Final Exams

2021 ◽  
pp. 230-233
Keyword(s):  
Final Exams

scholarly journals Cerebellar Syndromes: A Medical Student Guide

2013 ◽  
Vol 1 (1) ◽  
pp. 37-42
Author(s):  
Claudia K. Sellers ◽  
Suvankar Pal
Keyword(s):  
Medical Student ◽  
Student Teaching ◽  
Relevant Literature ◽  
Functional Anatomy ◽  
Common Disease ◽  
Junior Doctors ◽  
Final Exams ◽  
Medical Student Teaching ◽  
Cerebellar Anatomy ◽  
Cerebellar Syndromes

The cerebellum is central to normal motor function and co-ordination, and can be frequently affected in a number of common disease processes. However, medical student teaching relating to cerebellar anatomy and pathology is lacking, leaving many graduates with a significant knowledge gap. Junior doctors need to be able to recognize ‘cerebellar syndromes’ on presentation to hospitals, and to identify and manage reversible causes rapidly and effectively. After review of relevant literature, a simple approach to the functional anatomy and practical classifications of common cerebellar pathology is presented here, with a focus on symptoms, signs and examination techniques essential to medical school final exams.

scholarly journals Addressing Common Concerns about Online Student Ratings of Instruction: A Research-Informed Approach

2017 ◽  
Vol 46 (4) ◽  
pp. 115-131
Author(s):  
Laura R. Winer ◽  
Lina Di Genova ◽  
Andre Costopoulos ◽  
Kristen Cardoso
Keyword(s):  
Student Ratings ◽  
Student Body ◽  
Online Student ◽  
Student Responses ◽  
Student Ratings Of Instruction ◽  
Student Academic Performance ◽  
Final Exams ◽  
Academic Units ◽  
Canadian Research ◽  
Over Time

Concerns over the usefulness and validity of student ratings of instruction (SRI) have continued to grow with online processes. This paper presents seven common and persistent concerns identified and tested during the development and implementation of a revised SRI policy at a Canadian research-intensive university. These concerns include bias due to insufficient sample size, student academic performance, polarized student responses, disciplinary differences, class size, punishment of rigorous instructor standards, and timing of final exams. We analyzed SRI responses from two mandatory Likert scale questions related to the course and instructor, both of which were consistent over time and across all academic units at our institution. The results show that overall participation in online SRIs is representative of the student body, with academically stronger students responding at a higher rate, and the SRIs, themselves, providing evidence that may moderate worries about the concerns.   

scholarly journals Designing the Holistic Evaluation in Teaching Reading/Tasmim al-Taqwim al-Syumuli Fi Ta’lim al-Muthala’ah

2021 ◽  
Vol 5 (1) ◽  
pp. 141
Author(s):  
Rini Rini ◽  
Partomuan Harahap
Keyword(s):  
Reading Instruction ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
Reading Assessment ◽  
Teaching Reading ◽  
Reading Material ◽  
Reading Materials ◽  
Final Exams ◽  
Theory Of Reading ◽  
Good Learning

The purpose of this article is to design the holistic evaluation in teaching reading. Assessment plays an important role in education process. Good evaluation is essential for good education and good learning. The evaluation of reading material is able to depict the faults and advantages of a reading instruction program. Also, students are able to know the level of their ability and absorption of reading materials from the assessment. The research method used is the library method. Assessment is an important part of teaching reading. So far, there are still found some designs of reading assessment which are not integrated and comprehensive, identical to the theory of reading comprehension including literal reading, interpretive reading, critical reading, and creative reading. As a result of this research, the design of the reading assessment is based upon the teaching and learning process (the daily calendar) or the so-called formative evaluation and an evaluation that is based at the end of the lecture in the form of midterm exams and final exams, or what is called a final evaluation. The evaluation design has two types comprising the practice evaluation and the written evaluation.

scholarly journals Designing a Computer Program to Complete Final Exams In Saudi Universities using MS Excel

2020 ◽  
Vol 9 (4) ◽  
Author(s):  
Abdulmajied Balkash ◽  
Adel Mousa Younis Waniss ◽  
Alaaeddin Amin Moussa
Keyword(s):  
Computer Program ◽  
Final Exams

The research is an automation program for the work of the members of the final exams committee using the Excel program. Where the researcher created a database of courses, faculty and students, and then chose the appropriate relationships to link the tables of the database and use the database functions available in Excel, where He created code using these functions to obtain the queries and reports that the testing committee needed.

scholarly journals Use of a Practice Exam

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Amanda Burke Aaronson
Keyword(s):  
Student Success ◽  
Standardized Test ◽  
Final Exam ◽  
Student Preparation ◽  
First Semester ◽  
General Review ◽  
Practice Tests ◽  
Final Exams ◽  
Review Sessions ◽  
Review Session

Review sessions for final exams can be beneficial to student preparation. However, little research has been done on optimally structuring these sessions. Using a common nursing standardized test as a final exam, two semesters are compared using two different review session designs. In the first semester, a general review session, where topics were student-led, was used. In the second, a targeted review session, using practice tests to pre-assess gaps in knowledge, was used. The final exam scores were significantly higher in the second semester than in the first, demonstrating that targeted review sessions might play a role in student success

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