scholarly journals Do Blackboard Accesses Predict a Student’s Final Grade?

2021 ◽  
Author(s):  
W. Conway Link ◽  
Carlos G. Spaht ◽  
Rogers Martin
Keyword(s):  
Final Grade

Developing and Implementing a Specifications Grading System in an Organic Chemistry Laboratory Course

2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
Chemistry Laboratory ◽  
Grading System ◽  
Traditional Grading ◽  
Final Grade ◽  
Laboratory Courses ◽  
Lower Division ◽  
Collaborative Learning Environment ◽  
Organic Chemistry Laboratory ◽  
Grade Uncertainty

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>

scholarly journals Influence of Gender and Other Factors to Final Grade

2015 ◽  
Vol 8 (4) ◽  
Author(s):  
Ludmila Domeova ◽  
Andrea Jindrova ◽  
Jiri Fejfar
Keyword(s):  
Final Grade

The Association Between Pupil-Related Psychological Factors and Academic Achievement in Physical Education

2021 ◽  
pp. 1-12
Author(s):  
Ruben Vist Hagen ◽  
Håvard Lorås ◽  
Hermundur Sigmundsson ◽  
Monika Haga
Keyword(s):  
Academic Achievement ◽  
Physical Education ◽  
Psychological Factors ◽  
Multiple Regression Model ◽  
Final Grade ◽  
Scholastic Competence ◽  
Self Perceptions ◽  
School Year ◽  
Athletic Competence ◽  
Situational Motivation

Purpose: Physical education (PE) teachers’ assessments are often based on continuous observations of pupils. As certain psychological factors may mediate pupils’ learning behaviors relevant to the PE context, they may also influence academic achievement in PE. Thus, this study’s aim was to explore the association between pupil-related psychological factors and academic achievement in PE. Methods: Eighty-nine boys and 111 girls (12–16 years old) in lower secondary school participated in this study, responding to a questionnaire containing previously validated scales measuring pupils’ grit, mindset, self-perceptions, and situational motivation. The pupils’ final grade in PE was collected at the end of the school year. Results: A multiple regression model significantly explained 33% of the variance in grade. The self-perception domains—scholastic competence, athletic competence, and physical appearance—acted as unique predictors, explaining a small portion of the variance in academic achievement. Discussion/conclusion: These results support the importance of positive self-perceptions in relation to academic achievement in PE.

The flipped classroom: Does viewing the recordings matter?

2017 ◽  
Vol 19 (3) ◽  
pp. 211-223 ◽  
Author(s):  
Thamar Melanie Heijstra ◽  
Margrét Sigrún Sigurðardóttir
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Research ◽  
Classroom Teaching ◽  
Older Students ◽  
New Approach ◽  
Final Grade ◽  
Research Results ◽  
Course Grades ◽  
Additional Value

The flipped classroom offers a new approach to student-centred teaching and learning by moving the lecture out of the classroom. Research on the topic reveals that the flexibility of viewing the recorded lectures at a time and speed that is convenient to the student is what students appreciate mostly in the flipped classroom. This article examines the viewing pattern of students regarding recorded lectures in a course that has been flipped. The findings reveal a decline in the number of students who view the recordings over the duration of the course semester. Furthermore, the findings support earlier research results revealing that women and older students rely more on recorded lectures than other students. In addition, the study shows that there is a positive correlation between viewing the recorded material and the final grade of students in the course. It is thus surmised that even if in-class activity is very important for the flipped classroom to work, the recordings do have additional value, which is reflected by higher final course grades for students who view them. The flexibility of viewing recordings more than once and at the most relevant and convenient time seems to increase students’ understanding, and is regarded an important asset of flipped classroom teaching.

scholarly journals KEMAMPUAN MENULIS PUISI BERTEMA SUNGAI DENGANMETODE KARYA WISATA SISWA KELAS XMADRASAH ALIYAH MUHAMMADIYAH BANJARMASIN(ABILITY TO WRITE POETRY THEME RIVER USING WORKS METHOD THE CLASS X STUDENT MADRASAH ALIYAH MUHAMMADIYAH BANJARMASIN)

2020 ◽  
Vol 10 (2) ◽  
pp. 219
Author(s):  
Zulkifli Rusma Noortyani Gusti Putri Pathiya Arsyana
Keyword(s):  
Student Activities ◽  
Writing Ability ◽  
Final Grade ◽  
Analysis Techniques ◽  
Data Object ◽  
A Value ◽  
Field Note ◽  
The Subject ◽  
Data Inference ◽  
Bahasa Indonesia

AbstractAbility to Write Poetry Theme River using Works Method the Class X StudentMadrasah Aliyah Muhammadiyah Banjarmasin. The objectives to be obtainedfrom the results of this study are to describe the ability to write a river-themedpoem with the method of class X students of the Islamic MuhammadiyahMuhammadiyah Banjarmasin. To achieve these objectives, researchers usequalitative methods with data collection techniques with observation techniquesto provide an overview of how to teach teachers and student activities during thelearning process. This technique is also equipped with a field note format to obtaindata by observing the data object directly. Data analysis techniques usinginteractive model analysis were carried out starting from the stages of datacollection, data reduction, data presentation, data inference, and data verification(Miles and Huberman, 1984). This method is very appropriate to be used in thisstudy because it examines the subject and is carried out on learning. The resultsof the assessment are a collaboration of teachers and researchers using anassessment rubric based on elements and writing conventions with a value of 95.8.The Indonesian KKM score at the MA Muhammadiyah Banjarmasin is 70.Students who can write poetry are 92% or as many as 23 students who score aboveor equal to the KKM of Indonesian Language Subjects or above 70. That means23 students have a category able and there are 2 students or as much as 8% ofstudents who have a category of poor with a final grade below 70. elements orcontent of river-themed poetry contains the environment where students writepoetry found in environmental poetry teaches to love the environment more, alsocontains innuendos to those who often ignore it.Keywords: writing ability, travel tour method AbstrakKemampuan Menulis Puisi bertema Sungai dengan Metode Karya WisataSiswa Kelas X Madrasah Aliyah Muhammadiyah Banjarmasin. Tujuan yangakan diperoleh dari hasil penelitian ini adalahmendeskripsikan kemampuanmenulis puisi bertema sungai dengan metode karya wisata siswa kelas XMadrasah Aliyah Muhammadiyah Banjarmasin.Untuk mencapai tujuan ini,peneliti menggunakan metode kualitatif denganteknik pengumpulan data denganteknik observasi untuk memberikan gambaran umum tentang cara mengajar gurudan aktivitas siswa selama proses pembelajaran. Teknik ini juga dilengkapidengan format catatan lapangan untuk mendapatkan data dengan mengamatiobjek data secara langsung.Teknik analisis data menggunakan analisis modelinteraktif dilakukan mulai dari tahap pengumpulan data, reduksi data, penyajiandata, inferensi data, dan verifikasi data (Miles dan Huberman, 1984).Metode inisangat tepat untuk digunakan dalam penelitian ini karena meneliti subjek dandilakukan pada pembelajaran. Hasil penilaian merupakan kolaborasi dari gurudan peneliti dengan menggunakan rubrik penilaian berdasarkan elemen dankonvensi penulisan dengan nilai 95,8. Nilai KKM Bahasa Indonesia di MAMuhammadiyah Banjarmasin adalah 70. Siswa yang mampu menulis puisiterdapat 92% atau sebanyak 23 siswa yang memperoleh nilai di atas atau samadengan KKM Mata Pelajaran Bahasa Indonesia atau di atas nilai 70. Itu artinyaada 23 siswa memiliki kategori mampu dan ada 2 siswa atau sebanyak 8% siswayang memiliki kategori tidak mampu dengan nilai akhir di bawah 70. Elemen ataukonten puisi bertema sungai berisi keadaan lingkungan tempat siswa menulispuisi yangditemukan dalam puisi lingkungan mengajarkan untuk lebih mencintailingkungan, juga berisi sindiran-sindiran kepada pihak-pihak yang seringmengabaikannya.Kata-kata kunci:kemampuan menulis, metode karya wisata

scholarly journals Knowledge of geographical map at the end of primary school education in Serbia

2009 ◽  
Vol 41 (2) ◽  
pp. 526-541
Author(s):  
Djurdjica Komlenovic
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Achievement Test ◽  
School Education ◽  
Educational Standards ◽  
Final Grade ◽  
Knowledge And Skills ◽  
The Subject ◽  
Students Success

The paper presents the results of one part of empirical research conducted for the purpose of conceiving the proposal of educational standards for the subject Geography at the end of primary school education. The goal was to determine the extent to which the students were trained to orient themselves and use cartographic method in the process of using geographical map. Research comprised the representative sample of 919 students of the final grade in 159 Serbian primary schools. Achievement Test served for studying the levels of students' knowledge and skills in the field of Geographic Skills. Besides this, the questionnaire studied students' opinion on learning outcomes in this field, and by analyzing contingency tables, the correlation between students' success in geography at the end of the first term of the eighth grade and their opinion about learning outcomes in the afore-mentioned field was determined. The findings of this research indicate that students are not sufficiently trained to orient themselves in space and on geographical map, as well as to use geographical map in instruction. Besides, it was established that there is a correlation between students' success and their opinion on learning outcomes in the field of Geographic Skills.

scholarly journals Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom

2019 ◽  
Vol 16 ◽  
pp. 23 ◽  
Author(s):  
Prabha Parthasarathy ◽  
Bugewa Apampa ◽  
Andrea Manfrin
Keyword(s):  
United Kingdom ◽  
Team Building ◽  
Student Assessment ◽  
Assessment Instrument ◽  
Biomedical Science ◽  
First Year ◽  
Final Grade ◽  
Team Based Learning ◽  
Building Activities ◽  
First Time

Purpose: This study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.Methods: Between November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.Results: The response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.Conclusion: This study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.

scholarly journals Model of Group Peer Assessment on E-Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 56
Author(s):  
Komang Oka Saputra ◽  
Putu Arya Mertasana ◽  
Pratolo Rahardjo
Keyword(s):  
Student Motivation ◽  
Peer Assessment ◽  
Student Interest ◽  
Self Assessment ◽  
Final Grade ◽  
Group Assignment ◽  
Individual Solution ◽  
E Learning ◽  
Personal Skills ◽  
The Individual

Student motivation at class takes major role on achieving courses’ learning outcomes. Multimedia based content, game-based quiz, or self-assessment can maintain student interest to follow the learning process. Apart from the individual solution, working in group is one way to improve student motivation, however without proper arrangement, putting students in groups can degrade the competitive atmosphere of class, as less-smart students hang up to the more-smart students. Another alternative is implementing collaborative learning such as peer assessment that allows students to grade their fellows. However, objectivity between students must be concerned as students tend to give high-grade for their fellows. Combining group mode and peer assessment, this work proposed group peer assessment to improve student motivation on e-learning. Proposed method started by teacher open a group assignment on e-learning. Students then work on group to create solution. After the solutions are submitted, the extra-group peer assessment begins, where each group examines another group work. To maintain the objectivity of the peer assessment, final grade of each group obtained by combining grade from another group and grade from teacher.  In the meantime, cooperation atmosphere in each group is maintained by intra-group peer assessment, where each member asses all his/her teammates in terms of intra-personal and inter-personal skills.

scholarly journals MODEL PEMBELAJARAN INSIDE OUTSIDE CIRCLE DALAM MENINGKATKAN HASIL BELAJAR SISWA SMA NEGERI 7 AMBON

2020 ◽  
Vol 6 (2) ◽  
pp. 101-108
Author(s):  
Rina Juliana Sahuleka ◽  
Ali Awan ◽  
Stevin Melay
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Good Information ◽  
Final Test ◽  
Optimal Learning ◽  
Final Grade ◽  
Biology Student ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Improve Student Learning

Background: Learning is a process of interaction between teachers and students that is shown to make changes in students' attitudes and mindsets to achieve optimal learning outcomes. The teacher designs learning biology using a contextual approach that is confusing and time-consuming. In learning biology student success is determined by the final outcome of learning. Methods: The subjects in this study were class XI Science 2 and the data obtained by observation, interviews and learning outcomes tests were analyzed descriptively using a list of initial and final test scores. Results: The cognitive aspects of the assessment there were 11 students who scored at intervals (80-100) with a percentage of 68.75% very good information and 5 students who scored at intervals (66-79) with a percentage of 31.25% good information. Evaluation of affective aspects obtained a percentage of 100%. For the Final Test, there are 12 students who score at intervals (80-100), with a percentage of 75% and very good information, and 4 students who score at intervals (66-79), with a percentage of 25% and good information. At the final grade there are 16 students who score at intervals (80-100), with a percentage of 100% and with very good information. Conclusion: The application of the Inside Outside Circle (IOC) type of cooperative learning model to the concept of the human excretion system can improve student learning outcomes by achieving KKM 70.

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