scholarly journals Specifications Grading: What It Is, and Lessons Learned

2020 ◽  
Vol 41 (04) ◽  
pp. 298-309 ◽  
Author(s):  
Paula Leslie ◽  
Erin Lundblom
Keyword(s):  
Learning Outcomes ◽  
Lessons Learned ◽  
Learning Objectives ◽  
Grading System ◽  
Partial Credit ◽  
Certification Standards ◽  
System 2 ◽  
Competency Based ◽  
Instructor Support

AbstractTraditional point-based grading is failing students entering a competency-based workforce: Employers require concrete skills and knowledge, not “high” grades. In the specifications approach, learning outcomes are explicitly linked to the grading system. The basic components of the approach include clear alignment of learning outcomes to certification standards, bundled sequences of assessments tied to basic and advanced competency/learning outcomes, pass/fail grading with no partial credit, opportunities to revise unacceptable work, and detailed expectations of performance on assessments. This article describes the specifications approach and provides examples highlighting how to (1) align course learning objectives with a grading system, (2) implement a pass/fail approach even for complex assessment, (3) define specifications, (4) create and sequence bundles of assessments, and (5) provide instructor support through feedback and tokens.

Competency-Based Education: Handling Implementation Difficulties

1980 ◽  
Vol 9 (2) ◽  
pp. 157-162
Author(s):  
Charles E. Feasley
Keyword(s):  
Literature Review ◽  
Time Variable ◽  
Grading System ◽  
Partial Credit ◽  
Credit Hours ◽  
Competency Based Education ◽  
Competency Based

A review was conducted of the published and unpublished literature which describes records and registration practices of operating competency-based programs. Nineteen institutions were compared with regard to the salient characteristics of CBE records and registration systems noted in the literature review. These characteristics included the use of: (1) entering competencies; (2) partial credit hours; (3) time variable registration; (4) course equivalency of competencies; (5) reflection of competencies on transcripts; and (6) the use of a multivariate grading system. Finally, one institution's model for the incremental incorporation of these various CBE components into operation is offered for consideration.

UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA KULIAH KONSEP DASAR IPA 2 DI PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR TAHUN AKADEMIK 2013/2014

2014 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Mahmud Alpusari
Keyword(s):  
Initial Data ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Activities ◽  
Simple Experiment ◽  
Competency Based ◽  
Basic Concepts ◽  
Using Data ◽  
The University ◽  
Daily Test

In line with the competency-based curriculum at the University of Riau, the effort to improvelearning basic concepts of science 2 courses puts emphasis on understanding the concept ofmatter, which is based on students' learning activities through scientific inquiry.Implementation of action research consists of two cycles in PGSD JIP University of Riau onthe odd semester of 2013/2014 with 55 third semester students. Based on the research results,lecturing process by applying the model of inquiry learning, students’ activity increased inwhich in the first cycle all activities are good category except activity I and II are faircategory. Meanwhile students’ activity in first and fourth in cycle II is good category, andvery good category in second, third, fifth, and sixth activity. Temporarily student’s learningoutcomes increased from pre-tests with an average65.45 into 77,0 in daily test I and 77.45onthe daily test II. Improvement from initial data to the first cycle was 11.55, while the datafrom the beginning to the second cycle increased 12 points. In general the improvement ofstudents’learning is possible because the learning model used is inquiry learning so thatlearning becomes active which centered into students by presenting a problem, then studentsare asked to carry out a simple experiment using equipment and tools, using data, arrangingreports, communicating the results of observations based on concepts and learned principles.Keywords: Inquiry, students’ activity, learning outcomes.

URGENSI EVALUASI PEMBELAJARAN DALAM PENDIDIKAN

2018 ◽  
Vol 2 (1) ◽  
pp. 65-69
Author(s):  
Moh Fachri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Validity And Reliability ◽  
Evaluation Tool ◽  
Professional Educators ◽  
Institutional Approach ◽  
Learning Evaluation ◽  
Effectiveness And Efficiency ◽  
Evaluation Of Learning

Learning process is the most important part in education as an effort to mature learners, The success of the learning process becomes a benchmark achievement of learning objectives. To know the achievement of the success of learning objectives, it must be done evaluation / assessment. In particular the purpose of evaluation to determine the progress of learning outcomes of learners after following the learning, as well as to determine the level of effectiveness and efficiency of methods, strategies that teachers use in learning. Evaluation of learning has an important and strategic meaning in education, because the learning process becomes meaningful, as well as its evaluation results can be used as a basis to determine the next step, for teachers, principals, institutions, parents, and government. The importance of learning evaluation can be seen from the approach of the learning process, the characteristics of professional educators, and the institutional approach, but it can also be seen from its purpose, function and principles and the validity and reliability of its evaluation tool.

Competency on Call: Resident Driven Learning Objectives for Competency-Based Medical Education

2020 ◽  
Vol 44 (6) ◽  
pp. 812-813 ◽  
Author(s):  
Bruce Fage ◽  
Tracy Alldred ◽  
Sarah Levitt ◽  
Amanda Abate ◽  
Mark Fefergrad
Keyword(s):  
Medical Education ◽  
Learning Objectives ◽  
Competency Based Medical Education ◽  
Competency Based

scholarly journals ‘It is a different type of learning’. A survey-based study on how simulation educators see and construct observer roles

2020 ◽  
pp. bmjstel-2020-000634
Author(s):  
Stephanie O’Regan ◽  
Elizabeth Molloy ◽  
Leonie Watterson ◽  
Debra Nestel
Keyword(s):  
Learning Outcomes ◽  
Qualitative Data ◽  
Small Sample ◽  
Learning Objectives ◽  
Learning Spaces ◽  
Scenario Design ◽  
Hands On ◽  
Exploratory Survey ◽  
Chi Squared ◽  
Frequency Counts

BackgroundSimulation is reported as an appropriate replacement for a significant number of clinical hours in pregraduate programmes. To increase access for learners, educators have looked to understanding and improving learning in observer roles. Studies report equivalent learning outcomes and less stress in observer roles. However, reports on the prevalence, use and perceived value of observer roles from the educator’s perspective are lacking.MethodsAn exploratory survey for Australian and New Zealand (ANZ) simulation educators based on literature findings was developed and piloted with a small sample (n=10) of like subjects for language, clarity, skip logic and completion time. The final survey comprised 36 questions. Quantitative data were analysed using Pearson’s chi-squared test, Welch’s ANOVA and exploratory factor analysis. Select qualitative data were analysed using content analysis and summarised with frequency counts and categorisation.ResultsTwo hundred and sixty-seven surveys were completed, with 221 meeting criteria for analysis. The observer role is widely used in ANZ and most learners experience both hands-on and observer roles. The location of observers is dependent upon several factors including facility design, learner immersion, scenario design and observer involvement. Verbal briefings and/or other guides are provided to 89% of observers to direct their focus and 98% participate in the debrief. Educators value observer roles but tend to believe the best learning is hands-on.ConclusionsThe learning in observer roles is less valued by educators than hands-on roles. Focused observation provides opportunities for noticing and attributing meaning, an essential skill for clinical practice. Learning spaces require consideration of scenario design and learning objectives. Scenario design should include objectives for observer roles and incorporate the observer into all phases of simulation. Attention to these areas will help promote the value of the different type of learning available in observer roles.

PENERAPAN MEDIA PEMBELAJARAN KARTU BERGAMBAR DALAM MENINGKATKAN HASIL BELAJAR SISWA KELAS V SD NEGERI 4 TANJUNG AMAN

2020 ◽  
Vol 1 (1) ◽  
pp. 89-100
Author(s):  
Agung Prihatmojo
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Fifth Grade ◽  
Communication Tool ◽  
Fifth Grade Students ◽  
Before And After ◽  
Teacher Needs ◽  
Picture Card

The media is a communication tool for teacher interaction with students which is a series of teaching and learning activities in schools. In the learning process the teacher has obstacles in conveying knowledge to students. The teacher needs media to be able to help attract the attention of students so that learning objectives are achieved. Picture card learning media can help teachers effectively achieve learning objectives in the teaching and learning process. This study applies a picture card learning media to students in class V SD Negeri 4 Tanjung Aman. The aim is to find out the improvement in student learning outcomes after the teacher applies the pictorial card learning media to fifth grade students of SD Negeri 4 Tanjung Aman. In this study using a design that is the Initial Test - The Final Group Single Test (The One Group Pretest - posttest). The learning outcomes in this study were obtained by the fifth grade students before and after the implementation of the pictorial card media, to find out the improvement in the learning outcomes of the fifth grade students of SD Negeri 4 Tanjung Aman. shows that the mean or posttest average is higher than the pretest. Mean posttest 62.22 and mean pretest 46.25, so there is an increase in learning outcomes after the application of the pictorial card media to fifth grade students of SD Negeri 4 Tanjung Aman.

Predictive Maintenance Information Systems

2020 ◽  
Vol 16 (2) ◽  
pp. 54-72
Author(s):  
Yu Zhao ◽  
Kakoli Bandyopadhyay ◽  
Cynthia Barnes
Keyword(s):  
Information Systems ◽  
Learning Outcomes ◽  
Enterprise Resource Planning ◽  
Student Motivation ◽  
Resource Planning ◽  
The United States ◽  
Equation Modeling ◽  
System Quality ◽  
Erp System ◽  
Instructor Support

Enterprise resource planning (ERP) systems allow businesses to achieve high performance through distinctive capabilities and are one of the fastest growing areas within information systems. Many universities have adopted ERP in their management information systems (MIS) curriculum to increase the marketability of their students. Drawing on the IS success model and several constructive learning theories, this study develops a model that is predictive of students' continued ERP software use intention, satisfaction, and perceived learning outcomes. SAP is the ERP system used in this study. Business students at four mid-sized state universities in the United States were surveyed. The universities are members of the SAP University Alliance. There were 373 usable responses. Partial least squares structural equation modeling (PLS-SEM) was used to empirically test the model. The findings indicate that student motivation, perceived instructor support, and ERP system quality are strong predictors of student satisfaction, and learning outcomes. Student motivation and ERP system quality, but not perceived instructor support, are also significant predictors of continued use intention.

scholarly journals The Effect on Learning Objectives and Outcomes of Students’ Inability to Develop Language Competencies for Appropriate Communication at the Undergraduate Level

2020 ◽  
Vol 2 (3) ◽  
pp. p64
Author(s):  
Casimir Adjoe ◽  
Rosemary Kimani
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Random Sampling ◽  
Writing Skills ◽  
Learning Objectives ◽  
Communication Studies ◽  
Undergraduate Level ◽  
English Writing ◽  
Linguistic Ethnography ◽  
Language Competencies

The ability to communicate is a skill needed for beneficial learning outcomes. It is likewise needed for functioning in our connected world and spaces. However, undergraduate writing still gives the impression of poor English writing skills and inadequate communication. The paper takes a linguistic ethnography approach to examine the effects of poor English writing skills on the learning objectives and communication of undergraduate students. Using a random sampling of 37 examination scripts of Communication Studies students and their analysis through a revised version of Bloom’s taxonomy of educational objectives, the study suggests that poor English writing skills and the inability to communicate are likely among the effects of the inability of undergraduate students to acquire competence at the comprehension, analysis, synthesis, and evaluation tasks needed to enable them compose knowledge and meaningful messages as well as to communicate them. The study, therefore, suggests the need for investigating practical steps that can be taken to assist students with poor English writing competencies and skills to access knowledge and be able to produce knowledge in their learning situations, and further still, be able to communicate their knowledge as competently as possible without an overemphasis on grammatical correctness as the goal.

scholarly journals Pedagogical Design of Digital Coursewith the use of LMS Moodle Tools

2021 ◽  
pp. 51-61
Author(s):  
Mykola A. Semenov ◽  
◽  
Vladyslav D. Krotkykh ◽  
Keyword(s):  
Learning Outcomes ◽  
Time Use ◽  
Assessment Tools ◽  
Digital Learning ◽  
Second Stage ◽  
Pedagogical Design ◽  
Competency Based ◽  
Support Methods ◽  
Research Show

Introduction. The introduction of a competency-based approach in Ukrainian higher education made it possible to update educational standards that define a set of general and professional competencies and learning outcomes, as well as introduce new pedagogical technologies and systems for monitoring the quality of education. Changes in the organization of digital learning largely depend on a competency-based approach. LMS Moodle is a platform that provides standard tools for implementing a competency-based approach. Purpose. To research the possibilities of LMS Moodle for the pedagogical design of the digital course and implementation of a competency-based approach in digital learning. Results. At the first stage, the summary of pedagogical design of a specific digital course built upon flip peddles on sequence is provided and a scheme is formed in which competencies, learning outcomes, and forms of assessment are defined. At the second stage, the process of designing a digital course based on the methodology of pedagogical design and tuning is researched, there an attempt is made to implement the course based on the competence approach using LMS Moodle tools of version 2.7 and version 3.3. As a result, a developed curriculum and framework are added to it, which allows observing the implementation of the learning outcomes in a convenient format. Conclusion. The results of the research show that in order to implement a competency-based approach with the use of LMS Moodle, the following requirements are essential: the scheme with linked competencies, learning outcomes, learning activities, and assessment tools. each activity has clearly indicated form, result, support methods, and estimated time. use of rubrics with all criteria aligned to learning outcomes. According to the results of the study, there are differences between LMS Moodle 2.7 and 3.3. In versions of Moodle later than 3.1, it is more convenient to analyze the achievement of learning outcomes for multiple digital courses by creating a hierarchy of competencies and learning outcomes; it is easier to conduct monitoring of the progress made towards the achievement of learning outcomes.

Holistic experimentation for emergence

2016 ◽  
Vol 31 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Jay Mitra
Keyword(s):  
Learning Outcomes ◽  
Entrepreneurship Education ◽  
Individual Development ◽  
Entrepreneurship Training ◽  
The United Kingdom ◽  
Business Creation ◽  
New Business ◽  
Competency Based ◽  
Education Platform ◽  
And Training

This article explores the development of a comprehensive and systemic approach to entrepreneurship education at a research-intensive university in the United Kingdom. The exploration is based on two key conceptual challenges: (a) taking entrepreneurship to mean something more than new business creation and (b) differentiating between entrepreneurship education and entrepreneurship training. The author draws on human capital, capabilities and planned behaviour theories together with those of competency-based and experiential learning to make six propositions. The idea is to develop a replicative framework for obtaining insights into the setting of multiple objectives, varied content and a range of pedagogies with which to achieve critical learning outcomes for a set of postgraduate programmes on entrepreneurship in a university context. We distinguish between entrepreneurship education and training but recognize the importance of incorporating both in a curriculum designed to offer a higher education platform for mindset change, critical thinking, problem-solving and individual development capabilities and entrepreneurial value creation in different environments.

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