Examining the Reliability of Scores From a Performance Assessment of Practice-Based Competencies

2018 ◽  
Vol 37 (8) ◽  
pp. 973-988
Author(s):  
Mary Roduta Roberts ◽  
Cecilia Brito Alves ◽  
Karin Werther ◽  
Louise M. Bahry
Keyword(s):  
Performance Assessment ◽  
Error Term ◽  
Future Research ◽  
Therapy Program ◽  
Rater Behavior ◽  
Assessment Of Practice ◽  
Generalizability Analysis ◽  
Practical Exam ◽  
Program Data ◽  
A Performance

The purpose of this study was to examine the reliability and sources of score variation from a performance assessment of practice competencies within an occupational therapy program. Data from 99 students who participated in a practical exam were examined. A generalizability analysis of analytic, total, and overall holistic scores was completed accounting for the nested design. The results demonstrated that rater pairs produced highly reliable (i.e., G > 0.93, ϕ > 0.90) overall holistic, total, and analytic scores. In all scoring scenarios, student variation accounted for the largest percentage of total variance with less variation attributable to raters. However, the interaction-error term accounted for the second most variation within the system. Findings from this study suggest possible differences in rater behavior raising questions for future research around the processes raters use to generate holistic versus analytic scores.

Contextual Learning Approach and Performance Assessment in Mathematics Learning

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly. 

scholarly journals CPU Overclocking: A Performance Assessment of Air, Cold Plates, and Two-Phase Immersion Cooling

2021 ◽  
pp. 1-1
Author(s):  
Bharath Ramakrishnan ◽  
Husam Alissa ◽  
Ioannis Manousakis ◽  
Robert Lankston ◽  
Ricardo Bianchini ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Two Phase ◽  
Immersion Cooling ◽  
Cold Plates ◽  
A Performance

scholarly journals English for Academic Purposes Programs: Key Trends Across Canadian Universities

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Scott Roy Douglas ◽  
Michael Landry
Keyword(s):  
Graphical Representation ◽  
English For Academic Purposes ◽  
University Education ◽  
Future Research ◽  
Secondary English ◽  
Canadian Universities ◽  
Post Secondary ◽  
Canadian Context ◽  
Toefl Ibt ◽  
Program Data

Because of the large number of post-secondary English for academic purposes (EAP) programs and the varying ways they are structured, it can be difficult to identify how a particular program fits within the overall landscape of university education.  To identify general trends across Canada, the webpages for 74 EAP programs at 50 public English-medium universities were examined for key information related to each program.  Data analysis included descriptive statistics as well as graphical representation.  The results pointed to typical EAP programs that are independent units that offer non-credit courses with some credit options, have international tuition fees around $9,000 per semester, provide approximately 22 hours of instruction per week, and generally require IELTS scores over 5.0 or TOEFL iBT scores over 59 for entry.  These results provide an avenue of comparison and indicate the need for future research to better understand how EAP programming is conceptualized in the Canadian context.

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