scholarly journals Self-Assessment of English Reading Skills in Grade 6

2021 ◽  
Author(s):  
Evija Latkovska ◽  
◽  
Santa Aleksejeva ◽  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Reading Skills ◽  
Language Education ◽  
Assessment Tools ◽  
World Knowledge ◽  
European Language ◽  
Self Assessment ◽  
English Reading ◽  
Assessment Activities

One of topicalities in the field of education in the 21st century is a necessity to share responsibility. Namely, students should learn to be more responsible for how and what they learn, whereas teachers should learn to share the ownership of the learning process with students, letting them be more involved in it as decision-makers. One way how teachers can encourage students become more conscious of the learning process is to engage them in self-assessment of their learning and learning outcomes. One of self-assessment tools in language education is the European Language Portfolio (the ELP). Apart from different ELPs for adults, there is a portfolio for students in Latvia: My Language Portfolio – The European Language Portfolio for young learners (age 7–12) in the paperback and digital versions. In the present study, the researchers explore how self-assessment can be incorporated in the English language lessons by offering self-assessment activities and the ELP to Grade 6 students to work on their reading skills. Reading skills make the basis for every person’s literacy as reading does not only concern reading itself, it is also about being able to master general knowledge of any other school subject and the world knowledge in general. Thus, the aim of the research is to find out how self-assessment can be used to improve reading skills in English in Grade 6. A case study was carried out for one month in one primary school in Riga, the research sample being two separate groups of Grade 6 students, in total – 26. The researchers analysed and interpreted data collected from assessment and self-assessment of reading activities, questionnaires filled out by students. The main findings of the research show that self-assessment can successfully be incorporated in lessons of English of Grade 6 students as it increases students’ motivation to learn and their reading skills improve. That could be based on the fact that self-assessment allows students to take more ownership of their learning process and learning outcomes, that way making students become more responsible. However, overall progress is not immense and for students who are more competent in English, improvement of their reading skills can barely be traced. It has to be highlighted that students, whose confidence in their English reading skills is lower, benefit from self-assessment more. It could be explained by students’ conscious work on particular problems with reading in English they discover while completing self-assessment activities.

scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

scholarly journals MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR IPS SISWA KELAS IV SD NEGERI 18 KENDARI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Sultan Sultan
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mastery Learning ◽  
Assessment Tools ◽  
Individual Student ◽  
Learning Achievement ◽  
School Year ◽  
The Social ◽  
Assessment Rubric

ABSTRAK : Penilaian ini berisi proses pembelajaran IPS pada siswa kelas VI yang dilakukan di SD Negeri 18 Kendari. Tujuan dan karya tulis ini, adalah membuktikanbahwa kegiatan bermain dan membuat display dapat memberikan keberhasilan pada proses pembelajaran siswa dalam rangka pencapaian mastery learning. Dalam penelitian ini penulis melibatkan 12 siswa kelas VI yang ada di SD Negeri 18 Kendari yaitu siswa kelas VI untuk tahun pelajaran 2014/2015. Alat penilaian yang digunakan berbentuk tes dan non tes. Penelitian ini dilaksanakan dalam tiga siklus. Antara lain siklus I, siklus II dan siklus III merupakan rangkaian kegiatan yang saling berkaitan. Faktor yang diteliti dalam penelitian ini adalah proses pembelajaran siswa yakni mengamati kelancaran pembelajaran, suasana dan aktivitas pembelajaran serta hasil belajar siswa. Rubrik penilaian dilakukan pada saat siswa terlibat dalam kegiatan kelompok ketiga membuat display dan melakukan permainan. Rubrik bertujuan untuk melihat keterampilan-keterampilan yang diharapkan pada paradigma pembelajaran dalam pedoman KTSP yaitu,1) learning to know, 2) Learning to do, 3) leraning to be, dan 4) learning to live togather telah dicapai oleh siswa. Perbandingan hasil pre-test, siklus I, siklus II, dan siklus III, serta rubrik penilaian saat pembuatan display dan permainan menunjukan bahwa keterampilan yang diharapkan dari setiap kriteria penilaian dapat dilalui dengan nilai yang baik oleh semua kelompok. Meskipun penilaian rubrik dilakukan dalam kelompok, namun keterampilan itu tetap menjadi tanggung jawab setiap individu siswa. Hal penelitian ini menunjukan bahwa penerapan tehnik permainan dan display dapat meningkatkan hasil belajar IPS karena suasana belajar dirasakan menyenangkan dan siswa lebih aktif menyelesaikan tugas serta terjadi peningkatan prestasi belajar. Kata Kunci: Aktivitas, Prestasi Belajar, STADABSTRACT: This assessment contains the social studies learning process for grade VI students conducted at SD Negeri 18 Kendari. The purpose and this paper, is to prove that playing activities and making displays can provide success in the learning process of students in order to achieve mastery learning. In this study the authors involved 12 grade VI students in 18 Public Elementary School Kendari, namely grade VI students for the 2014/2015 school year. Assessment tools used in the form of tests and non-tests. This research was conducted in three cycles. Among other cycles I, cycle II and cycle III is a series of interrelated activities. The factors examined in this study were the students' learning processes, namely observing the smooth learning, the atmosphere and learning activities and student learning outcomes. The assessment rubric is done when students are involved in third group activities making displays and playing games. The rubric aims to look at the skills expected in the learning paradigm in the SBC guidelines, namely, 1) learning to know, 2) learning to do, 3) learning to be, and 4) learning to live togather has been achieved by students. Comparison of pre-test results, cycle I, cycle II, and cycle III, as well as the assessment rubric when making displays and games shows that the skills expected from each assessment criteria can be passed with good grades by all groups. Although the rubric assessment is done in groups, the skill remains the responsibility of each individual student. This study shows that the application of game and display techniques can improve social studies learning outcomes because the learning atmosphere is felt to be fun and students are more active in completing assignments and there is an increase in learning achievement. Keywords: Activities, Learning Achievement, STAD

Interactivity Technologies to Improve the Learning in Classrooms Through the Cloud

2018 ◽  
Vol 13 (1) ◽  
pp. 17-36
Author(s):  
Habib M. Fardoun ◽  
Daniyal M. Alghazzawi ◽  
Antonio Paules
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Assessment Tools ◽  
Cloud System ◽  
Teaching Methodology ◽  
Self Assessment ◽  
Clear Image

In this paper, the authors present a cloud system that incorporate tools developed in HTML5 and JQuery technologies, which are offered to professors and students in the development of a teaching methodology called flipped classroom, where the theoretical content is usually delivered by video files and self-assessment tools that students can display from home. This system aims to eliminate the technical limitations to facilitate communication and a real learning process by monitoring and evaluating the students and teachers. Highlighting main functions, the authors do find: the wizard of quality content, visual interactive wizard, the audio note as tool for audio records, and finally the graphical evaluator that provides a graphical and intuitive result, providing a clear image of the theoretical and practical difficulties that students experience.

scholarly journals An Analysis of Teacher’s Strategies in Teaching Reading Comprehension

2020 ◽  
Vol 11 (1) ◽  
pp. 94-105
Author(s):  
Yesicha Audina ◽  
Nibenia Zega ◽  
Asima Simarmata ◽  
Kiki Velina Situmeang ◽  
Sri Ninta Tarigan
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Reading Skills ◽  
English Teachers ◽  
Student Knowledge ◽  
English Reading ◽  
Teachers And Students ◽  
English Reading Comprehension ◽  
Teaching Learning ◽  
Reading Activity

This study was raised due to problems in learning reading. The researchers saw that teachers and students experience constraints in the learning process. The problem is when students do not understand the content of the reading because students only learn to translate word by word and do not understand the contents of the reading. The purpose of research is to know the strategies used by English teachers and the reasons why did the English teacher choose those strategies to teach English reading comprehension and describe the application using the strategies chosen by English teachers in reading understanding learning. This research is used with research objects of English teachers. The location of this research was at SMK Dharma Bakti 1, Medan. The method of the research was qualitative research. The Instruments of this research were observations and interviews. The results of this study using the strategy of Directed Reading Activity (DRA). DRA is a strategy used to expand and strengthen students’ reading skills. In short this strategy guides students to get information from a text read. So that in its implementation students can more easily understand the text of connecting the various student knowledge that students have.  Before it was to build its own understanding and this assumption, this strategy was considered effective because it was able to build a teaching learning process. Making classes more conducive, students are also trained to build good cooperation, students capable of discussion and critical thinking as well as developing understanding after reading.

scholarly journals Implementasi Metode SQ3R dalam Upaya Peningkatan Kemampuan Membaca Pemahaman Pada Mata Pelajaran Bahasa Indonesia Siswa SDN 135 Rejang Lebong

2019 ◽  
Vol 2 (2) ◽  
pp. 177
Author(s):  
Mawaria Mawaria
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Reading Skills ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Research Subjects ◽  
Fifth Grade Students ◽  
School Year ◽  
A Value ◽  
Bahasa Indonesia

This research is motivated by problems in learning Indonesian. The view of reading is difficult to be embedded in students. The learning process carried out does not provide opportunities for students to develop ideas in developing the potential of reading skills. Classroom Action Research (CAR) consists of 2 cycles, each of which consists of two meetings. The stages in each cycle consist of the stages of planning, implementation, observation or observation, and reflection. The research subjects were fifth grade students of SDN 135 RejangLebong consisting of 23 people in the 2016/2017 school year. In the first cycle student learning outcomes obtained an average of 73.19 and the percentage of classical learning completeness was 69.56%. In cycle II there were no more weaknesses that occurred in cycle I. Learning outcomes in the second cycle obtained an average of 81.69 with a percentage of classical learning completeness 91.30%. This fulfills the completeness criteria, ie 85% of students get a value of ,07.0 and the learning process is said to be completed individually if students get a value of ≥7.

scholarly journals A COMPARATIVE STUDY OF FORMATIVE ASSESSMENT TOOLS

2019 ◽  
Vol 4 (14) ◽  
pp. 41-71
Author(s):  
Tasaratha Rajan Anamalai ◽  
Maizatul Hayati Mohamad Yatim
Keyword(s):  
Formative Assessment ◽  
Learning Outcomes ◽  
Learning Process ◽  
Classroom Environment ◽  
Teaching Method ◽  
Assessment Tools ◽  
Teachers And Students ◽  
Level Of Understanding ◽  
Assessment Environment ◽  
Comparison Technique

The intention of formative assessment tools usage is mainly to assess learning outcomes easily and quickly in a classroom environment. However, the tools need to be accurate and informative for teachers and students. At the end of any learning process, students certainly need to know their level of understanding in the learning process and what are the next steps for them to encounter. However, with increasing numbers of students in a classroom and increasing teaching workload among teachers, the teachers can gain benefits from these tools in assessing the outcomes quickly and more effectively. Formative assessment contributes to the learning process by providing the teachers with feedback on how successful the teaching method is and how well the students understand a particular lesson. This article will discuss the usage of formative assessment tools in education. It describes and reviews several kinds of literature related to alternative ways to assess students using technology transform assessment in the teaching process. The reviews use a comparison technique using twelve-criteria of technology transform assessment using three formative assessment tools available in the market. It is believed that technology transform assessment can bring an enjoyable and engaging assessment environment in the classroom.

scholarly journals Implementation of Blended Learning based Leseverstehen Teaching Materials in Germany Students of KKNI

2021 ◽  
Vol 13 (2) ◽  
pp. 518-525
Author(s):  
Rina Evianty ◽  
Risnovita Sari
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Language Learners ◽  
Learning Process ◽  
Reading Skills ◽  
Teaching Materials ◽  
Foreign Language Learners ◽  
Video Application ◽  
Quantitative Descriptive

The research background began with Indonesian students learning German who were less motivated in learning. This study aims to apply the effectiveness of Corel Video Studio learning media in Leseverstehen learning. The Leseverstehen course is one of the reading skills-oriented courses that must be mastered in German. In this course, students are required to make KKNI assignments. The purpose of further research is to develop the abilities of students in a learning process. The method used is quantitative descriptive, namely by using the Corel Studio video application in which there are various interesting themes from various activities. The results show that there is a significant increase in learning outcomes using Corel Video Studio in Leseverstehen learning. This study limits the study of skills to interest in learning and reading for foreign language learners. This research is urgent and important to carry out during the Covid 19 pandemic.

scholarly journals Penggunaan Metode Cooperative Integrated Reading and Composotion (CIRC) Dalam Pembelajaran Bahasa Indonesia Untuk Meningkatkan Kemampuan Membaca Siswa Pada Kelas IV MI Mambaul Huda Ngabar Ponorogo

2015 ◽  
Vol 7 (02) ◽  
pp. 25-40
Author(s):  
Iis Uun Fardiana
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Reading Ability ◽  
Reading Skills ◽  
Knowing How ◽  
Effective Learning ◽  
Classroom Action Research ◽  
Bahasa Indonesia

In the course of learning, the use of a particular method of learning is very influential on learning outcomes to be achieved. But in reality, the Indonesian learning process at the school is still using methods tend menoton explained in front of the class were students just listen to information from the teacher, so that the learning process is not conducive and effective learning process difficult to achieve. This study focused on (1) whether the method of Cooperative Integrated Reading and Composition (CIRC) can improve students' reading ability? (2) how to use the methods Cooperative Integrated Reading and Composition (CIRC) can improve students' reading ability? The goal was to determine the use of methods Cooperative Integrated Reading and Composition (CIRC) can increase the ability to read student, knowing how teachers use methods Cooperative Integrated Reading and Composition (CIRC) to increase the ability to read students learning Indonesian in MI Mamba'ul Huda Ngabar Ponorogo. Desaian research is classroom action research (classroom action research) and the type of research is collaborative with teachers and pupils. The results showed that, using the method of Cooperative Integrated Reading and Composition (CIRC) can improve the reading skills of students learning Indonesian in MI Mamba'ul Huda Ngabar Ponorogo. It can be seen from the results of research that has been conducted by using the method of Cooperative Integrated Reading and Composition (CIRC) can improve reading ability siswadan active students in learning Kata kunci: Method of Cooperative Integrated Reading and Composition (CIRC), learning Indonesian, Reading ability

scholarly journals DEVELOPING NEW LEARNING TOOLS IN THE CLASSROOM: THE KAHOOT EXPERIENCE

2020 ◽  
Vol 3 (3) ◽  
pp. 214-235
Author(s):  
Antonio José Carrasco-Hernández Antonio José Carrasco-Hernández ◽  
Gabriel Lozano-Reina Gabriel Lozano-Reina ◽  
María Encarnación Lucas-Pérez María Encarnación Lucas-Pérez ◽  
María Feliz Madrid-Garre María Feliz Madrid-Garre ◽  
Gregorio Sánchez-Marín Gregorio Sánchez-Marín
Keyword(s):  
Learning Process ◽  
Learning Tools ◽  
Use Of Self ◽  
Self Assessment ◽  
Learning Mechanism ◽  
New Learning ◽  
Self Assessments ◽  
And Performance ◽  
The Relationship ◽  
Assessment Activities

Recent studies show that the use of self-assessment activities is a key learning mechanism, since they provide an important feedback that increases students’ motivation promoting greater responsibility on their own learning. Similarly, the evidence indicates that the use of gamification tools improves students’ extrinsic and intrinsic motivation. Combining these two approaches, this paper analyzes the role played by self-assessments activities performed using the Kahoot gamification tool and its impact on students’ learning process and outcomes –considering academic’s success and performance rates. Additionally, the gender has been considered in terms of its moderating effect on these relationships. Our findings indicate that students who have carried out self-assessment activities through Kahoot achieve higher success and performance rates compared to those students who have not. Moreover, we find that students' gender moderates the relationship between the use of Kahoot and their academic performance. Recientes investigaciones han puesto de manifiesto que el uso de autoevaluaciones constituye una importante estrategia de aprendizaje ya que, además de responsabilizar al estudiante de su propio aprendizaje, el feedback que le proporciona constituye un factor de gran relevancia motivacional. Asimismo, se han obtenido evidencias de que el uso de la gamificación puede introducir mejoras en la motivación, tanto extrínseca como intrínseca, del estudiante. Aunando ambos planteamientos, este trabajo analiza la influencia que tiene la realización de autoevaluaciones periódicas a través de un instrumento de gamificación –Kahoot– sobre los resultados del proceso de aprendizaje; resultados que se han estimado a partir de las tasas de éxito y rendimiento de los estudiantes. Adicionalmente, se ha analizado el género del estudiante con el fin de conocer si tiene un efecto moderador sobre las relaciones estudiadas. Los resultados muestran que los estudiantes que han realizado autoevaluaciones mediante Kahoot consiguen mayores tasas de éxito y rendimiento respecto de aquéllos que no las han realizado. Por otra parte, se observa que el género del estudiante modera la relación existente entre el uso de Kahoot y su rendimiento académico.

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