scholarly journals Online assessment strategies to enhance students’ competence and their implementational challenges

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Ida Ayu Made Sri Widiastuti ◽  
Ida Bagus Nyoman Mantra ◽  
Heru Sukoco ◽  
Made Hery Santosa
Keyword(s):  
Classroom Assessment ◽  
Effective Interaction ◽  
Learning Processes ◽  
Living Standard ◽  
Online Assessment ◽  
Human Beings ◽  
Self Assessment ◽  
Online Systems ◽  
Learning Competence ◽  
Assessment Strategies

Education is a key to a successful life for all human beings. Having a good education certainly helps people to have a better life and improve their living standard. Therefore, education should be continually conducted meaningfully to enhance students’ competence. However, carrying out effective learning and appropriate classroom assessment during the coronavirus pandemic could be highly challenging for the teachers to do. Teachers need to utilize various technological devices to assess students' learning competence. This is due to online learning has become a priority in learning activities in the pandemic situation. Consequently, teachers must have broader horizons on how to conduct the learning processes and appropriate assessment strategies and operate various communication technologies. This study found that English teachers implemented three types of online assessment strategies to improve students' learning competence during the pandemic of Covid-19 in Indonesia. Those strategies are online test administration, portfolio, and self-assessment. Several challenges were accoutered by the teachers in carrying out the classroom assessment through online systems such as slow internet network, expensive internet quota prices, limited access to computer and smartphone devices, poor ability in using digital technology, difficulty in conducting effective interaction. Feedback was occasionally provided when the learning processes were conducted through zoom meeting or google meet. The study implies that teachers should improve their communication technology ability and fulfill online assessment strategies' administrative procedures.

scholarly journals E-Assessment in E-Learning Degrees: Comparison vs. Face-to-Face Assessment through Perceived Stress and Academic Performance in a Longitudinal Study

2021 ◽  
Vol 11 (16) ◽  
pp. 7664
Author(s):  
Roberto Sánchez-Cabrero ◽  
Javier Casado-Pérez ◽  
Amaya Arigita-García ◽  
Elena Zubiaurre-Ibáñez ◽  
David Gil-Pareja ◽  
...  
Keyword(s):  
Perceived Stress ◽  
Classroom Assessment ◽  
Online Assessment ◽  
Validity And Reliability ◽  
Self Assessment ◽  
Face To Face ◽  
Online Evaluation ◽  
The World ◽  
E Learning ◽  
Continued Use

The COVID-19 pandemic has become both a challenge and an opportunity to implement certain changes in the world of education. One of the most important differences has been online evaluation, which had, until now, been marginal in most prestigious universities. This study compared the academic achievement of the last cohort that performed classroom assessment and the first group that was graded for an official degree using synchronous online evaluation. Other variables measured were the self-assessment of students in this second group, in order to understand how it affected their perception of the process using three different indicators: stress, difficulty, and fairness. Nine hundred and nineteen students participated in the study. The results indicate that online assessment resulted in grades that were 10% higher while enjoying the same degree of validity and reliability. In addition, stress and difficulty levels were also in line with the on-site experience, as was the perception that the results were fair. The results allow us to conclude that online evaluation, when proctored, provides the same guarantees as desktop exams, with the added bonus of certain advantages which strongly support their continued use, especially in degrees with many students who may come from many different locations.

scholarly journals Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

2021 ◽  
Vol 6 ◽  
Author(s):  
Cherry Zin Oo ◽  
Dennis Alonzo ◽  
Chris Davison
Keyword(s):  
Decision Making ◽  
Student Learning ◽  
Classroom Assessment ◽  
Intervention Group ◽  
Initial Teacher Education ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
Learning And Teaching ◽  
Supervising Teachers ◽  
Assessment Strategies

Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and that often there is insufficient attention to authentic assessment practices which focus on assessment for learning (AfL) in initial teacher education (ITE), so teachers are uncertain how to integrate assessment into teaching and make trustworthy assessment decisions to develop student learning. This paper reports on the results of a study of the process of pre-service teachers’ (PSTs) decision-making in assessment practices in Myanmar with real students and in real classroom conditions through the lens of teacher agency. Using a design-based research methodology, a needs-based professional development program for PSTs’ assessment literacy was developed and delivered in one university. Following the program, thirty PSTs in the intervention group were encouraged to implement selected assessment strategies during their practicum. Semi-structured individual interviews were undertaken with the intervention group before and after their practicum in schools. This data was analyzed together with data collected during their practicum, including lesson plans, observation checklists and audiotapes of lessons. The analysis showed that PSTs’ decision-making in the classroom was largely influenced by their beliefs of and values in using assessment strategies but, importantly, constrained by their supervising teachers. The PSTs who understood the principles of AfL and wanted to implement on-going assessment experienced tension with supervising teachers who wanted to retain high control of the practicum. As a result, most PSTs could not use assessment strategies effectively to inform their decisions about learning and teaching activities. Those PSTs who were allowed greater autonomy during their practicum and understood AfL assessment strategies had greater freedom to experiment, which allowed them multiple opportunities to apply the result of any assessment activity to improve both their own teaching and students’ learning. The paper concludes with a discussion of the kind of support PSTs need to develop their assessment decision-making knowledge and skills during their practicum.

Who Is Community Engagement For?: The Endless Loop of Democratic Transparency

2020 ◽  
Vol 64 (11) ◽  
pp. 1565-1587
Author(s):  
Caroline W. Lee
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
State Legislatures ◽  
Professional Associations ◽  
Top Down ◽  
Self Assessment ◽  
College And University ◽  
American Academia ◽  
Assessment Strategies ◽  
The U.S

This article approaches college and university community engagement as a publicity practice responding to complex pressures in the U.S. higher education field. Democracy initiatives in American academia encompass a range of civic activities in communities near and far, but the forces driving their production are decidedly nonlocal and top-down. Good intentions are no longer enough for colleges and universities facing crises on a number of fronts. Today’s community collaborations must be intensive, reciprocal, deliberative, and appreciative. This mission of democratic transparency pursued by institutions involves extensive efforts to certify civic empowerment for public audiences and funders, trade and professional associations, state legislatures, and federal regulators. A promotional perspective on community engagement in higher education shifts attention from the authentic grassroots transformations that are its putative focus to the larger processes driving this activity and its outcomes: not least, the pursuit of legitimacy through increasingly elaborate self-assessment strategies. This endless loop—and its demands that engagement be ever more democratic and transparent, in its practice and in its evaluation—demonstrates not only the reach of promotional transparency, but its characteristic shape and reflexive organizational routines.

A Quantitive Analysis on Virtual Reality-Based Computer Aided Design System Interfaces

Manufacturing ◽  
2002 ◽  
Author(s):  
Chi-Cheng Chu ◽  
Rajit Gadh
Keyword(s):  
Virtual Reality ◽  
User Interface ◽  
Computer Aided Design ◽  
Effective Interaction ◽  
Design System ◽  
Human Beings ◽  
Cad System ◽  
Computer Aided ◽  
Interaction Approach ◽  
Aided Design

In this paper, a series of interface tests on interaction approach for the generation of geometric shape designs via multi-sensory user interface of a Virtual Reality (VR) based System is presented. The goal of these interface tests is to identify an effective user interface for VR based Computer-Aided Design (CAD) system. The intuitiveness of the VR based interaction approach arises from the use of natural hand movements/gestures, and voice commands that emulate the way in which human beings discuss geometric shapes in reality. The focus of this paper is on determining a set of effective interaction approaches by using the combinations of auditory, tactile, and visual sensory modalities to accomplish typical CAD tasks. In order to evaluate the proposed interaction approach, a prototypical VR-CAD system is implemented. A series of interface tests were performed on the prototypical systems to determine the relative efficiency of a set of potential interaction approach with respect to specific fundamental design tasks. The interface test and its results are presented in this paper.

scholarly journals Willingness to Communicate and its Relationship with Emotional Intelligence and Gender Differences

2015 ◽  
Vol 52 ◽  
pp. 87-94 ◽  
Author(s):  
Leila Gholami
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Human Beings ◽  
Emotional Quotient Inventory ◽  
And Gender ◽  
Teaching Learning

As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the one who is capable of dealing with complexities of teaching-learning processes. Various recent learner-fronted teaching methodologies have underscored the notion of learner-initiated communication which is known as willingness to communicate (WTC). To date, various variables have been discovered by scholars to be influential in the satisfactory flow of communication among students in the language classrooms. Another variable analyzed in the present study is the potential relationship between learners’ gender and WTC as well as their emotional intelligence (EQ-i). Therefore, the present study tries to investigate the possible go-togetherness between learners’ willingness to communicate and their emotional intelligence. Two questionnaires of Bar-On’s (1997) emotional quotient inventory and McCrosky’s (1992) willingness to communicate scale were administered to a total of 100 academic EFL learners. After obtaining the raw data, the SPSS software (version17) was used to change the data into numerical interpretable forms. Correlation analysis revealed that there is positive correlation between learner’s willingness to communicate and their emotional intelligence level. Furthermore, the findings characterized females as the outperforming group both in terms of emotional intelligence and willingness to communicate.

scholarly journals Development of online learning course in combating human beings trafficking for border guard officers of Ukraine

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 536-543
Author(s):  
Ilona Isaieva ◽  
Serhii Zabolotnyi ◽  
Yurii Moisienko ◽  
Olena Androshchuk ◽  
Oleh Reznik ◽  
...  
Keyword(s):  
Human Trafficking ◽  
Online Course ◽  
Course Development ◽  
Human Beings ◽  
Learning Stage ◽  
Course Materials ◽  
Development Methodology ◽  
Qualification Framework ◽  
Assessment Strategies

The article outlines the important role of training the border guard agencies personnel to prevent and combat trafficking in human beings. The course development methodology included defining the professional competencies according to the Sectoral Qualification Framework for border guarding in European Union, determining the level of the course and learning outcomes, elaborating learning and assessment strategies. The online course was organized in 3 main stages: self-paced (asynchronous), synchronous and reflective. During the reflective learning stage the participants analysed and systematized the course materials and studied the cases of human trafficking, prepared reports with analysis of how the victims of human trafficking were identified, the way profiling was carried out and what indicators helped in this.

scholarly journals The Ethical Significance of Antibiotic Resistance towards Aquaculture Practices

2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Ahmed Jalal Khan Chowdhur ◽  
Akbar John ◽  
Dilruba Nasrin ◽  
Abdurezak Abdulahi Hashi ◽  
Suhaila Mohd Omar ◽  
...  
Keyword(s):  
Antibiotic Resistance ◽  
Marine Environment ◽  
Animal Health ◽  
Bacterial Flora ◽  
Construction Materials ◽  
Health Concern ◽  
Living Standard ◽  
Aquatic Animal ◽  
Human Beings ◽  
Animal Pathogens

In recent decade, aquaculture species, including fish are under danger from bio-aggressors like viruses, bacteria, parasites and fungi. These organisms harm either spontaneously or through aquatic animal husbandry practices or both. The chemicals employed in aquaculture are drugs like antibiotics used to treat diseases, chemicals introduced through construction materials and hormones used to alter the reproductive viability, sex and growth rates. Drugs used to treat disease are the most dangerous to the fish. These persistent antibiotics tend to increase antibiotic-resistant free-living bacteria, thereby altering the composition of normal marine and freshwater bacterial flora. Evidence suggests that these antibioticresistant organisms in the marine environment will, in turn, pass their antibiotic resistance genes to other bacteria including human and animal pathogens. Antibiotic treatment in aquaculture is achieved by medicated baths and medicated food. In both cases, the probability exists for antibiotics to pass into the environment, affecting wildlife, remaining in the environment for extended periods of time and exerting their antibiotic effects to human. In this manner, potential alterations of the diversity of the marine microbiota produced by antibiotics may alter the homeostasis of the marine environment and affect complex forms of life including fish, shellfish, marine mammals, and human beings. The contamination of surface waters with antimicrobials has become an increasing public health concern because of the emergence of multi-resistant pathogens. Efforts to make progress on these issues require us to raise, confront and enact some difficult ethical decisions that will affect the living standard of human. Nevertheless, excessive antibiotic use in aquaculture should be of high concern to the aquaculture industry and its regulators, to public officials dealing with human and animal health and with the preservation of the environment, and to non-governmental organizations dealing with these issues.

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