scholarly journals Integrating k-means clustering into automatic programming assessment tool for student performance analysis

2021 ◽  
Vol 22 (3) ◽  
pp. 1389
Author(s):  
Rina Harimurti ◽  
Ekohariadi Ekohariadi ◽  
Munoto Munoto ◽  
I. G. P. Asto Buditjahjanto
Keyword(s):  
Student Performance ◽  
Assessment Tool ◽  
Test Case ◽  
Automatic Programming ◽  
Test Results ◽  
Student’S Performance ◽  
Point Calculation ◽  
Evaluation Module ◽  
Automated Tool

Computer programming is a subject involving a large number of logic programming activities. A programmer is compulsory to master skills of algorithms, logic, and programming language to conduct programming. An automatic programming assessment tool is an automated tool used to assist instructors in assessing programming tasks. The technology used in this application is open-source based with an evaluation module that will evaluate the sent program code, assessment, and classification. The evaluation results were then processed in the assessment module, where a comparison process with the test case was performed along with the point calculation. The classification module was used to divide students into five groups based on the point of each practicum. This study used k-means clustering classification method. The entities included were lecturers, assistants, students, and compilers. This application had 2 levels of users namely admin and students. Scoring results were then used in the process of determining the classification of student’s performance based on the k-means clustering method. In connection with the classification test results with three iterations, three practicum scores resulted that the classification process was successfully carried out with student’s performance divided into five groups covering very good, good, sufficient, less, and very less. The data used in the clustering process consisted of 41 students with 10 attributes which were then grouped into 3 groups (clusters).

scholarly journals Percepção dos coordenadores de curso de Nutrição sobre o Exame Nacional de Desempenho do Estudante – ENADE/2004

2019 ◽  
Vol 90 (224) ◽  
Author(s):  
Semíramis Domene ◽  
Helena Maria Simonard-Loureiro ◽  
Lúcia Fátima Schwarzchild ◽  
Maria Margareth Naves ◽  
Rahilda Conceição Tuma ◽  
...  
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Negative Aspect ◽  
National Examination ◽  
The Social ◽  
Student’S Performance ◽  
Superior Education ◽  
Professional Formation ◽  
Positive Evaluation

O trabalho teve por objetivo analisar a percepção dos coordenadores de Cursos de Graduação em Nutrição sobre o Exame Nacional de Desempenho do Estudante – ENADE/2004, por meio de um questionário contendo onze questões, sendo dez objetivas e uma subjetiva, abrangendo os diversos contextos do exame. A avaliação foi positiva quanto ao questionário socioeconômico, seleção, qualidade e abrangência das questões dos componentes de formação geral e específica, e negativa, por induzir a uma classificação hierárquica dos cursos, ao invés de avaliar o desempenho dos estudantes. Estes resultados podem servir para o aprimoramento dos próximos exames, e contribuir para o aperfeiçoamento dos projetos pedagógicos do Curso de Nutrição e melhoria do ensino superior na área. Palavras-chave: formação profissional; ensino superior; nutricionista; avaliação; desempenho acadêmico. Abstract The objective of this study was to analyze the perception of the coordinators of Graduation Courses in Nutrition about Brazilian National Examination of Student Performance – ENADE/2004 by using a questionnaire contained eleven questions, being ten objectives and a subjective one, enclosing the diverse contexts of the exam. The ENADE had positive evaluation to the purpose of the social and economic questionnaire; questions selection, quality and comprehensiveness of the questions of general and specific components. According to the coordinators perceptions, the negative aspect of the exam was the probably manner of inducing to a hierarchic classification of the courses, instead of evaluating the student’s performance. These analyses could be proposals for the next examinations, as well as to contribute for the improvement of the pedagogic projects of Nutrition Courses and to approaching the superior education in this area. Keywords: professional formation; superior education; nutritionist; evaluation; academic performance.

PENGEMBANGAN PERANGKAT PEMBELAJARAN MENGGUNAKAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DENGAN INTEGRASI NILAI-NILAI KARAKTER DI SMAN I TUGUMULYO

2014 ◽  
Vol 13 (3) ◽  
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Teaching And Learning ◽  
Lesson Plan ◽  
Development Stage ◽  
Design Stage ◽  
Learning Tools ◽  
Test Results ◽  
Learning Materials ◽  
Is Research ◽  
Efficacy Trials

<p>The research is motivated not yet using CTL approach. In addition, the study provided yet foster the character value of students. This study aimed to the development of learning materials by using CTL approach with the integration of character value are valid, practical, and effective. The type of this research is research and development by using 4-D models. The stages of this research are define, design, and development. The define stage consists of analyzing of curriculum, students, and concept. Then, the learning materials as lesson plan, handout, student’s worksheet, and evaluation, were designed at design stage. The development stage was doing validity, practicality, and effectiveness test. The data of this research was collected by using validation instruments, questionnaire of students and teacher, observation and test instruments. The result of research with validity of the test results showed that the syllabus, lesson plans, teaching materials, worksheets and assessment sheets (cognitive, affective and psychomotor) developed very valid. The test results showed that the learning practicalities developed very practical. Based on the results of efficacy trials, it was stated that the developed learning very effectively used as learning tools are developed to improve the activity and competence of students in the cognitive, affective and psychomotor and behavioral character. And Those, learning materials by using CTL approach with the integration of character values are classification of very valid, very practical, and effective.</p>

Pengembangan Instrumen Penilaian Kinerja pada Praktikum Struktur dan Fungsi Sel Di SMA Negeri 1 Kota Jambi

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Nugroho Budhiwaluyo ◽  
Rayandra Asyhar ◽  
Bambang Hariyadi
Keyword(s):  
Performance Assessment ◽  
Student Performance ◽  
Cell Structure ◽  
Structure And Function ◽  
Assessment Instrument ◽  
Product Performance ◽  
Development Model ◽  
Test Results ◽  
Validity And Reliability ◽  
And Function

  This research aims to produce a final product in the form of a performance-assessment instrument on Cell Structure and Function experiment. The development model is ADDIE. Based on expert's judgment, the instrument was valid and can be tested in the field. Field-test results shown that the product performs high validity and reliability value on measuring student performance on Cell Structure and Function experiment. Therefore, it is concluded that this performance-assessment instrument theoretically and practically has a good quality for measuring student performance in both process and product performance on Cell Structure and Function experiment. Keywords: Development, Performance-Assessment Instrument, Cell Structure and Function Experiment 

scholarly journals 136 Reflections on the foundational scientific knowledge of undergraduate animal science students: a three-year study

2019 ◽  
Vol 97 (Supplement_1) ◽  
pp. 79-79
Author(s):  
Lauren R Thomas ◽  
Jeremy G Powell ◽  
Elizabeth B Kegley ◽  
Kathleen Jogan
Keyword(s):  
Student Performance ◽  
Scientific Knowledge ◽  
Assessment Tool ◽  
Undergraduate Teaching ◽  
Experimental Unit ◽  
Student Knowledge ◽  
Animal Science ◽  
Muscle Foods ◽  
Assessment Scores ◽  
Percentage Points

Abstract In 2015, the University of Arkansas Department of Animal Science developed a strategy for assessing student-learning outcomes within its undergraduate teaching program. The first recognized outcome states that students will demonstrate foundational scientific knowledge in the general animal science disciplines of physiology, genetics, nutrition, muscle foods, and production animal management. Subsequently, a 58-item assessment tool was developed for direct assessment of student knowledge—focusing primarily on freshmen and senior students. Over the past 3 academic calendar years, 381 students (196 freshmen, 48 sophomores, 19 juniors, 113 seniors, 5 graduates) were assessed, either during an introduction to animal science course or by appointment with outgoing seniors majoring in animal science. Scores were categorized using demographic data collected at the beginning of the assessment tool. Comparison categories included academic class, major, and general student background (rural or urban). Data analysis were performed using the Glimmix procedure of SAS, with student serving as the experimental unit and significance set at P ≤ 0.05. Generally speaking, animal science majors performed better (P < 0.01) than students from other majors, and students with a rural background performed better (P < 0.01) than their urban-backgrounded peers. Overall, senior assessment scores averaged 23-percentage points greater (P < 0.01) than freshmen assessment scores, and the average scores for freshmen and seniors were 43% and 66% respectively. In regards to student performance within each discipline, there was an average improvement of 24 percentage points between freshmen and seniors in all of the measured disciplines except for muscle foods, which only saw a 10-percentage point improvement between the two classes. While the overall improvement in scores is indicative of increased student knowledge, the department would like to see greater improvement in all discipline scores for seniors majoring in animal science.

Rare Diseases, Common Problems: Recognition and Management

PEDIATRICS ◽  
1978 ◽  
Vol 62 (6) ◽  
pp. 1056-1060
Author(s):  
Neil A. Holtzman
Keyword(s):  
Johns Hopkins Hospital ◽  
Full Time ◽  
Test Results ◽  
Irreversible Damage ◽  
Negative Results ◽  
Initial Symptoms ◽  
Metabolic Conditions ◽  
Common Problems

Although a growing number of inherited metaboic diseases can be treated effectively, diagnosis often comes too late to benefit the patient. There are at least two ways, however, in which diagnosis can be made before irreversible damage occurs. First, physicians whose services are sought when a patient becomes ill could be attuned to the possibility of metabolic conditions. This is difficult when the initial symptoms, for example, vomiting or poor feeding, resemble those of common, self-limited illnesses, or when they suggest, as with respiratory distress, other categories of serious illness. Second, all infants could be screened for indicators of some of these conditions. Then the primary physician has a responsibility to determine the significance of both positive and negative results and to decide whether follow-up is needed. This study had three objectives: (1) to determine whether physicians are aware of the common problems with which inherited metabolic conditions often present; (2) to determine whether their management of common problems facilitates the early diagnosis of such conditions; and (3) to assess their evaluation of screening test results. METHODS Physicians who were participating in three continuing education programs were asked to answer, anonymously, several questions dealing with recognition and in management of geneticmetaboic diseases before they were given any instruction on the subject. The same questionnaire was distributed to the pediatric house staff at The Johns Hopkins Hospital. The tabulated results were discussed with the respondents collectively during hour-long conferences. RESULTS AND COMMENTS Classification of Respondents One hundred fifty-six physicians returned the questionnaire: 67 pediatricians (in practice, 56; full-time faculty, 6: unknown, 5), 30 general or family practitioners, and 59 pediatric house officers.

Mathematics Grade as Correlate to Performance in the National Achievement Test

2020 ◽  
Vol 8 (1) ◽  
pp. 31-41
Author(s):  
Daryl T. Paredes ◽  
Ronalyn G. Albopera ◽  
Gladys T. Balog ◽  
Vincent A. Buladas ◽  
Mary Grace D. Hoyle ◽  
...  
Keyword(s):  
Academic Performance ◽  
Significant Degree ◽  
Achievement Test ◽  
Department Of Education ◽  
Test Results ◽  
Achievement Level ◽  
School Year ◽  
Documentary Analysis ◽  
Student’S Performance ◽  
The Relationship

Tests in schools can be informative. However, the Department of Education administered a set of examinations like the National Achievement Test which is designed to determine the learner's achievement level, strengths, and weaknesses in five curricular subject areas at the end of the school year. The study intended to look into the relationship between academic performance in Mathematics and NAT results. There has been a purposive universal sampling design. It is purposive because the research is only studying the academic performance in Mathematics, and universal because the subjects of the study are all the grade six pupils of Victoriano D. Tirol Advanced Learning Center for four consecutive school years. Documentary analysis was used as to the data of existing records on the academic performance and National Achievement Test results in Mathematics. The association between academic achievement and NAT outcomes in Mathematics was investigated using correlation analysis and one-way analysis of variance (ANOVA). The analyses revealed that there is a significant correlation between the pupil's academic performance and NAT results. Also, there is a significant degree of variance in the student's performance as to National Achievement Test Results in four consecutive school years.

Field test results of an automated exposure assessment tool, the local positioning system (LPS)

2005 ◽  
Vol 7 (7) ◽  
pp. 736 ◽  
Author(s):  
L. A. Lee ◽  
S. C. Soderholm ◽  
M. M. Flemmer ◽  
J. L. Hornsby-Myers
Keyword(s):  
Exposure Assessment ◽  
Field Test ◽  
Assessment Tool ◽  
Positioning System ◽  
Test Results ◽  
Local Positioning System

scholarly journals Non-specific diagnoses are frequent in patients hospitalized after calling 112 and their mortality is high – a register-based Danish cohort study

2020 ◽  
Author(s):  
Frederikke Vestergaard Nielsen ◽  
Mette Rønn Nielsen ◽  
Ida Lund Lorenzen ◽  
Jesper Amstrup ◽  
Torben Anders Kløjgaard ◽  
...  
Keyword(s):  
Cohort Study ◽  
International Classification Of Diseases ◽  
Rank Test ◽  
Test Results ◽  
Historical Cohort ◽  
Specific Diagnosis ◽  
Number Of Patients ◽  
Classification Of Diseases ◽  
Icd 10

Abstract Background The number of patients calling for an ambulance increases. A considerable number of patients receive a non-specific diagnosis at discharge from the hospital, and this could imply less serious acute conditions, but the mortality has only scarcely been studied. The aim of this study was to examine the most frequent sub-diagnoses among patients with hospital non-specific diagnoses after calling 112 and their subsequent mortality. Methods A historical cohort study of patients brought to the hospital by ambulance after calling 112 in 2007-2014 and diagnosed with a non-specific diagnosis, chapter R or Z, in the International Classification of Diseases, 10 th edition (ICD-10). 1-day and 30-day mortality was analyzed by survival analyses and compared by the log-rank test. Results We included 74,847 ambulance runs in 53,937 unique individuals. The most frequent diagnoses were ‘unspecified disease’ (Z039), constituting 47.0 % (n 35,279). In children 0-9 years old, ‘febrile convulsions’ was the most frequent non-specific diagnosis used in 54.3 % (n 1,602). Overall, 1- and 30-day mortality was 2.2 % (n 1,205) and 6.0 % (n 3,258). The highest mortality was in the diagnostic group ‘suspected cardiovascular disease’ (Z035) and ‘unspecified disease’ (Z039) with 1-day mortality 2.6 % (n 43) and 2.4 % (n 589), and 30 day mortality of 6.32 % (n 104) and 8.1 % (n 1,975). Conclusion Among patients calling an ambulance and discharged with non-specific diagnoses the 1- and 30-day mortality, despite modest mortality percentages lead to a high number of deaths.

scholarly journals Planning the Design and Execution of Student Performance Assessment in Serious Games

2021 ◽  
Vol 12 (1) ◽  
pp. 172-190
Author(s):  
Rháleff N. R. Oliveira ◽  
Rafaela V. Rocha ◽  
Denise H. Goya
Keyword(s):  
Performance Assessment ◽  
Student Performance ◽  
Serious Games ◽  
Proof Of Concept ◽  
Personalized Feedback ◽  
Student’S Performance ◽  
Good Internal Consistency ◽  
Learning Measurement ◽  
High Level

Serious Games (SGs) are used to support knowledge acquisition and skill development. For this, there is a need to measure the results achieved (both during and after students play) to ensure the game effectiveness. In this context, the aim is to develop and evaluate the AvaliaJS, a conceptual model to structure, guide and support the planning of the design and execution of the student's performance assessment in SGs. AvaliaJS has two artifacts: a canvas model, for high-level planning, and an assessment project document, for more detailed specifications of the canvas. To analyze and exemplify the use of the model, the artifacts were applied to three ready-made games as a proof of concept. In addition, the quality of AvaliaJS was evaluated by experts in SGs development and assessment using a questionnaire. The results of experts' answers confirm a good internal consistency (Cronbach's alpha α = 0.87) which indicates that AvaliaJS is correct, authentic, consistent, clear, unambiguous and flexible. However, the model will need to be validated during the process of creating a new game to ensure its usability and efficiency. In general, AvaliaJS can be used to support the team in the planning, documentation and development of artifacts and data collection in SGs, as well as in the execution of the assessment, learning measurement and constant and personalized feedback for students.

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