EVALUATION OF TEACHING SKILL PRACTICE PROGRAMS, IN THE STATE UNIVERSITY EDUCATION DEVELOPMENT INSTITUTION JAKARTA

The purpose of this study is to describe the Program Practice Skills Teaching (PKM/ Praktik Keterampilan Mengajar) in semester 106, at the Educational Development Institute State University of Jakarta. The evaluation model used in this study is a formative and summative evaluation model developed by Michele Shriven. Formative evaluation is carried out during the program to provide information to the program leader as program improvement materials. While the summative evaluation is done at the end of the program. This research use evaluation analysis with qualitative and quantitative approach. How to collect data on this evaluation research is using techniques observation, questionnaires, interviews, and documentation. The results showed that in the formative evaluation, it can be seen that in general the process of Program PKM was by existing guidelines. So can be maintained the existence of the PKM Program. While the results of the summative evaluation showed that the PKM Program, in the high category, is based on the value of the minimum PKM Program participants B provided by the teacher mentor and lecturer mentor of the final exam.

Design, Development, and Evaluation of a Cybersecurity, Privacy, and Digital Literacy Game for Tweens

Tweens are avid users of digital media, which exposes them to various online threats. Teachers are primarily expected to teach children safe online behaviours, despite not necessarily having the required training or classroom tools to support this education. Using the theory of procedural rhetoric and established game design principles, we designed a classroom-based cybersecurity, privacy, and digital literacy game for tweens that has since been deployed to over 300 Canadian elementary schools. The game, A Day in the Life of the JOs , teaches children about 25 cybersecurity, privacy, and digital literacy topics and allows them to practice what they have learned in a simulated environment. We employed a user-centered design process to create the game, iteratively testing its design and effectiveness with children and teachers through five user studies (with a total of 63 child participants and 21 teachers). Our summative evaluation with children showed that the game improved their cybersecurity, privacy, and digital literacy knowledge and behavioural intent and was positively received by them. Our summative evaluation with teachers also showed positive results. Teachers liked that the game represented the authentic experiences of children on digital media and that it aligned with their curriculum requirements; they were interested in using it in their classrooms. In this article, we discuss our process and experience of designing a production quality game for children and provide evidence of its effectiveness with both children and teachers.

Performance of Undergraduate Medical Students in Formative and Summative Evaluations in Community Medicine in a Medical College in India

Background: Assessment and evaluation should be a continuous activity associated with curriculum development. Continuous formative examinations are the stepping stone for good learning and better performance in summative examination. However, the correlation or predictability of formative examinations has not been quantified in the Community Medicine subject in the bachelor of surgery (MBBS) course in India. Objectives: The objective of this study was to explore the correlation of performance in continuous assessments and final summative evaluation in third-year professional MBBS students in Community Medicine and the predictability of formative scores for the final examination marks. Methods: An institution-based retrospective longitudinal study was conducted in the Medical College of Kolkata, India. A total of 237 undergraduate medical students were followed up for two years to track their results in three successive examinations. The scores obtained in formative and summative evaluations in third-year professional MBBS students in Community Medicine were analyzed to find out the correlation between them, and multiple linear regression was also performed in SPSS. Results: The strong and significant correlation (0.64) between the sixth semester and internal examination results suggests the importance of the sixth semester examination for the preparation of finals. The third semester examination, although conducted two years prior to the finals, still had significant correlation with the finals, but the correlation was weak (0.17). Conclusions: Formative examination in Community Medicine, which spans for overall three and half years, plays an essential role in the preparation of students for the finals, more so for achieving good scores. Performance in these two examinations can only explain more than one fourth of the variability of the performance in the finals.

Evaluation and collaboration in creating online audio descriptions of visual art

AccesArte is an accessibility project that is part of the internship programme at Kaleidoscope, a non-profit organization founded by the authors to apply audio description (AD) research to developing accessibility programmes. The project consists of ADs of a thematic selection of visual artworks, and the development of eclectic and experience-oriented AD types. It uses online, open access videos and performs a formative and summative evaluation of the resources, with the latter being online, open and ongoing. The goal of this article is to offer a detailed description and critical analysis of the project, with an emphasis on the formative evaluation process. In this regard, the formative evaluation has allowed us to include blind and partially sighted (BPS) consultants in the process, improve resource quality, and enrich the interns’ learning experience.

The Influence of Summative Evaluation on Classroom Practices in Rarieda Sub-County, Kenya

This study investigated the perceptions on summative evaluation and its influences on the teachers’ classroom practices among secondary schools in Rarieda Sub-county in Kenya. The study was guided by the extrinsic and intrinsic motivational theories. It employed the descriptive and correlational research designs. Stratified and simple random sampling techniques were used to obtain the sample of 250 teachers who participated in the stud through questionnaire and focus group discussion. Data was analyzed descriptively, thematically and through Pearson Correlations. The study revealed that the teachers had positive perceptions of both the classroom summative evaluation and national examination. In addition, the study established that there is significant relationship between perceptions on classroom summative evaluation and classroom management (r=.264), formative assessment (r=.383) and syllabus completion (r=.192) and between perceptions on national examination and lesson preparation (r=.281), lesson implementation (lower-order/higher-order) (r=.183), (r=.281), classroom management (r=.451) and formative assessment (r=.541). The study recommended that teachers should give their focus to students’ acquisition of attitudes, values and skills that are needful in this century. They should also adopt good classroom practices to ensure in-depth learning.

SUMMATIVE EVALUATION SCORE IN HALAL NUTRITION COURSE: COMPARATIVE ANALYSIS OF WRITTEN REPORT AND WRITTEN TEST

Summative assessment is a type of assessment that is commonly used in the teaching and learning process of an academic course. Nevertheless, the variety of summative assessment methods prevalently exhibits different levels of achievement. The objective of this study was to compare academic achievement scores involving summative assessment in halal nutrition courses. The study involved final year students of a halal nutrition course at the diploma level (n = 65) at Universiti Teknologi MARA. Statistical comparisons through t-test was made using IBM SPSS Statistics software. The results of the analysis showed significant differences in the Written Report (M = 24.02, SD = 2.32) compared to the Written Test (M = 23.22, SD = 2.53) with; t(64) = 1.999, ρ = 0.05. In conclusion, this study suggests that the achievement of the Written Report is higher than the Written Test is due to the support of ICT as an online learning facility.

Remote Health Coaching Text-based Walking Program in Ethnic Minority Primary Care Patients who are Overweight and Obese: A Feasibility and Acceptability Pilot (Preprint)

BACKGROUND Over half of adults in the United States have at least one chronic disease including obesity. Although physical activity is an important component of chronic disease self-management, few reach the recommended goals for physical activity. Individuals who identify as racial and ethnic minorities are disproportionally impacted by chronic diseases and physical inactivity. Interventions utilizing consumer-based wearable devices have shown promise for increasing physical activity among patients with chronic diseases; however, populations with the most to gain such as minorities, have been poorly represented to date. OBJECTIVE To assess the feasibility, acceptability, and preliminary outcomes of an 8-week text-based coaching and Fitbit program aimed to increase steps among a predominantly ethnic minority population with overweight and obesity. METHODS Overweight (body mass index [BMI] >25 kg/m2) patients were recruited from an internal medicine clinic located within an inner-city academic medical center to participate. Fitbit devices were provided. Using 2-way text messaging, HCs guided patients to establish weekly step goals that were Specific, Measurable, Attainable, Realistic, and Time-bound (SMART). Texting and Fitbit activities were managed with a custom designed application. Program feasibility was assessed via the recruitment rate, retention rate (defined as the proportion of eligible participants completing the 8-week program) and patient engagement (based on number of weekly text message goals set with the HC across the 8-week period). Acceptability was assessed through a qualitative summative evaluation. Exploratory statistical analysis included evaluating the average weekly steps in week 1 compared to week 8 using a paired t-test and modeling daily steps over time using a linear mixed model. RESULTS Thirty (91%) of the thirty-three patients initially screened were enrolled. At baseline, the average BMI was 39.3 kg/m2 (SD = 9.3 kg/m2), with 23 (73%) of the participants presenting as obese. Nine (30%) self-rated their health as either "fair" or "poor.” Twenty-two patients (87%) set up ≥6 weekly goals across the 8-week program. Twenty-eight (93%) participants completed the qualitative summative evaluation. Ten themes emerged from the evaluation: (1) patient motivation, (2) convenient texting experience, (3) social support, (4) supportive accountability, (5) technology support, (6) self-determined goals, (7) achievable goals, (8) feedback from Fitbit, and (9) challenges, and (10) habit formation. There was no significant group change in the average weekly steps for week 1 compared to week 8 (mean difference: 7.26, p=0.99). However, five participants (17.9%) had a significant increase in their daily steps. CONCLUSIONS Overall, the results demonstrate the feasibility and acceptability for a remotely delivered walking study which included a HC, text messaging, wearable device (Fitbit), and SMART goals within a ethnic minority group of patients. These preliminary results of a walking program recruiting from primary care support further development and testing in larger samples to explore the efficacy. CLINICALTRIAL n/a

IMPLEMENTATION OF SCIENTIFIC INTEGRATION CONCEPT MONITORING AND EVALUATION ON THE PESANTREN LEARNING CURRICULUM

This study aims to determine the results of monitoring and evaluation of the implementation of curriculum integration carried out by an Islamic educational institution in Islamic boarding schools. The research was conducted at the Baitul Fikri Arcamanik Modern Islamic Boarding School in Bandung. The study uses a qualitative approach with the CIPO evaluation technique developed through observation and data collection with documentary data and structured interviews with rating-scale techniques. The results showed that the percentage value of the application of the concept of integration was in line with the results obtained with students' summative evaluation value data. The data on the application of the lowest integration concept is in Mathematics with a percentage of 55%, and the average summative value of students is 73, while the highest data on the application of the concept of integration is in PJOK subjects with a percentage of 77% and the average summative score of 81 students.

Aspectos pragmáticos y estratégicos del desarrollo de la destreza de expresión escrita en Filología Española en la tercera década del siglo XXI

Written expression is one of the most important skills in philological studies. Subjected to a constant formative and summative evaluation, it plays a distinctive role and shows both the achievements and the shortcomings of the student’s linguistic, sociolinguistic and pragmatic skills. In this analysis, we would like to focus on this last component of communicative competence, but also on the strategies of the learners connected with their practice of various forms of writing in the academic and private sphere. The paper summarizes the results of a survey completed by Spanish philology students from the Department of Romance Philology at the University of Wroclaw during the summer term of 2018/2019 academic year. One of the objectives of the survey was to find out to what extent the PNJH Pisanie program correspondsto the needs and expectations of current students in Poland.

Grounding Institutional Partnerships in Structures for Broader Impact Design: Summative Evaluation Report

This report presents summative evaluation results for a National Science Foundation funded project entitled Grounding Institutional Partnerships in Structures for Broader Impacts Design (BID). The project represents a collaboration between five institutions: Institute for Learning Innovation, The STEM Research Center at Oregon State University, Scicenter, University of Washington-Bothell, and University of Wisconsin-Madison. BID aimed at creating an inter-institutional structure and toolkit to assist higher education institutions (HEIs) and informal science education organizations (ISEs) in developing sustainable institutional partnerships through collaboration around the design of informal STEM education-based Broader Impacts (BI) experiences. The project built upon the Portal to the Public (PoP) framework, bringing together research support professionals, STEM education professionals and Principal Investigators at HEIs with practitioners at ISEs (i.e., BID partners) to enhance BI experiences for the public by leveraging human resources through intentional coordination and partnerships. This report addresses the impact of this collective work, serves as a record of the project, and as a resource for future partnerships that support BI.