scholarly journals EVOLUÇÃO QUALITATIVA DOS PROCESSOS AVALIATIVOS EM UM CURSO DE PEDAGOGIA NA MODALIDADE DE EDUCAÇÃO A DISTÂNCIA

2021 ◽  
pp. 105
Author(s):  
Ivo José Both ◽  
Sonia Maria Chaves Haracemiv ◽  
Ana Maria Soek
Keyword(s):  
Student Performance ◽  
Performance Improvement ◽  
Evaluation Process ◽  
Assessment Tools ◽  
Private Institution ◽  
Evaluation Standards ◽  
Educación A Distancia ◽  
Gradual Evolution ◽  
Qualitative Evolution ◽  
Ongoing Evaluation

O presente trabalho tem por objetivo apresentar a investigação da evolução qualitativa de processo normativo e instrumental da avaliação em um curso de pedagogia a distância de uma instituição privada. Trata-se de meta-avaliação das normas sobre a avaliação e dos instrumentos na avaliação dos estudantes. A metodologia de trabalho considerou analisar até que ponto as normas de avaliação, bem como os próprios instrumentos de avaliação utilizados contribuem na evolução gradativa do desempenho dos estudantes no período de 2004 a 2017. Principais resultados: elaboração de novos instrumentos de avaliação e reelaboração de outros permite visualizar a evolução na melhoria de desempenho de estudantes; normas orientadoras de avaliação facultam perceber evolução da aprendizagem.Palavras-chave: meta-avaliação; avaliação formativa; instrumentos de avaliação; pedagogia; educação a distância. Qualitative developments in the current evaluation process of distance pedagogyAbstractThe objective of this study is to investigate the qualitative evolution of the normative and instrumental process of the ongoing evaluation of pedagogy at a distance from a private institution. This is a meta-evaluation of the norms on evaluation and the instruments in the evaluation of the students. The work methodology considered the extent to which the evaluation standards as well as the evaluation instruments used contribute to the gradual evolution of student performance in the period from 2004 to 2017. Main expected results: development of new evaluation tools and re-elaboration of others allows visualizing evolution in student performance improvement; norms of evaluation make it possible to perceive the evolution of learning.Keywords: meta-evaluation; assessment tools; pedagogy; distance education. Evolución cualitativa del procedimiento evaluado en curso de pedagogía a distanciaResumen El trabajo tiene por objetivo investigar la evolución cualitativa de proceso normativo e instrumental de la evaluación en curso de pedagogía a distancia de institución privada. Se trata de la meta-evaluación de las normas sobre la evaluación y los instrumentos en la evaluación de los estudiantes. La metodología de trabajo consideró analizar hasta qué punto las normas de evaluación, así como los propios instrumentos de evaluación utilizados, contribuyen a la evolución gradual del rendimiento de los estudiantes en el período 2004 a 2017. Principales resultados previstos: elaboración de nuevos instrumentos de evaluación y reelaboración otros permiten visualizar evolución en la mejora de desempeño de estudiantes; las normas orientadoras de evaluación permiten percibir la evolución del aprendizaje.Palabras clave: meta-evaluación; instrumentos de evaluación; pedagogía; educación a distancia. 

A Roadmap to Sequence Assembly Evaluation Tools

2020 ◽  
Vol 15 ◽  
Author(s):  
Sara El-Metwally ◽  
Eslam Hamouda ◽  
Mayada Tarek
Keyword(s):  
Data Analysis ◽  
Evaluation Process ◽  
Sequence Assembly ◽  
Assessment Tools ◽  
Accurate Information ◽  
End User ◽  
Evaluation Tools ◽  
Assembly Evaluation ◽  
Assembly Pipeline ◽  
Evaluation Approaches

: The assembly evaluation process is the starting step towards meaningful downstream data analysis. We need to know how much accurate information is included in an assembled sequence before going further to any data analysis stage. Four basic metrics are targeted by different assembly evaluation tools: contiguity, accuracy, completeness, and contamination. Some tools evaluate these metrics based on comparing the assembly results to a closely related reference. Others utilize different types of heuristics to overcome the missing of a guiding reference, such as the consistency between assembly results and sequencing reads. In this paper, we discuss the assembly evaluation process as a core stage in any sequence assembly pipeline and present a roadmap that is followed by most assembly evaluation tools to assess different metrics. We highlight the challenges that currently exist in the assembly evaluation tools and summarize their technical and practical details to help the end-users choose the best tool according to their working scenarios. To address the similarities/differences among different assembly assessment tools, including their evaluation approaches, metrics, comprehensive nature, limitations, usability and how the evaluated results are presented to the end-user, we provide a practical example for evaluating Velvet assembly results for S. aureus dataset from GAGE competition. A Github repository (https://github.com/SaraEl-Metwally/Assembly-Evaluation-Tools) is created for evaluation result details along with their generated command line parameters.

scholarly journals Student Performance Improvement using Interactive Textbooks: A Three-University Cross-Semester Analysis

2015 ◽  
Author(s):  
Alex Edgcomb ◽  
Frank Vahid ◽  
Roman Lysecky ◽  
Andre Knoesen ◽  
Rajeevan Amirtharajah ◽  
...  
Keyword(s):  
Student Performance ◽  
Performance Improvement

Informing Learning Through the Clinical Interview

1991 ◽  
Vol 38 (6) ◽  
pp. 44-46
Author(s):  
Madeleine J. Long ◽  
Meir Ben-Hur
Keyword(s):  
Student Outcomes ◽  
Clinical Interview ◽  
School Mathematics ◽  
Assessment Tools ◽  
Teaching Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Paper And Pencil ◽  
Primary Assessment

The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Srandards for Teaching Mathematics (1989) endorse the view that assessment should be made an integral part of teaching. Although many of the student outcomes described in the Srandards cannot properly be assessed using paper-and-pencil tests, such tests remain the primary assessment tools in today's classroom.

Implementing The Standards: Evaluation: A New Vision

1991 ◽  
Vol 84 (4) ◽  
pp. 276-284
Author(s):  
Frank K. Lester ◽  
Diana Lambdin Kroll
Keyword(s):  
Instructional Practices ◽  
Evaluation Process ◽  
School Mathematics ◽  
Curriculum Standards ◽  
Evaluation Standards ◽  
Evaluation Program ◽  
Testing Procedures ◽  
Mathematics Program ◽  
New Vision

Teaching according to the vision of the NCTM's Curriculum and Evaluation Standards will involve numerous changes in the content and instruction of the school mathematics program. Moreover, this vision will also require a change in testing procedures and methods for evaluating the effectiveness of instructional practices (Clarke, Clarke, and Lovitt 1990; EQUALS and California Mathematics Council 1989; NAEP 1987; NCTM 1989). As is pointed out in NCTM's curriculum standards, an evaluation program that is properly aligned with the proposed curriculum standards can no longer use only written tests. Calculators, computers, and manipulatives must be included in the evaluation process.

Assessing Student Team Performance in Industry Sponsored Design Projects

2007 ◽  
Vol 129 (7) ◽  
pp. 692-700 ◽  
Author(s):  
M. Keefe ◽  
J. Glancey ◽  
N. Cloud
Keyword(s):  
Student Performance ◽  
Team Performance ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Project Phases ◽  
Design Projects ◽  
Faculty Assessments ◽  
Undergraduate Science ◽  
Evaluation Rubrics ◽  
Student Team

Although cooperative learning in a team setting is a common approach for integrating problem-based learning into undergraduate science and engineering, standard assessment tools do not exists to evaluate learning outcomes. As a result, novel techniques need to be developed to assess learning in team-based design projects. This paper describes the experiences and lessons learned in assessing student performance in team-based, project courses culminating in a senior capstone experience that integrates industry-sponsored design projects. A set of rubrics linked to the instructional objectives was developed that define and communicate expectations during each of three project phases. Rubrics for each phase incorporate three fundamental areas of team performance assessment: (i) synthesis of a valid concept; (ii) management of resources; and (iii) interpersonal interaction and communication. At the end of each phase, both the faculty and industry sponsor use the same rubric to assess student team performance. An analysis of variance (ANOVA) of the assessment data collected over the last 5 years indicated that student performance, measured by faculty grades and industry sponsor evaluations, was not significantly affected by the faculty advisor, project type, or sponsoring company size. These results are attributed primarily to the faculty focusing more on assessing student performance in executing the design process and less on the actual project results. The analysis also revealed that faculty assessments of student performance did not correlate very well with industry sponsor assessments. To address this, a revised set of evaluation rubrics were developed and are currently being used to better articulate expectations from both faculty and industrial sponsor perspectives.

Developing an Urban Residential District Plan Competition Assessment System for China

2013 ◽  
Vol 807-809 ◽  
pp. 1815-1818
Author(s):  
Xiao Peng Zhang ◽  
Bo Yang Zhao
Keyword(s):  
Evaluation System ◽  
Sustainability Assessment ◽  
Evaluation Process ◽  
Assessment System ◽  
Decision Makers ◽  
Assessment Tools ◽  
The Status ◽  
Residential District ◽  
Sustainability Assessment Tools ◽  
Selection Of

The purpose of this research is to combine the sustainability evaluation system of China and put forward a sustainability assessment system based on urban residential district plan competition program. In this research, the status quo of the evaluation process was studied. As the core of the research, the establishment of URDPAS complements the assessment technology of residential district plan competition. The existing area scale sustainability assessment tools were analyzed. With the application of ANP method to determine the evaluation items and weighting system in urban residential district plan, decision-makers can use this evaluation process and assessment system to assess the residential district plans more comprehensively and rationally than using traditional methods and the selection of the best plan becomes relatively easier.

Nuevas variables asociadas al estrés académico que afectan el rendimiento estudiantil a nivel universitario en época de pandemia

2021 ◽  
Vol 2 (5) ◽  
pp. 6694-6707
Author(s):  
Yaneth Alemán Vilca ◽  
Teresa Yáñez Fernández ◽  
Yenny Yessica Asillo Apaza ◽  
Gloria Isabel Monzón Alvarez ◽  
José Manuel Calizaya López
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Cell Phones ◽  
Private University ◽  
High Tech ◽  
Educación A Distancia ◽  
New Variables ◽  
The Impact ◽  
Estudiantes Universitarios

Se estudian nuevas variables asociadas a la pandemia covid 19, que pudiesen ser generadores de estrés que influyen en el rendimiento estudiantil. Diversos factores causan estrés académico a nivel de estudiantes universitarios: inexperiencia en el manejo de estrategias de educación a distancia, falta de internet, entre otros. Se destaca el impacto que la epidemia está teniendo en el rendimiento académico de los estudiantes. Como caso de estudio, se aplicaron encuestas entrevistas a estudiantes de una universidad pública y una privada. Resultados preliminares muestran una disminución de la motivación al estudio y del rendimiento académico con un aumento de la ansiedad y dificultades para adecuarse a la modalidad a distancia. La mayoría de estudiantes de las públicas tienen problemas de internet, y no cuentan con computadores ni celulares de alta tecnología. En cambio, estos aspectos son más ventajosos en los estudiantes de las privadas.   New variables associated with the covid 19 pandemic are studied, which could be generators of stress that influence student performance. Various factors cause academic stress at the level of university students: inexperience in managing distance education strategies, lack of internet, among others. The impact that the epidemic is having on the academic performance of students is highlighted. As a case study, interview surveys were applied to students from a public and a private university. Preliminary results show a decrease in motivation to study and academic performance with an increase in anxiety and difficulties in adapting to the distance modality. Most public students have internet problems, and do not have high-tech computers or cell phones. On the other hand, these aspects are more advantageous in the students of the private schools

Teaching and Assessment of Course Outcomes in Switching Theory and Logic Design Course

2021 ◽  
pp. 97-115
Author(s):  
Durga Prasad Garapati ◽  
S. M. Padmaja ◽  
N. V. Ramana
Keyword(s):  
Education System ◽  
Evaluation Process ◽  
Assessment Tools ◽  
Good Program ◽  
Important Method ◽  
Outcome Based Education ◽  
Switching Theory ◽  
Study Results ◽  
Course Outcomes ◽  
Substantial Effort

Outcome-based education (OBE) is nothing but education based on the results. It's an approach that concentrates and organizes an education system in order to know, value, and be capable of achieving the desired skill level, which is essential for each learner. OBE helps in assessing the learners in different way rather than traditional evaluation of giving grades/ranks. Assessment is an important method for evaluating a student's progress after a learning process. A substantial effort was made to define the different elements that constitute a good program evaluation process from the observable study results at the level of courses and programmes by mapping and analysis information. Assessment tools are required to know how well programs and courses are listening for students. Based on the course, the assessment may be the formative or summative to assess the learning of the learners. OBE is the widely accepted method in measuring the learner's outcome.

Aged characteristics of preschool children and conducting evaluation process

2020 ◽  
Vol 03 (04) ◽  
pp. 47-50
Author(s):  
Kamala Ibrahim Aliyeva ◽  
Keyword(s):  
Preschool Children ◽  
Key Words ◽  
Autistic Spectrum Disorder ◽  
Developmental Disorder ◽  
Evaluation Process ◽  
Psychological Development ◽  
Assessment Tools ◽  
Precise Evaluation ◽  
Learning Programs ◽  
Key Words Autism

In the article "Aged characteristics of preschool children and conducting their evaluation process" the importance of the precise evaluation of the properities of autistic spectrum disorder by experts and the same time the importance of the accurate usage of evaluation methods conducted by experts is emphasised. Knowing the characteristics of the psychological development according to the age, the possibility of the assessment of the children with general developmental disorder is reflected in the article. Taking into consideration of developmental signs, the vitality of collecting of individual learning programs for a child and the assessment tools which can be applied are interpereted comprehensively in the article. Key words: Autism, development, setback, assessment, object permenance, eye contact, stereotypical behaviours

scholarly journals Performance in physiology evaluation: possible improvement by active learning strategies

2016 ◽  
Vol 40 (4) ◽  
pp. 454-457 ◽  
Author(s):  
Luís H. Montrezor
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Learning Process ◽  
Evaluation Process ◽  
Active Engagement ◽  
Physiological Mechanisms ◽  
Monitoring Test ◽  
Active Learning Strategies ◽  
Teaching Learning ◽  
Cognitive Monitoring

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them.

Sign in / Sign up

Export Citation Format

Share Document