scholarly journals A Technique For Continuous Evaluation Of Student Performance In Two Different Domains: Structural Engineering And Computer Information Technology

2017 ◽  
Vol 8 (2) ◽  
pp. 83-110 ◽  
Author(s):  
Niranjan Desai ◽  
George Stefanek
Keyword(s):  
Student Performance ◽  
Structural Engineering ◽  
Assessment Method ◽  
Final Grade ◽  
Traditional Assessment ◽  
Engineering And Technology ◽  
Final Exams ◽  
New Material ◽  
Traditional Homework ◽  
Interactive Experience

Student access to the Internet has made it much easier for students to find solutions to traditional homework problems online and thereby has made this traditional assessment method of monitoring student progress and gauging the assimilation of knowledge in engineering and technology courses less reliable.  This paper presents an in-class, group-based quiz technique where students are quizzed typically on a weekly basis on material presented during the same week in lecture, but before doing any homework.  Homework is typically not graded or its impact reduced on its percentage impact on the final class grade, whereas the quizzes are assigned a higher percentage impact on the final grade.  Mid-term and final exams are based or derived from the homework assignments.  Since students have not usually had any time to study the new material, they can work in groups of typically two or three students and if they get stuck, they have the option of asking the instructor for hints to prevent them from being stuck.  Quizzes are graded in real-time during the class and provide the instructor with continuous, week to week, assessment as to a student’s progress.  The study found that the use of this quiz technique creates a more interactive experience between students, between the student and the instructor, and reduces the possibility of plagiarism on homework assignments. 

Professional Skills Assessment

2015 ◽  
Vol 4 (1) ◽  
pp. 33-60 ◽  
Author(s):  
Sadan Kulturel-Konak ◽  
Abdullah Konak ◽  
Gul Okudan Kremer ◽  
Ivan E. Esparagozza
Keyword(s):  
Global Economy ◽  
Academic Programs ◽  
Assessment Model ◽  
Project Teams ◽  
Professional Skills ◽  
Traditional Assessment ◽  
New Graduates ◽  
Engineering And Technology ◽  
Complex Engineering ◽  
Engineering Projects

Today's global economy demands that new graduates excel in not only technical knowledge but also professional skills. In fact, the lack of professional skills in project teams has been identified among the most important factors contributing to the high failure rate of complex engineering projects. As a response, academic programs have incorporated professional skills in their curricula. However, there are challenges in the assessment of learning outcomes related to professional skills. This paper presents a novel assessment framework based on the Model of Domain Learning, to assess students' development in professional skills across different disciplines. The proposed assessment model can be tailored to various learning objectives and student levels to facilitate integration of the assessment of professional skills into an overall program assessment plan. An empirical study, which assesses the teamwork communication skills, is presented to demonstrate the applicability of the proposed framework and its advantages as compared to other traditional assessment rubrics in engineering and technology education.

scholarly journals Student Ability Best Predicts Final Grade in a College Algebra Course

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Kyle Anthony O'Connell ◽  
Elijah Wostl ◽  
Matt Crosslin ◽  
T. Lisa Berry ◽  
James P. Grover
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Research University ◽  
Principal Component ◽  
College Level ◽  
Past Performance ◽  
Grade Point ◽  
Final Grade ◽  
Course Success ◽  
Targeted Interventions

Historical student data can help elucidate the factors that promote student success in mathematics courses. Herein we use both multiple regression and principal component analyses to explore ten years of historical data from over 20,000 students in an introductory college-level Algebra course in an urban American research university with a diverse student population in order to understand the relationship between course success and student performance in previous courses, student demographic background, and time spent on coursework. We find that indicators of students’ past performance and experience, including grade-point-average and the number of accumulated credit hours, best predict student success in this course. We also find that overall final grades are representative of the entire course and are not unduly weighted by any one topic. Furthermore, the amount of time spent working on assignments led to improved grade outcomes. With these baseline data, our team plans to design targeted interventions that can increase rates of student success in future courses.

scholarly journals A New Evaluation Technique Through Serious Games for Children with ASD

2020 ◽  
Vol 15 (11) ◽  
pp. 202
Author(s):  
Najoua Tahiri ◽  
Mohamed El Alami
Keyword(s):  
Serious Games ◽  
Children With Autism ◽  
Assessment Method ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Traditional Assessment ◽  
Children With Asd ◽  
Nonverbal Expression ◽  
Communication Difficulties ◽  
A New Technique

Assessment at preschool age plays a crucial role in the process of learning especially for children with autism spectrum disorder (ASD), whom encounter communication difficulties as exchanging thoughts or information by speech, writing or nonverbal expression. Therefore, a welldesigned assessment method is necessary in order to guide learning and serve as a powerful tool to reinforce children's motivation to learn. Information about what a child with ASD knows, understands and is able to do is used by tutors to adjust their teaching strategies. All assessment methods have different purposes before, during or after instruction. Besides, formative assessment is the most recommended type that helps improving children's learning and it takes place during the learning process. Also, serious games provide a context for assessing a broader range of skills and constructs compared to traditional assessment approaches. In this article, we propose a new technique for evaluating the degree of concept's assimilation of children with ASD through serious games. It allows identifying concepts that children are struggling to understand and skills they are having difficulty acquiring.

scholarly journals 24/7 Study: Conducting a focus to improve services

2019 ◽  
Vol 80 (6) ◽  
pp. 345
Author(s):  
Megan Wagner ◽  
Richard M. Cho
Keyword(s):  
Student Success ◽  
Substantial Portion ◽  
Final Grade ◽  
Final Exams

Many of us remember our own experiences with final exams during our college years: certain determination tinged with jitters, endless cups of coffee, and the lamp light illuminating the desk throughout the night. Final exams account for, for most classes, a substantial portion of students’ final grade, and at a university that puts keen emphasis on student success, it is imperative that students encounter their final exams with proper preparation. One way the library can help is to provide them with an optimal place to study for exams, any time of any day.

Computerized Dynamic Assessment and Second Language Learning: Programmed Mediation to Promote Future Development

2018 ◽  
Vol 17 (2) ◽  
pp. 198-213
Author(s):  
Tianyu Qin ◽  
Jie Zhang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Student Performance ◽  
Dynamic Assessment ◽  
Assessment Method ◽  
Learning Needs ◽  
Testing Procedures ◽  
Diverse Learning ◽  
L2 Learners ◽  
Definition Of

Dynamic assessment (DA) has been implemented to diagnose language-related issues and to promote second language (L2) learners' development through intervention (Poehner, 2008). The goal is to evaluate not only what a learner can do on his or her own but also how far he or she can go with instructional intervention. Recently, scholars have conducted L2 DA research in a computerized format (C-DA) in which preprogrammed mediational prompts are integrated into the online testing procedures. This breakthrough has yielded promising findings for the scalability of this dynamically administered assessment method. However, due to the fact that it is an emerging field, the possibility of using C-DA to assist in L2 learning requires further examination. This article centers on two projects in which C-DA was used to assess university-level learners' performance in an L2 context. In the first, a listening and reading C-DA project was employed to assess reading and listening comprehension, while the second involved using C-DA to evaluate pragmatic comprehension. We specifically bring into focus how the two approaches address topics including definition of constructs, determination of tasks, design of mediation, scoring procedures, interpretation of scores/performances, and evidence of transfer. Through identifying what has been achieved and what needs to be explored further, we provide a critical analysis of L2 C-DA research and propose future directions for applying this unique technology for helping L2 learners develop language skills. We also examine the pedagogical applications of C-DA in terms of interpreting student performance and developing tailored instruction for individuals with diverse learning needs.

scholarly journals Gender, Math Confidence, and Grit: Relationships with Quantitative Skills and Performance in an Undergraduate Biology Course

2017 ◽  
Vol 16 (3) ◽  
pp. ar47 ◽  
Author(s):  
K. M. Flanagan ◽  
J. Einarson
Keyword(s):  
Student Performance ◽  
Gender Gap ◽  
Positive Impact ◽  
Skills Assessment ◽  
Final Grade ◽  
Undergraduate Biology ◽  
Quantitative Skills ◽  
Overall Performance ◽  
And Performance ◽  
Positive Effect

In a world filled with big data, mathematical models, and statistics, the development of strong quantitative skills is becoming increasingly critical for modern biologists. Teachers in this field must understand how students acquire quantitative skills and explore barriers experienced by students when developing these skills. In this study, we examine the interrelationships among gender, grit, and math confidence for student performance on a pre–post quantitative skills assessment and overall performance in an undergraduate biology course. Here, we show that females significantly underperformed relative to males on a quantitative skills assessment at the start of term. However, females showed significantly higher gains over the semester, such that the gender gap in performance was nearly eliminated by the end of the semester. Math confidence plays an important role in the performance on both the pre and post quantitative skills assessments and overall performance in the course. The effect of grit on student performance, however, is mediated by a student’s math confidence; as math confidence increases, the positive effect of grit decreases. Consequently, the positive impact of a student’s grittiness is observed most strongly for those students with low math confidence. We also found grit to be positively associated with the midterm score and the final grade in the course. Given the relationships established in this study among gender, grit, and math confidence, we provide “instructor actions” from the literature that can be applied in the classroom to promote the development of quantitative skills in light of our findings.

Factors Affecting Students’ Performance in Distributed Pair Programming

2017 ◽  
Vol 57 (2) ◽  
pp. 513-544 ◽  
Author(s):  
Stelios Xinogalos ◽  
Maya Satratzemi ◽  
Alexander Chatzigeorgiou ◽  
Despina Tsompanoudi
Keyword(s):  
Student Performance ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Pair Programming ◽  
Individual Student ◽  
Broadband Internet ◽  
Factors Affecting ◽  
Final Exams ◽  
The Individual ◽  
Pair Compatibility

Pair Programming has been shown to increase productivity and code quality not only in professional software development but also in the context of programming education. The provision of broadband Internet access gave rise to Distributed Pair Programming (DPP) enabling two programmers to collaborate remotely. To gain insight into the benefits of DPP, we performed an empirical study on an object-oriented programming course where 62 students carried out assignments through a DPP platform. The goal of the study is to investigate, in the context of DPP, whether prior programming skills (assessed at the level of student, his or her partner and pair) and pair compatibility are related to student performance. To further examine the effect of DPP on learning outcomes, we have studied whether a pair’s performance on DPP assignments is related to the students’ grade. The findings indicate that the student’s actual skill and the pair’s actual skill affect his or her performance in an object-oriented programming course. The results also suggested that there is no association between pair compatibility and his or her own performance. Finally, pair performance on DPP assignments is related to the individual student performance in the final exams. Such evidence can be used to guide instructors when planning DPP assignments and especially when forming student pairs.

scholarly journals Performance of Students in the Departmental Examination in Chemistry

2015 ◽  
Vol 55 ◽  
pp. 121-125
Author(s):  
Ryan Manuel D. Guido
Keyword(s):  
Student Performance ◽  
Engineering Students ◽  
Technology Students ◽  
Significant Difference ◽  
Engineering And Technology ◽  
The Subject ◽  
Better Than

Departmental examination in chemistry assesses the students’ performance between the engineering and technology students and its corresponding departments. The results showed that engineering students marginally performed better than technology students and there are departments that exhibits highest mean score in the performance of both engineering and technology. It appears that students‘ performance has no significant difference because professors offered the same presentation of lessons, reinforcements, and evaluation whether it might be engineering or technology students. Furthermore, it showed that there is no significant difference in interdepartment performance because most of the professors were able to teach the different departments. The analyzation of this study showed that student performance in the departmental examination in chemistry depends on how the professors taught the subject.

scholarly journals Assessment of the students’ achievement of learning outcomes of radiological sciences program, Najran University experiment

2021 ◽  
Vol 14 (1) ◽  
pp. 129-136
Author(s):  
Soheir E. Mohamed
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Assessment Method ◽  
Project Work ◽  
Continuous Quality ◽  
Final Exams ◽  
Graduating Students ◽  
Academic Year ◽  
Direct And Indirect Methods

The present study was conducted to evaluate the achievement of undergraduate radiological sciences students of PLOs by the applied method in Radiological sciences, Najran University. The assessment of the program learning outcomes in department of radiological sciences, Najran University was conducted by direct and indirect methods and analysis the results of students’ achievement. The study was applied on 21 graduating students, batch of academic year 2019-2020 by applying Najran University model. Direct measurement was applied by linking of each PLO to exams questions on quizzes, midterm exams, final exams, project work and presentation. Indirect method was implemented based on surveys; exist, alumni and employers’ surveys. Najran University model is able to measure the achievement of PLOs and it supported by an indirect assessment method. The radiological sciences program highlights on the student outcomes for the graduate for continuous quality of the curriculum and teaching and learning process in future.

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