scholarly journals OSPE in Biochemistry –A step towards implementation of competency based undergraduate curriculum

2021 ◽  
Vol 8 (3) ◽  
pp. 234-236
Author(s):  
Syyeda Anees ◽  
Sheetal Harakuni ◽  
Ruksana Kausar
Keyword(s):  
Formative Assessment ◽  
Phase 1 ◽  
Undergraduate Curriculum ◽  
Assessment Tools ◽  
Validity And Reliability ◽  
Practical Examination ◽  
Significant Difference ◽  
Competency Based ◽  
Affective Domains ◽  
Better Than

 Competency based undergraduate curriculum stresses on objectivity, uniformity, validity and reliability of the assessment tools since assessment drives learning. Conventional Practical Examination (CPE) in Biochemistry is subjective and associated with examiner variability and raises concerns over its validity and reliability. Objective Structured Practical Examination(OSPE) addresses this problem as it includes objective testing through direct observation, assessment of knowledge, comprehension and skills.In this study the performance of 1 MBBS students in CPE & OSPE was compared & perception of students and faculty towards OSPE as Formative Assessment was evaluated.  Study included total of 150 Phase 1 MBBS students of 2019-20 batch & faculty of Biochemistry were included. CPE and OSPE was conducted on topic “Estimation of Blood Glucose” and marks were awarded.OSPE was conducted with 2 procedure & 4 response stations. Statistical Analysis: Percentage graphs & Student’s’ test using MS Excel were used.  There was statistically significant difference between the mean scores of CPE and OSPE (P < 0.01).  Our study concludes that the scores of OSPE were better than that of CPE. OSPE eliminated examiner bias by integration of cognitive, psychomotor and affective domains. Therefore OSPE can be introduced as Formative Assessment & Summative Assessment.

Formative Assessment in Hands-On STEM Education

2020 ◽  
pp. 165-193
Author(s):  
Bryanne Peterson ◽  
Britton T. Hipple
Keyword(s):  
Formative Assessment ◽  
Stem Education ◽  
Learning Opportunities ◽  
Qualitative Assessment ◽  
Elementary Level ◽  
Hands On ◽  
Hands On Learning ◽  
Competency Based ◽  
Development Of Students ◽  
Better Than

This chapter serves as an introduction to transdisciplinary learning, Integrative STEM Education, and current methods for infusing formative assessment into hands-on instruction at the elementary level. Subscribing to the approach that formative assessment is a process that takes place in the classroom to enable learning, the chapter discusses the use of engineering notebooks, competency-based assessment, and qualitative assessment (rubrics and portfolios) in the context of formative assessment while facilitating hands-on learning opportunities. In addition to introducing each of these topics from a research and literature perspective, examples are provided and discussed from a practical perspective. No one formative assessment is better than another, however, one type may be more practical due to the teacher's willingness to try new things, development of students, standards teacher is measuring, type of lesson/unit, time, available resources, and associated costs.

Using Formative Video Competencies and Summative In-Person Competencies to Examine Preparedness for Entry-Level Professional Practice

2020 ◽  
Vol 41 (04) ◽  
pp. 310-324
Author(s):  
Jerry K. Hoepner ◽  
Abby L. Hemmerich
Keyword(s):  
Formative Assessment ◽  
Assessment Tools ◽  
Competency Assessment ◽  
Entry Level ◽  
Competency Based Education ◽  
Pilot Investigation ◽  
Competency Based ◽  
Criterion Referenced ◽  
And Performance ◽  
Effective Assessment

AbstractA key element of competency-based education is assessment. Effective assessment requires access to a core set of expectations that match a learner's level of preparation. Miller's triangle provides a framework for establishing appropriate expectations that move learners from novice to entry-level clinicians. Formative assessment and feedback are a crucial part of facilitating learning in this context. A pilot investigation was conducted to examine the effects of a formative, video competency on performance in a summative, live competency. Rubrics were used to score performance on two competencies, an oral mechanism exam (OME) and a clinical bedside swallowing examination (CBSE). Performance on the OME was significantly improved in the summative competency, compared with the formative, video competency. Performance on the CBSE did not change from formative to summative competency. Assessment in competency-based education is important as a measure of readiness for entry-level practice. Formative assessment and feedback can improve preparedness and performance on summative competencies. Detailed, criterion-referenced assessment tools are crucial to identifying performance. While the OME rubric used in this investigation appears to meet that standard, it is likely that the CBSE rubric was not specific enough to detect changes.

scholarly journals Assessing Elementary School Students’ Manipulative Skill Competency in China

2021 ◽  
Vol 18 (6) ◽  
pp. 3150
Author(s):  
Jun Chen ◽  
Xiaozan Wang ◽  
Zhanjia Zhang ◽  
Weiyun Chen
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Assessment Tools ◽  
Skill Assessment ◽  
Validity And Reliability ◽  
School Students ◽  
Reliable Assessment ◽  
Significant Difference ◽  
The Mean ◽  
High Degree

This study aimed to test the validity and reliability of the Physical Education (PE) Metric Assessment Rubrics for assessing 4th-grade students’ manipulative skill competency and examine how well they demonstrated manipulative skill competency. Participants were 4th-grade students at six elementary schools in China. A total of 535 4th-grade students were assessed their soccer skills and 819 4th-grade students were assessed their basketball skills using the PE-Metric Assessment Rubrics. The results found that the soccer and basketball skill assessments had a high degree of internal consistency. And the results showed that the soccer and basketball skill assessment rubrics had a good factor structure. The students’ mean score in soccer and basketball skills assessment was lower than the Overall Competent Level. Further, the t-test indicated that soccer and basketball skill assessments had a significant difference in the mean score of Overall Competent Level between the boys and the girls. The PE-Metric Assessment Rubrics were valid and reliable assessment tools for assessing the manipulative skill competency in soccer and basketball skills among 4th-grade students in China. This study suggested that Chinese elementary school students need to improve basic manipulative skill competency in soccer and basketball skills.

scholarly journals School Performance, Leadership and Core Behavioral Competencies of School Heads: Does Higher Degree Matter?

2020 ◽  
Vol 6 (5) ◽  
Author(s):  
Manuel E. Caingcoy ◽  
Romeo Jr L. Lepardo
Keyword(s):  
School Performance ◽  
Department Of Education ◽  
Assessment Tools ◽  
Cross Sectional ◽  
Policy Makers ◽  
Significant Difference ◽  
School Heads ◽  
Very High ◽  
Better Than ◽  
Behavioral Competencies

This paper finds out whether a higher degree matters in school performance, and in demonstrating leadership and core behavioral competencies among school heads. This was conducted to support the existing and future policies of the Department of Education and interested funders for the scholarship and advanced studies of school heads. Using a cross-sectional method, it involved 192 randomly selected participants. Data on school performance was obtained at the office of Surigao del Sur Division, while data on competencies were gathered through the self-administered assessment tools developed by the Department of Education. These data were analyzed using descriptive statistics and analysis of variance. Results revealed that there was no significant difference in the school performance of school heads. This implies that the highest degree obtained is not a guarantee for better school performance. As found, those with doctorate degrees had a very high and consistent demonstration in all dimensions of leadership and core behavioral competencies. As unveiled, there were significant differences in the demonstrated competencies based on the highest educational qualifications. These imply that obtaining the highest degrees can allow school heads to acquire, develop, and demonstrate the competencies consistently better than their counterparts. Results have implications for DepEd officials, funders, and policy-makers.

Transplantation of coral fragment, Acropora formosa (Scleractinia)

2014 ◽  
pp. 1
Author(s):  
Hanny Tioho ◽  
Maykel A.J Karauwan
Keyword(s):  
Fragment Size ◽  
Observation Time ◽  
Minimum Size ◽  
Average Growth Rate ◽  
Average Growth ◽  
Significant Difference ◽  
Acropora Formosa ◽  
Survival And Growth ◽  
One Way Anova ◽  
Better Than

The minimum size of coral transplants, Acropora formosa, was assessed to support their survival and growth. For this, 150 coral fragments of different sizes (5, 10, 15 cm) were transplanted close to the donor colony. Their survivorship and growth were observed for 12 months. At the end of the observation time, 90% of 15 cm-transplanted coral fragments survived, while the others (10cm and 5 cm) did 86% and 82% respectively. The average growth rate of 5 cm-coral fragments was 0.860 cm/month, while 10 and 15 cm-fragments were 0.984 cm/month and 1.108 cm/month respectively. One-way ANOVA showed that there was significant difference (p<0.05) among the three (5, 10, 15 cm) transplant initial sizes in which the longest fragment size tended to survive longer than the smaller one.  However, the smaller transplants grew better than the bigger one, 10.318 cm/year (206%) for 5 cm-transplant, 11.803 cm/year (118%) for 10 cm-transplant, and 13.299 cm/year (89%) for 15 cm-transplant, respectively. Ukuran minimal fragmen karang Acropora formosa yang ditransplantasi diduga untuk mendukung ketahanan hidup dan pertumbuhannya. Untuk itu, 150 fragmen karang ditransplantasi ke lokasi yang berdekatan dengan koloni induknya.  Ketahanan hidup dan pertumbuhan semua fragmen karang yang ditransplantasi diamati selama 12 bulan.  Pada akhir pengamatan, 90% dari fragmen karang berukuran 15 cm yang ditransplantasi dapat bertahan hidup, sedangkan yang lainnya (ukuran 10 cm dan 5 cm) masing-masing sebesar 86% dan 82%.  Rata-rata laju pertumbuhan fragmen karang dengan ukuran awal 5 cm adalah 0,860 cm/bulan, sedangkan ukuran fragmen 10 dan 15 cm masing-masing adalah 0,984 cm/bulan and 1,108 cm/bulan. ANOVA satu arah menunjukkan adanya perbedaan yang nyata (p<0.05) antara ketiga ukuran fragmen yang berbeda, di mana ukuran fragmen karang yang lebih panjang cenderung mempunyai ketahanan hidup yang lebih baik. Namun demikian, ukuran transplant yang lebih kecil memiliki pertumbuhan lebih baik dibandingkan dengan ukuran yang lebih besar, yakni10,318 cm/tahun (206%) untuk transplant berukuran 5 cm, 11,803 cm/tahun (118%) untuk 10 cm, dan 13,299 cm/tahun (89%) untuk ukuran 15 cm.

Determination of Spreading Motive Levels of Elite Hearing-impaired Sportsmen

2019 ◽  
pp. 39-55
Author(s):  
Osman Kusan ◽  
Hasan Erdem Mumcu ◽  
Abdulkerim Çeviker ◽  
Ömer Zambak ◽  
Onur Öztürk
Keyword(s):  
Educational Status ◽  
Hearing Impaired ◽  
Validity And Reliability ◽  
Male Athletes ◽  
Internal Motivation ◽  
National Team ◽  
Older Athletes ◽  
Significant Difference ◽  
Level Of Significance ◽  
Age Range

This study was conducted to investigate the sub-scales of sports instructions of elite athletes with hearing impairment or hearing loss due to different reasons. A total of 173 hearing-impaired athletes constituted of 54 female and 119 male athletes who are active national team athletes in the age range of 15-25 years. The study was conducted based on Self Determination Theory of Deci and Ryan [9] and on the developed Sports Motivation Scale, Pelletier et al. [24] Kazak [18] applied the validity and reliability of the scale for Turkish athletes. Accordingly, since the p_values calculated for the inner motivation sub-scale and its sub-scales are less than the value of α = .05 which is taken as the level of significance, there is a statistically significant difference in the average scores of the hearing-impaired athletes in their internal motivations and sub-scales. According to gender and educational status, there was no difference in the motivation of the hearing-impaired athletes. According to the age variable, it was seen that older athletes had more external connections. Considering the general motivation scores, the athletes in tennis and swimming were less motivated than others. Elite hearing-impaired athletes are affected by both internal and external impulses. However, internal motivation scores are higher than the external. Internal motivation scores are seen as the lowest in the branch swimming area.

Isolation of an Anti-fatigue Preparation from Cellulase-treated Maca by Hydroalcoholic Extraction

2017 ◽  
Vol 17 (1) ◽  
pp. 93-98
Author(s):  
Zheng Yue ◽  
Zhang Wen-Cheng ◽  
Wu Ze-Yu ◽  
Fu Chuan-Xiang ◽  
Gao Han ◽  
...  
Keyword(s):  
Positive Control ◽  
Glycogen Storage ◽  
Hepatic Glycogen ◽  
Time To Exhaustion ◽  
High Dose ◽  
Hydroalcoholic Extract ◽  
Swimming Time ◽  
Significant Difference ◽  
Pre Treatment ◽  
Better Than

The purpose of this study was to evaluate the anti-fatigue activity of maca hydroalcoholic extract (ME), which mainly contains macamides and polysaccharides. ME was prepared by circumfluence extraction with enzymatic pre-treatment. Anti-fatigue activity of ME was investigated in weight-loaded forced swimming mice, with pure macamides and commercially available maca tablet as positive control. Compared with normal group, pure macamides treatment group could prolong the swimming time to exhaustion, but there was no statistically significant difference (P > 0.05); while ME (middle-dose and high-dose groups) could effectively prolong the swimming durations (P < 0.05). Supplementation with pure macamides significantly decreased blood lactic acid (BLA), whereas ME significantly increased hepatic glycogen (HG), decreased BLA, and blood urea nitrogen (BUN) compared with those in normal control (P < 0.05). The results suggested that the anti-fatigue effect of ME was better than that of pure macamides, which can be explained by the increase of glycogen storage and the reduction of metabolites accumulation.

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. 

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Nisha Chandel ◽  
Seema Chopra
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Female Adolescents ◽  
Intelligence Scale ◽  
Male And Female ◽  
Male Adolescents ◽  
Significant Difference ◽  
Understanding Emotions ◽  
School Records ◽  
Better Than

The present study was undertaken to find out emotional intelligence and academic achievement of male and female adolescents. The sample consists of 82 students( 41 male and 41 female adolescents) from different schools in Hamirpur district of Himachal Pradesh. Emotional intelligence was assessed with the help of Emotional Intelligence Scale developed by Singh and Narain (2014) and academic achievement score were taken from the school records. The results revealed that there exists a significant difference in emotional intelligence of male and female adolescents. It was found that there existed significant difference in academic achievement of female adolescents and male adolescents. The mean emotional intelligence of female adolescents was better than of male adolescents. On the dimensions of emotional intelligence, it was found that there was no significant difference between male and female adolescents on understanding emotions, empathy and handling relations dimensions of emotional intelligence; while it was reported that there was significant difference between male and female adolescents on understanding motivation dimension of emotional intelligence On the other hand, it was found that there existed significant difference in academic achievement of female adolescents and male adolescents.

scholarly journals Integrated Bimodal Fitting for Unilateral CI Users with Residual Contralateral Hearing

2021 ◽  
Vol 11 (2) ◽  
pp. 200-206
Author(s):  
Gennaro Auletta ◽  
Annamaria Franzè ◽  
Carla Laria ◽  
Carmine Piccolo ◽  
Carmine Papa ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Speech Intelligibility ◽  
Hearing Aid ◽  
Performance Difference ◽  
Test Conditions ◽  
Significant Difference ◽  
Noisy Conditions ◽  
New Formula ◽  
Better Than

Background: The aim of this study was to compare, in users of bimodal cochlear implants, the performance obtained using their own hearing aids (adjusted with the standard NAL-NL1 fitting formula) with the performance using the Phonak Naìda Link Ultra Power hearing aid adjusted with both NAL-NL1 and a new bimodal system (Adaptive Phonak Digital Bimodal (APDB)) developed by Advanced Bionics and Phonak Corporations. Methods: Eleven bimodal users (Naìda CI Q70 + contralateral hearing aid) were enrolled in our study. The users’ own hearing aids were replaced with the Phonak Naìda Link Ultra Power and fitted following the new formula. Speech intelligibility was assessed in quiet and noisy conditions, and comparisons were made with the results obtained with the users’ previous hearing aids and with the Naída Link hearing aids fitted with the NAL-NL1 generic prescription formula. Results: Using Phonak Naìda Link Ultra Power hearing aids with the Adaptive Phonak Digital Bimodal fitting formula, performance was significantly better than that with the users’ own rehabilitation systems, especially in challenging hearing situations for all analyzed subjects. Conclusions: Speech intelligibility tests in quiet settings did not reveal a significant difference in performance between the new fitting formula and NAL-NL1 fittings (using the Naída Link hearing aids), whereas the performance difference between the two fittings was very significant in noisy test conditions.

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