Concept Map: Alternative Assessment Tool in Laboratory Learning of Electrolysis

2016 ◽  
Vol 22 (12) ◽  
pp. 4216-4220 ◽  
Author(s):  
Intan Baizura A Ghani ◽  
Nor Affandi Yahaya ◽  
Nor Hasniza Ibrahim ◽  
Mohd Noor Hasan ◽  
Johari Surif
Keyword(s):  
Alternative Assessment ◽  
Assessment Tool ◽  
Concept Map ◽  
Laboratory Learning

Enhancing students' HOTS in laboratory educational activity by using concept map as an alternative assessment tool

2017 ◽  
Vol 18 (4) ◽  
pp. 849-874 ◽  
Author(s):  
I. B. A. Ghani ◽  
N. H. Ibrahim ◽  
N. A. Yahaya ◽  
J. Surif
Keyword(s):  
Alternative Assessment ◽  
Concept Maps ◽  
Assessment Tool ◽  
Concept Map ◽  
Thinking Skills ◽  
Learning Activities ◽  
Educational Activity ◽  
Chemistry Laboratory ◽  
Mapping Technique ◽  
Laboratory Learning

Educational transformation in the 21st century demands in-depth knowledge and understanding in order to promote the development of higher-order thinking skills (HOTS). However, the most commonly reported problem with respect to developing a knowledge of chemistry is poor mastery of basic concepts. Chemistry laboratory educational activities are shown to be less effective in developing an optimum conceptual understanding and HOTS among students. One factor is a lack of effective assessment and evaluation tools. Therefore, the primary focus of this study is to explore concept maps as an assessment tool in order to move students' thinking skills to a higher level during laboratory learning activities. An embedded mixed method design is used in this study, which has also employed a pre-experimental research design. This design triangulates quantitative and qualitative data, which are combined to strengthen the findings. A low-directed concept mapping technique, convergence scoring method, and pre-post laboratory concept map were used in this study. An electrolysis HOTS test was used as the research instrument in order to measure the level of student achievement with respect to high-level questions. In addition, the thought process that is involved when students construct concept maps has been explored and studied in detail by utilising a think-aloud protocol. Results showed a positive development towards understanding and higher level thinking skills in students with respect to electrolysis concepts learned through chemistry laboratory activities. An investigation of the students' thinking processes showed that high-achieving students were more capable of giving a content-based explanation of electrolysis and engaged in monitoring activities more often while building a concept map. Nonetheless, all categories of students managed to show a positive increase in the activities of explanation and monitoring during the construction of concept maps after they were exposed to the assessment tool in the laboratory learning activities. In conclusion, the assessment activity using concept maps in laboratory learning activities has a positive impact on students' understanding and stimulates students to increase their HOTS.

Developing an Applied Profile for Assessing the Perceived Effectiveness of Athletes’ Psychological Strategies: A Case Study at the Australian Institute of Sport

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Umut Doğan
Keyword(s):  
Instrument Development ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Psychological Resilience ◽  
Perceived Effectiveness ◽  
Australian Institute ◽  
Applied Assessment ◽  
Present Case Study

Existing tools measuring athletes’ psychological strategies have various practical limitations including (a) not capturing the perceived effectiveness of psychological strategies in pursuing desirable outcomes; (b) overlooking stages of competitive involvement, such as before training or the night before competition; (c) and being predominantly paper-based. In the present case study, the author explains the process of developing an alternative assessment tool called the Profile of Psychological Strategies (ProPS). This new profile aims to measure athletes’ perceptions of which strategies they use, to pursue which desirable outcomes, and how effectively. The ProPS has its theoretical roots in Fletcher and Sarkar’s approach to developing psychological resilience and was developed based on an adapted version of Radhakrishna’s Sequence for Instrument Development. This case study can be useful both for sport experts looking for a practical and flexible way to measure athletes’ psychological strategies and for those aiming to develop their own applied assessment tool.

scholarly journals Top-cited articles in medical professionalism: a bibliometric analysis versus altmetric scores

BMJ Open ◽  
2019 ◽  
Vol 9 (7) ◽  
pp. e029433 ◽  
Author(s):  
Samy A Azer ◽  
Sarah Azer
Keyword(s):  
Social Media ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Medical Professionalism ◽  
Research Dissemination ◽  
Learning And Teaching ◽  
Citation Counts ◽  
Number Of Citations ◽  
Highly Cited Articles ◽  
Highly Cited

IntroductionCitation counts of articles have been used to measure scientific outcomes and assess suitability for grant applications. However, citation counts are not without limitations. With the rise of social media, altmetric scores may provide an alternative assessment tool.ObjectivesThe aims of the study were to assess the characteristics of highly cited articles in medical professionalism and their altmetric scores.MethodsThe Web of Science was searched for top-cited articles in medical professionalism, and the characteristics of each article were identified. The altmetric database was searched to identify report for each identified article. A model to assess the relationship between the number of citations and each of the key characteristics as well as altmetric scores was developed.ResultsNo correlations were found between the number of citations and number of years since publication (p=0.192), number of institutes (p=0.081), number of authors (p=0.270), females in authorship (p=0.150) or number of grants (p=0.384). The altmetric scores varied from 0 to 155, total=806, median=5.0, (IQR=20). Twitter (54%) and Mendeley (62%) were the most popular altmetric resources. No correlation was found between the number of citations and the altmetric scores (p=0.661). However, a correlation was found for articles published in 2007 and after (n=17, p=0.023). To further assess these variables, a model was developed using multivariate analysis; did not show significant differences across subgroups. The topics covered were learning and teaching professionalism, curriculum issues, professional and unprofessional behaviour.ConclusionsAltmetric scores of articles were significantly correlated with citations counts for articles published in 2007 and after. Highly cited articles were produced mainly by the USA, Canada and the UK. The study reflects the emerging role of social media in research dissemination. Future studies should investigate the specific features of highly cited articles and factors reinforcing distribution of research data among scholars and non-scholars.

Integrating concept maps into a medical student oncology curriculum.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 10506-10506
Author(s):  
Sam Brondfield ◽  
Allen Seol ◽  
Katherine Hyland ◽  
Arianne Teherani ◽  
Gerald Hsu
Keyword(s):  
Medical Student ◽  
Concept Mapping ◽  
San Francisco ◽  
Concept Maps ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Pearson Correlation ◽  
Concept Map ◽  
Knowledge Retention ◽  
Cancer Type

10506 Background: Proliferating knowledge domains have prompted medical schools to reconsider how best to facilitate multidisciplinary learning. Concept maps promote knowledge retention and integration; however, the feasibility and utility of integrating concept maps into a medical student oncology curriculum as a learning and assessment tool have not previously been described. Methods: In 2015-2016, all 152 second-year University of California, San Francisco (UCSF) medical students in a hematology/oncology course produced a concept map about a single cancer type over four weeks. Two of three graders independently scored each map using a standard rubric. We used linear regression to calculate the Pearson correlation coefficient between graders and between concept map scores and preclinical examination scores, USMLE Step 1 scores, and clerkship grades. We sent course evaluations to 50 randomly selected students (as is typical in the UCSF curriculum) and performed an inductive content analysis of open-ended comments about concept mapping. Results: We graded all 152 concept maps. Inter-rater reliability was excellent ( r = 0.95 or greater between the graders). Concept map scores did not correlate with preclinical or clinical performance. 43 of 50 students (86%) rated the helpfulness of concept mapping on a 5-point agreement scale (1=strongly disagree; 5=strongly agree). The median rating was 3, and the mean (SD) rating was 2.81 (1.44). 22 of 50 (44%) students submitted comments about concept mapping. Some (9 of 22) found concept mapping useful, expressing themes such as “learning the material better” and delving into the “details.” Others (7 of 22) did not, expressing themes such as preferring “other study methods” and feeling that concept mapping was “busy work” or “stressful.” Conclusions: Integrating concept maps into a medical student oncology curriculum was feasible, and we demonstrated reliability evidence as an assessment tool. Future studies should explore whether integrating concept maps earlier in medical school, producing multiple concept maps over time with training and feedback, or developing concept maps collaboratively may increase utility as a learning and assessment tool.

Acoustic-Structural Coupling in Pipework

2007 ◽  
Author(s):  
Hugh Goyder
Keyword(s):  
Acoustic Waves ◽  
Alternative Assessment ◽  
Natural Frequencies ◽  
Assessment Tool ◽  
Acoustic Resonance ◽  
Assessment Method ◽  
Structural Vibration ◽  
Simple Method ◽  
Set Up ◽  
Two Degree Of Freedom

If an acoustic resonance is set up in a pipework system then it may cause structural vibration which can lead to a catastrophic fatigue failure. An investigation is made into the coupling between acoustic waves and pipework stress with the objective of developing a simple method for determining if stresses are excessive. The analysis of the coupled acoustic and structural vibration results in a two-degree-of-freedom model with two natural frequencies and two damping ratios. This model is impractical as an assessment tool because the natural frequencies and damping ratios are either not known at all or are only known imperfectly. The model is therefore manipulated to give the stress corresponding to the most unfavourable conditions for the natural frequencies. This results in a useful assessment equation which may be used in practical circumstances. Comparisons are made with an alternative assessment method based on uncoupled behaviour.

scholarly journals The Patchwork Text as Assessment Tool for Postgraduate Law Teaching in South Africa

Obiter ◽  
2020 ◽  
Vol 41 (2) ◽  
pp. 292-308
Author(s):  
JG Horn ◽  
L Van Niekerk
Keyword(s):  
Deep Learning ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Postgraduate Students ◽  
Traditional Assessment ◽  
Academic Knowledge ◽  
Assessment Approach ◽  
Problem Solvers ◽  
The Right

In the increasingly competitive higher education sphere, delivering graduates with a sound academic grounding in their discipline is no longer enough. Institutions of higher learning must yield lifelong learners who are employable and equipped with the practical skills required by the profession. To ensure this, the right assessment approach is key. While assessment has always been a crucial component of instruction, traditional assessment tools run the risk of being mere tools for certification, facilitating surface learning instead of deep learning. Assessment approaches need to be re-evaluated to strike a balance between encouraging deep learning and instilling proper academic knowledge in graduates. To contribute to such a re-evaluation of traditional assessment methods, this article reports on the introduction of the patchwork text (PWT) as an alternative assessment tool in postgraduate law teaching at the University of the Free State (UFS). After making the case for the move towards more authentic, alternative assessment techniques, the authors embark on a discussion of the main features of the PWT, as well as guidelines for drafting a PWT assessment. The focus then shifts to an overview of PWT implementation in other postgraduate modules, ending with a discussion of the authors’ experience introducing the PWT in their own teaching. Useful information about the authors’ approach is shared, including examples of formative assessment exercises used as part of the PWT, specifics regarding the portfolio of evidence of learning to be handed in, and an outline of the four “patches” making up the assessment. It is concluded that the PWT has proven to be a viable tool for assessing postgraduate students in certain law modules at the UFS. It has managed to promote deep learning, develop students into critical thinkers and problem-solvers, and compel them to continuously engage with the study material – all while achieving the intended learning outcomes. The PWT is therefore recommended to lecturers who seek to equip students with a macro-vision of their field of study, the ability to integrate and contextualise different areas of the discipline, and the skill to reflect critically on new, emerging developments in the field.

scholarly journals Classroom Assessment for EFL Learning to Speak at Junior high School

AL-TA LIM ◽  
2021 ◽  
Vol 28 (2) ◽  
pp. 134-144
Author(s):  
Luli Sari Yustina ◽  
Besral Besral ◽  
Hasnawati Hasnawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Classroom Assessment ◽  
Junior High ◽  
Formal System ◽  
Oral Assessment ◽  
Speaking Assessment ◽  
Speaking Skills

The present study investigated the current practice of EFL Classroom assessment focusing on speaking skills in Junior High School. Speaking Assessment is a tool used to evaluate students’ oral skills in the formal system by the English teachers. The investigation of classroom speaking assessment in this school was based on its effectiveness in light of alternative assessment tool and pedagogical values. By using ADDIE model, we constructed an oral assessment in accordance with the needs and levels of students as well as components on the oral assessment. There were five commons models such as Oral Interview, Role Play, Guessing Games, Story Telling and Oral Report that are communicative, relevant, continues, simple and various forms. These models can be used to assess students’ speaking skills regardless of time and place as its validity and practicality tests appeared to be high (93.75 and 87.5).  It can be concluded that these assessment models are applicable for teachers to assess students’ speaking skill. The paper further elaborates discussion on the utilizing of students’ ability, progress, and their learning process. In short, it is a high time for the teachers to apply these models in the classroom.

scholarly journals Using rubrics as alternative self-assessment technique of project

2019 ◽  
Vol 11 (3) ◽  
pp. 173-185
Author(s):  
Katerina Kasimatis ◽  
Theodora Papageorgiou
Keyword(s):  
Alternative Assessment ◽  
Assessment Tool ◽  
Learning Objects ◽  
Performance Criteria ◽  
Technological Education ◽  
Scientific Validity ◽  
Self Assessment ◽  
Assessment Technique ◽  
Wide Range ◽  
Assessment Rubric

In this paper, we investigate the effectiveness of employing rubric as a self-assessment technique of the project method, which covers a wide range of knowledge, skills and abilities in a variety of learning objects and activities. The assessment rubric is defined as a descriptive rating guide, which consists of specific pre-defined performance criteria (Petropoulou, Kasimatis&Retalis, 2015). It is an alternative assessment technique, which produces a valid evaluation through a process of determining attainment based on pre-defined qualitative classifications of specific criteria (Mitchel&Crawford, 1995). In this study, the assessment rubric was used as a self-assessment technique in the implementation of a project entitled "Utopia and Reality", conducted in ASPETE (School of Pedagogical and Technological Education) during the year 2017-2018.The students of two undergraduate departments of ASPETE (Civil Engineering Educators and Mechanical Engineering Educators) participated in the study. The rubric that was employed in the study included the following criteria (each with pre-determined quality levels; Kasimatis&Papanikolaou, 2012):Quality and Content completeness, Scientific validity, Structure and Organization, Form and Presentation.The quantitative analysis of the data revealed statistically significantly differences in the students’ self-assessment levels (as identified by the rubric) with respect to the students’ gender and the department of study. Moreover, the tool allowed the students to evaluate the end product of their efforts, thus allowing for their realizing the usefulness of the rubric as a self-assessment tool.   Keywords: self-assessment, project, rubric, assessment criteria, reflection

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