An Examination of the Effect Two Different Evaluation Methods Used in CPR Training Have on the Learning Process / Analiza utjecaja dviju različitih metoda koje se koriste za procjenjivanje usvojenosti tehnike kardiopulmonalne reanimacije na proces učenja

2016 ◽  
Vol 18 (1) ◽  
Author(s):  
Esma Ozsaker ◽  
Fatma Demir Korkmaz ◽  
Nurten Tasdemir ◽  
Kevser Karacabay
Keyword(s):  
Learning Process ◽  
Evaluation Methods ◽  
Cpr Training

scholarly journals Learning Supervision as Implementation of Learning Leadership at MTs Nurul Huda Bogor City

2021 ◽  
Vol 4 (1) ◽  
pp. 65-84
Author(s):  
Gunarti Sukriyatun
Keyword(s):  
Performance Assessment ◽  
School Leadership ◽  
Learning Process ◽  
Performance Indicators ◽  
Evaluation Methods ◽  
Complete Data ◽  
Learning Objectives ◽  
Islamic School ◽  
Maximum Score ◽  
Made In

Teachers as determinants of the success of the learning process in schools/madrasahs have a very important role. In its activities the teacher must carry out several efforts so that the planned learning objectives are achieved. Various plans and preparations made in the learning process must be evaluated programmatically and continuously. One of the evaluation methods is the supervision of learning carried out by the principal/madrasah. With the supervision of learning, it is possible to know the problems that arise as well as find ways to solve the problems that exist in learning. Learning supervision is carried out as well as the implementation of learning leadership carried out by the principal/madrasah. From the results of the performance assessment of the head of Madrasah Tsanawiyah (MTs) Nurul Huda Bogor City, it was found that the supervision of teachers and education staff obtained a score of 42 out of a maximum score of 44 or 95.45%. The performance indicators of the head of madrasa in carrying out supervision are met with complete data support. Thus efforts to make changes in learning towards improvement will be realized. Keyword: supervision; learning; Islamic school; leadership.

scholarly journals DESIGN LEARNING AND THE ASSESSMENT OF INSTRUCTION

2011 ◽  
Author(s):  
O. R. Fauvel ◽  
C. R. Johnston ◽  
D. J. Caswell
Keyword(s):  
Learning Environment ◽  
Engineering Design ◽  
Learning Process ◽  
Subject Matter ◽  
Evaluation Methods ◽  
Student Rating ◽  
Design Learning ◽  
The Subject

The accreditation of engineering design components of the curriculum is based upon a characterization of design as “… creative, iterative, and often open-ended …”1. The Universal Student Rating of Instruction (USRI) is based upon a composite of expectations including those involving: organization, detail in course outline, responses to questions, opportunities for assistance, evaluation methods, and perception of instruction. In this paper we examine the competing nature of these two characterizations. Even the most casual perusal of the questions posed by the USRI reveals that the premise underlying this instrument is one that clearly (albeit implicitly) points to a number of expectations. The nature of the subject matter, the nature of the learning process, the learning environment, the role of the student, that of the instructor, and that of the relationships between all of these are all assumed to benefit from adherence to a particular pre-ordained form. Specifically, the curriculum is perceived to consist of a body of facts, the learning process involves a transfer of these facts from instructor to student, the role of the student is passive, and responsibility for learning is the sole preserve of the instructor. The authors hold that this most sterile and simplistic set of expectations is fundamentally at odds with what should be happening in a design course. In this paper we juxtapose the nature of design and design learning with the teaching algorithm underlying the USRI.

scholarly journals Relato de Experiência da Aplicação da Metodologia Ativa de Ensino com Pesquisa na Disciplina de Sistemas de Informação

2018 ◽  
Author(s):  
Felipe M. Sampaio​ ◽  
Jefferson P. De Almeida​
Keyword(s):  
Information Systems ◽  
Learning Process ◽  
Scientific Method ◽  
Evaluation Methods ◽  
Experience Report ◽  
Research Projects ◽  
Basic Principles ◽  
Research Activities ◽  
Learning Evaluation ◽  
Teaching Learning

​This paper presents an experience report of the active methodology “Teaching with Research” with the goal of improving the teching-learning process. The basic principles of this methodology were utilized as basis for the teaching planning for the Information Systems course in an informatics technician class. Two research projects were elaborated as guiding elements of the teaching-learning process (according to the adopted methodology). As reflections regarding the methodology application experience, it could be noticed increased participation of the students during the class activities. The professor has a modified role towards the students: acting like an advisor, guiding the developed research activities inside the classroom. With respect to the learning evaluation methods, it happened an increased valorization of the research path coursed by the student, mainly due to the methodologic organization of the proposed activities (based on the steps of scientific method).

Learning Lessons for Organizational Learning, Process Improvement, and Innovation

2014 ◽  
pp. 24-40
Author(s):  
Susan G. McIntyre
Keyword(s):  
Organizational Learning ◽  
Process Improvement ◽  
Learning Process ◽  
Evaluation Methods ◽  
Lessons Learned

The lessons learned process provides a methodology for groups and organizations of any size to become better at what they do. Its beauty is in its simplicity and versatility. It can be used by individuals, small- or medium-sized teams, and any-sized corporations. What makes it differ from other process improvement or evaluation methods is the focus on the capturing and analysis of lessons by the very people who experienced the learning situations and those people who will benefit from future adaptations. As such, the lessons learned process is linked to organizational learning and, at its very best, will inspire innovational changes that lead to excellence. This chapter defines and scopes lessons learned; describes the basic methodology, applications, and types; and provides anecdotal examples of three scales of the process.

scholarly journals PENDIDIKAN KARAKTER BANGSA DALAM PERSPEKTIF ISLAM UNTUK SISWA SD (SESUAI DENGAN KONSEP PENDIDIKAN KARAKTER KEMENDIKBUD)

2019 ◽  
Author(s):  
repositori STKIP PGRI Pasuruan PPKN ◽  
Wirda Amilia
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Moral Education ◽  
Learning Process ◽  
Evaluation Methods ◽  
Ministry Of Education

Character education in elementary school is a positive thing that can affect the character of students. Morality is used as science as the term in islam that character education is also called moral education. The foundation of character education is mentioned in the Ministry of Education and Culture’s regulation which is leaning on the Qur’an and Hadith. The learning process in Elementary School uses Approach, Curriculum, And Evaluation methods and is associated with the Tadzkirah Model.

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