scholarly journals Development of High Order Thinking Skills Based Assessment Tools in Pancasila Course: Critical Digital Citizenship Oriented

2021 ◽  
Vol 12 (2) ◽  
pp. 136
Author(s):  
Triyani Triyani ◽  
Maryam Mustika ◽  
Sakman Sakman ◽  
Herry B Mantir
Keyword(s):  
Research And Development ◽  
Assessment Tool ◽  
Thinking Skills ◽  
Assessment Tools ◽  
Assessment Process ◽  
Expert Assessment ◽  
Research Report ◽  
Digital Citizenship ◽  
Daily Lives ◽  
Video Assessment

The purpose of this research and development is to develop a HOTS-based assessment tool oriented to critical digital citizenship on Pancasila as an ethical system and Pancasila as the basis for developing science and technology, namely the production of an assessment tool that focuses on higher-order thinking skills (HOTS) in students. The method used in this research is the type of development research (R&D) with stages of market needs analysis, development, testing, and product revision. The form of the implementation of this research can be described as (1) workshop on analysis of Pancasila course curriculum (learning outcomes, material substance, assessment tools that have been developed; (2) workshop on development of HOTS-based assessment tools in Pancasila courses oriented towards critical digital citizenship ; (3) FGD expert validation; (4) trial of HOTS-based assessment tool in Pancasila course is oriented towards critical digital citizenship; and (5) preparation of the final research report. The results of this research and development that is based on expert assessment (expert) to the assessment tool were developed which got a mean score of 3.6 in both categories so that used for the assessment process. Based on the results of trials and reflections on the HOTS-based assessment tool oriented to critical digital citizenship, it was found that, First, students are happier when learning uses audio-visual. Second, the learning video assessment tool makes them better understand in analyzing phenomena that occur in society related to the actualization of Pancasila values ​​in their daily lives and environment. Third, the questions contained in the video make students think critically. Fourth, this learning video makes students understand and realize that there are still many students ignorant in their actions to be able to apply the values ​​of Pancasila.

scholarly journals The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes

2015 ◽  
Vol 2015 ◽  
pp. 1-13
Author(s):  
Salah-Addin B. Al-Omari ◽  
Qasem M. Al-Mdallal ◽  
Youssef El-Khatib ◽  
Basim Abu-Jdayil
Keyword(s):  
United Arab Emirates ◽  
Engineering Students ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Assessment Process ◽  
Performance Criteria ◽  
Mathematics Courses ◽  
Level Of Satisfaction ◽  
United Arab Emirates University ◽  
Course Outcomes

This paper deals with the mathematics courses offered to the engineering students at the United Arab Emirates University (UAEU). The paper focuses essentially on the level of achievement by the students of the outcomes of the mathematics and how this reflects on the satisfaction of the engineering ABET-outcomes. Mapping between the course outcomes of the different math courses offered at UAEU to engineering students and the engineering ABET criteria ((a)–(k)) was made. It is found that most of the ABET-outcomes are to a great extent in-line with the outcomes of our mathematics courses. This encourages us to use the achievement of the courses outcomes as an assessment tool for the engineering ABET-outcomes. We considered both direct and indirect assessment tools to assess the level of satisfaction of the math courses outcomes. The performances of the students according to both methods are then used to assess the achievements of the ABET-outcomes. The results generally show very good level of achievement of the outcomes, although few ABET-outcomes were not achieved well according to our performance criteria. Accordingly, we provide some comments and recommendations aiming at the improvement of the program.

scholarly journals Tapping into Bloom Taxonomy’s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom

2021 ◽  
pp. 160-171
Author(s):  
Iryna Lenchuk ◽  
Amer Ahmed
Keyword(s):  
Cognitive Processes ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Tools ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills

This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of apply, analyze and evaluate? This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom’s taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country’s strategic direction reflected in Oman vision 2040.

scholarly journals The Development Process of Higher Order Thinking Skills Based Poetry Text Assessment Tools on VIII Grade Students of Junior High School Brigjend Katamso II Medan

2019 ◽  
Vol 2 (4) ◽  
pp. 315-328
Author(s):  
Erlina Sihombing ◽  
Mutsyuhito Solin ◽  
M. Oky Fardian Gafari
Keyword(s):  
High School ◽  
Junior High School ◽  
Assessment Tool ◽  
Junior High ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Tools ◽  
Needs Analysis ◽  
Higher Order Thinking Skills

This study is aimed describe the process of developing higher order thinking skills based poetry text assessment tools. Students need to be trained in their thinking skills by giving students the type of Higher Order Thinking Skills (HOTS) that can be used to improve students' thinking skills. This research was conducted in Junior High School Brigjend Katamso II Medan. The result shows that Preliminary studies were research and gathering preliminary information, namely needs analysis. The needs analysis in this research development began by distributing questionnaires to the needs of eighth grade students of Junior High School Brigjen Katamso II Medan, amounted to 35 students and 2 Indonesian language teachers of Junior High School Brigjen Katamso II Medan. The results of the needs analysis were as follows: That 100% of the teachers stated that they knew the assessment tools and 70% knew the steps in preparing the assessment tools. However, only 0% of teachers test their assessment tools before use so that 100% of teachers need a valid, effective and practical assessment tool.

The Attachment Style Interview (ASI): A Support-Based Adult Assessment Tool for Adoption and Fostering Practice

2008 ◽  
Vol 32 (3) ◽  
pp. 33-45 ◽  
Author(s):  
Antonia Bifulco ◽  
Catherine Jacobs ◽  
Amanda Bunn ◽  
Geraldine Thomas ◽  
Karen Irving
Keyword(s):  
Attachment Theory ◽  
Attachment Style ◽  
Social Care ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Assessment Process ◽  
Critical Element ◽  
Evidence Based ◽  
Health And Social Care ◽  
Guidance Department

Attachment theory is becoming increasingly influential across health and social care fields in providing explanations of individuals' capacities to achieve effective support, close partner relationships and good parenting of their own and others' offspring. Adoption and fostering services were among the first to use attachment theory to inform evidence-based practice. While it has been used for the assessment of parenting capacity and attachment insecurity in children, there has been little parallel development of standardised assessments for carers, especially in terms of partner relationship, close support figures and ability to access support. This is a critical element in determining suitability for adoption and fostering carer roles and post-placement support. The Attachment Style Interview (ASI — Bifulco et al, 2002a,b) provides such a tool and concurs with requirements identified for carers in DfES Practice Guidance (Department for Education and Skills, 2006). Antonia Bifulco, Catherine Jacobs, Amanda Bunn, Geraldine Thomas and Karen Irving explain the research background to the ASI and describe its growing use in the adoption and fostering assessment process. They also discuss the importance of using evidence-based and standardised assessment tools to maximise effective practice.

Development of Risk Assessment Tools for Enterprises

2021 ◽  
Vol 18 (5) ◽  
pp. 38-47
Author(s):  
Yu. V. Trifonov ◽  
E. A. Fomina
Keyword(s):  
Risk Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Assessment Tools ◽  
Quantitative Risk Assessment ◽  
Assessment Process ◽  
Risk Indicator ◽  
Additional Tool ◽  
Risk Assessment Tools ◽  
Complex Integral

Th e purpose of this article is to develop tools for assessing the risks of enterprises, used both to assess the current activities of enterprises and during the implementation of investment proj-ects. It is supposed to be used both as the main risk assessment tool, for example, for small and medium-sized enterprises, and as an additional tool, mainly for large enterprises, for making a preliminary decision on the feasibility of the project. Th e developed tools include a comprehen-sive risk assessment system, which provides a fundamental basis for calculations, and a soft ware product that signifi cantly optimizes the calculations of a complex integral risk indicator. Th e risk assessment system represents individual risks, grouped by 51 risk groups. Making calculations using the developed risk assessment tools involves assigning to each risk the characteristics of assessing the level of infl uence by selecting the characteristic most appropriate to the current level of risk. A standard version of indicators is proposed for each risk and characteristics cor-responding to "high", "elevated", "medium", "moderate" and "low" risk levels. Based on the results of the analysis, a complex integral risk indicator is formed, which is a quantitative risk assessment, which allows you to classify an enterprise into one of three groups: "eff ective enterprise / project", "enterprise / project requiring improvements", "ineffi cient enterprise". To optimize the calcula-tions, the authors have developed a soft ware product that allows for analysis with a signifi cant reduction in the time spent on its implementation. In general, the use of the developed risk as-sessment system and tools makes it possible to signifi cantly optimize the risk assessment process and reduce the costs of analisys.

ABET EC-2000 Assessment Using Outcome Portfolios

2004 ◽  
Author(s):  
Ever J. Barbero ◽  
Jacky C. Prucz ◽  
Larry E. Banta ◽  
Charles E. Stanley ◽  
Nilay Mukherjee
Keyword(s):  
Mechanical Engineering ◽  
Assessment Tool ◽  
Aerospace Engineering ◽  
Assessment Tools ◽  
Assessment Process ◽  
Assessment Data ◽  
West Virginia University ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Effective Use

A comprehensive implementation of outcome portfolios is presented. Outcome portfolios are assessment tools used by the authors to accomplish triangulation in the Accreditation Board for Engineering and Technology (ABET) EC-2000 assessment process. Systematic and effective use of outcome portfolios has provided us with a convenient, reliable, and powerful tool for assessing the level of achievement of our graduates on all the program outcomes for the Aerospace Engineering and Mechanical Engineering programs at West Virginia University. The objective of this paper is to describe our approach to assembling, assessing, and improving outcome portfolios as an essential outcome assessment tool under ABET Criterion 3. The process is illustrated in detail using outcome “k” [1] as an example. Assessment data are presented to support the hypothesis that survey data alone are inconclusive and that outcome portfolios provide additional, valuable information for program enhancement. A comparison between the assessment data for the two programs, Aerospace Engineering and Mechanical Engineering, is used to support our conclusions.

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

Technical Issues Related to Computerized Music Performance Assessment

2019 ◽  
pp. 854-876
Author(s):  
Daniel Massoth
Keyword(s):  
Research And Development ◽  
Performance Assessment ◽  
Music Performance ◽  
External Factors ◽  
Assessment Process ◽  
Future Directions ◽  
Music Assessment ◽  
History Of ◽  
Technical Issues ◽  
Internal And External Factors

When technology is used for assessment in music, certain considerations can affect the validity, reliability, and depth of analysis. This chapter explores factors that are present in the three phases of the assessment process: recognition, analysis, and display of assessment of a musical performance. Each phase has inherent challenges embedded within internal and external factors. The goal here is not to provide an exhaustive analysis of any or all aspects of assessment but, rather, to present the rationale for and history of using technology in music assessment and to examine the philosophical and practical considerations. A discussion of possible future directions of product research and development concludes the chapter.

scholarly journals Concussion in para sport: the first position statement of the Concussion in Para Sport (CIPS) Group

2021 ◽  
pp. bjsports-2020-103696
Author(s):  
Richard Weiler ◽  
Cheri Blauwet ◽  
David Clarke ◽  
Kristine Dalton ◽  
Wayne Derman ◽  
...  
Keyword(s):  
Consensus Statement ◽  
Assessment Tool ◽  
Return To Sport ◽  
Position Statement ◽  
Assessment Tools ◽  
Future Research ◽  
Concussion Management ◽  
Rule Changes ◽  
Specific Rule ◽  
And Performance

Concussion is a frequent injury in many sports and is also common in para athletes. However, there is a paucity of concussion research related to para sport, and prior International Concussion in Sport (CIS) consensus papers have not substantively addressed this population. To remedy this and to improve concussion care provided to para athletes, the concussion in para sport (CIPS) multidisciplinary expert group was created. This group analysed and discussed in-depth para athlete-specific issues within the established key clinical domains of the current (2017) consensus statement on CIS. Due to the onset of the COVID-19 pandemic, the group held all meetings by video conferencing. The existing Sport Concussion Assessment Tool 5 (SCAT5) for the immediate on-field and office-based off-field assessment of concussion was evaluated as part of this process, to identify any para athlete-specific concerns. Regular preparticipation and periodic health examinations are essential to determine a baseline reference point for concussion symptoms but pose additional challenges for the interpreting clinician. Further considerations for concussion management for the para athlete are required within the remove, rest, reconsider and refer consensus statement framework. Considering return to sport (RTS), the 2017 CIS consensus statement has limitations when considering the RTS of the para athlete. Case-by-case decision making related to RTS following concussion is imperative for para athletes. Additional challenges exist for the evaluation and management of concussion in para athletes. There is a need for greater understanding of existing knowledge gaps and attitudes towards concussion among athlete medical staff, coaches and para athletes. Future research should investigate the use and performance of common assessment tools in the para athlete population to better guide their clinical application and inform potential modifications. Concussion prevention strategies and sport-specific rule changes, such as in Para Alpine Skiing and Cerebral Palsy Football, also should be carefully considered to reduce the occurrence of concussion in para athletes.

‘The face of the programme’: How local clinicians shape decisions about eligibility for a national caregiver support programme in the USA

2020 ◽  
pp. 135581962098337
Author(s):  
Nina R Sperber ◽  
Rebecca Bruening ◽  
Joshua Dadolf ◽  
Katherine Miller ◽  
Jennifer Henius ◽  
...  
Keyword(s):  
Social Services ◽  
Interdisciplinary Teams ◽  
Assessment Tools ◽  
Assessment Process ◽  
Therapeutic Relationships ◽  
Veterans Health ◽  
Health Administration ◽  
Eligibility Criteria ◽  
Caregiver Support ◽  
Potential Harm

Objective To examine the causes of variation for determining clinical eligibility for a national caregiver programme in the US Veterans Health Administration (VHA) and so help inform standardization of clinical eligibility assessment for support and establish conditions for more consistent caregiver experiences across the country. Methods We used mixed methods, including a national survey of caregiver support coordinators (CSCs) across VHA medical centres, semi-structured interviews with a purposive sample of 53 CSCs and interdisciplinary team members, and observations of four VHA medical centre sites. Results A majority (70%) of CSCs across VHA medical centres reported that they used interdisciplinary teams to conduct assessments. Interdisciplinary teams were seen to help mitigate potential harm to therapeutic relationships from eligibility decisions. Survey respondents reported using a range of assessment tools provided by the national VHA Caregiver Support Program office, but participants expressed concerns that the tools did not necessarily effectively assess clinical need. Some local sites had developed innovative person-centered approaches, in which the assessment process provided an opportunity to assess veterans’ holistic clinical needs, in contrast to a programme-centered approach, which focused on assessing whether veterans/their caregivers meet eligibility criteria. Conclusion Discretion by those involved in making decisions on programme eligiblity is important for implementing a national social services programme based on clinical need. Interdisciplinary teams can help mitigate potential harm to therapeutic relationships. Discretion allows for innovation. This work has implications for setting policy in other programme contexts in which applying eligibility criteria requires clinical judgment.

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