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Artykuły w czasopismach na temat „Student Assessment Survey”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Suwardianto, Heru, and Vitaria Wahyu Astuti. "Kompetensi Pengkajian Primary Survey dengan Pendekatan Metode Journal Sharing Of Critical Care (JSCC) pada Mahasiswa Profesi Ners." (JKG) JURNAL KEPERAWATAN GLOBAL 5, no. 2 (2020): 74–81. http://dx.doi.org/10.37341/jkg.v5i2.111.

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Background: Primary Survey is important to be achieved by nursing students in carrying out early detection of critical patient conditions. Innovation of learning methods is a challenge for teachers to improve the quality of student competencies. The research objective is the Primary Survey critical nursing competency with the method of journal sharing of critical care (JSCC) approach to nursing professional students. Methods: The research design is descriptive analytic. The study population was all professional students in 2020. The research sample was professional students in 2020 using total

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Zakariás, Adrienn, and Annamária Lőrincz. "PISA survey on students’ financial literacy in Transylvania." Economy & finance 12, no. 2 (2025): 167–92. https://doi.org/10.33908/ef.2025.2.2.

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The international student assessment programme PISA (Programme for International Student Assessment) was launched at the end of the 1990s by the Organisation for Economic Co-operation and Development (OECD). At the beginning, 15-year-old students’ skills were assessed in three areas (applied mathematics, sciences and reading comprehension). However, acknowledging their necessity for everyday life in the 21st century, new competencies such as English language skills, ICT knowledge, environmental sciences and financial culture have also been assessed in some countries since 2012. The findings of

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Sydnor, Emily, and Nicole Pankiewicz. "Assessing Undergraduate Student Learning in Political Science: Development and Implementation of the “PACKS” Survey." PS: Political Science & Politics 50, no. 01 (2017): 204–8. http://dx.doi.org/10.1017/s1049096516002444.

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ABSTRACT This article describes the creation and implementation of a new online assessment program (“PACKS”) for the department of politics at the University of Virginia. It discusses the benefits of online assessments, including the ease of administration, minimal faculty involvement, ability to link assessment data to existing student data (e.g., GPA and courses completed), and ability to track student progress over time. The assessment can be easily adapted for use by other departments in the social sciences and by other colleges and universities. The authors discuss the drawbacks to this t

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H., A. Seneviratne and M. Thenabadu. "EVALUATION OF STUDENT PERCEPTIONS ON "MUDDIEST POINT" CLASSROOM ASSESSMENT TECHNIQUE IMPLEMENTED AS A FORMATIVE ASSESSMENT METHOD." International Journal of Humanities, Art and Social Studies (IJHAS) 6, no. 1 (2023): 33. https://doi.org/10.5281/zenodo.7628901.

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The purpose of this study is to use “Muddiest point” classroom assessment technique as a type of formative assessment in Software Development Practices (ICT) course at University of Vocational Technology and to assess student perceptions on the technique. The study employed “Muddiest point” classroom assessment technique in the class and conducted a perception survey with regard to use of muddiest point assignments at the end of the course. As per the survey A majority of students 30 numbers agreed that Muddiest Point CAT is beneficial to the course (Mean =4.24 n=45) an

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Harkin, Ben, Aspasia Eleni Paltoglou, Khizra Tariq, et al. "Student Experiences of Assessment and Feedback in the National Student Survey: An Analysis of Student Written Responses with Pedagogical Implications." International Journal of Management and Applied Research 9, no. 2 (2022): 115–39. http://dx.doi.org/10.18646/2056.92.22-006.

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The National Student Survey (NSS) indicates that students are less satisfied with Assessment and Feedback versus other dimensions of the NSS in Higher Education Institutions (HEIs) across the United Kingdom (UK). HEIs generally rely on quantitative Likert responses within the NSS to assess the quality of their provision while ignoring written comments. However, we propose that analysis of written comments is essential to understand students’ lived and multidimensional experiences. Therefore, we utilised a Framework Analysis to investigate students' written responses for assessment and feedback

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Harkin, Ben, Aspasia Eleni Paltoglou, Khizra Tariq, et al. "Student Experiences of Assessment and Feedback in the National Student Survey: An Analysis of Student Written Responses with Pedagogical Implications." International Journal of Management and Applied Research 9, no. 2 (2022): 115–39. https://doi.org/10.18646/2056.92.22-006.

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The National Student Survey (NSS) indicates that students are less satisfied with Assessment and Feedback versus other dimensions of the NSS in Higher Education Institutions (HEIs) across the United Kingdom (UK). HEIs generally rely on quantitative Likert responses within the NSS to assess the quality of their provision while ignoring written comments. However, we propose that analysis of written comments is essential to understand students’ lived and multidimensional experiences. Therefore, we utilised a Framework Analysis to investigate students' written responses for assessment an

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

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

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Gonzales, Richard DLC. "From Face-to-Face to Virtual Student Assessment: Changes in Student Assessment Practices during COVID-19 Among Filipino Teachers." European Journal of Education and Pedagogy 4, no. 1 (2023): 159–64. http://dx.doi.org/10.24018/ejedu.2023.4.1.579.

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The COVID-19 pandemic has shaken all facets of society, including education. The government's motion to lock schools due to the global pandemic forced the school system to change its teaching and learning delivery approaches. Teachers were obliged to quickly shift from face-to-face to online, distance, or blended delivery modes. They were also compelled to learn new teaching, assessment, and classroom management tools. Hence, this paper explores changes during COVID-19 in the Philippines because student assessment is vital in education practice, teaching and learning. This descriptive study ut

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Daly, Gayle. "Supervision: Formative Assessment as a Clinical Supervision Tool." Perspectives on Administration and Supervision 20, no. 3 (2010): 113–16. http://dx.doi.org/10.1044/aas20.3.113.

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Formative assessment is a critical component to effective supervision for graduate students in both on-campus clinical assignments as well as in external placements. This article focuses on the role of student participation and self-reflection in effective formative assessments. A number of self-reflection formative assessment tools will be discussed along with a survey of students' perception of the value of each.

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Ismail, Fajri, and Mardiah Astuti. "Analysis of Student Learning Outcomes Assessment in Elementary Schools during the Covid-19 Pandemic: A Survey." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (2022): 5179–88. http://dx.doi.org/10.35445/alishlah.v14i4.1404.

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This study aims to analyze the implementation of the assessment of student learning outcomes during the Covid-19 pandemic. This study uses a quantitative survey method involving 3 schools in Palembang. Research data collection through surveys containing several questions assisted through Google Forms. Questionnaires distributed with mixed techniques containing questions about the implementation of the assessment, types of assessments, and assessment media. Quantitative data were analyzed by descriptive technique. The results showed that the assessment was carried out comprehensively from knowl

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Jirau-Rosaly, Wanda, Shilpa P. Brown, Elena A. Wood, and Nicole Rockich-Winston. "Integrating an Interprofessional Geriatric Active Learning Workshop Into Undergraduate Medical Curriculum." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052092368. http://dx.doi.org/10.1177/2382120520923680.

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Purpose: The aging population in the United States poses a substantial challenge to our health care system, and particularly affects the training of physicians in geriatric care. To introduce undergraduate medical students to a variety of clinical skills and concepts emphasized in geriatrics, we created an interprofessional geriatric workshop and examined changes in student perceptions of working in interprofessional teams, knowledge regarding geriatric concepts, perceptions of the pre-work material, and suggestions for curricular improvement to enhance the workshop for future students. Method

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Suryadi, Taufik, and Kulsum Kulsum. "Student’s Self-Assessment Regarding the Clinical Skills in Forensic Medicine." Budapest International Research in Exact Sciences (BirEx) Journal 2, no. 2 (2020): 241–47. http://dx.doi.org/10.33258/birex.v2i2.984.

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In the learning process in forensic medicine clinical rotation, a measurable and standardized evaluation system is needed. The preliminary survey is undertaken to assess the ability of the student in clinical skills in rotation of forensic medicine. This survey was carry out in the Faculty of Medicine, Universitas Syiah Kuala, Banda Aceh, Indonesia. The instrument used in this study was a questionnaire. Data was analyzed is done manually. As many as 81 medical students were included in the survey (20 male and 61 female). The average student score is based on survey 3.40, while the average acad

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Dermo, John. "e-Assessment and the student learning experience: A survey of student perceptions of e-assessment." British Journal of Educational Technology 40, no. 2 (2009): 203–14. http://dx.doi.org/10.1111/j.1467-8535.2008.00915.x.

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Susanto, Ratnawati. "Student involvement in assessment: learning experiences for behavior change." Pedagonal : Jurnal Ilmiah Pendidikan 6, no. 2 (2022): 271–82. http://dx.doi.org/10.55215/pedagonal.v6i2.5710.

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The purpose of this study was to obtain data on the situation of learning experiences carried out by teachers in changing student learning behavior by involving students in assessment. The research method used is a qualitative survey method and uses a 5-choice questionnaire that was built and developed from the student assessment concept of David M. Johnson, with a population of primary school teachers in West Jakarta totaling 100 teachers. The research findings provide information that the structure of the learning experience carried out by the teacher to help student behavior learning outcom

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Prizovskaya, Victoria. "Identifying New Jersey Teachers’ Assessment Literacy as Precondition for Implementing Student Growth Objectives." Journal of Education and Learning 7, no. 1 (2017): 184. http://dx.doi.org/10.5539/jel.v7n1p184.

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The Student Growth Objectives are assessments created locally or by commercial educational organizations. The students’ scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher’s effectiveness. The high amplitude of the requirements in teacher evaluation raised a concern of whether New Jersey public school teachers were competent in assessment theory to effectively utilize the state mandated tests. The purpose of this quantitative study was to identify New Jersey teachers’ competence in student educational assessments. The researc

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Powers, Keith L., Aaron H. Carlstrom, and Kenneth F. Hughey. "Academic Advising Assessment Practices: Results of a National Study." NACADA Journal 34, no. 1 (2014): 64–77. http://dx.doi.org/10.12930/nacada-13-003.

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Best practices of academic advising assessment involve identification of student learning outcomes, the development and use of multiple measures of student learning, and sound professional judgment to understand the information gathered and to improve student learning. However, the assessment results often come from minimal, narrow, and inconsistent evaluation practices, often based on student satisfaction surveys. Therefore, to generate a picture of the current state of assessment, we surveyed those conducting or deemed responsible for academic advising assessment. Although 80% of survey part

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Adeoye, Moses Adeleke, Entika Fani Prastikawati, and Rika Riwayatiningsih. "Beyond Traditional Testing: Exploring the Efficacy of Adaptive Assessments in Shaping Future Learners." Journal of Nonformal Education 11, no. 1 (2025): 153–69. https://doi.org/10.15294/jone.v11i1.19934.

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This study investigates the impact of adaptive assessment tools on student learning outcomes, engagement and knowledge retention compared to traditional assessment methods. The research employs a descriptive survey design, utilising a quantitative research approach to gather data from 200 students across various educational settings in Kwara State, Nigeria. The primary research questions explore how adaptive assessments influence knowledge retention, engagement levels and the identification of areas needing additional support. By focusing exclusively on students as respondents, the study relia

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Abildina, S., K. Kopbalina, V. Musina, and A. Beisenbayeva. "Features of assessment of primary school students in the context of updated educational content." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (2021): 13–18. http://dx.doi.org/10.31489/2021ped1/13-18.

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The article discusses the issue of transition of Kazakhstan secondary education to the updated content, reveals the main categories of the updated assessment system: assessment, criterial assessment, formative assessment. One of the goals of assessment is the formation and maintenance of students' motivation for purposeful learning. The introduced criterion assessment system is aimed at developing a student, increasing his motivation to learn. The role of formative assessment, evaluation criteria, feedback for each student and his parents becomes important. The authors formulate a number of fe

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O. Torbas, Oleksandr, Iryna V. Hloviuk, and Olga V. Malakhova. "STUDENT SURVEY FOR HIGHER EDUCATION QUALITY – CHALLENGES TO DESIGN AND ANALYSE DATA." Humanities & Social Sciences Reviews 8, no. 2 (2020): 85–92. http://dx.doi.org/10.18510/hssr.2020.82e09.

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Purpose of the study: The objective of this study was to present useful practical advice on the process of designing questionnaires for student surveys for higher education quality, as well as conducting such survey through the analysis of results of such survey that was held in National University "Odesa Law Academy". Methodology: This research is based on the results of an anonymous online survey among 142 students of the Faculty of Advocacy of the National University "Odesa Law Academy", which was conducted in April 2017. The survey consisted of 29 questions. All questions were divide

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Rysavy, Monica D. T., Russell Michalak, and Alison Wessel. "8 Years of institutional assessment feedback: students’ satisfaction with library services." Reference Services Review 45, no. 4 (2017): 544–61. http://dx.doi.org/10.1108/rsr-03-2017-0005.

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Purpose The purpose of this paper is to examine eight years of quantitative and qualitative student feedback on library services collected through an institution-wide student satisfaction survey. Design/methodology/approach This paper utilizes data collected during an eight-year period from the college’s student satisfaction survey. This survey contained 40 questions which addressed topics concerning the college’s 13 major departments. Six of the questions were devoted to library services. Findings Over the eight years surveyed, across all divisions surveyed (undergraduate students, graduate s

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Hooper, Simon, Charles Miller, Susan Rose, and Michael M. Rook. "Exploring Instructor and Student use of an American Sign Language E-Assessment System." International Journal of Cyber Behavior, Psychology and Learning 3, no. 1 (2013): 19–28. http://dx.doi.org/10.4018/ijcbpl.2013010103.

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In this paper, the authors examine how instructors used an online assessment environment designed to evaluate the performance of undergraduate students enrolled in American Sign Language (ASL) courses. 640 undergraduate ASL students at a large Midwestern university participated in this study. The findings suggest that instructors varied greatly in the manner in which they used the e-assessment system both in terms of the amount of time spent evaluating student assessments and in the proportion of total assessments scored. Furthermore, students’ responses to an open-ended survey on their experi

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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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Weston, Timothy J., and Sandra L. Laursen. "The Undergraduate Research Student Self-Assessment (URSSA): Validation for Use in Program Evaluation." CBE—Life Sciences Education 14, no. 3 (2015): ar33. http://dx.doi.org/10.1187/cbe.14-11-0206.

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This article examines the validity of the Undergraduate Research Student Self-Assessment (URSSA), a survey used to evaluate undergraduate research (UR) programs. The underlying structure of the survey was assessed with confirmatory factor analysis; also examined were correlations between different average scores, score reliability, and matches between numerical and textual item responses. The study found that four components of the survey represent separate but related constructs for cognitive skills and affective learning gains derived from the UR experience. Average scores from item blocks f

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Ho, Hsiu-Zu, Yeana Lam, Kelly Wahl, Eric Yao, Jackie Grant, and Padraig Dunne. "Assessment as Pedagogy in a Compressed-Format Summer Physics Abroad Program." Frontiers: The Interdisciplinary Journal of Study Abroad 33, no. 1 (2021): 63–81. http://dx.doi.org/10.36366/frontiers.v33i1.515.

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This paper examines the impact of assessment and instructional practices in a compressed-format physics abroad program for life science students from a large U.S. university system. Using qualitative case study methodology, the study investigated the major pedagogical functions of assessments and their implications on student learning across three international sites. Findings from interviews, focus groups, and survey responses of international physics instructors indicated that instructors accommodated the unique program format and student cohort by fostering a highly supportive and collabora

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Aksu Dunya, Beyza, and Sandra De Groote. "Revision of an academic library user experience survey." Performance Measurement and Metrics 20, no. 1 (2019): 48–59. http://dx.doi.org/10.1108/pmm-10-2018-0026.

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Purpose The purpose of this paper is to explain how an academic library’s Student Experience Survey was revised and improved based on available research on survey design methodology and piloting efforts. Thus, it aims to contribute existing literature on library assessment and survey methodology by addressing issues of planning and coordinating assessment. The paper also provides a guideline on the survey revision process for existing instruments. Design/methodology/approach The library assessment coordinator collaborated with Assessment Coordinator Advisory Committee (AC2) to revise and impro

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McCaldin, Tee, Kevin Woods, Kerry Brown, et al. "Student experiences of the 2020 cancellation of England’s General Certificates of Secondary Education (GCSEs)." Psychology of Education Review 47, no. 1 (2023): 61–70. http://dx.doi.org/10.53841/bpsper.2023.47.1.61.

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In 2020, school closures in England due to the Coronavirus (‘Covid-19’) pandemic resulted in the cancellation of high-stakes examinations and their replacement with teacher-based assessments. These changes represented a significant change for students who had been preparing to undertake examinations for the ‘end-of-school’ General Certificate of Secondary Education (GCSE). This research reports part of a survey that explored the experiences of these students, with a particular focus on students’ psychological responses. Two hundred and twelve students responded to a questionnaire survey that a

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Park, Hee Jun, Sung Uk Ma, and Hye-Yoon Lee. "A Qualitative Study on the Students' Perceptions of Elective Courses in Korean Medical Education." Journal of Korean Medicine 46, no. 1 (2025): 139–53. https://doi.org/10.13048/jkm.25010.

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Objectives: This study aimed to investigate the perceptions and assess the satisfaction of Korean medical students regarding elective courses in Korean medical educationMethods: Two rounds of online surveys and a focus group interview were conducted with second- and third-year student groups, with a total of twelve students participating—six students in each group. The first survey (March 19– 22, 2024) assessed students’ selection criteria and satisfaction levels using a 5-point Likert scale. Based on these results, a second survey (March 24–27, 2024) refined key topics for discussion. FGIs we

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Ivy, Delaney R., Heather Hay, and Alexandra Ritenour. "Students' self-efficacy completing the pharmacist patient care process: Integrating authentic assessment into a pharmacy elective." Pharmacy Education 23, no. 1 (2023): 223–29. http://dx.doi.org/10.46542/pe.2023.231.223229.

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Background: Authentic assessments can be used to accurately measure students’ ability to perform tasks reflective of practising pharmacist responsibilities. Objective: To evaluate the impact of an authentic assessment on student self-efficacy in completing the Pharmacists Patient Care Process (PPCP) in an elective course. Methods: An authentic assessment simulated a direct patient care visit in an ambulatory care setting. For the assessment, students completed four steps of the PPCP, followed by a survey to evaluate their perceived self-efficacy in completing the activity. Results: After the a

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Michael Shaughnessy, J., and Judith S. Zawojewski. "Secondary Students' Performance on Data and Chance in the 1996 NAEP." Mathematics Teacher 92, no. 8 (1999): 713–18. http://dx.doi.org/10.5951/mt.92.8.0713.

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Are you increasing your emphasis on probability and statistics with students? Are more of your students studying statistics or probability during secondary school? Are your students improving in their performance in data and chance? If you answered yes to any of these three questions, you are not alone, according to the most recent National Assessment of Educational Progress (NAEP). The NAEP is administered approximately every four years to students attending a representative sample of schools across the United States. It includes a student test of mathematical concepts and processes, a studen

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Darmaji, Darmaji, Astalini Astalini, Dwi Agus Kurniawan, and Febri Tia Aldila. "Gender and Perception: Implementation of Web-based Character Assessment in Science Learning." Journal of Education Research and Evaluation 6, no. 1 (2022): 131–42. http://dx.doi.org/10.23887/jere.v6i1.37737.

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The use of information technology in education is a real impact of the development of science and technology. The development of technology in the field of education has led to innovations in assessment systems such as web-based assessments. The use of web-based assessment to assess student character will bring up different student perceptions which can be influenced by gender differences. Therefore, this study was designed to analyze how the comparison of students' perceptions of the application of web-based character assessment in science learning based on gender differences. This research i

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Abrams, Amy, Katelyn Zeamer, Rosemarie Nold, and Michael Gonda. "424 Do classroom assessment techniques improve student learning in an introduction to animal science laboratory course?" Journal of Animal Science 97, Supplement_3 (2019): 180. http://dx.doi.org/10.1093/jas/skz258.370.

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Abstract Classroom assessment techniques (CATs) may be valuable for engaging students in the learning process, monitoring students’ learning, and establishing a communication feedback loop. However, CATs have not been evaluated in Animal Science classes. Our objective was to test if CATs affected final exam grades and students’ perception of learning among Animal Science students. Our sample consisted of students (n = 95) enrolled in four laboratory sections (n = 24 per lab section) of an Introduction to Animal Science course at South Dakota State University. Two sections were randomly selecte

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Wang, Zhilu. "A Survey of Student Dropout Analysis Using Machine Learning Approach." Highlights in Science, Engineering and Technology 68 (October 9, 2023): 130–34. http://dx.doi.org/10.54097/hset.v68i.12048.

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Online learning and conventional learning are two important methods that students pursue their educational degrees or expand their knowledge. The enormous rate of dropout of online students and the fact that this rate is still increasing leads to the concern of raise student retention rate. And the large number of conventional student dropout create loss in economics, time and education resources. Therefore, it is important to seek the factor affecting student dropout and investigate effective machine learning-based models on prediction of student dropout. Different factors including the click

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Kiriana, Nyoman, and Ni Nyoman Sri Widiasih. "PENERAPAN SURVEI KARAKTER DAN SURVEI LINGKUNGAN BELAJAR: SEBAGAI UPAYA MENINGKATKAN MUTU PENDIDIKAN DI ERA DISRUPSI DIGITAL." Guna Widya: Jurnal Pendidikan Hindu 10, no. 1 (2023): 48–55. http://dx.doi.org/10.25078/gw.v10i1.1822.

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The application of character surveys and learning environment surveys is a form of the National Assessment policy as a substitute for the National Examination. The quality of the education unit is assessed based on student learning outcomes, the teaching and learning process and the climate of the education unit. One of the factors that influence the development of student competence is the character and environmental factors. The demands of the world of work are very high but are not matched by improving the quality of good education, causing new problems in the world of education. The charac

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Scoulas, Jung Mi, and Sandra L. De Groote. "University Students’ Changing Library Needs and Use: A Comparison of 2016 and 2018 Student Surveys." Evidence Based Library and Information Practice 15, no. 1 (2020): 59–89. http://dx.doi.org/10.18438/eblip29621.

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Abstract Objective – This study examines differences in university students’ library use and satisfaction (e.g., in-person library visits, online and print resource use, space satisfaction, and library website use) between 2016 and 2018 based on local survey data. It also discusses how these findings provided guidance for future planning and action.  Methods – The academic university library developed the surveys for undergraduate and graduate students and distributed them in Spring 2016 and 2018. Both student surveys focused on examining students’ needs relative to library resourc

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Derahman, Adnan, Nur’Ain Mat Yusof, and Noorfaizah Hamzah. "Analytic Rubrics for the Practical Assessment of Students’ Performances in Engineering Survey Course." Journal of Sustainable Civil Engineering and Technology 3, no. 2 (2024): 1–10. http://dx.doi.org/10.24191/jscet.v3i2.1-10.

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The use of analytic rubrics as an assessment tool has been an integral component of education. In Surveying courses, it is essential to evaluate the psychomotor skills under simulated conditions of actual practise. The main objective of this study is to determine the comparative and efficacy of practical assessment conducted at the diploma and degree levels in the Civil Engineering programme. In order to achieve the objective, implementing rubrics in the continuous assessment of the Surveying courses to facilitate a profound comprehension of physics, mathematics, and engineering principles nee

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Phothongsunan, Sureepong. "Student and teacher engagement in Learning and assessment with portfolios." Cypriot Journal of Educational Sciences 15, no. 6 (2020): 1569–73. http://dx.doi.org/10.18844/cjes.v15i6.5317.

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Assessing student knowledge and success during and after teaching and learning is an embedded part of education since it offers important specifics for teachers. This action research was undertaken to inquire about students’ and teachers’ attitudes to portfolio assessment in their English courses. Two methods were employed, including a student portfolio attitude survey and a teacher survey. It was found that most students had a clear understanding regarding how a portfolio was made and admitted that the portfolio could assist them in learning how to write better in many aspects. Likewise, most

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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 student

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Lawton, Vidya, Rebecca Vaughan, Taryn M. Jones, and Verity Pacey. "Rising to the Challenge of COVID-19: Pivoting to Online and Project-Based Physiotherapy Student Placements in Contemporary Professional Settings." International Journal of Practice-based Learning in Health and Social Care 9, no. 2 (2021): 21–38. http://dx.doi.org/10.18552/ijpblhsc.v9i2.747.

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Online and project-based student placements in sport and corporate settings were incorporated within the Macquarie University Doctor of Physiotherapy following the restriction of face-to-face delivery during the COVID-19 pandemic. This study explores student and educator perceptions of these placements, and analyses student performance results to provide future recommendations. The mixed-methods design included a student survey, semi-structured educator interviews and quantitative analysis of student assessment performance comparing 2020 to 2018/2019 cohorts. Quantitative survey data were desc

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Pratama, Aryawira. "Online Quiz in English Assessment at Islamic University." E-LINK JOURNAL 11, no. 2 (2024): 170–77. https://doi.org/10.30736/ej.v11i2.1100.

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This research investigates the impact of online quizzes on student engagement and learning outcomes in English courses at an Islamic university in Jambi. Utilizing a quantitative approach and survey design, the research employed a questionnaire with 20 positive statements across four themes: ease of use, interactivity and engagement, learning effectiveness, and user satisfaction. The sample consisted of 150 students who completed the survey. Results revealed that 80% of respondents expressed positive feedback across all themes. Students reported that online quizzes are easy to use, engaging, a

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M. Villacrusis, Ephraim. "STUDENT ATTITUDES AND BEST PRACTICES ON SCIENCE PERFORMANCE-BASED ASSESSMENT." International Journal of Advanced Research 9, no. 03 (2021): 749–68. http://dx.doi.org/10.21474/ijar01/12640.

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Performance â€“based science assessments provide students with valuable experiences and opportunities to improve students learning. Understanding the attitude of both teachers and students is an important aspect to design suitable performance-based assessment to ensure quality science education. Thus, this study was crafted to determine the teachers and students attitude towards performance-based science assessment and best practices of teachers. This descriptive survey explored the attitude of teachers and students about performance â€“ based assessment. While, Mann-Whitney U test was used to

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Schneider, Jamie L., Suzanne M. Ruder, and Christopher F. Bauer. "Student perceptions of immediate feedback testing in student centered chemistry classes." Chemistry Education Research and Practice 19, no. 2 (2018): 442–51. http://dx.doi.org/10.1039/c7rp00183e.

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Feedback is an important aspect of the learning process. The immediate feedback assessment technique (IF-AT®) form allows students to receive feedback on their answers during a testing event. Studies with introductory psychology students supported both perceived and real student learning gains when this form was used with testing. Knowing that negative student perceptions of innovative classroom techniques can create roadblocks, this research focused on gathering student responses to using IF-AT® forms for testing in general chemistry 1 and organic chemistry 2 classes at several institutions.

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Walter, Emily M., Charles R. Henderson, Andrea L. Beach, and Cody T. Williams. "Introducing the Postsecondary Instructional Practices Survey (PIPS): A Concise, Interdisciplinary, and Easy-to-Score Survey." CBE—Life Sciences Education 15, no. 4 (2016): ar53. http://dx.doi.org/10.1187/cbe.15-09-0193.

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Researchers, administrators, and policy makers need valid and reliable information about teaching practices. The Postsecondary Instructional Practices Survey (PIPS) is designed to measure the instructional practices of postsecondary instructors from any discipline. The PIPS has 24 instructional practice statements and nine demographic questions. Users calculate PIPS scores by an intuitive proportion-based scoring convention. Factor analyses from 72 departments at four institutions (N = 891) support a 2- or 5-factor solution for the PIPS; both models include all 24 instructional practice items

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Courtney, Jennifer, Eugene Kreys, Bryan Luu, et al. "Effectiveness of an Advanced Naloxone Training, Simulation, and Assessment of Second-Year Pharmacy Students." Pharmacy 10, no. 6 (2022): 153. http://dx.doi.org/10.3390/pharmacy10060153.

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Background: Opioid overdoses continue to be one of the most urgent public health priorities. In 2020, reported overdose deaths in the United States reached a high of over 93,000 cases. As the COVID-19 pandemic and opioid crisis continues to be addressed, life-saving agents must be more widely accessible to those with a high overdose risk. An essential step to increasing access is to train student pharmacists to dispense naloxone. Once licensed, the number of personnel authorized to dispense naloxone can increase. Objectives: To design a training program to educate second-year pharmacy (P2) stu

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Tezer, Murat, and Nurdan Özreçberoğlu. "Perspectives of teachers and students regarding testing and assessment in mathematics examination." International Journal of Innovative Research in Education 4, no. 2 (2017): 60. http://dx.doi.org/10.18844/ijire.v4i2.2315.

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Abstract  This research aims to allow teachers working for the Ministry of Education in the Turkish Republic of Northern Cyprus (TRNC) in the 2016-2017 second academic term to prepare the mathematics exams, to fulfil and apply the assessment and evaluation aims and to determine the fulfilment level. Survey was conducted on teachers and the student views. Students were randomly selected based on grade point. This research investigated whether there is a significant relationship between the teachers' gender. Data was collected by the researchers’ survey. Semi-structured interview for

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Fleming, Allison R., Katherine M. Kline, and Brian N. Phillips. "Evaluating Student Performance and Qualifications in Rehabilitation Counseling." Rehabilitation Research, Policy, and Education 31, no. 2 (2017): 146–52. http://dx.doi.org/10.1891/2168-6653.31.2.146.

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Purpose: To determine methods of student learning assessment and clinical training in rehabilitation counseling programs. With many shifts occurring in postsecondary education and in rehabilitation counseling, it is critical to understand these current practices.Method: The authors used an Internet-based survey design to solicit program approaches to student learning assessment and clinical training. Respondents (n = 34) provided description of assessments, perceived effectiveness, satisfaction, and brief comments on the strengths and weaknesses of the approaches employed by the program.Result

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Hynes, Roger J. R., Alana K. Callender, Rachelle A. Hynes, and Donald F. Gran. "Preceptor doctors' assessment of the clinical skills of chiropractic externs." Journal of Chiropractic Education 30, no. 1 (2016): 37–41. http://dx.doi.org/10.7899/jce-14-19.

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Objective: This study surveyed preceptor doctors' opinions of student competence before and after a chiropractic preceptorship.Methods: The qualitative and quantitative survey asked doctors about the competence of externs in various skills and asked opened-ended questions about the strengths and weaknesses of the externs. The survey was conducted using a common Web-based platform called SurveyMonkey.Results: A total of 125 doctors responded to the survey. The doctors tended to agree that they saw a positive change in the skills of the externs over time. Externs presented to the preceptors lack

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Allen, Louise, Ashli Warburton, and Joanne Marie Adeoye. "Exploring staff and student experiences of group-work assessment in higher education." Developing Academic Practice 2024, October (2024): 1–16. http://dx.doi.org/10.3828/dap.2024.17.

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Group work in higher education is well known to promote deep learning through collaboration with peers. However, there can be issues with facilitation, perceived fairness, and motivation. The aim of this project was to explore staff and student views of a new group presentation assessment. A student survey explored preparation, experiences, and learning/skills. Two academics were interviewed. According to the survey, students felt prepared for the group work, but less so for the presentation. Students also felt their group worked well, although some did not agree that everyone contributed. Mos

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Daly, Alan J., Nienke M. Moolenaar, Claudia Der-Martirosian, and Yi-Hwa Liou. "Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement." Teachers College Record: The Voice of Scholarship in Education 116, no. 7 (2014): 1–42. http://dx.doi.org/10.1177/016146811411600702.

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Background A growing empirical base suggests that there is a positive relationship between teacher social interaction and student achievement. However, much of this research is based on standardized summative assessments, which, while important, may have limited applicability to timely instructional decision making. As such, in this work, we examine the relationship between teacher social interaction and interim benchmark formative assessments, which have been argued to play a more useful role in instructional decision making. Purpose In this study we used a human and social capital framework

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Fontaine, Sheryl I., and Stephen J. Mexal. "Closing Deals with Hamlet’s Help: Assessing the Instrumental Value of an English Degree." College English 76, no. 4 (2014): 357–78. http://dx.doi.org/10.58680/ce201424599.

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Critics of contemporary higher education frequently overlook an important dimension of assessment of student learning: namely, the social and economic consequences used to justify the assessment measures in the first place. This essay argues that meaningful student assessment must take into account the unintended, transferable utility of liberal higher education. The authors, from a large master’s-comprehensive state university, use a recent survey of alumni of their English degree program from as far back as the 1960s to assess the importance that the degree has had in the lives of former stu

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Kumra, Tina, Maura McGuire, Ariella Stein, and Amit K. Pahwa. "Telemedicine Clinical Skills Needs Assessment in Early Medical Students." Family Medicine 54, no. 4 (2022): 294–97. http://dx.doi.org/10.22454/fammed.2022.904873.

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Background and Objectives: As clinicians increasingly rely on telemedicine, medical students will need to learn how to appropriately use telemedicine in patient care. A formal approach to curriculum development is needed to identify gaps and needs in early medical student performance. Methods: In October 2020, 120 second-year medical students completed a telemedicine visit with a standardized patient with chronic essential hypertension. Students were assessed across five domains (history-gathering, communication, vitals, physical exam, and assessment/management). An anonymous, voluntary survey

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