scholarly journals STUDENT ATTITUDES AND BEST PRACTICES ON SCIENCE PERFORMANCE-BASED ASSESSMENT

2021 ◽  
Vol 9 (03) ◽  
pp. 749-768
Author(s):  
Ephraim M. Villacrusis ◽  
Keyword(s):  
Best Practices ◽  
Science Teachers ◽  
Student Attitudes ◽  
Assessment Tool ◽  
Project Based Learning ◽  
Significant Difference ◽  
Performance Based Assessment ◽  
Teachers And Students ◽  
Science Assessments ◽  
Science Performance

Performance –based science assessments provide students with valuable experiences and opportunities to improve students learning. Understanding the attitude of both teachers and students is an important aspect to design suitable performance-based assessment to ensure quality science education. Thus, this study was crafted to determine the teachers and students attitude towards performance-based science assessment and best practices of teachers. This descriptive survey explored the attitude of teachers and students about performance – based assessment. While, Mann-Whitney U test was used to analyzed the significant difference between the teachers and students attitude towards science performance – based assessment. Findings, suggest that students viewed the test performance positively in terms of grading the students fairly in getting good marks in science. While science teachers, believe that class presentations provide opportunities for students, to demonstrate their ability and knowledge during science discussion. Mann-Whitney U test indicates a mismatched between the teachers and students attitude on the performance-based science assessments. While, best practices of science teachers on science performance –based assessment are focused on student-centered activities such as simulation, student journals, exhibits, debates, community based project, project based learning, presentation of science investigatory project, and open-ended questions. Thus, it is necessary for the schools to strengthens the teachers professional development especially in the development and innovations of effective science performance-based assessment tool in order to increase learners achievement. It is also necessary to strengthens students understanding about the role and importance of the different science performance task implored by the teacher.

scholarly journals Implementasi Pendidikan Berasaskan Hasil (PBH) melalui Pembelajaran Berasaskan Projek (PBPj) untuk Menilai Pencapaian Domain Kognitif Berdasarkan Topik Ekosistem Terancam

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Nitce Isa Medina Machmudi Isa ◽  
Mai Shihah Abdullah
Keyword(s):  
Higher Education ◽  
Quantitative Research ◽  
Evaluation Method ◽  
Assessment Tool ◽  
Project Based Learning ◽  
Cognitive Domain ◽  
Traditional Learning ◽  
Outcome Based Education ◽  
Significant Difference ◽  
The Impact

The education system in Malaysia is in the process creating a paradigm shift from implementing an external evaluation to School Based Assessment (SBA). The Malaysia Education Blueprint 2015-2025 (Higher Education) or the MEB (HE) (Ministry of Higher Education, 2015) is formulated based on the vision and aspiration of Malaysia Education Development Plan (2013-2015) and National Higher Education Strategic Plan (Pelan Strategik Pengajian Tinggi Negara (PSPTN)) in educating students who are knowledgeable, skilled and talented to face the challenges of the 21st century. Shift 1 of the blueprint aims to foster graduates who are holistic, balanced and entrepreneurial in line with the National Education Philosophy. This footstep is closely applied by the Ministry of Education to develop the holistic student profile in the schools. A new evaluation combines the three domains of cognitive, affective and psychomotor instead of focusing on the cognitive domain (DC) those are taken into account in determining student's achievement. This study was conducted to identify the impact on assessment using Outcome Based Education (OBE) through the application of project-based learning (PjBL) by comparing it with the current academic achievement ranking using DC only. All domains involved were represented by academic (cognitive domain), social skills (affective domain) and manipulative skills (psychomotor domain). This study also take into account to determine the impact of students’ assessment in the cognitive domain using Outcome-based Education (OBE) through the application of Project-based Learning (PjBL) compared to Traditional Learning (TL) in the topic of ‘Threatened Ecosystem.’ This study is a quantitative research using quasi-experimental design. A total of 30 Form 4 science stream students were selected using purposive sampling. This study demonstrated that there is no significant difference between the traditional learning (TL) and project-based learning (PJBL) to evaluate students’ cognitive domain. Assessment outlined in the Outcome-based Education is a good evaluation method to be applied to the secondary Based on these findings it is proposed evaluation in OBE through PjBL method is of a better assessment tool to be applied to secondary school, preferably the science stream students. This enables them to be evaluated in a more holistic manner which is in line with the full implementation of PBS in the near future. Subsequently, students’ achievement in affective and psychomotor domains should be carried out to oversee the effect onto the holistic evaluation as outlined in OBE.

scholarly journals Examiners' and Candidates' Perspectives on the First Performance-Based Assessment of the Saudi National Anesthesiology Board Final Exam

2017 ◽  
Vol 24 (1) ◽  
pp. 11-21
Author(s):  
Abdulaziz M. Boker
Keyword(s):  
Clinical Examination ◽  
Assessment Tool ◽  
Objective Structured Clinical Examination ◽  
High Stake ◽  
Final Exam ◽  
Board Exam ◽  
Significant Difference ◽  
Performance Based Assessment ◽  
Males And Females ◽  
A Performance

The Saudi Board of Anesthesia introduced a performance-based, objective, structured, clinical examination to supplement key and missing components in the traditional fi nal board exam. This study aims to describe briefl y the development, implementation and evaluation of the fi rst high stake Saudi Board of Anesthesia examafter incorporation of objective, structured, clinical examination according to the participants’ perspectives. After implementation of performance-based exams for the fi rst time, a questionnaire was distributed to the candidates and examiners to explore their perception of the exam. Twenty-three candidates and 20 examiners participated in the Saudi Board exam for anesthesia residency held on November 2015. The candidates as well as the examiners were very satisfi ed with the explanation of the exam process before the exam taking, thetime allotted for the active stations as well as the organization and fairness of the exam with no significant difference between males and females. In conclusion, the objective, structured, clinical examination is well perceived by the examinees as a fair and acceptable assessment tool in the fi nal exam of the Saudi Board of Anesthesia. We conclude that objective, structured, clinical examination is recommended to be used by other Saudi high stake exams.

scholarly journals Culturally Responsive Assessment of Life Science Skills and Abilities: Development, Field Testing, Implementation, and Results

2020 ◽  
Vol 31 (3) ◽  
pp. 329-366
Author(s):  
Robert H. Zimmerman ◽  
C. June Maker ◽  
Fahad Alfaiz
Keyword(s):  
High School Students ◽  
Performance Assessment ◽  
Physical Science ◽  
Concept Maps ◽  
Life Science ◽  
Field Testing ◽  
School Students ◽  
Significant Difference ◽  
Performance Based Assessment ◽  
Science Performance

A research team consisting of educators of gifted students, a scientist, and experts in measurement developed a performance-based assessment of life science skills and abilities. Four high schools in the Southwestern United States were the settings for field testing and implementation. Five levels of ratings were given: unknown, maybe, probably, definitely, and wow. The majority of student scores were in the maybe and probably categories. Using six new measures (concept maps in life and physical science, math problem solving, spatial analytical performance assessment, life science performance assessment and physical science performance assessment), 23 students (M2) were selected for participation in science laboratories at an R1 university along with 20 students (M1) selected by conventional means. When the nine attribute scores of the performance-based assessment were compared, no significant difference was found t(41), p > .38, between M1 and M2 students. Performance-based assessments in science, technology, engineering, and mathematics (STEM) will provide an alternative and a complement to standard achievement tests. They have the potential to identify and nurture exceptionally talented high school students across all demographic groups.

scholarly journals A content analysis of pre-college lesson plans on human evolution

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Rebecca L. Hite
Keyword(s):  
Best Practices ◽  
Social Science ◽  
Conceptual Change ◽  
Science Teachers ◽  
Human Evolution ◽  
Indirect Evidence ◽  
Lesson Plans ◽  
Multiple Sources ◽  
College Science ◽  
American Science

Abstract One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in most American science standards, human evolution is nevertheless taught as an engaging context for understanding complex evolutionary processes among pre-college science students. Therefore, pre-college science teachers seek out human evolution content experts (e.g., Smithsonian Institution, NOVA, ENSI) to procure curricula (lesson plans) to teach these concepts in their classrooms. For students to accurately understand human evolution, research recommends lesson plans employ a diversity of direct and indirect evolutionary evidence, infused with social science perspectives related to the nature of science (NOS) and/or socioscientific issues (SSI) to foster necessary conceptual change. Given such empirical affordances of using multiple sources of evidence and integrated social science perspectives to foster conceptual change in teaching human evolution, it is unknown to what extent these attributes are present in lesson plans created by these entities and targeted to pre-college science teachers. To ascertain to what extent pre-college lesson plans on human evolution employ these research-based best practices, this paper analyzed 86 lesson plans created by 18 entities with content expertise in human evolution concepts that had developed online pre-college lesson plans. Among the sampled lesson plans, less than one third (29%) presented a combination of direct and indirect evidence. Further, a mere 17% incorporated elements of NOS, where SSI (like historical (n = 3) and racial (n = 1)) perspectives were fewer. In sum, findings suggest available resources are deficient in fostering the conceptual change necessary for pre-college students to fully understand human evolution concepts. This study evidences a continued need to ensure best practices are incorporated into human evolution lesson plans created for pre-college teachers.

scholarly journals Reliability and validity of a computer game-based tool of upper extremity assessment for object manipulation tasks in children with cerebral palsy

2021 ◽  
Vol 8 ◽  
pp. 205566832110140
Author(s):  
Anuprita Kanitkar ◽  
Sanjay T Parmar ◽  
Tony J Szturm ◽  
Gayle Restall ◽  
Gina Rempel ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Upper Extremity ◽  
Performance Measures ◽  
Assessment Tool ◽  
Computer Game ◽  
Object Manipulation ◽  
Manual Dexterity ◽  
Assessment Tools ◽  
Significant Difference ◽  
Children With Cerebral Palsy

Introduction A computer game-based upper extremity (CUE) assessment tool is developed to quantify manual dexterity of children with Cerebral Palsy (CP). The purpose of this study was to determine test-retest reliability of the CUE performance measures (success rate, movement onset time, movement error, and movement variation) and convergent validity with the Peabody Developmental Motor Scale version 2 (PDMS-2) and the Quality of Upper Extremity Skills Test (QUEST). Methods Thirty-five children with CP aged four to ten years were tested on two occasions two weeks apart. Results CUE performance measures of five chosen object manipulation tasks exhibited high to moderate intra-class correlation coefficient (ICC) values. There was no significant difference in the CUE performance measures between test periods. With few exceptions, there was no significant correlation between the CUE performance measures and the PDMS-2 or the QUEST test scores. Conclusions The high to moderate ICC values and lack of systematic errors indicate that the CUE assessment tool has the ability to repeatedly record reliable performance measures of different object manipulation tasks. The lack of a correlation between the CUE and the PDMS-2 or QUEST scores indicates that performance measures of these assessment tools represent distinct attributes of manual dexterity.

scholarly journals Using a Performance Based Assessment Tool of Everyday IADL to Determine Driving Risk in Older Adults

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 731-731
Author(s):  
Anne Dickerson
Keyword(s):  
Older Adults ◽  
Assessment Tool ◽  
Functional Performance ◽  
Cognitive Changes ◽  
Suburban Communities ◽  
Crash Rates ◽  
Specificity And Sensitivity ◽  
Driving Impairment ◽  
Two Samples ◽  
Performance Based Assessment

Abstract For older adults living in rural/suburban communities, driving is often their only means of transportation. Although considered safe drivers, drivers older than 70 years have higher crash rates with fatality rates amplified due to the increased frailty/fragility. However, research evidence clearly indicates that cognitive factors contribute to driving impairment in older adults. Occupational therapists, as experts in observation of functional performance, use the Assessment of Motor and Process Skills (AMPS), for measurement of performance in everyday activities using two scales (motor and process). Previously demonstrated as a sensitive tool for cognitive changes, this presentation will summarize the research outcomes between older adults with cognitive impairment (N=57+) and without (N=53) who completed a comprehensive driving evaluation. Analysis of the two samples using receiving operating curves suggests the AMPS has potentially excellent specificity and sensitivity, specifically AUC = 0.826(0.73-0.92) for motor, AUC = 0.909(0.84-0.98) for process, and AUC = 0.936(0.88-0.99) together. Part of a symposium sponsored by Transportation and Aging Interest Group.

scholarly journals Effect of Head Impact Exposures on Changes in Cognitive Testing

2018 ◽  
Vol 6 (3) ◽  
pp. 232596711876103 ◽  
Author(s):  
Eleni Diakogeorgiou ◽  
Theresa L. Miyashita
Keyword(s):  
Reaction Time ◽  
National Collegiate Athletic Association ◽  
Assessment Tool ◽  
Vital Signs ◽  
Head Impact ◽  
Cognitive Testing ◽  
Repeated Impact ◽  
Level Of Evidence ◽  
Head Impacts ◽  
Significant Difference

Background: Gaining a better understanding of head impact exposures may lead to better comprehension of the possible effects of repeated impact exposures not associated with clinical concussion. Purpose: To assess the correlation between head impacts and any differences associated with cognitive testing measurements pre- and postseason. Study Design: Case-control study; Level of evidence, 3. Methods: A total of 34 National Collegiate Athletic Association Division I men’s lacrosse players wore lacrosse helmets instrumented with an accelerometer during the 2014 competitive season and were tested pre- and postseason with the Sport Concussion Assessment Tool (SCAT 3) and Concussion Vital Signs (CVS) computer-based neurocognitive tests. The number of head impacts >20 g and results from the 2 cognitive tests were analyzed for differences and correlation. Results: There was no significant difference between pre- and postseason SCAT 3 scores, although a significant correlation between pre- and postseason cognitive scores on the SCAT 3 and total number of impacts sustained was noted ( r = –0.362, P = .035). Statistically significant improvements on half of the CVS testing components included visual reaction time ( P = .037, d = 0.37), reaction time ( P = .001, d = 0.65), and simple reaction time ( P = .043, d = 0.37), but no correlation with head impacts was noted. Conclusion: This study did not find declines in SCAT 3 or CVS scores over the course of a season among athletes who sustained multiple head impacts but no clinical concussion. Thus, it could not be determined whether there was no cognitive decline among these athletes or whether there may have been subtle declines that could not be measured by the SCAT 3 or CVS.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals Preoperative Practice Paired With Instructor Feedback May Not Improve Obstetrics-Gynecology Residents' Operative Performance

2017 ◽  
Vol 9 (2) ◽  
pp. 190-194 ◽  
Author(s):  
Jamie Kroft ◽  
Michael Ordon ◽  
Leslie Po ◽  
Nora Zwingerman ◽  
Katie Waters ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Controlled Trial ◽  
Intraclass Correlation ◽  
Assessment Scores ◽  
Surgical Trainees ◽  
Significant Difference ◽  
Instructor Feedback ◽  
Operative Performance ◽  
Optimal Approach ◽  
Laparoscopic Salpingectomy

ABSTRACT Background There is evidence that preoperative practice prior to surgery can improve trainee performance, but the optimal approach has not been studied. Objective We sought to determine if preoperative practice by surgical trainees paired with instructor feedback improved surgical technique, compared to preoperative practice or feedback alone. Methods We conducted a randomized controlled trial of obstetrics-gynecology trainees, stratified on a simulator-assessed surgical skill. Participants were randomized to preoperative practice on a simulator with instructor feedback (PPF), preoperative practice alone (PP), or feedback alone (F). Trainees then completed a laparoscopic salpingectomy, and the operative performance was evaluated using an assessment tool. Results A total of 18 residents were randomized and completed the study, 6 in each arm. The mean baseline score on the simulator was comparable in each group (67% for PPF, 68% for PP, and 70% for F). While the median score on the assessment tool for laparoscopic salpingectomy in the PPF group was the highest, there was no statistically significant difference in assessment scores for the PPF group (32.75; range, 15–36) compared to the PP group (14.5; range, 10–34) and the F group (21.25; range, 10.5–32). The interrater correlation between the video reviewers was 0.87 (95% confidence interval 0.70–0.95) using the intraclass correlation coefficient. Conclusions This study suggests that a surgical preoperative practice with instructor feedback may not improve operative technique compared to either preoperative practice or feedback alone.

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