UTILIZING CLUSTERING ALGORITHMS AND DATA ANALYTICS ON STUDENT ASSESSMENT DATA IN SECONDARY EDUCATION

2021 ◽  
Author(s):  
Ranella Howard ◽  
Demetria White ◽  
Tor A. Kwembe
Keyword(s):  
Secondary Education ◽  
Data Analytics ◽  
Clustering Algorithms ◽  
Student Assessment ◽  
Assessment Data

scholarly journals Designing and developing an app to perform Hofstee cut-off calculations

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 450
Author(s):  
Ken Masters ◽  
Nadia Al-Wardy
Keyword(s):  
Medical Education ◽  
Student Assessment ◽  
Education Student ◽  
Assessment Data ◽  
Traditional Methods ◽  
Android App

Determining a Hofstee cut-off point in medical education student assessment is problematic: traditional methods can be time-consuming, inaccurate, and inflexible.  To counter this, we developed a simple Android app that receives raw, unsorted student assessment data in .csv format, allows for multiple judges’ inputs, mean or median inputs, calculates the Hofstee cut-off mathematically, and outputs the results with other guiding information. The app contains a detailed description of its functionality.

Teaching Educators How to Use Student Assessment Data to Improve Instruction

2005 ◽  
Vol 86 (9) ◽  
pp. 700-706 ◽  
Author(s):  
Kathryn Parker Boudett ◽  
Richard J. Murnane ◽  
Elizabeth City ◽  
Liane Moody
Keyword(s):  
Student Assessment ◽  
Assessment Data ◽  
Improve Instruction

scholarly journals Defasagem idade-série e letramento científico no Pisa

2020 ◽  
Vol 31 (77) ◽  
pp. 393
Author(s):  
Andriele Ferreira Muri Leite ◽  
Alicia Maria Catalano de Bonamino
Keyword(s):  
Secondary Education ◽  
Linear Regression ◽  
Scientific Literacy ◽  
International Student ◽  
Student Assessment ◽  
Grade Repetition ◽  
International Student Assessment ◽  
Palabras Clave ◽  
The Difference ◽  
Brazilian Students

<p>O artigo analisa a preparação científica de estudantes brasileiros participantes do Pisa (Programme for International Student Assessment – em português Programa Internacional de Avaliação dos Estudantes), considerando a defasagem idade-série. Foram realizadas uma análise exploratória dos resultados e uma regressão linear para investigar o efeito da variável repetência sobre o desempenho em ciências dos estudantes brasileiros. O estudo mostra que: os estudantes brasileiros estão em desvantagem em relação aos estudantes dos países da Organização para Cooperação e Desenvolvimento Econômico (OCDE); a maioria dos estudantes brasileiros não é capaz de realizar as tarefas mais simples estabelecidas pelo Pisa; a diferença entre estudantes brasileiros defasados e estudantes da OCDE alcança 150 pontos em algumas competências; apenas os estudantes brasileiros das séries finais do ensino médio atingem os níveis esperados pelo Pisa.</p><p><strong>Palavras-chave: </strong>Pisa, Brasil, Letramento Científico, Defasagem Idade-série.</p><p> </p><p><strong>Distorsión de grado y edad y la competencia científica en Pisa</strong></p><p>El artículo analiza la preparación científica de los estudiantes brasileños que participan en el PISA (Programme for International Student Assessment – en español, Programa Internacional de Evaluación de Estudiantes), teniendo en cuenta la distorsión de grado y edad. Se realizó un análisis exploratorio de los resultados y una regresión lineal para investigar el efecto de la variable de repetición en el rendimiento en ciencias de los estudiantes brasileños. El estudio muestra que: los estudiantes brasileños están en desventaja en comparación con los estudiantes de los países de la Organización para Cooperación y Desarrollo Económico (OCDE); la mayoría de los estudiantes brasileños no puede realizar las tareas más simples establecidas por el PISA; la diferencia entre estudiantes brasileños que presentan distorsión de grado y edad y estudiantes de la OCDE alcanza a 150 puntos en algunas competencias; solo los estudiantes brasileños en los años finales de la escuela secundaria alcanzan los niveles esperados por el PISA.</p><p><strong>Palabras clave: </strong>Pisa, Brasil, Competencia Científica, Distorsión de Grado y Edad.</p><p> </p><p><strong>Age-grade distortion and scientific literacy in Pisa</strong></p><p>The article analyzes the scientific preparation of Brazilian students participating in PISA (Programme for International Student Assessment), taking into account the age-grade distortion. An exploratory analysis of the results and a linear regression were carried out to investigate the effect of the grade repetition variable on Brazilian students’ performance in Science. The study shows that: Brazilian students are at a disadvantage compared to students from Organization for Economic Cooperation and Development (OECD) countries; the majority of Brazilian students are not able to perform the simplest tasks defined by PISA; the difference between Brazilian over-age students and OECD students reaches 150 points in some competencies; only Brazilian students in the final grades of secondary education reach the levels expected by PISA.</p><p><strong>Keywords: </strong>Pisa, Brazil, Scientific Literacy, Age-grade Distortion.</p>

scholarly journals Insights into student assessment outcomes in rural clinical campuses

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Boaz Shulruf ◽  
Gary Velan ◽  
Lesley Forster ◽  
Anthony O’Sullivan ◽  
Peter Harris ◽  
...  
Keyword(s):  
Univariate Analysis ◽  
Student Assessment ◽  
Wagga Wagga ◽  
Learning Resources ◽  
Linear Regression Models ◽  
Assessment Data ◽  
E Learning ◽  
Assessment Outcomes ◽  
The Impact

Abstract Background There is an ongoing debate about the impact of studying medicine in rural vs. metropolitan campuses on student assessment outcomes. The UNSW Medicine Rural Clinical School has five main campuses; Albury-Wodonga, Coffs Harbour, Griffith, Port Macquarie and Wagga Wagga. Historical data of student assessment outcomes at these campuses raised concerns regarding potential biases in assessment undertaken, as well as the availability and quality of learning resources. The current study aims to identify the extent to which the location of examination (rural versus metropolitan) has an impact on student marks in OSCEs. Methods Assessment data was employed for this study from 275 medical students who sat their final examinations in Years 3 and 6 of the undergraduate Medicine program at UNSW in 2018. The data consists of matched student assessment results from the Year 3 (Y3) MCQ examination and OSCE, and from the Year 6 (Y6) MCQ, OSCE and management viva examinations. The analysis used Univariate Analysis of Variance and linear regression models to identify the impact of site of learning and site of examination on assessment outcomes. Results The results demonstrate that neither site of learning nor site of examination had any significant impact on OSCE or Management Viva assessment outcomes while potential confounders are controlled. Conclusion It is suggested that some of the supposed disadvantages inherent at rural campuses are effectively mitigated by perceived advantages; more intensive interaction with patients, the general and medical communities at those sites, as well as effective e-learning resources and moderation of assessment grades.

scholarly journals Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study

2019 ◽  
Vol 12 (1) ◽  
pp. 18-45
Author(s):  
Rafael Cabezuelo Vivo ◽  
Víctor Pavón
Keyword(s):  
Reading Comprehension ◽  
Secondary Education ◽  
Problem Solving ◽  
Word Problem ◽  
Language Proficiency ◽  
Word Problems ◽  
International Student ◽  
Student Assessment ◽  
Word Problem Solving ◽  
International Student Assessment

The purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners’ process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but that it also depends on the mathematical difficulty, irrespective of the students’ level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.

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