scholarly journals Students' Beliefs on Portfolio Assessment

2013 ◽  
pp. 225
Author(s):  
Andrés Canga Alonso
Keyword(s):  
Higher Education ◽  
Evaluation System ◽  
Portfolio Assessment ◽  
Assessment Tools ◽  
Learning Tools ◽  
English Studies ◽  
Spanish Translation ◽  
Final Exam ◽  
Active Involvement ◽  
The Subject

The development of the European Space for Higher Education (ESHE) not only encourages students’ active involvement in their learning process, but also promotes formative assessment. Therefore, the aim of this research is to analyse students´ beliefs on portfolio assessment in the subject Spanish-English/English-Spanish Translation of the degree in English Studies at a university in Spain. A questionnaire was administered at the end of the semester to check learners’ views on the implementation of an evaluation system based on portfolios. The results indicate that most of the students involved in the study recognise that using portfolios as assessment tools foster their learning since these learning tools favour reflection on one’s own learning as well as revision for the final exam. Contrariwise, learners think that portfolio assembling is time consuming and implies hard work. However, they also feel it is rewarding since they get a better grade at the end of the semester.

Design, Development and Implantation of Self-Assessment Tools in the Subject of Manufacturing Engineering in Engineering Degrees at the University of Malaga

2016 ◽  
Vol 853 ◽  
pp. 24-29 ◽  
Author(s):  
F.J. Trujillo ◽  
M.J. Martín ◽  
F. Martín ◽  
Lorenzo Sevilla
Keyword(s):  
Evaluation Methods ◽  
Assessment Tools ◽  
First Year ◽  
Design Development ◽  
Self Assessment ◽  
Final Exam ◽  
Weak Points ◽  
The Subject ◽  
Manufacturing Engineering ◽  
The University

At the presented work, the results obtained by the implementation of self-assessment tools in the subject of Manufacturing Engineering are analyzed. This is the first subject that has been taught by the Department of Manufacturing Engineering Processes at the University of Malaga in all new engineering degrees within the EHEA framework. First, weak points related to the criteria, tools and evaluation methods have been identified, which were detected during the first year teaching the subject. In order to improve the academic outcomes, new evaluation methods and additional assessment tools have been developed. For this purpose, ICT based tools have been used to support teaching. Finally, the academic results after its implantation have been compared with those previously obtained. As a result, an increase in the number of students who passed the exams together with an improvement in the average marks has been observed, as well as a reduction in the number of student skipping the final exam.

Measuring Service Quality in The Context of Higher Education in Vietnam

2013 ◽  
pp. 77-90
Author(s):  
Yen Nguyen Thi Hoang
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Exploratory Study ◽  
Measurement Scale ◽  
Education Service ◽  
The Subject

This paper focuses on the understanding of service quality in the context of Vietnamese universities. It proposes an approach for measuring the quality of the higher education service provided by universities in Vietnam. Firstly, an exploratory study was conducted. Then, the set of items which were generated became the subject of a questionnaire that was then administered to 675 students of a Vietnamese university to determine the dimensions of higher education service quality in this context. The obtained results permit us to appropriate a measurement scale which is slightly different from the SERVQUAL scale widely known as the standard for measuring service quality. The results also show that tangible elements, responsiveness and assurance seem to be three specific dimensions of the higher education service of Vietnamese universities.

Applying Circle Game to Enhance Students’ Speaking Skill

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Putri Denaya Side Ayu ◽  
Heri Hidayatullah ◽  
Sri Ariani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Active Involvement ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Speaking Skills

This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.

scholarly journals Evolution of university governance in Morocco: Which impacts?

2020 ◽  
Vol 9 (5) ◽  
pp. 94
Author(s):  
Khalid Ayad ◽  
Khaoula Dobli Bennani ◽  
Mostafa Elhachloufi
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Empirical Studies ◽  
University Governance ◽  
General Review ◽  
Theoretical Literature ◽  
Quality Of Higher Education ◽  
The Subject ◽  
The Way

The concept of governance has become ubiquitous since it is recognized as an important tool for improving quality in all aspects of higher education.In Morocco, few scientific articles have dealt with the subject of university governance. Therefore, we will present a general review of the evolution of governance through laws and reforms established by Moroccan Governments from 1975 to 2019. The purpose of the study is to detect the extent of the presence of university governance principles in these reforms.This study enriches the theoretical literature on the crisis of Moroccan university and opens the way to new empirical studies to better understand the perception of university governance concept in the Moroccan context and to improve the quality of higher education and subsequently the economic development of the country.The findings of this study show an increasing evolution of the presence of university governance principles in reforms and higher education laws.

scholarly journals To what extent emotion, cognition and behaviour enhance a student’s engagement: A case study on the MAJA teaching approach

2021 ◽  
pp. 147821032110320
Author(s):  
Matt M. Husain
Keyword(s):  
Higher Education ◽  
Cognitive Engagement ◽  
Learning Outcome ◽  
Soft Or ◽  
Final Exam ◽  
Course Content ◽  
Higher Education System ◽  
Student Aspirations ◽  
Class Environment

This empirical article problematises student engagement in today’s higher education system. The objective of this research is to stimulate a student’s behavioural, emotional and cognitive engagement. I employed an inclusive, inductive and reflexive approach and used mixed methods for collecting data from 948 volunteer participants. The preliminary findings illustrate that playing soft or lively music for a few minutes before a class as well as contextualising and delivering course content combined with enrolled students’ background, hobbies and preferences can go a long way in stimulating emotional and cognitive engagements. The findings also reveal that offering chair yoga during mid-term and/or final exam periods as well as encouraging students to hydrate can lead to increasing behavioural adjustments and then in attention and engagement. The results are encapsulated in a novel teaching framework, MAJA (meaning fun in Sanskrit) that stands for: (a) music, (b) anonymous class survey, (c) jest, and (d) aliment. The framework illuminates that when students tangibly sense a connection between a safe and comfortable class environment and course content, their participation increases and absenteeism decreases. They also promote student aspirations and accountability that facilitate critical thinking, an imperative learning outcome in higher education.

scholarly journals Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (8) ◽  
pp. 402
Author(s):  
Linda Helene Sillat ◽  
Kairit Tammets ◽  
Mart Laanpere
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Need To Evaluate ◽  
Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

Designing Performance Metrics and Rubrics to Assess Student Outcome Attainment in Engineering Project Design Course

2021 ◽  
pp. 002205742110325
Author(s):  
Rashima Mahajan ◽  
Dipali Bansal
Keyword(s):  
Performance Metrics ◽  
Learning By Doing ◽  
Assessment Tools ◽  
Student Outcome ◽  
Project Design ◽  
Continuous Assessment ◽  
Engineering Project ◽  
Assessment And Evaluation ◽  
Active Involvement ◽  
Result Analysis

The identification and development of efficient assessment and evaluation procedures (Performance Metrics) is crucial for analyzing Student Outcome attainment in Engineering Programs. The present paradigm shift in the education system has diverted the focus from teacher-centric approach to learner-centric approach. It involves the active involvement of students for their respective learning. Students are intended to perform better when they get opportunity to develop skills through experiential learning. In an engineering curriculum, Project-based courses are embedded to incorporate “learning by doing” approach and provide additional orientation to the theoretical courses studied. With this vision, the objective of this article is to present a process for continuous assessment and evaluation of graduates learning in their respective Project Design course. A sequenced procedure from defining Performance Metrics/Indicators (as per Bloom’s learning levels) for Project course to evaluate results for assessing subsequent student outcome attainment level is presented. This includes development of Rubrics for selected student outcome (ABET-EAC2) related to Project design course, collating the data using direct and indirect assessment tools and their result analysis. Engineering Accreditation Commission (EAC) as defined by ABET (Accreditation Board for Engineering and Technology) has listed seven student outcomes. EAC2 defines capability of student to produce problem-specific potential design solutions to address functional requirement of societal and environmental needs. The methodology is described and implemented by taking sample data of one pass out batch of one of the Engineering Program at our Institute. The results are evaluated and analyzed according to the expected attainment level. A comprehensive analysis leads to designing and incorporation of subsequent improvement measures to establish accountability for Outcome-Based Education in terms of student’s employability.

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