scholarly journals DEVELOPMENT OF LARGE SCALE STEM PROBLEM DATABASES FOR STUDENT LEARNING AND ASSESSMENT TOOLS

2021 ◽  
Author(s):  
J. A. Davis ◽  
S.A. Lorimer
Keyword(s):  
Student Learning ◽  
Large Scale ◽  
Semantic Analysis ◽  
Assessment Tools ◽  
First Year ◽  
Simple Extension ◽  
Sentence Structure ◽  
Large Problem ◽  
Automatic Assessment ◽  
Composition Problem

Problem databases in STEM courses are used in tools for the development of student learning andfinal assessment. In addition, large problem databases are used to develop models for automatic assessment and feedback of students’ work. However, the availability of large, open source, problem databases for specificcourses is limited, and in-house development of a wide variety of problems can take years. In this paper, theframework for a problem database in STEM courses was created using semantic analysis of sentence structure and composition. Problem statements were analyzed to determine the key grammatical constructs that are used in commonly posed problems. Based on this analysis, software was developed to create large problemdatabases which allow for simple extension to other courses. Using a first-year mechanics course this softwarewas populated with a few generalized question and sentence structures to create a large problem database.

scholarly journals You have one hour: developing a standardized library orientation and evaluating student learning

2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Elizabeth Brown
Keyword(s):  
Systematic Review ◽  
Instructional Technology ◽  
Student Learning ◽  
Curriculum Design ◽  
Academic Libraries ◽  
Large Scale ◽  
Main Issue ◽  
First Year ◽  
First Year Students

Library orientations continue to excite, or plague, instruction librarians everywhere. Reaching first year students early can preempt academic heartache and research woes, yet the question of “what students really need” continues to evolve. This article presents a case study of a large-scale implementation of library orientations. The main issue addressed in this article involves a systematic review of students’ post-instruction responses and assessment of their learning. Related elements mentioned in this article include: interdepartmental participation; curriculum design; and instructional technology. While this implementation may not be appropriate for all academic libraries, its components may offer ideas for augmenting existing programs or building new ones.

A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course

2005 ◽  
Vol 29 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Samy A. Azer
Keyword(s):  
Student Learning ◽  
Bile Salts ◽  
Student Understanding ◽  
Assessment Tools ◽  
First Year ◽  
Cd Rom ◽  
Hepatobiliary Transport ◽  
Bilirubin Metabolism ◽  
Before And After ◽  
University Degree

Over the last 35 years our understanding of bile salts, bilirubin metabolism, and hepatobiliary transport has progressively increased. From 1965 to the end of 2002, 3,610 articles and review papers have been published on hepatobiliary and enterocyte transport of bile salts. However, there is a lack of information in the content of current textbooks about hepatobiliary physiology, bile salt transporters, bile formation, mechanisms underlying cholestasis, and drug-induced liver injury. The use of an integrated multimedia program on the liver covering these gaps in textbooks may be useful to student learning. This study aims to 1) assess student views on a multimedia CD-ROM (“The Liver”) integrating basic and clinical sciences related to the liver, bile salts, and bilirubin metabolism, 2) assess the usefulness of problem-based learning (PBL) cases included in the multimedia CD-ROM, and 3) assess student learning before and after use of the multimedia CD-ROM. A total of 106 first-year medical students (27 with and 79 without a prior university degree) at the University of Melbourne participated in this study. Students were tested on the liver, bile salts, and bilirubin metabolism before and after using the multimedia CD-ROM. After completing the multimedia CD-ROM, each student filled out a 5-point Likert scale questionnaire evaluating the features of the program and its usefulness to their learning. Results show that the aims of the package were clear to participants, the contents were logically organized and clear, the key concepts were easy to identify, the contents were pitched to an appropriate level, and the package was interactive and encouraged participants to reflect on their learning. Students also agreed that the assessment tools used in the program and the feedback provided were meaningful and helpful to their learning. No differences were found when responses were compared on the basis of academic background, gender, citizenship, or first language of participants. Students agreed that the PBL cases in the CD-ROM kept them engaged, were useful to their learning, and matched with the overall philosophy of the program. Compared with graduate-entry students (those with a prior university degree), school leavers (those with no prior university degree) showed a more positive attitude toward the PBL cases included in the multimedia CD-ROM and agreed that cases kept them engaged ( P = 0.033). Students who completed the test after using the multimedia CD-ROM scored higher compared with those who completed the test before using the multimedia CD-ROM ( P <0.001). In conclusion, using bile salts, bilirubin metabolism, and their hepatobiliary transport as an example, the incorporation of a multimedia CD-ROM into the first-year medical course has the potential to improve student understanding of the main concepts in a variety of body systems.

scholarly journals Assessment in the One-Shot Session: Using Pre- and Post-tests to Measure Innovative Instructional Strategies among First-Year Students

2013 ◽  
Vol 74 (6) ◽  
pp. 574-586 ◽  
Author(s):  
Jacalyn E. Bryan ◽  
Elana Karshmer
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Physical Models ◽  
Assessment Tools ◽  
First Year ◽  
First Year Students ◽  
Post Test ◽  
The One ◽  
University Experience ◽  
The University

Many studies focus on the use of different assessment tools within information literacy instruction; however, there are very few that discuss how pre- and post-tests can be used to gauge student learning, and even fewer of those published deal with pre- and post-test assessment within the one-shot paradigm. This study explores the effectiveness of using nonlinguistic representations—kinesthetic, graphic, and physical models—in one-shot library sessions for first-year students in SLU 100 Introduction to the University Experience. As hypothesized, the findings suggest that the use of such representations can enhance student learning and assist in developing research skills that are essential to acquiring information literacy.

Evaluating Qualitative Research

2017 ◽  
Author(s):  
Jeasik Cho
Keyword(s):  
Qualitative Research ◽  
Large Scale ◽  
Academic Research ◽  
Research Community ◽  
Assessment Tools ◽  
Journal Articles ◽  
Journal Editors ◽  
The Past ◽  
Grant Proposals

This book provides the qualitative research community with some insight on how to evaluate the quality of qualitative research. This topic has gained little attention during the past few decades. We, qualitative researchers, read journal articles, serve on masters’ and doctoral committees, and also make decisions on whether conference proposals, manuscripts, or large-scale grant proposals should be accepted or rejected. It is assumed that various perspectives or criteria, depending on various paradigms, theories, or fields of discipline, have been used in assessing the quality of qualitative research. Nonetheless, until now, no textbook has been specifically devoted to exploring theories, practices, and reflections associated with the evaluation of qualitative research. This book constructs a typology of evaluating qualitative research, examines actual information from websites and qualitative journal editors, and reflects on some challenges that are currently encountered by the qualitative research community. Many different kinds of journals’ review guidelines and available assessment tools are collected and analyzed. Consequently, core criteria that stand out among these evaluation tools are presented. Readers are invited to join the author to confidently proclaim: “Fortunately, there are commonly agreed, bold standards for evaluating the goodness of qualitative research in the academic research community. These standards are a part of what is generally called ‘scientific research.’ ”

The effects of topic familiarity on emotionality and linguistic complexity in EAP writing

2021 ◽  
pp. 136216882110335
Author(s):  
Mahmoud Abdi Tabari ◽  
Gavin Bui ◽  
Yizhou Wang
Keyword(s):  
Cognitive Complexity ◽  
Task Complexity ◽  
Assessment Tools ◽  
Automatic Assessment ◽  
Complexity Measures ◽  
Linguistic Complexity ◽  
Writing Performance ◽  
Topic Familiarity ◽  
Writing Courses ◽  
International Graduate

Focusing on the relationship between linguistic, cognitive, socioemotional factors in writing English for academic purposes (EAP), this study investigated whether topic familiarity as an important cognitive factor of task complexity influences different levels of emotionality and linguistic complexity in EAP writing and whether there are relationships between emotionality and linguistic complexity. To do so, 64 international graduate learners enrolled in EAP writing courses participated in the present study. Each wrote on familiar and unfamiliar topics determined via a questionnaire at the onset of the study. Their writings were then measured for textual emotionality and linguistic complexity using automatic assessment tools. Results showed that EAP writings differed systematically in terms of both emotionality and linguistic complexity due to the influence of topic familiarity. Unfamiliar topics led to writing performance with a significantly higher level of emotional negativity and significantly lower linguistic complexity levels as compared to familiar topics. A follow-up correlation analysis also revealed significant relationships between emotionality and linguistic complexity measures, indicating complex interactions between linguistic and socioemotional factors. Implications of these findings are discussed relative to deploying writing topics with varied levels of cognitive complexity for encouraging classroom engagement and improving L2 learners’ writing performance by effective task sequencing.

scholarly journals Comparison of a web-based food record tool and a food-frequency questionnaire and objective validation using the doubly labelled water technique in a Swedish middle-aged population

2016 ◽  
Vol 5 ◽  
Author(s):  
Sanna Nybacka ◽  
Heléne Bertéus Forslund ◽  
Elisabet Wirfält ◽  
Ingrid Larsson ◽  
Ulrika Ericson ◽  
...  
Keyword(s):  
Energy Intake ◽  
Large Scale ◽  
Dietary Assessment ◽  
Assessment Tools ◽  
Future Research ◽  
Food Record ◽  
Frequency Method ◽  
Doubly Labelled Water ◽  
Web Based ◽  
Food Frequency

AbstractTwo web-based dietary assessment tools have been developed for use in large-scale studies: the Riksmaten method (4-d food record) and MiniMeal-Q (food-frequency method). The aim of the present study was to examine the ability of these methods to capture energy intake against objectively measured total energy expenditure (TEE) with the doubly labelled water technique (TEEDLW), and to compare reported energy and macronutrient intake. This study was conducted within the pilot study of the Swedish CArdioPulmonary bioImage Study (SCAPIS), which included 1111 randomly selected men and women aged 50–64 years from the Gothenburg general population. Of these, 200 were enrolled in the SCAPIS diet substudy. TEEDLW was measured in a subsample (n 40). Compared with TEEDLW, both methods underestimated energy intake: −2·5 (sd  2·9) MJ with the Riksmaten method; −2·3 (sd 3·6) MJ with MiniMeal-Q. Mean reporting accuracy was 80 and 82 %, respectively. The correlation between reported energy intake and TEEDLW was r 0·4 for the Riksmaten method (P < 0·05) and r 0·28 (non-significant) for MiniMeal-Q. Women reported similar average intake of energy and macronutrients in both methods whereas men reported higher intakes with the Riksmaten method. Energy-adjusted correlations ranged from 0·14 (polyunsaturated fat) to 0·77 (alcohol). Bland–Altman plots showed acceptable agreement for energy and energy-adjusted protein and carbohydrate intake, whereas the agreement for fat intake was poorer. According to energy intake data, both methods displayed similar precision on energy intake reporting. However, MiniMeal-Q was less successful in ranking individuals than the Riksmaten method. The development of methods to achieve limited under-reporting is a major challenge for future research.

scholarly journals The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Eva Mary Bures ◽  
Alexandra Barclay ◽  
Philip C Abrami ◽  
Elizabeth J Meyer
Keyword(s):  
Learning Strategies ◽  
Electronic Portfolios ◽  
Assessment Tools ◽  
First Year ◽  
Cohen’S Kappa ◽  
Self Regulated Learning ◽  
Cohen's Kappa ◽  
Regulated Learning ◽  
The Government ◽  
Literacy Scores

This study explores electronic portfolios and their potential to assess student literacy and self-regulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self-regulated learning (SRL) and a mark to literacy, and an analytical rubric measuring multiple sub-scales of SRL and literacy. Participants in grades 4, 5 and 6 across two years created electronic portfolios, with n=369 volunteers. Some classes were excluded from statistical analyses in the first year due to low implementation and some individuals were excluded in both years, leaving n=251 included in analyses. All portfolios were coded by two coders, and the inter-rater reliability explored. During the first year Cohen’s kappa ranged from 0.70 to 0.79 for literacy and SRL overall, but some sub-scales were unacceptably weak. The second year showed improvement in Cohen’s kappa overall and especially for the sub-scales, reflecting improved implementation of the portfolios and use of the assessment tools. Validity was explored by comparing the relationship of portfolio scores to other measures, including the government scores on the open-response literacy questions for the Canadian Achievement Tests (version 4), the scores we assigned to the CAT-4s using our assessment tools, and scores on the Student Learning Strategies Questionnaire (SLSQ) measuring SRL. The portfolio literacy scores correlated (p

scholarly journals Development of Skill Assessment Instrument Service Volly 6th Grade in Physical Education

2019 ◽  
Vol 2 (4) ◽  
pp. 634-641
Author(s):  
Moh. Noer ◽  
Ali Maksum ◽  
Anung Priambodo
Keyword(s):  
Large Scale ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Small Scale ◽  
Service Reliability ◽  
School Students ◽  
Assessment Guidelines ◽  
Initial Attitude

This research aims to develop instruments for assessing lower and upper service engineering skills in volleyball games for 6th-grade students in elementary schools. This research uses research and development methods, with the following development steps: (1) information gathering in the field, (2) analyze the information collected, (3) developing initial products, (4) expert validation and revision, (5) small-scale trials and revisions, (6) large-scale trials and revisions, (7) manufacturing of final products. The subject of this research is 6th-grade students of elementary students. Data analysis for the validity test was carried out with CVR (content validity ratio) and reliability using Alpha Cronbach. This research resulted in a handbook of instrument assessment tools for service techniques of lower and upper service in volleyball games for 6th-grade elementary school students, which contained instructions for use, student assignments sheets, assessment guidelines, assessment rubrics, and scoring tables, which have high validity. (1) And under service reliability initial attitude: r = 0.975, implementation: r = 0.961, follow-up motion: r = 0, 955. Upper Service for initial attitude: r = 0.961, implementation: r = 0.974, follow-up motion: r = 0.989.

scholarly journals Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
David L. Neumann ◽  
Michelle M. Neumann ◽  
Michelle Hood
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
Negative Attitudes ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Statistics Course ◽  
Real World Applications ◽  
Computer Based ◽  
Enhance Student Learning

<span>The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.</span>

Sign in / Sign up

Export Citation Format

Share Document