessments based on their grades. This quantitative research employed the survey method, collecting data through questionnaires.

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Samillano Jr., Alfonso, and Andy Bon Dariagan. "Students in Blended Learning: Their Preference of Assessment in English Courses." International Journal of Research and Innovation in Applied Science X, no. II (2025): 324–31. https://doi.org/10.51584/ijrias.2025.10020027.

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Blended learning has become persistent in higher educational institutions in the Philippines several years after the pandemic happened. With this modality of learning as an option when situations emerge where face-to-face meetings are not possible, the concern among teachers and students alike is how the assessment is implemented. In this study, the researchers aimed to determine the preference of students taking English courses among the assessment tools categorized as traditional and alternative assessments. Their actual scores (performance) in both traditional and alternative assessments we

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Clarke, Carolyn, Steven Van Zoost, and Jo Anne Broders. "A Call for Change in Summative Assessment: Ideas Generated by Students During the COVID-19 Pandemic." Journal of the Canadian Association for Curriculum Studies 21, no. 2 (2025): 24–48. https://doi.org/10.25071/1916-4467.40814.

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The changes in summative assessment because of COVID-19 initiated many reflections and discussions between students and teachers. In this article, we document the importance of student involvement in their summative assessments and show the importance of considering students, along with their teachers, as users of assessment. We investigate student views on assessment and how they gain agency by having choice and input into their summative assessments. Students identified four aspects of assessment as key: having agency and choice, making assessment "personal", experiencing authentic learning,

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Sumaharani, Ni Ketut Yuni, Luh Putu Artini, and Ni Nyoman Padmadewi. "The Implementation of Using Formative Assessment on Student Speaking Skills During Online Learning." Journey: Journal of English Language and Pedagogy 6, no. 2 (2023): 448–57. http://dx.doi.org/10.33503/journey.v6i2.3201.

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This study aims to analyse the teacher's perception of online formative assessment of student's speaking skills and to know the teacher's implementation of online formative assessment. This study used a mixed-method research approach. The subjects in this study were three English teachers at Mahasaraswati Denpasar University who implemented online formative assessments. The data was collected through observation, interviews via WhatsApp chat, and close-ended questionnaires. The result showed that the teacher positively perceived online formative assessment regarding peer collaboration of stude

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Ayu Sundari and Sabarun. "The Implementation Of Authentic Assessment In English Language Teaching." Jurnal Ilmu Pendidikan Nasional (JIPNAS) 1, no. 2 (2023): 83–88. http://dx.doi.org/10.59435/jipnas.v1i2.70.

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This study aims to compare four types of authentic assessment in an educational context: project assessment, portfolio assessment, written assessment, and performance assessment. The research method used is library research. The research findings show that authentic assessment is effective in promoting deep concept understanding and application of knowledge in real situations. Project assessment provides students with opportunities to integrate skills and knowledge in tasks relevant to the real world. Portfolio assessment allows students to reflect on their development holistically through a c

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Heri, Heri prihartono, and Rustam. "The Cognitive Diagnostic Assessment in Learning to Write Personal Letters in Elementary School." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 12, no. 2 (2024): 1396–409. https://doi.org/10.24256/ideas.v12i2.5569.

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A cognitive diagnostic assessment is a process of gathering information to identify students' strengths and weaknesses in cognitive aspects. In the context of teaching personal letter writing in elementary school, a cognitive diagnostic assessment can help teachers understand students' initial comprehension of the structure and elements of personal letters. The purpose of this research is to determine students' abilities in critical thinking, reasoning, and problem-solving, as well as to assess their readiness for learning. This research employs a qualitative approach with a case study method

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Nastiti, Defika Putri, Sigit Santoso, and Sudiyanto Sudiyanto. "The Importance of the Portfolio Assessment Model to Improve Student’s Self-Regulated Learning." Proceedings Series on Physical & Formal Sciences 3 (March 9, 2022): 115–19. http://dx.doi.org/10.30595/pspfs.v3i.274.

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The purpose of this research is to develop a portfolio assessment model to increase the self-regulated learning of students. With this product, it is hoped that it can become a reference for transformation from traditional assessments to increase self-regulated learning and achieve good learning outcomes. This research is development research to produce a product portfolio model. The results of the research that has been done, show that teachers at MAN 1 Bandar Lampung have difficulty in assessing the appropriate assessment for students and self-regulated learning students. Teachers have not b

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Fernández-Rodríguez, Conrado A., M. Carmen Arenas-Fenollar, Irene Lacruz-Pérez, and Raúl Tárraga-Mínguez. "Teaching Methods in Medical Education: An Analysis of the Assessments and Preferences of Students." Sustainability 15, no. 11 (2023): 9044. http://dx.doi.org/10.3390/su15119044.

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Knowing which teaching methods students value the most is important, as it directly affects the quality of learning. This paper analyzes which teaching methods are most commonly used in the Medicine Degree at a Spanish university, as perceived by both professors and students. It further explores the students’ assessments of these methods and the relationship between these assessments and the methods’ frequencies of use. The participants were 36 professors and 150 students. Professors completed the Teaching and Assessment Methodology of University Faculty Questionnaire (TAMUFQ), while students

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Iv, Edward Hilton, Muath A. Aldosari, Rahen P. Kakadia, Luis Lopez, Aram Kim, and Sang E. Park. "Developing Self-Assessment Skills in Objective Structured Clinical Examinations." Journal of Education and Training Studies 10, no. 4 (2022): 70. http://dx.doi.org/10.11114/jets.v10i4.5537.

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Introduction: The purpose of the study was to describe the integration of self-assessments into the Objective Structured Clinical Examination (OSCE) as a part of reflective practice in clinical education. An emphasis was placed on the process of student learning to complement the existing comprehensive patient care assessment model.Methods: Student self-assessment data was captured three times throughout patient care experiences during the clinical education period and measured against corresponding faculty assessments of students at these times in the predoctoral dental program.Results: Analy

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

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

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