Feedback Learning & Assessment: A Mutual Relationship

2020 ◽  
Vol 8 (10) ◽  
pp. 167-171
Author(s):  
Rahman Abdullah
Keyword(s):  
Learning Environment ◽  
Learning Assessment ◽  
Mutual Relationship ◽  
Good Assessment ◽  
Feedback Learning ◽  
Recognition Quality ◽  
University Setting

Assessment is an important tool, mechanism and approach to ensure accreditation, recognition, quality and standardization in any university’s program and courses. A good assessment that is fair, transparent and consistent should be communicated clearly between students and faculty staff to create a learning environment that is conducive to a university setting.

scholarly journals Assessing Student Social Studies Learning: Effects of Learning Environment, Inquiry, and Student Learning Interest

2019 ◽  
Vol 6 (1) ◽  
pp. 46-57
Author(s):  
Okta Rosfiani ◽  
Ma’ruf Akbar ◽  
Amos Neolaka
Keyword(s):  
Data Collection ◽  
Social Studies ◽  
Learning Environment ◽  
Student Learning ◽  
Primary Schools ◽  
Learning Assessment ◽  
Learning Effects ◽  
Muslim Society ◽  
Learning Score ◽  
Learning Interest

AbstractThis study aims to examine the effect of the learning environment, inquiry, and learning interest on student social studies learning assessment. The participants involved in this study are 130 students from public primary schools in South Jakarta. Data collection consists of social studies learning score, learning environment scale, inquiry scale, and learning interest scale. The results of the study show that the learning environment, inquiry, and learning interest directly influenced student social studies learning assessment in which inquiry and learning interest have a significant effect on student social studies learning assessment.AbstrakPenelitian ini bertujuan untuk menguji pengaruh lingkungan belajar, inkuiri, dan minat belajar terhadap penilaian belajar Ilmu Pendidikan Sosial (IPS) siswa. Peserta yang terlibat adalah 130 siswa dari sekolah dasar negeri di Jakarta Selatan. Pengumpulan data terdiri dari skor pembelajaran IPS, skala lingkungan belajar, skala inkuiri, dan skala minat belajar. Hasil penelitian menunjukkan bahwa lingkungan belajar, inkuiri, dan minat belajar secara langsung mempengaruhi penilaian belajar IPS siswa. Dimana inkuiri dan minat belajar memiliki pengaruh yang signifikan terhadap penilaian pembelajaran IPS.How to Cite : Rosfiani, O., Akbar, M., Neolaka, A. (2019).  Assessing Student Social Studies Learning: Effects of Learning Environment, Inquiry, and Student Learning Interest. TARBIYA: Journal of Education in Muslim Society, 6(1), 46-57. doi:10.15408/tjems.v6i1.11593.

scholarly journals The Effect of Learning Environment, Inquiry and Student Learning Interest on Student Social Studies Learning Assessment

2019 ◽  
Author(s):  
Okta Rosfiani
Keyword(s):  
Data Collection ◽  
Social Studies ◽  
Learning Environment ◽  
Student Learning ◽  
Primary Schools ◽  
Learning Assessment ◽  
Environment Scale ◽  
Learning Score ◽  
Learning Interest

This study aims to examine the effect between the learning environment, inquiry, and learning interest in student social studies learning assessment. The participants involved were 130 students from public primary schools in South Jakarta. Data collection consists of social studies learning score, learning environment scale, inquiry scale, and learning interest scale. The results of the study show that the learning environment, inquiry, and learning interest directly influence student social studies learning assessment. Where inquiry and learning interest have a significant effect on student social studies learning assessment

scholarly journals An Architecture of a Computer Learning Environment for Mapping the Student’s Knowledge Level

10.28945/3107 ◽  
2007 ◽  
Author(s):  
Edson Pimentel ◽  
Nizam Omar
Keyword(s):  
Learning Environment ◽  
Learning Difficulties ◽  
Assessment Process ◽  
Learning Assessment ◽  
Knowledge Level ◽  
Qualitative Information ◽  
Measuring Device ◽  
Know How ◽  
Computer Learning ◽  
Computer Learning Environment

It is unquestionably essential for students to gather their previous knowledge of specific subjects when they are about to learn new and more complex ones. The gaps left by the absence of well-defined learning prerequisites not only contribute to the increase in the learning difficulties, but also lead many students to fail in school. This situation gets even more serious when students are not aware of these gaps and do not know how to identify them. In this scene, the learning assessment process as a knowledge measuring device occupies a fundamental role. This paper represents an attempt to set out architecture of a computer learning environment for mapping the student’s knowledge level, which allows for a more specific identification of the learning gaps in order to supply the educational system with qualitative information.

scholarly journals Interaction Management Strategies in English Literature Lectures in Indonesian University Setting

2020 ◽  
Vol 5 (2) ◽  
pp. 315
Author(s):  
Akhyar Rido ◽  
Heri Kuswoyo ◽  
Rameliya Ayu
Keyword(s):  
Learning Environment ◽  
Qualitative Method ◽  
English Literature ◽  
Management Strategies ◽  
Wait Time ◽  
Entire Class ◽  
Video Recordings ◽  
University Setting ◽  
Interaction Management ◽  
Vital Factor

Interaction management strategies are increasingly set to become a vital factor in fostering active participants in university lectures. Following Rido, Ibrahim & Nambiar’s (2015) framework, this study investigated interaction management strategies used in English literature lectures in a university setting in Indonesia. This study employed a qualitative method and the data were gathered through video recordings. The findings showed that all literature lecturers employed three kinds of interaction management strategies such as code strategies, emotional strategies, and managing strategies. In code strategies, the lecturers used English during the entire class for clarity in opening, explanation, example, and closing. Meanwhile, in emotional strategies, the lecturers shared common strategies namely using non-verbal gestures and using humours or jokes in order to invite participation, to increase student’s motivation, and to create conducive learning environment. Then, in terms of managing strategies, the lecturers decided topic, controlled or switched the topic of discussion, decided who speaks, gave direction or commanded the students, gave extended wait time, and offered opportunity for student to speak in order to enable the students express their ideas and engage with the lectures. It is hoped that insights gleamed from this study will assist such lecturers to successfully manage their lectures and navigate the distribution of participation as well as content of the lesson.

scholarly journals Prior Learning Assessment and Recognition (PLAR) in Canadian Universities

2017 ◽  
Vol 28 (3) ◽  
pp. 99-119
Author(s):  
Charles H. Belanger ◽  
Joan Mount
Keyword(s):  
First Century ◽  
Learning Assessment ◽  
Prospective Students ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
University Culture ◽  
Part Time ◽  
The Government ◽  
The University ◽  
University Setting

This study suggests that Prior Learning Assessment and Recognition (PLAR) is gaining legitimacy in the university setting because of the Government/ Industry/ Labour agenda to prepare the workforce for the twenty first century; because of growing emphasis on lifelong learning characterized by mature students, part-time studies, and modular programs; because of the increasing integration of colleges and universities; and because of the prospective students' conviction that learning outside the classroom should be validated. Quality assurance and administrative issues have still to be resolved. At the same time, however, PLAR is not yet an important ingredient of university culture.

scholarly journals E-Learning and Constructivism: From Theory to Application

10.28945/3321 ◽  
2009 ◽  
Author(s):  
Alex Koohang ◽  
Liz Riley ◽  
Terry Smith ◽  
Jeanne Schreurs
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Learning Assessment ◽  
Learning Design ◽  
Self Assessment ◽  
Design Elements ◽  
Team Assessment ◽  
Learner Centered ◽  
E Learning

This paper presents a learner-centered model for designing e-leaming assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories - the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator’s assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.

Assessing Science Competence Achieved at a Distance

2008 ◽  
pp. 196-214
Author(s):  
Kevin F. Downing ◽  
Jennifer K. Holtz
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Environments ◽  
Assessment Methods ◽  
Learning Assessment ◽  
Online Learning Environments ◽  
Computerized Assessment ◽  
Assessment Of Student Learning ◽  
Online Methods

Assessment of student learning is integral to design of curricular experiences, a reality which is often purported to be more complex in online learning environments (Wijekumar, Ferguson & Wagoner, 2006) and characteristic of constructivist praxis (Comeaux, 2005-2006; Segall, et al., 2005). However, the framework within which evaluation occurs—with assessment as one form of evaluation, unique to the learning environment—is constant (Williams, 2004). Moreover, learning assessment was a meaningful topic pre-constructivism and assessment literature in online learning is nearly identical to that of assessment in general, especially as computerized assessment methods become more popular for all learners (Holtz & Radner, 2005; Robles & Braathen, 2002). There are differences and specific challenges; however, in practice those challenges need not be onerous. This chapter describes current practices in online learning assessment, notes similarities in on-site and online methods and explores the differences and how those differences are or can be addressed for online science learning.

Sign in / Sign up

Export Citation Format

Share Document