scholarly journals Assessing the educational impact of cognitive level of MCQ and SEQ on learning approaches of dental students

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Mahwish Arooj ◽  
Khadijah Mukhtar ◽  
Rehan Ahmed Khan ◽  
Tayyaba Azhar
Keyword(s):  
Assessment Tool ◽  
Dental Students ◽  
Assessment Tools ◽  
Learning Approach ◽  
Learning Approaches ◽  
Cognitive Level ◽  
Educational Impact ◽  
Surface Approach ◽  
Creative Commons ◽  
The Impact

Objectives: MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pakistan. This study explores the impact of assessment tool: MCQ’s and SEQ’s on learning approach of dental students and also identifies correlation between these assessment tools and deep & surface learning approaches in integrated and discipline based curriculum. Methods: A quantitative co-relational study was conducted in 2018 on 2nd and 4th year dental students. A pre-validated “Revised Study Process Questionnaire” was used. Spearman’s rho correlation coefficient and Wilcoxon signed ranks test were applied to determine the relationship between learning approaches and assessment tools. Internal consistency was calculated by Cronbach’s alpha. Results: Ninety six students out of one hundred and fifty completed the questionnaire. Correlation test showed that surface approach correlates significantly with MCQ’s (0.73) while no co-relation exists with SEQ’s (-0.14) in our study. Deep approach has a strong and significant correlation with SEQ’s (0.80) as compared to MCQ’s (0.056). Conclusion: Assessment tool has an impact on learning approaches used by the students. It was concluded that students used to prefer deep learning approach while preparing for SEQ’s as they were designed at higher cognitive level, whereas, they preferred surface approach while preparing for MCQ’s as they were developed at low cognitive order. doi: https://doi.org/10.12669/pjms.37.2.3475 How to cite this:Arooj M, Mukhtar K, Khan RA, Azhar T. Assessing the educational impact of cognitive level of MCQ and SEQ on learning approaches of dental students. Pak J Med Sci. 2021;37(2):---------. doi: https://doi.org/10.12669/pjms.37.2.3475 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals The Role of Digital Maturity Assessment in Technology Interventions with Industrial Internet Playground

Electronics ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 1134
Author(s):  
Annabeth Aagaard ◽  
Mirko Presser ◽  
Tom Collins ◽  
Michail Beliatis ◽  
Anita Krogsøe Skou ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Digital Transformation ◽  
Assessment Tools ◽  
Manufacturing Companies ◽  
Digital Interventions ◽  
Maturity Assessment ◽  
Industrial Internet ◽  
Digital Development ◽  
Key Dimensions ◽  
The Impact

The use of digital technologies such as Internet of Things and advanced data analytics are central in digitally transforming manufacturing companies towards Industry 4.0. Success cases are frequently reported, and there is clear evidence of technology interventions conducted by industry. However, measuring the impact and effect of such interventions on digital maturity and on the organizational adoption can be challenging. Therefore, the research aim of this paper is to explore how the combination of the different methods of Industrial Internet Playground (IIP) pilots, Shadow Infrastructure (SI) and digital maturity assessment can assist in conducting and documenting the technical, as well as organisational, impact of digital interventions. Through an elaborate literature review of existing digital maturity assessment tools and key dimensions in digital transformation, we have developed a digital maturity assessment tool (DMAT), which is presented and applied in the paper to identify digital development areas and to evaluate and document the effects of digital interventions. Thus, the paper contributes with new knowledge of how the IIP pilot and SI combined with digital maturity assessment can support effective, transparent and documented digital transformation throughout an organisation, as explored through theory and a practice case.

scholarly journals Learning Approaches, Learning Difficulties and Academic Performance of Undergraduate Students of Physiotherapy

2004 ◽  
Author(s):  
Shreemathi Mayya ◽  
A. Krishna Rao ◽  
Ramnaryana K.
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
English Language ◽  
Learning Difficulties ◽  
Positive Association ◽  
Learning Approach ◽  
Learning Approaches ◽  
Academic Problems ◽  
Significant Positive Association ◽  
Surface Approach

A locally developed ‘Approaches to Learning Inventory (ALI)’ was administered to explore the learning difficulties and learning approaches of undergraduate students of Bachelor of Physiotherapy, College of Allied Health Sciences, Manipal. University examination marks of these students were also collected. Learning approach and learning difficulties were summarized by computing mean, standard deviation and percentage of students experiencing some of the academic and non-academic problems. Spearman’s correlation was computed between standardized scores of examination marks, learning approach and learning difficulty scale scores. Academic performance has shown significant negative correlation with surface approach and various problems of learners like fear of failure and lack of confidence, non-academic distracters and poor English language ability. This study demonstrated significant positive association between surface approach and various problems of the learners. The students have also reported a number of academic and non-academic problems.

In Search of Greater Understanding: The Impact of Mastery Learning on Social Science Education

2020 ◽  
Vol 48 (2) ◽  
pp. 107-119
Author(s):  
Patrick R. Cundiff ◽  
Olivia McLaughlin ◽  
Katherine Brown ◽  
Keiondra Grace
Keyword(s):  
Social Sciences ◽  
Student Learning ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Relevant Literature ◽  
Learning Approach ◽  
Learning Approaches ◽  
Social Science Education ◽  
Level Of Understanding ◽  
The Impact

Mastery learning approaches were designed to improve student learning and elevate the level of understanding across a broader swath of students. These approaches operate under the belief that all students are capable of learning if given enough time. Little research has examined the utility or applicability of a mastery learning approach for social sciences outside of research methods courses. This study provides a review of the relevant literature on mastery learning, a discussion of the applicability of this approach to the teaching and learning of social sciences, and a review of the process and results of the conversion of more traditionally organized and taught courses to a mastery learning approach. Overall, our evaluation provides evidence that a mastery learning approach can make a significant impact on student learning.

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Margrét Sigrún Sigurðardóttir ◽  
Thamar Melanie Heijstra
Keyword(s):  
Deep Learning ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Male Students ◽  
Learning Approach ◽  
Learning Approaches ◽  
Surface Approach

Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.

Probing the question order effect while developing a chemistry concept inventory

2017 ◽  
Vol 18 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Molly A. Undersander ◽  
Travis J. Lund ◽  
Laurie S. Langdon ◽  
Marilyne Stains
Keyword(s):  
Assessment Tool ◽  
Order Effect ◽  
Assessment Tools ◽  
Concept Inventory ◽  
Order Effects ◽  
First Year ◽  
First Semester ◽  
Question Order ◽  
First Year University ◽  
The Impact

The design of assessment tools is critical to accurately evaluate students' understanding of chemistry. Although extensive research has been conducted on various aspects of assessment tool design, few studies in chemistry have focused on the impact of the order in which questions are presented to students on the measurement of students' understanding and students' performance. This potential impact has been labeled the question order effect in other literature and may be considered as a threat to the construct validity of the assessment tool. The set of studies described in this article tested whether question order effects were present within a concept inventory on acid-based chemistry. In particular, we tested whether the order of two conceptually isomorphic questions, one pictorial and one verbal, affected students' performance on the concept inventory. Two different versions of the inventory were developed and collected from students enrolled in the second semester of first-year university chemistry courses (general chemistry;N= 774) at two different institutions and to students enrolled in the first semester of organic chemistry (N= 163) at one of the two institutions. Students were further divided in two groups based on their self-reported level of effort in answering the concept inventory. Interviews were also conducted with a total of 19 students at various stages of the studies. Analyses of differences in students' responses to the two versions of the inventory revealed no question order effect in all settings. Implications for instructors and researchers are provided.

ICT-FLAG: a web-based e-assessment platform featuring learning analytics and gamification

2017 ◽  
Vol 13 (1) ◽  
pp. 25-54 ◽  
Author(s):  
David Gañán ◽  
Santi Caballé ◽  
Robert Clarisó ◽  
Jordi Conesa ◽  
David Bañeres
Keyword(s):  
Learning Analytics ◽  
Assessment Tool ◽  
Reference Model ◽  
Assessment Tools ◽  
Web Based ◽  
Ongoing Research ◽  
Content Type ◽  
Analysis And Design ◽  
Software Methodology ◽  
The Impact

Purpose The purpose of this paper is to present an innovative web-based eLearning platform called ICT-FLAG that provides e-assessment tools with general-purpose formative assessment services featuring learning analytics and gamification. Design/methodology/approach The paper reports on the technical development of the platform driven by the Reference Model for Open Distributed Processing software methodology, which guides the platform construction, including the analysis and design steps. Findings The ICT-FLAG platform is technically tested by integrating it into a real e-assessment tool. Results are positive in terms of functional and non-functional aspects as well as user’s satisfaction on usability, emotional state, thus validating the platform as a valuable educational tool. Research limitations/implications Because of the chosen technical paper as article type, validation of the impact of the ICT-FLAG platform in the learning process is not provided. Ongoing research with this platform is to measure the learning outcomes of its use in a real context of eLearning. Practical implications The paper shows implications of the main technical issues and challenges encountered during the integration of the ICT-FLAG platform with external eLearning tools, involving relevant aspects of interoperability, security, modularity, scalability, portability and so on. Originality/value This platform can fill the gap of many e-assessment systems, which currently do not have built-in analytical and gamification tools for learning, thus providing them with the experience to improve the quality of education and learning.

scholarly journals The impact of personal interactions on the stress of school administrators: The validation and application of an assessment tool

2017 ◽  
Vol 13 (3) ◽  
pp. 499
Author(s):  
Eloy López Meneses ◽  
Juan J. Leiva Olivencia ◽  
Esteban Vázquez-Cano
Keyword(s):  
Assessment Tool ◽  
School Administrators ◽  
High Stress ◽  
Educational Interventions ◽  
Assessment Tools ◽  
Modified Delphi ◽  
Mixed Analysis ◽  
Personal Interactions ◽  
Two Phases ◽  
The Impact

Purpose: To analyze personal interactions as one of the possible factors that can generate greater stress in school administrators. For this purpose, we present the design, validation and application of a survey that intends to measure the type of managerial functions that are associated with higher rates of personal interaction and their possible measurement as stressors of those performing administrative functions.Design/methodology/approach: To develop, validate and apply an assessment tool to measure the stress of school administrators. To this end, a mixed analysis methodology has been adopted, involving the selection of a group of experts, the calculation of an “expert proficiency coefficient” (Cabero & Barroso, 2013) and the subsequent validation of the survey using the modified Delphi method in two phases, with a sample of 30 school administrators and educational supervisors. The survey has also been subjected to a process to determine the trustworthiness and validity of the construct through exploratory and confirmatory factor analysis.Findings: The result is a 5-dimension, 31-item survey with a total score of 155 points and three measurements: low stress (1-50 points), medium stress (51-100 points) and high stress (101-155 points). The areas that generate the greatest amount of stress can be summarized in two categories: reprimanding teachers for non-performance of their duties and discipline management at the center (expulsions, bullying, fighting and drugs).Research limitations/implications: The survey was designed according to the socio-educational characteristics of the Spanish context. Further research in other educational contexts would require an adaptation of different items on the scale.Practical implications: Measuring the school administrator’s stress makes it possible to identify those functions that are more susceptible to intervention, both formative and administrative. This improves one of the key areas of school organization.Social implications: The improvement of the school institution and its governance starts with identifying those aspects that require educational interventions, but also social ones that imply a reflection on how schools in the 21st century are managed and organized.Originality/value: There are no Spanish studies that propose assessment tools to measure the stress of school administrators; in this sense, this study provides a framework for the Spanish context.

Embedding Performance Assessments for Leaders into Preparation

2018 ◽  
Vol 28 (3) ◽  
pp. 294-314
Author(s):  
Margaret Terry Orr ◽  
Liz Hollingworth ◽  
Janice Cook
Keyword(s):  
Leadership Development ◽  
Pilot Study ◽  
Assessment Tool ◽  
Performance Assessments ◽  
Assessment Tools ◽  
Learning Approaches ◽  
Self Assessment ◽  
Study Results ◽  
Embedding Performance ◽  
Principal Preparation Program

This article presents pilot study results of two leadership performance assessments, designed for a California principal preparation program and embedded in preparation using two learning approaches. The pilot study had two purposes: to evaluate the assessments‘ content validity and to evaluate the candidates’ leadership skills as demonstrated through their assessment products and an independent self-assessment tool. The evidence showed the tasks to be valid and useful tools for formative leadership development for different candidates and school settings. Participant feedback on the assessments‘ benefits and independent self-assessment ratings provided construct validation. We concluded that these are promising assessment tools for programs’ use in candidate assessment.

scholarly journals Self-Perceived Impact of COVID-19 Pandemic by Dental Students in Bucharest

2021 ◽  
Vol 18 (10) ◽  
pp. 5249
Author(s):  
Laura Iosif ◽  
Ana Maria Cristina Ţâncu ◽  
Andreea Cristiana Didilescu ◽  
Marina Imre ◽  
Bogdan Mihai Gălbinașu ◽  
...  
Keyword(s):  
Dental Education ◽  
Psychological Impact ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Learning Ability ◽  
Strong Impact ◽  
Educational Impact ◽  
Cross Sectional ◽  
The Impact ◽  
Very High

All social and economic systems worldwide, including the educational one have been disrupted by escalating the global COVID-19 pandemic. One of the most impacted areas were the medical and dental education fields, due to the forced break from clinical practice during the lockdown, which affected both the educational part, as well as the patients. Thus, the main goal of our research was to investigate the impact of the COVID-19 pandemic on the dental students’ education as related to their perceptions and evaluations, in Carol Davila University of Medicine and Pharmacy, Bucharest, Romania. A cross-sectional study was conducted on 878 dental students who reported their perception of the psychological and educational impact of this period by completing a Google Forms questionnaire. Collected data were statistically analyzed using Stata/IC 16. There was a severe psychological impact among the respondents, the levels of stress being perceived as high and very high (33.83%, n = 297; 28.59%, n = 251), similar to high and very high anxiety feelings (26.54%, n = 233; 24.26%, n = 213). Very high educational impact from the point of view of the acquisition of practical skills (48.52%, n = 426) and future professional perspectives (38.95%, n = 342) were recorded. While online theoretical learning ability was principally low (37.93%, n = 333) despite consistently modified time allocated to the individual study (44.35%, n = 389), most of the students evaluated the efficiency of lecturers in online courses as neutral (41.12%, n = 361). New dentistry teaching programs will have to be adopted taking into account the dynamics of the pandemic and its strong impact on our students, in order to improve both their wellbeing and the sustainability of dental education.

scholarly journals Development of a Sleep Assessment Module in the Automated Self-Administered 24-Hour (ASA24) Dietary Assessment Tool: New Research Opportunities

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 474-474
Author(s):  
Marissa Shams-White ◽  
Lauren O'Connor ◽  
Sydney O'Connor ◽  
Amy Miller ◽  
Beth Mittl ◽  
...  
Keyword(s):  
Sleep Quality ◽  
Assessment Tool ◽  
Dietary Assessment ◽  
Assessment Tools ◽  
Sleep Diary ◽  
Plain Language ◽  
Wake Time ◽  
Time In Bed ◽  
Sleep Assessment ◽  
The Impact

Abstract Objectives To develop a sleep assessment module in ASA24 to capture self-reported sleep behavior as an optional enhancement to the ASA24 Dietary Assessment Tool for adults. Methods Multiple self-reported sleep assessment tools were considered in module development, including the National Sleep Foundation Sleep Diary, the Activities Completed over Time in 24-hours (ACT24), Munich Chronotype Questionnaire (MCTQ), and the Consensus Sleep Diary (CSD) Core. Priority was given to minimal need for adaptation, questionnaire length to reduce survey fatigue, incorporating plain language, and optimizing for implementation in 24 hour recalls (24HR) and food records. Researchers with expertise in meal timing and sleep were consulted for feedback on content and utility and programmers with expertise in survey design were consulted on implementation. Lastly, the online data collection process and ASA24 System's output data files were tested for accuracy. Results The ASA24 sleep module contains ten questions and can be administered immediately following dietary assessment. Eight CSD Core questions were adapted to assess time in bed, time trying to go to sleep, and length of time to fall asleep; number and duration of nocturnal awakenings; wake time and time out of bed for the day; and perceived sleep quality. Two questions were added to capture sleep quality and comparability of reported sleep to a usual night's sleep. For users completing a 24HR, the module includes two questions on time of awakening and sleep quality immediately preceding the first reported meal; all 10 sleep questions are asked for the sleep period immediately following the last meal (i.e., 12 questions total), allowing for assessment of the impact of diet on sleep. In contrast, a food record is completed on the same day users consume the food, and thus all sleep questions address the sleep window prior to the first meal; a single record can be used to assess the impact of sleep on diet. Consecutive days of records can also be collected to capture sleep pre- and post-eating windows. Conclusions The ASA24 sleep module can assess sleep timing and quality and will be available in Fall 2021. Researchers can soon leverage this novel resource to examine the association of sleep with timing of eating and other chrononutrition variables. Funding Sources This project has been funded by the NIH.

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