scholarly journals Effects of a comprehensive final examination avoidance contingency

1978 ◽  
Vol 53 (7) ◽  
pp. 599-601
Author(s):  
T J Stachnik ◽  
R C Simons
Keyword(s):  
Final Examination ◽  
Avoidance Contingency

Analysis on Reading and Writing Section of Test Items in 2009/2010 English National Final Examination (UAN) for Junior High School Students

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Musarokah Siti ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Final Examination ◽  
School Students ◽  
Cognitive Domains ◽  
Reading And Writing ◽  
Test Items

ABSTRACT This paper attempts to analyze the test items in the English National Final Examination (UAN) for Junior High School Students in the academic year 2009/2010. This study aims at analyzing the compatibility of the test items of package A in reading and writing section of English National Final Examination for Junior High School Students with the standard of graduate competence and the cognitive domains used in the test. The data were collected by using documentary method, while in analyzing the data the writers focused on matching the compatibility of the test items with the Standard of Graduate Competence and identifying the cognitive domain used. From the analysis, it was found that the test items of package A in reading and writing section of English National Final Examination 2009/2010 were in line with the Standard of Graduate Competence (SKL) arranged by the government. The cognitive domains in reading section mostly used level of comprehension. The cognitive domains in writing section used the application and the synthesis level. ?é?á Key words: analysis, test items, national final examination

Effects of Massed versus Distributed Practice of Test Taking on Achievement and Test Anxiety

1994 ◽  
Vol 74 (3) ◽  
pp. 915-919 ◽  
Author(s):  
John W. Zimmer ◽  
Dennis J. Hocevar
Keyword(s):  
Test Anxiety ◽  
Distributed Practice ◽  
Final Examination ◽  
Test Taking ◽  
Distributed Testing ◽  
Quasi Experimental ◽  
Initial Sessions ◽  
Final Examination Performance ◽  
Testing Condition ◽  
And Control

The effects of massed versus distributed practice on achievement and test anxiety were investigated using a quasi-experimental design employing 56 college students under two conditions. Test anxiety was assessed using Sarason's four-dimensional Reactions to Tests, while classroom achievement was measured on tests using multiple-choice applications. Experimental subjects were given four Reactions to Tests items and 10-item examinations on a weekly basis for 10 weeks, while control subjects had only a 100-item final examination. Analysis indicated (1) significantly higher final examination performance for the distributed testing condition; (2) a significant reduction in test anxiety between initial sessions and the remainder of the term in the distributed testing condition; (3) no difference in test anxiety between the distributed testing and control conditions when test anxiety was assessed at the end of the term; and (4) nonsignificant correlations between test anxiety dimensions of the Reactions to Tests and achievement in both the control and distributed testing conditions. Results support the contention that relationships between achievement and test anxiety may be more complex than previously thought.

The Future of Performance Ratings: Collected Thoughts From Six Emerging Scholars

2016 ◽  
Vol 9 (2) ◽  
pp. 334-337
Author(s):  
Andrew M. Bleckman ◽  
Sarah N. Guarino ◽  
Wesley Russell ◽  
Eileen C. Toomey ◽  
Paul M. Werth ◽  
...  
Keyword(s):  
Performance Appraisal ◽  
Work Performance ◽  
Performance Ratings ◽  
Final Examination ◽  
Next Generation ◽  
General Survey ◽  
The Future ◽  
And Performance ◽  
Appraisal Processes

During the fall 2015 semester, I (i.e., the last author of this response) taught a doctoral seminar on performance appraisal. Although this course was a general survey of research and theory regarding work performance and performance appraisal processes and methods, we also talked extensively about the value of performance ratings to organizations, raters, and ratees. It was indeed serendipitous that this focal article came out when it did. As part of the final examination requirements (and, admittedly, as a pedagogical experiment), I asked the six PhD students in this course (i.e., the first six authors of this response) to read and respond to the Adler et al. (2016) debate regarding the relative merits of performance ratings. To highlight the perspectives of this next generation of industrial and organizational psychologists, I have collected here various representative comments offered by each of these emerging scholars on this issue.

scholarly journals The Correlation between Teaching Evaluation and Lecturers’ Performances

2020 ◽  
Vol 2 (1) ◽  
pp. 32-37
Author(s):  
Nooradelena Mohd Ruslim ◽  
Ng Loo Ee ◽  
Norhusna Saharun ◽  
Nurhusna Baharuddin ◽  
Nurul Ain Abu Bakar ◽  
...  
Keyword(s):  
Significant Relationship ◽  
Evaluation System ◽  
Teaching Evaluation ◽  
External Factors ◽  
Final Examination ◽  
Inferential Statistics ◽  
Online System ◽  
Evaluation Scores ◽  
Evaluation Instruments ◽  
The Relationship

The purpose of the study is to explore the relationship between teaching evaluation and lecturers’ performances. To achieve this purpose, the study analysed the correlations between teaching evaluation scores by student and evaluation on lecturers’ performances by dean, and between teaching evaluation scores by student and students’ final examination results. Census study was applied to collect all data, which involved 124 lecturers and eight deans. The study used data from the online system, which involved evaluation made for 246 courses by all active students in semester June – November 2018. Descriptive and inferential statistics were applied in this study and analysed using SPSS version 21.0. The result showed that there is no significant relationship between teaching evaluation scores by student and evaluation on lecturers’ performances by dean. This study also found that there is no significant relationship between teaching evaluation scores by student and students’ final examination results. Based on the findings, the study inferred there is bias in the evaluation instruments and there are external factors contributed to the outcome of insignificant correlations in both analyses, thus the effect or impact of the evaluation system to academic division is not significant

scholarly journals Development Of Final Examination Applications Based On Computer For Matematic Subjects For Grade X Accounting Students At SMK Negeri 1 Samarinda

2020 ◽  
Vol 1 (01) ◽  
pp. 53-67
Author(s):  
Dydik Kurniawan ◽  
Tri Wahyuningsih ◽  
Fitriani Fitriani
Keyword(s):  
Accounting Students ◽  
Final Examination ◽  
Analysis Techniques ◽  
Math Teachers ◽  
Program Testing ◽  
Microsoft Access ◽  
Mathematics Test ◽  
Teachers And Students ◽  
Feasibility Test ◽  
Visual Basic 6.0

Development of Final Examination applications based on computer for Mathematics subjects for grade X Accounting students at SMK Negeri 1 Samarinda even semester 2018/2019. Data collected by the method of observation, interviews, literature studies, documentation and questionnaires. Data analysis techniques using descriptive qualitative analysis techniques and quantitative analysis. The results of this study are: 1) Development of Final Examination applications based on computer using the Microsoft Visual Basic 6.0 programming language, and for databases using Microsoft Access 2013 with features replacing answers, running time, and random number questions. 2) The feasibility test given to 2 media validation experts obtained a percentage value of 81.07% in the good category, for the results of the program testing questionnaire given to CBT experts 94.78% in the very good category, for the results of the program testing questionnaire given to 2 Math teachers got a percentage value of 84% with a very good category, and for the results of the questionnaire testing program given to 34 students obtained a percentage value of 84.67% in user testing with excellent category results, it can be concluded that the application of the Final Semester Examination based on computer is in accordance with its purpose which is to facilitate users both teachers and students as users in the implementation of Mathematics test exams in class X Accounting students in SMK.

scholarly journals Perception of intern doctors about the newly introduced assessment system in the final professional MBBS examination

2017 ◽  
Vol 5 (1) ◽  
pp. 6-9
Author(s):  
Fatima Parveen Chowdhury ◽  
AKM Asaduzzaman ◽  
Tahmina Nargis ◽  
Chowdhury Nasrath Munir Abeer
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Descriptive Study ◽  
Assessment Method ◽  
Assessment System ◽  
Final Examination ◽  
Self Administered Questionnaire ◽  
Better Than ◽  
Medical Colleges

It was a descriptive study. The objective was to find out the perception of intern doctors regarding newly introduced assessment system in final professional MBBS examination which was held in July 2011. Data were collected from 500 inter doctors of selected medical colleges by using self administered questionnaire. It was found that majority (84%) of the respondent expressed their satisfaction with the newly introduced assessment method .Of the students 95.5% mentioned that SAQ is better than Essay questions. Inclusion of MCQ, SOE and OSCE in examination is worthy was opined by about 86.6%, 81.7%, 78% of the students respectively. Nearly eighty nine (89%) percent respondents thought that adding of a certain percentage of mark of formative assessment in final examination is better. About 29% of respondents said that examination phobia in oral /viva is not reduced by introducing SOE, 26.2% believed that all examinees are not judged in same standard by examiners by means of OSCE and 31% respondents believed that result of examination in SOE, some extent depends upon the examiners desire and intention. So, it reveals that the new assessment method is not implemented properly. Students also identified strengths and weakness of the new assessment.Bangladesh Journal of Medical Education Vol.5(1) 2014: 6-9

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