Implementation of Feedback Supporting Formative Assessment Into Mathematical Digital Learning Materials

2017 ◽  
Vol 6 (3) ◽  
pp. 26-35
Author(s):  
Stanislav Lukáč ◽  
Jozef Sekerák
Keyword(s):  
Active Learning ◽  
Formative Assessment ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Digital Learning ◽  
The European Union ◽  
Immediate Feedback ◽  
Learning Materials ◽  
Additional Information ◽  
Concrete Type

ABSTRACTOfficial documents of educational policy of the European Union highlight the importance of integrating ICT into education. Interactive learning materials play an important role in the meaningful use of ICT to support an active learning. Providing feedback dependent on student´s actions should be a standard part of the digital learning materials. The immediate feedback in the classroom during the learning process is in most cases provided by the teacher. The importance of feedback even increases when students work with the digital learning materials independently in the classroom or at home. Moreover, ICT tools offer a great potential for detecting and eliminating students' mistakes. A notification of a concrete type of error in student’s way of task solution and guiding students during the corrections of their solutions creates conditions for application of formative assessment which provides suggestions to students for improving their learning. The effectiveness of feedback depends on the way how the typical errors of students are taken into account and what way the appropriate hints are implemented in learning. Various forms of feedback should be implemented in the interactive learning materials in order to stimulate the active learning. In many available the digital learning materials there is often a minimal feedback provided on student´s solution of a certain task. This paper discusses the implementation of various types of feedback in an interactive mathematics learning environment. Even though the minimal feedback can stimulate the active learning, it may not be sufficient for some types of students who do not think deeply about their methods of problem solving. Higher levels of feedback are characterized by providing comments that depend on student's mistakes and by providing pieces of advice and other helpful additional information that are closely related to the solution of tasks. The diagnosis of typical student´s misconceptions was based on the analysis of the results of the prepared tests, which were given to students at high school. Demonstrations of the minimal feedback and higher levels of feedback are illustrated in the examples of fractions, percentages and investigation of function dependencies. The interactive learning materials are developed using Geogebra and MS Excel.

scholarly journals Active paper for active learning

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
Heather Brown ◽  
Robert Harding ◽  
Steve Lay ◽  
Peter Robinson ◽  
Dan Sheppard ◽  
...  
Keyword(s):  
Active Learning ◽  
Teaching Material ◽  
Immediate Feedback ◽  
Natural Interfaces ◽  
Electronic Documents ◽  
Additional Information ◽  
Electronic Form ◽  
Printed Books ◽  
Electronic Teaching

Paper documents have great advantages in readability, portability and familiarity, but are necessarily static and slow to update. Much recent research has concentrated on the dynamic demonstrations, immediate feedback, and easy updating that can be provided by electronic teaching material. Although an increasing number of teaching packages make use of both paper and electronic documents, the two are typically accessed by completely separate interfaces. We have been taking a different approach and investigating the use of a DigitalDesk (Wellner, 1991; Wellner, 1993) as a means of integrating normal paper teaching material with electronic versions of the same material. Many printed books also exist in electronic form, and our goal is to allow these books to be used as natural interfaces to any additional information that may be present in the electronic version.DOI:10.1080/0968776980060114

scholarly journals Bahan ajar interaktif untuk meningkatkan pemahaman konsep Matematika pada siswa SMA kelas X

2018 ◽  
Vol 5 (2) ◽  
pp. 192-203
Author(s):  
Nurhairunnisah Nurhairunnisah ◽  
Sujarwo Sujarwo
Keyword(s):  
High School ◽  
High School Students ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Learning Material ◽  
Compact Disk ◽  
School Students ◽  
Learning Materials ◽  
Mathematical Concepts ◽  
Average Value

Penelitian pengembangan ini bertujuan: (1) menghasilkan bahan ajar interaktif untuk meningkatkan pemahaman konsep matematika pada siswa kelas X SMA PIRI 1 Yogyakarta, (2) menghasilkan bahan ajar interaktif yang layak untuk meningkatkan pemahaman konsep matematika siswa kelas X SMA PIRI 1 Yogyakarta, dan (3) menghasilkan bahan ajar interaktif yang efektif untuk meningkatkan pemahaman konsep matematika siswa kelas X SMA PIRI 1 Yogyakarta. Penelitian pengembangan ini mengacu pada langkah-langkah desain pengembangan yang dikembangkan oleh Alessi & Trollip. Desain pengembangan tersebut dikelompokkan atas tiga prosedur pengembangan, yang meliputi: (a) tahap perencanaan (planning), (b) tahap desain (design), dan (c) tahap pengembangan (development). Penelitian ini (1) menghasilkan bahan ajar interaktif dalam bentuk digital yang dikemas menggunakan Compact Disk (CD) dan dilengkapi buku petunjuk yang dapat digunakan oleh siswa sebagai sumber belajar pendukung pembelajaran matematika, (2) produk yang dihasilkan dinilai sangat layak untuk meningkatkan pemahaman konsep matematika berdasarkan penilaian ahli materi, ahli media dan subyek uji coba, dan (3) produk yang dihasilkan efektif  meningkatkan pemahaman konsep matematika siswa kelas X SMA PIRI 1 Yogyakarta, terbukti dengan nilai rata-rata pretest sebesar 22,65 meningkat pada posttest sebesar 74,23 dengan nilai gain skor 0,71.Kata kunci: bahan ajar interaktif, pemahaman konsep, siswa SMA kelas X. INTERACTIVE LEARNING MATERIAL TO IMPROVE UNDERSTANDING OF MATHEMATICAL CONCEPTS IN HIGH SCHOOL STUDENTS OF CLASS XAbstractThis developmental research aims to: (1) produce an interactive learning material product for improving understanding of mathematical concepts of grade X students of SMA PIRI 1 Yogyakarta, (2) generate viable interactive learning materials for improving understanding of mathematical concepts of grade X students of SMA PIRI 1 Yogyakarta, and (3) generating interactive effective learning materials for improving understanding of mathematical concepts of grade X students of SMA PIRI 1 Yogyakarta. This research refers to the developmental phases developed by Alessi & Trollip. The developmental design was grouped into three development procedures, consisting of: (a) planning, (b) design, and (c) development. The research (1) produces interactive learning materials in digital form which are packed in Compact Disk (CD) and comes with manuals that can be used by students as learning resources supporting mathematics learning, (2) the product is considered highly feasible to improve the understanding of mathematical concepts based on the assessment of material experts, media experts, and subject trials, and (3) the product effectively improves the understanding of mathematical concepts of grade X students of SMA PIRI 1 Yogyakarta, as evidenced by the pretest average value of 22.65 increases in posttest to 74.23 with gain score value of 0.71.Keywords: interactive learning materials, conceptual understanding, high school students of class X 

PENERAPAN PENDEKATAN PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 002 BAGAN BESAR

2017 ◽  
Vol 5 (3) ◽  
pp. 411
Author(s):  
Elvi Zahara
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Increased Activity

The background of this research is the lack of students' mathematics learning outcomes. Thelow yield caused by the learning of mathematics teaching is so very boring, monotonous,stressful and meaningless. Departing from the problems that occur in the field, especially ingrade IV SDN 002 Bagan Besar then there needs to be a strategy that can provide learningmathematics is expected to show active learning, creative, effective and fun. This research istindaan class (PTK), instrument collecting data observation and test learning outcomes. Theresults obtained: Increased activity of the students from the first cycle to the second cycle arevery significant. The increase in active learning, creative, and fun efekif the students alsofollowed by an increase in student learning outcomes. This is evidenced by the increase in thelearning outcomes of the first cycle to the second cycle. Namely, from the average value of 88,27 (cycle I) increased to an average value of 97, 59 (cycle II).

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

2020 ◽  
Vol 3 (1) ◽  
pp. 67-83
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

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 ALPINE: Active Link Prediction Using Network Embedding

2021 ◽  
Vol 11 (11) ◽  
pp. 5043
Author(s):  
Xi Chen ◽  
Bo Kang ◽  
Jefrey Lijffijt ◽  
Tijl De Bie
Keyword(s):  
Active Learning ◽  
Protein Interactions ◽  
Link Prediction ◽  
Prediction Accuracy ◽  
Real Data ◽  
Network Embedding ◽  
Protein Protein Interactions ◽  
Additional Information ◽  
The Cost ◽  
Active Link

Many real-world problems can be formalized as predicting links in a partially observed network. Examples include Facebook friendship suggestions, the prediction of protein–protein interactions, and the identification of hidden relationships in a crime network. Several link prediction algorithms, notably those recently introduced using network embedding, are capable of doing this by just relying on the observed part of the network. Often, whether two nodes are linked can be queried, albeit at a substantial cost (e.g., by questionnaires, wet lab experiments, or undercover work). Such additional information can improve the link prediction accuracy, but owing to the cost, the queries must be made with due consideration. Thus, we argue that an active learning approach is of great potential interest and developed ALPINE (Active Link Prediction usIng Network Embedding), a framework that identifies the most useful link status by estimating the improvement in link prediction accuracy to be gained by querying it. We proposed several query strategies for use in combination with ALPINE, inspired by the optimal experimental design and active learning literature. Experimental results on real data not only showed that ALPINE was scalable and boosted link prediction accuracy with far fewer queries, but also shed light on the relative merits of the strategies, providing actionable guidance for practitioners.

Term extraction and management based on event templates

Terminology ◽  
2014 ◽  
Vol 20 (2) ◽  
pp. 151-170 ◽  
Author(s):  
Katia Peruzzo
Keyword(s):  
European Union ◽  
Knowledge Base ◽  
Legal System ◽  
Classification Criteria ◽  
The European Union ◽  
Additional Information ◽  
Term Extraction ◽  
Automatic Term Extraction ◽  
Multi Level ◽  
Victims Of Crime

The paper examines the possible usage of event templates derived from Frame-Based Terminology (Faber et al. 2005, 2006, 2007) as an aid to the extraction and management of legal terminology embedded in the multi-level legal system of the European Union. The method proposed here, which combines semi-automatic term extraction and a simplified event template containing six categories, is applied to an English corpus of EU texts focusing on victims of crime and their rights. Such a combination allows for the extraction of category-relevant terminological units and additional information, which can then be used for populating a terminological knowledge base organised on the basis of the same event template, but which also employs additional classification criteria to account for the multidimensionality encountered in the corpus.

scholarly journals Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Carmen Wing Han Chan ◽  
Fiona Wing Ki Tang ◽  
Ka Ming Chow ◽  
Cho Lee Wong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Metacognitive Awareness ◽  
University Education ◽  
Strong Impact ◽  
Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

scholarly journals Priming Numbas for formative assessment in a first-year mathematics unit

2021 ◽  
Author(s):  
Vivien Challis ◽  
Roger Cook ◽  
Pranit Anand
Keyword(s):  
Formative Assessment ◽  
Mathematics Learning ◽  
First Year ◽  
Rigorous Evaluation ◽  
Assessment Design ◽  
University Of Technology ◽  
Computer Based ◽  
Mathematical Sciences ◽  
Automated Feedback ◽  
Computer Aided Learning

This paper outlines an initiative that involved implementing ‘Numbas’ as a computer-based tool to support mathematics learning. ‘Numbas’ was implemented within the existing learning management system at Queensland University of Technology, where students engaged in formative assessment activities independently and were provided with automated feedback along the way. An initial evaluation was undertaken by learning designers using the ‘Assessment Design Decisions Framework’, and although more rigorous evaluation is underway, results indicate positive outcomes, and appropriate adjustment is likely to be made before rolling it out to other units within the School of Mathematical Sciences. This paper will be of interest to other educators looking for ways to embed independent computer-aided learning of mathematics.

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