scholarly journals IT Student's Placement: Powered by Innovative Practices, Effective Assessment and Evaluation Methods for Improving Programming, Project Making and Professional Skills

2015 ◽  
Vol 0 (0) ◽  
pp. 244
Author(s):  
Rajesh Dontham ◽  
Manoj A. Patil ◽  
Sandeep A. Thorat
Keyword(s):  
Evaluation Methods ◽  
Professional Skills ◽  
Assessment And Evaluation ◽  
Effective Assessment

scholarly journals Classification of Evaluation Methods for the Effective Assessment of Simulation Games: Results from a Literature Review

2019 ◽  
Vol 9 (1) ◽  
pp. 19 ◽  
Author(s):  
Niluefer Deniz Faizan ◽  
Alexander Löffler ◽  
Robert Heininger ◽  
Matthias Utesch ◽  
Helmut Krcmar
Keyword(s):  
Literature Review ◽  
Current Trend ◽  
Evaluation Methods ◽  
Simulation Game ◽  
Simulation Games ◽  
Research Papers ◽  
Free Environment ◽  
Effective Assessment ◽  
A Current

As a current trend in teaching, simulation games play an active and important role in the area of technology-based education. Simulation games create an envi-ronment for scholars to solve real-world problems in a risk-free environment. Therefore, they aim to increase the knowledge base as well as learning experienc-es for students. However, assessing the effectiveness of a simulation game is necessary to optimize elements of the game and increase their learning effect. In order to achieve this aim, different evaluation methods exist, which do not always involve all phases when running a simulation game. In this study, we conduct a literature review to analyze evaluation methods for three phases of simulation games: pre-game, in-game, and post-game. Thirty-one peer-reviewed research papers met specified selection criteria and we classified them according to a di-dactic framework that illustrates four phases of running simulation games: Prepa-ration, Introduction, Interaction and Conclusion phase. Based on the results, we provide a concrete evaluation strategy that will be a guide to assess simulation games during all phases. This study contributes to theory by providing an over-view of evaluation methods for the assessment of simulation games within the different game phases. It contributes to practice by providing a concrete evalua-tion strategy that can be adapted and used to assess simulation games.

scholarly journals Akurasi dan Akuntabilitas Penilaian Kinerja Guru Pendidikan Agama Islam

ULUMUNA ◽  
2017 ◽  
Vol 18 (1) ◽  
pp. 221-242
Author(s):  
Lubna Lubna
Keyword(s):  
Religious Education ◽  
Evaluation System ◽  
Teacher Performance ◽  
Professional Skills ◽  
Assessment And Evaluation ◽  
Regular Control ◽  
Professional Teacher ◽  
The Subject ◽  
Evaluation And Assessment

There are a great number of teachers of Islamic religious education who hold a professional diploma and yet have not realized the tasks of competent professional teacher. The four indicators of competent and professional teacher, as these are elaborated in Statutes and Regulations, have not been integrated in teacher performance. This problem must be resolved. It requires a system that can control the implementation of the principles of professional teacher while at the same time does not ruin teacher’s profession and capability. This article offers professional-based assessment and evaluation of teacher performance as a medium for a regular control. This system will be able to measure teacher performance referring to their skills and to avoid deviation in the evaluation between what is taught and the subject being taught concerning teachers’ professional skills. With this professional-based evaluation system, the processes of evaluation and assessment become objective, accurate and accountable.

scholarly journals The Peel District School Board: A Leader In Supporting Its Teachers In Excellent Assessment And Evaluation

2003 ◽  
Vol 1 (2) ◽  
Author(s):  
Susan Meredith
Keyword(s):  
Secondary Schools ◽  
School Board ◽  
Student Assessment ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Student Progress ◽  
Assessment And Evaluation ◽  
Evaluation Strategies ◽  
Assessment Tasks ◽  
Effective Assessment

The Peel District School Board has long been committed to helping its teachers use the best assessment practices to improve student learning and the best known evaluation strategies and tools to ensure that student progress is tracked and reported fairly and accurately. The underpinning of all assessment and evaluation in Peel classrooms is Policy #14: Student Assessment and Evaluation in Peel Elementary and Secondary Schools. Revised in 2002, it reflects the policy, rationale, principles of effective assessment, a range of assessment tasks to promote fair and inclusive assessment, suggested assessment tools, and specific guides for elementary and for secondary schools. As well expectations around the communication of student progress and a glossary of assessment and evaluation terms, it ensures that no Peel educator, student or parent is left in the dark as to expectations. Policy #14 is supported by Policy # 70, Peel's Homework policy.

scholarly journals The Comparative Study of Clinical Competence of Emergency Nurses Using Self-Assessment and Evaluation Methods by Head Nurses

2019 ◽  
Author(s):  
Motahareh Musavi Ghahfarokhi ◽  
Elina Mehrafruz ◽  
Arman Radmehr ◽  
Maryam Kiarsi ◽  
Marziyeh Beigom Bigdeli Shamloo
Keyword(s):  
Clinical Competence ◽  
Professional Competence ◽  
Evaluation Methods ◽  
Clinical Competency ◽  
Clinical Environment ◽  
Emergency Nurses ◽  
Self Assessment ◽  
Clinical Competencies ◽  
Assessment And Evaluation ◽  
Nursing Managers

Abstract Background: Clinical competency is the ability of nurses in playing a professional role in a clinical environment specially emergency department as the quality of the services provided. The present study aimed to compare the clinical competence of the emergency nurses using self-assessment and evaluation methods by head nurses. Method: The study was designed in a descriptive-analytical way, collecting self-assessment questionnaire and evaluation methods by head nurse’s data. 70 nurses working in Emergency Departments of 3 Hospitals were selected and studied for 3 months based on entry requirements to the census. The instrument was a clinical competency questionnaire with questions in 7 functional fields and 63 skills. The data obtained from descriptive and inferential statistics were analyzed by SPSS-16. Result: The viewpoints of nurses and head nurses on the clinical competencies of nurses were assessed at a moderate level in the majority of domains. Nurses defined their clinical competencies at a significantly higher level compared to the head nurses (P<0.05). conclusion : The periodic assessment of emergency nurses as a critical part and the turning point of the hospital can guide the managers and nursing managers to pay attention to professional competence and promote continuing education programs for improving their competencies in this section.

scholarly journals Perspectives and Attitudes of Emergency Medicine Educators Towards E-Assessment Technologies

2021 ◽  
Author(s):  
Göksu Bozdereli Berikol ◽  
Buğra İlhan ◽  
Cem Oktay
Keyword(s):  
Emergency Medicine ◽  
Self Efficacy ◽  
Computer Use ◽  
Factors Affecting ◽  
Assessment And Evaluation ◽  
Self Confidence ◽  
Significant Difference ◽  
Learning Platforms ◽  
Effective Assessment ◽  
Medicine Education

Abstract Background: Distance assessment and evaluation(E-assessment) has recently regained popularity with the widespread use of distance education due to the pandemic. Emergency medicine education has developed theoretical and practical models on online learning and accelerated the studies on E-assessment of competencies on emergency care. While the educatiors and trainees are promptly adapting to the distance learning platforms, several factors can affect these adoptions to e-assessment models. Our study aimed to find these factors affecting the perspectives and attitudes on the practice among emergency medicine educators. Results: A survey was conducted on ninety participants of emergency medicine educators regarding self-efficacy, self-confidence, and attitudes towards E-assessment technologies. There was a statistically significant difference between computer use skills and scores, especially regarding self-confidence (p=0.02) and self-efficacy (p=0.01). We found no significant difference in terms of attitude (p=0.877). We found that those with very good computer skills had higher self-confidence and self-efficacy for distance exams. The participants' computer use skills affected self-confidence and self-efficacy for e-assessments. There was a significant difference in self-confidence (p=0.000) and self-efficacy (p=0.001) between those with and without e-assessment experience. Furthermore, the thought that it is an effective assessment and evaluation. Regarding screen sharing, 44.4% of the participants have ethical concerns; 30% were not concerned about this issue, and 25.6% were partially concerned. There was no statistically significant difference in ethical anxiety regarding e-assessment experiencing (p=0.914).Conclusion: The proficiency in using computers, experience in teaching, and the need for training on e-assessments are the key factors that affect e-assessments in emergency medicine education. Encouragement should be necessary to achieve the goal to spread the use of e-assessments in the era of the pandemic.

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