Future directions for assessing complex general education student learning outcomes

2011 ◽  
Vol 2011 (149) ◽  
pp. 109-117 ◽  
Author(s):  
Jeremy D. Penn
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Education Student ◽  
Future Directions

scholarly journals The Value of Assessing Higher Education Student Learning Outcomes

AERA Open ◽  
2017 ◽  
Vol 3 (3) ◽  
pp. 233285841771541 ◽  
Author(s):  
Tatiana Melguizo ◽  
Hamish Coates
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Education Student

scholarly journals Jobsheet Learning Media Development of Stone and Concrete Working Practice Courses Building Engineering Education Program of Padang State University

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Wahyu Hutria ◽  
Nurhasan Syah ◽  
Azwar Inra
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Education Student ◽  
State University ◽  
Study Program ◽  
A Value ◽  
Building Engineering ◽  
Improve Student Learning

Jobsheet learning media is designed to improve student learning outcomes so that students can understand the overall material provided and help learn independently. This research aims to develop a  Jobsheet learning medium in the course of Stone and Concrete Work Practices Building Engineering Education Study Program that is valid, practical, and effective. This research uses Research and Development (R&D)method with 4-D development model. The subject of the study was a building engineering education student who took a course in Working Practice of Stone and Concrete Semester January-June 2019. The results obtained in this study are as follows:(1) produce jobsheet learning media    (2) Validity of Jobsheet learning media,  declared valid on the content aspect with a value of   0.83 and valid on the aspect of media format with a value of 0.89,  (3) Practicality of  jobsheet learning media based on two responses lecturers expressed very practical with a percentage of 89.92% and based on  15 responses students expressed very practical with a percentage of 85.03%, (4)  Jobsheet learning media, otherwise effective can improve the knowledge aspect of students who use  Jobsheet seen from student learning outcomes and effectively improve aspects of student skills seen from results and practice reports. Based on the results of this study, it can be concluded that  jobsheet learning media has been valid, practical and effective as a teaching material in the course of Working Practice of Stone and Concrete.

scholarly journals THE EFFECT OF COMPUTER MEDIATED CONFERENCING AND COMPUTER ASSISTED INSTRUCTION ON STUDENT LEARNING OUTCOMES

2019 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Darrell L. Cain ◽  
Paul E. Pitre
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Intellectual Development ◽  
Student Learning Outcomes ◽  
College Classroom ◽  
Computer Assisted ◽  
Use Of Technology ◽  
Computer Mediated ◽  
Assisted Instruction

The trend toward increased technology in traditional higher education classrooms has been met with both optimism and criticism. One of the major criticisms of technology in the college classroom is that it does little, if anything, to improve student learning. Taking this view of technology into account, this study examined how the use of technology contributed to student learning outcomes after controlling for key student demographic variables. More specifically, this study investigated the use of computer mediated conferencing (CMC) tools (i.e., email and electronic discussion boards) and computer aided instructional (CAI) resources (i.e., the computer and Internet) to determine whether they contribute to student learning.The sample utilized in this study consisted of 2000 college students, randomly drawn from the 2003 College Student Experience Questionnaire database. The survey included 53 Likert scale items with reliability ranges from .78 to .88 on each of the composite scales. The analysis of data consisted of four multiple regressions conducted on specific student learning outcomes. The student learning outcomes included four composite scales, measuring student 1) personal and social development, 2) general education gains, 3) intellectual development, 4) science and technology gains, and 3) vocationalpreparation.After controlling for student's background variables, the findings of this study revealed that the use of technology in the college classroom does contribute to student learning. The model, including technology variables, explained 4% to 7% of the gains in student learning, while student background variables contributed an additional .03% to 2% of the gains. These findings, though modest, suggest that incorporating technologies in the college classroom can aid students in the learning process.

scholarly journals Assessing Student Learning Outcomes and Documenting Success through a Capstone Course

2010 ◽  
Vol 43 (03) ◽  
pp. 523-531 ◽  
Author(s):  
Paul E. Sum ◽  
Steven Andrew Light
Keyword(s):  
Best Practices ◽  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Resource Constraints ◽  
Student Learning Outcomes ◽  
Skill Sets ◽  
Capstone Course ◽  
Essential Knowledge ◽  
Science Departments

AbstractColleges and universities are increasingly intentional about meeting well-articulated and consistent general education goals and documenting substantive learning outcomes. Institutional imperatives to document the successful teaching of essential knowledge and skill sets frequently fall to faculty and departments, posing new challenges in an environment of time and resource constraints. A capstone course is an increasingly common method to measure student learning and assess programmatic and institutional success. We provide concrete suggestions to design a capstone course and assess student learning outcomes. After describing the structure of the course and four innovative assignments, we present the results of assessment conducted through the capstone. We further the conversation on the development of best practices and how political science departments can align institutional and programmatic goals and lead the way in university assessment.

scholarly journals Pengaruh Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) Terhadap Hasil Belajar Siswa

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 55-60
Author(s):  
Maria Margaretha Faot ◽  
Siti Maghfirotun Amin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Education Student ◽  
Design Data ◽  
Post Test ◽  
Class Viii ◽  
Academic Year

This study aims to determine whether learning with the PMRI approach influences student learning outcomes in mathematics. This research was conducted in Class VIII SMPN 2 Gedangan Sidoarjo Odd Semester 2019/ 2020.Academic Year on material number patterns. This study is an experiment that aims to determine the effect of the PMRI approach to student learning outcomes. The design used is the control group pre-test-post-test-design. Data collection techniques include tests (pretest-posttest). Based on the calculation of the results of the experimental class and the control class each comes from a normally distributed population. The regression equation shows that the direction of the PMRI approach influences student learning outcomes. Based on calculation with SPSS (Statistical Product and Service Solution) the value of sig < α. The α value used in the study is 0.05. The sig value obtained is 0.014. based on the guidelines for decision making, that 0.0014> 0.05, the result obtained that the PMRI approach affect student learning outcomes.Keyword : Indonesia’s realistic mathematics education, student learning outcomes.

scholarly journals Administrasi Sarana dan Prasarana

2019 ◽  
Author(s):  
Suci wulandari ◽  
Hade Afriansyah
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Formal Education ◽  
School Facilities ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
The World

This article describe about facilities and infrastructure. In the world of education we recognize the term school facilities and infrastructure which is something that is needed in supporting teaching and learning activities in schools. If an institution such as a school does not have adequate facilities and infrastructure it will also have an impact on the quality of student learning outcomes in school. To ensure the realization of this, it is necessary to have adequate facilities and infrastructure. Adequate facilities and infrastructure must meet the minimum conditions stipulated in the standards of facilities and infrastructure. The standards of these facilities and infrastructure are for the scope of formal education and even the type of general education. These facilities and infrastructure are also equipment and facilities that can be used either directly or indirectly, where the purpose of the administration of these facilities and infrastructure is no other so that all these activities can support the achievement of educational objectives effectively and efficiently.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIFTIPE STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) UNTUKMENINGKATKAN HASIL BELAJAR PKn KELAS VSD NEGERI 011 BUKIT GAJAH KECAMATAN UKUI

2016 ◽  
Vol 5 (2) ◽  
pp. 198
Author(s):  
Jasman R '
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Civic Education ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Education Student ◽  
Student Activity ◽  
Average Student ◽  
Study Results

The background of this research by studying PKn low yields, it is characterized by the acquisition value of the average student at 67.2 it is still by far the KKM set that is equal to 75. In addition, only 9, or 37.80% of students who completed study results, Based on this the researchers want to improve learning through action research by applying cooperative learning model type STAD. This study dilakasanakan as much as two cycles each consisting of two meetings and one daily tests. The subjects were fifth grade students of SD Negeri 011 Bukit Gajah. Data collection techniques used observation techniques as well as the activities of teachers and students learn PKn test results. The study states that the implementation of cooperative learning model STAD can drive the Civic Education student learning outcomes. This is evidenced by: (a) the activities of teachers at each cycle has increased. In the first cycle of the first meeting activity for teachers to get a score of 15 or 62.5% in both categories. In the first cycle of meetings II activity learn obtain a score of 19 or 79.2% in both categories, the second cycle of the first meeting of the activity the teacher obtained a score of 22 or 91.7% with very good category. On the activities of teachers given a score of 23 or 95.8% with very good category. Activities of students in each cycle has increased. In the first cycle of the first meeting of student activity obtained a score of 13 or 54.2% to the category enough. In the first cycle of meetings II activities of students obtained a score of 17 or 70.8% in both categories, the second cycle of the first meeting of student activity obtained a score of 20 or 83.3% with very good category. On the activities of students obtained a score of 21 or 87.5% with very good category; and (b) the learning outcomes of students has increased. This is demonstrated by the average student learning outcomes has increased, ie the first cycle increased to 13.1% from 67.2 into 77.3 base score at UH cycle I. In the second cycle increased by 24.7% from a base score of 67, UH 2 to 83.8 in the second cycle. Classical completeness increased, on a base score of 37.8% increase in the first cycle to 71.1% and the second cycle increased to 93.3%.

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