scholarly journals Students’ Satisfaction towards E-Assessment for Academic Achievement in ESL at Public Schools and Colleges

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Muhammad Mujtaba Asad ◽  
Raja Bahar Khan Soomro ◽  
Atefeh Shamsy ◽  
Prathamesh Churi
Keyword(s):  
Public Schools ◽  
Research Study ◽  
Assessment Tool ◽  
Alternative Hypothesis ◽  
Careful Consideration ◽  
Research Approach ◽  
Survey Questionnaire ◽  
Multiple Choice Questions ◽  
Electronic Assessment ◽  
Significant Difference

The core aim of this research study is to assess, analyze, and evaluate students’ perception of traditional and electronic assessment, which may affect their academic performance. This research study focuses on students’ perceptions about English as a second language in the context of formal assessment and electronic assessment, which is taken as a problem of this study, i.e., students’ perception of traditional and electronic assessment. This study uses a quantitative research approach, and the data have been obtained through a survey questionnaire from 100 students of SSC and HSC Part- I and II. The research results served descriptively and analytically regarding the two significant types of assessment applied in their classrooms; one is the traditional assessment, which is further subdivided into multiple-choice questions (including fill in the blanks and true and false statements), constructed response questions, and extended response questions. At the same time, the second form of assessment is the electronic assessment which is a computer-based assisted assessment. Electronic assessment is the modern technology that includes all forms of assessments, including collaborative approach-based assessment, interactive assessment, portfolios, and group projects. The result of this study reflects exciting findings. The results for the closed-ended questions (survey questionnaire) bend towards the null hypothesis (Ho), which states that there is no significant difference among students of GSL towards traditional and electronic assessment. However, the results of the two open-ended questions bend towards the alternative hypothesis (Hα), which states that there is a significant difference for the level of difference among students of GSL towards traditional and electronic assessment. Most importantly, teachers are obligated to select an assessment tool with careful consideration to ensure the appropriateness of each assessment tool for the learning objectives. Based on the research findings, some valuable recommendations for the policymakers, curriculum developers, students, and teachers are finally presented.

scholarly journals A Systematic Review of Role and Responsibilities of Head Teachers at Primary Level in District Shaheed Benazirabad

2019 ◽  
Vol IV (I) ◽  
pp. 384-388
Author(s):  
Muhammad Ali Shaikh ◽  
Mahboob Ali Deraj ◽  
Zahid Hussain Sahito
Keyword(s):  
Systematic Review ◽  
Public Schools ◽  
Primary School ◽  
Quantitative Research ◽  
Research Study ◽  
School Level ◽  
Research Approach ◽  
Head Teachers ◽  
Primary Level ◽  
Primary School Level

The purpose of this research study was to review the expected role and responsibilities to be played by headteachers and done in reality at the primary school level in District Shaheed Benazirabad. It has been observed that headteachers in public schools at the primary level are not performing as per the need of the time. For the purpose, a tailor-made questionnaire was distributed among randomly selected headteachers. The quantitative research approach was used to solve the query. The results indicate the lenient approach of headteachers towards their duties.

scholarly journals The effect of realia on descriptive text writing quality at the eighth grade students of SMPN 1 Bendo

2019 ◽  
Vol 6 (2) ◽  
pp. 91
Author(s):  
Risky Alif Widayanti
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Eighth Grade ◽  
Research Approach ◽  
Writing Quality ◽  
Significant Difference ◽  
Writing Skill ◽  
Eighth Grade Students ◽  
Positive Effect ◽  
Text Writing

This research is conducted to explain about the Effect of Realia on Descriptive Text Writing Quality at The Eight Grade Students of SMPN 1 Bendo. The sample of this research are 8-K consisted of 21 students in the eighth grade of SMPN 1 Bendo. The research approach that is used in this study is quantitative. The research was conducted by using experimental research. The data was collected by doing test. The technique of data analysis that is used in this research is paired sample T-test. The result of this research shows that Realia gives significant effect to the students’ writing quality in descriptive text. It can be seen that the significant value is 0.000. It shows that the probabilities value of students’ writing skill is lower than 0.05 (0.000<0.05) level of significant. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It can be stated that there is significant difference on the students’ descriptive text writing skill before being taught using Realia and after being taught using Realia. So, it can be concluded that Realia helps the students in the process of writing descriptive text and this media has positive effect on the students’ descriptive text writing quality.

scholarly journals Challenges and Solutions: The Experiences of Newly-Qualified Counsellors

2021 ◽  
Vol 6 (2) ◽  
pp. 70-84
Author(s):  
Yusuf FLORENCE ADEOTI ◽  
Ayoade Ejiwale Okanlawon ◽  
Imran Moshood Adesile
Keyword(s):  
Public Schools ◽  
School System ◽  
School Administrators ◽  
Training Programme ◽  
Research Approach ◽  
School Type ◽  
Mixed Method Research ◽  
Counsellor Training ◽  
School Counsellors ◽  
Significant Difference

The emergence of the increases in the rate of different social vices among the adolescents in high schools calls for re-evaluation and updating of the existing operating counselling services in secondary schools' educational system. The study examined the challenges of the newly qualified school counsellors and the solution proffered. Six research questions were raised to guide the study. It adopted a mixed-method research approach.  The results of the findings revealed that the lack of recognition of the role of counsellors in the school system was rated the highest among the challenges experienced by newly-qualified counsellors, non-referral of students who need to be sent to a counsellor by teachers was rated second. From the findings of the study of the awareness campaign on the importance of counselling through various media, the finding “more time should be allotted to practicum for counsellors in training” was the highest-rated as the solution to the challenges experienced by newly-qualified counsellors. The results obtained from the study also revealed that male counsellors might be experiencing different challenges from their female counterparts. The results of the study also show a significant difference in the challenges experienced by newly qualified counsellors based on school type. The findings revealed that there is a significant difference in the solution provided by newly qualified counsellors based on gender. The results also show that the solution provided by a counsellor from private schools does not differ from that of their public schools’ counterpart. Based on the findings of the study recommendations were made: government should provide public enlightenment programmes to parents, school administrators, teachers, and students through jingles, posters, billboards on the need to embrace counselling in the school system and make use of the facility. National University commission should revise the counsellor training programme and increase the period allocated for practicum for the counsellor in training in order to equip them for the tasks ahead. Keywords: challenges, solutions, experiences, newly qualified counsellors

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

Identifying children at high risk for infection-related decompensation using a predictive emergency department-based electronic assessment tool

Diagnosis ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Robert J. Sepanski ◽  
Arno L. Zaritsky ◽  
Sandip A. Godambe
Keyword(s):  
Emergency Department ◽  
High Risk ◽  
Positive Predictive Value ◽  
Firing Rate ◽  
Predictive Value ◽  
Assessment Tool ◽  
Predictive Tool ◽  
High Severity ◽  
Electronic Assessment ◽  
Ed Visits

AbstractObjectivesElectronic alert systems to identify potential sepsis in children presenting to the emergency department (ED) often either alert too frequently or fail to detect earlier stages of decompensation where timely treatment might prevent serious outcomes.MethodsWe created a predictive tool that continuously monitors our hospital’s electronic health record during ED visits. The tool incorporates new standards for normal/abnormal vital signs based on data from ∼1.2 million children at 169 hospitals. Eighty-two gold standard (GS) sepsis cases arising within 48 h were identified through retrospective chart review of cases sampled from 35,586 ED visits during 2012 and 2014–2015. An additional 1,027 cases with high severity of illness (SOI) based on 3 M’s All Patient Refined – Diagnosis-Related Groups (APR-DRG) were identified from these and 26,026 additional visits during 2017. An iterative process assigned weights to main factors and interactions significantly associated with GS cases, creating an overall “score” that maximized the sensitivity for GS cases and positive predictive value for high SOI outcomes.ResultsTool implementation began August 2017; subsequent improvements resulted in 77% sensitivity for identifying GS sepsis within 48 h, 22.5% positive predictive value for major/extreme SOI outcomes, and 2% overall firing rate of ED patients. The incidence of high-severity outcomes increased rapidly with tool score. Admitted alert positive patients were hospitalized nearly twice as long as alert negative patients.ConclusionsOur ED-based electronic tool combines high sensitivity in predicting GS sepsis, high predictive value for physiologic decompensation, and a low firing rate. The tool can help optimize critical treatments for these high-risk children.

scholarly journals Reliability and validity of a computer game-based tool of upper extremity assessment for object manipulation tasks in children with cerebral palsy

2021 ◽  
Vol 8 ◽  
pp. 205566832110140
Author(s):  
Anuprita Kanitkar ◽  
Sanjay T Parmar ◽  
Tony J Szturm ◽  
Gayle Restall ◽  
Gina Rempel ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Upper Extremity ◽  
Performance Measures ◽  
Assessment Tool ◽  
Computer Game ◽  
Object Manipulation ◽  
Manual Dexterity ◽  
Assessment Tools ◽  
Significant Difference ◽  
Children With Cerebral Palsy

Introduction A computer game-based upper extremity (CUE) assessment tool is developed to quantify manual dexterity of children with Cerebral Palsy (CP). The purpose of this study was to determine test-retest reliability of the CUE performance measures (success rate, movement onset time, movement error, and movement variation) and convergent validity with the Peabody Developmental Motor Scale version 2 (PDMS-2) and the Quality of Upper Extremity Skills Test (QUEST). Methods Thirty-five children with CP aged four to ten years were tested on two occasions two weeks apart. Results CUE performance measures of five chosen object manipulation tasks exhibited high to moderate intra-class correlation coefficient (ICC) values. There was no significant difference in the CUE performance measures between test periods. With few exceptions, there was no significant correlation between the CUE performance measures and the PDMS-2 or the QUEST test scores. Conclusions The high to moderate ICC values and lack of systematic errors indicate that the CUE assessment tool has the ability to repeatedly record reliable performance measures of different object manipulation tasks. The lack of a correlation between the CUE and the PDMS-2 or QUEST scores indicates that performance measures of these assessment tools represent distinct attributes of manual dexterity.

scholarly journals Evaluating the Difference between Virtual and Paper-Based Clinical Cases in Family Medicine Undergraduate Education

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Zalika Klemenc-Ketis ◽  
Branka Cagran ◽  
Dejan Dinevski
Keyword(s):  
Family Medicine ◽  
Virtual Patient ◽  
Educational Outcome ◽  
Factual Knowledge ◽  
Virtual Patients ◽  
Multiple Choice Questions ◽  
Significant Difference ◽  
The Difference ◽  
And Control ◽  
Clinical Cases

Introduction. A “virtual patient” is defined as a computer program which simulates real patients’ cases. The aim of this study was to determine whether the inclusion of virtual patients affects the level of factual knowledge of family medicine students at the undergraduate level. Methods. This was a case-controlled prospective study. The students were randomly divided into experimental (EG: N=51) and control (CG: N=48) groups. The students in the EG were asked to practice diagnosis using virtual patients instead of the paper-based clinical cases which were solved by the students in the CG. The main observed variable in the study was knowledge of family medicine, determined by 50 multiple choice questions (MCQs) about knowledge of family medicine. Results. There were no statistically significant differences in the groups’ initial knowledge. At the final assessment of knowledge, there were no statistically significant differences between the groups, but there was a statistically significant difference between their initial and final knowledge. Conclusions. The study showed that adding virtual patient cases to the curriculum, instead of paper clinical cases, did not affect the level of factual knowledge about family medicine. Virtual patients can be used, but a significant educational outcome is not expected.

757 Does Increased Sampling of Cerebrospinal Fluid from External Ventricular Drains Lead to Increased Rates of Infection?

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
B Edwards ◽  
A Zolnourian ◽  
D Bulters
Keyword(s):  
Research Study ◽  
Average Length ◽  
Risk Of Infection ◽  
Suspected Infection ◽  
Length Of Treatment ◽  
Increased Risk ◽  
Significant Difference ◽  
Daily Sampling ◽  
Frequent Sampling ◽  
Strict Protocol

Abstract Introduction External ventricular drains (EVDs) are commonly used in the management of acute hydrocephalus after subarachnoid haemorrhage (SAH). Infection is the most common complication. There remains controversy over whether frequent sampling is associated with increased risk of infection. Method Two cohorts of patients requiring EVD after SAH were retrospectively analysed for suspected and proven CSF infection. The first clinical cohort was of 50 consecutive patients with twice weekly sampling. The second group had alternate daily sampling as part of a prospective research study. Results Female to male ratio were (32:18) and (29:15) in clinical vs research group respectively. Average age of both groups was 59. Average length of treatment with EVD in both groups was 10 days. 16/50 (32%) patients had a suspected infection vs 13/44 (30%) and 8/50 (16%) had a proven infection compared to 6/44 (14%) in clinical and research groups, respectively. There was no statistically significant difference between the two groups (suspected infections p = 0.7 and proven infections p = 0.7) Conclusions Increased rates in CSF sampling in the research cohort did not result in higher rates of CSF infection. This suggests that rate of sampling, if done following a strict protocol, is not associated with increased risk of infection.

scholarly journals Effect of Head Impact Exposures on Changes in Cognitive Testing

2018 ◽  
Vol 6 (3) ◽  
pp. 232596711876103 ◽  
Author(s):  
Eleni Diakogeorgiou ◽  
Theresa L. Miyashita
Keyword(s):  
Reaction Time ◽  
National Collegiate Athletic Association ◽  
Assessment Tool ◽  
Vital Signs ◽  
Head Impact ◽  
Cognitive Testing ◽  
Repeated Impact ◽  
Level Of Evidence ◽  
Head Impacts ◽  
Significant Difference

Background: Gaining a better understanding of head impact exposures may lead to better comprehension of the possible effects of repeated impact exposures not associated with clinical concussion. Purpose: To assess the correlation between head impacts and any differences associated with cognitive testing measurements pre- and postseason. Study Design: Case-control study; Level of evidence, 3. Methods: A total of 34 National Collegiate Athletic Association Division I men’s lacrosse players wore lacrosse helmets instrumented with an accelerometer during the 2014 competitive season and were tested pre- and postseason with the Sport Concussion Assessment Tool (SCAT 3) and Concussion Vital Signs (CVS) computer-based neurocognitive tests. The number of head impacts >20 g and results from the 2 cognitive tests were analyzed for differences and correlation. Results: There was no significant difference between pre- and postseason SCAT 3 scores, although a significant correlation between pre- and postseason cognitive scores on the SCAT 3 and total number of impacts sustained was noted ( r = –0.362, P = .035). Statistically significant improvements on half of the CVS testing components included visual reaction time ( P = .037, d = 0.37), reaction time ( P = .001, d = 0.65), and simple reaction time ( P = .043, d = 0.37), but no correlation with head impacts was noted. Conclusion: This study did not find declines in SCAT 3 or CVS scores over the course of a season among athletes who sustained multiple head impacts but no clinical concussion. Thus, it could not be determined whether there was no cognitive decline among these athletes or whether there may have been subtle declines that could not be measured by the SCAT 3 or CVS.

Undergraduate performance assessment

2017 ◽  
Vol 5 (9) ◽  
pp. 1-7
Author(s):  
Umayya Musharrafieh ◽  
Khalil Ashkar ◽  
Dima Dandashi ◽  
Maya Romani ◽  
Rana Houry ◽  
...  
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Faculty Evaluation ◽  
Multiple Choice Questions ◽  
Final Exam ◽  
Monthly Basis ◽  
Medicine Clerkship ◽  
Clinical Evaluations

Introduction: Objective Structured Clinical Examination (OSCE) is considered a useful method of assessing clinical skills besides Multiple Choice Questions (MCQs) and clinical evaluations. Aim: To explore the acceptance of medical students to this assessment tool in medical education and to determine whether the assessment results of MCQs and faculty clinical evaluations agree with the respective OSCE scores of 4th year medical students (Med IV). Methods: performance of a total of 223 Med IV students distributed on academic years 2006-2007, 2007-2008, and 2008-2009 in OSCE, MCQs and faculty evaluations were compared. Out of the total 93 students were asked randomly to fill a questionnaire about their attitudes and acceptance of this tool. The OSCE was conducted every two months for two different groups of medical students who had completed their family medicine rotation, while faculty evaluation based on observation by assessors was submitted on a monthly basis upon the completion of the rotation. The final exam for the family medicine clerkship was performed at the end of the 4thacademic year, and it consisted of MCQsResults: Students highly commended the OSCE as a tool of evaluation by faculty members as it provides a true measure of required clinical skills and communication skills compared to MCQs and faculty evaluation. The study showed a significant positive correlation between the OSCE scores and the clinical evaluation scores while there was no association between the OSCE score and the final exam scores.Conclusion: Student showed high appreciation and acceptance of this type of clinical skills testing. Despite the fact that OSCEs make them more stressed than other modalities of assessment, it remained the preferred one.

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