scholarly journals Perception of Students on Online Self-Assessment Tool in Anatomy During COVID-19 Crisis

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Sudakshina Chakrabarti ◽  
Miss Vidya Bhansali
Keyword(s):  
Teaching And Learning ◽  
Assessment Tool ◽  
First Year ◽  
Online Assessment ◽  
Clear Understanding ◽  
Self Assessment ◽  
Medical College ◽  
Academic Achievements ◽  
Long Run ◽  
The Right

Background and Aim of Study: As anatomy subject is the basis of the MBBS curriculum, it’s clear understanding and knowledge is needed. Syllabus of anatomy is vast and also volatile, to summarise large amounts of facts and train students for acquisition of the skills, we believe that students learn by practice. Due to COVID-19 crisis on educational system online learning and assessment of students has become a preferable replacement of conventional in person teaching and learning. The aim of the study: to determine the perception of first year MBBS students on online self-assessment tool in anatomy, to evaluate their academic achievements during COVID-19 crisis. Material and Methods: The present study included 50 students of first year MBBS of Saveetha Medical College. Steps to conduct the aim for divided in two google forms, one contains challenging questions on the topic Lungs and Heart and other was a questionnaire to know the students’ perception on this online assessment tool. Results: It was observed that majority of the students have attempted the first google form and have also performed really well in it. 80% of the students were successful in giving the right answer for the questions given. In the second google form, which was a questionnaire, 85% of the students have found this online self-assessment to be really useful, interesting and easy way of learning. They found the questions to be challenging and help them to remember the topic in a long run. 91% of the students have liked the way of learning. Conclusions: Online self-assessment tool definitely proved to be a student friendly method of learning. This method gave them a way to learn and practice their subject topics as well as helped them in improving their perception and memory.

scholarly journals Co-constructing a rubric checklist with first year university students

2017 ◽  
Vol 11 (4) ◽  
pp. 35-55 ◽  
Author(s):  
Sharita Bharuthram ◽  
Mahmoud Patel
Keyword(s):  
Design Process ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Academic Career ◽  
First Year ◽  
Self Assessment ◽  
Guided Practice ◽  
Student Questionnaire ◽  
First Year University

This paper reports on a study in which students co-constructed a rubric checklist with their lecturer and which they used to assess themselves. Data were collected by means of a student questionnaire, tutor feedback, as well as tutors’ and lecturers’ observations to ascertain students’ experiences and opinions of the design process and of using the tool to self-assess. The findings show that co-designing the rubric checklist with students increased their motivation and enhanced students’ confidence in completing the task. In addition, students gained enormous benefits from using the rubric checklist as a self-assessment tool. Reflecting critically on the feedback received from students and tutors the authors argue that for enhanced student engagement in the teaching and learning process they should be involved as active participants in the assessment processes. In addition, students need to learn to assess the quality of their own work early in their academic career with continuous guided practice throughout their studies with the intention of making the practice of self-assessment a norm rather than an exception, thereby creating independent reflective learners.

scholarly journals Story-telling Technique Utilizing Puppets to Enhance the Learners’ Speaking Competence

2021 ◽  
Vol 3 (2) ◽  
pp. 304-341
Author(s):  
Muhammad Lukman Syafii ◽  
Slamet Santoso ◽  
Sri Harotno
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Story Telling ◽  
Self Assessment ◽  
Study Program ◽  
Scoring Rubrics ◽  
Field Notes ◽  
The Subject ◽  
The Right

This study was done to enhance the learners’ speaking competence thru a story-telling technique utilizing puppets in parlances of value and transmission of the story. The format of the study was classroom action research. The subject of this research was the 38-second semester learners of the management study program at Muhammadiyah University of Ponorogo. The instruments of this study were observation checklists, field notes, self-assessment sheets, peer-assessment sheets, the students’ speaking performance measured using scoring rubrics, tape recordings, and questionnaires. The findings indicated that the first criterion was when 65% of the learners get into or are earnestly engaged in the teaching and learning process, and the data analysis told that 83% of learners were earnestly engaged. The second criterion was when 65% of the learners get the score higher than or the same as 65, the result indicated that 87% of the learners got scores higher than 65. The final criterion, if 75% of learners own right feedbacks to the application of the story-telling technique utilizing puppets, the results indicated that 89% of the learners indicated the right feedbacks to the technique. This can conclude that the story-telling technique utilizing puppets is effective in enhancing the learners’ speaking ability in learning English.

Formative Online Assessment in E-Learning

2011 ◽  
pp. 279-300
Author(s):  
Izaskun Ibabe ◽  
Joana Jauregizar
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Computer Assisted ◽  
Online Assessment ◽  
Self Assessment ◽  
Adaptive Assessment ◽  
E Learning ◽  
Online Formative Assessment ◽  
Planning Development

This chapter provides an introduction to formative assessment, especially applied within an online or e-learning environment. The characteristics of four strategies of online formative assessment currently most widely used—online adaptive assessment, online self-assessment, online collaborative assessment, and portfolio—are described. References are made throughout recent research about the effectiveness of online formative assessment for optimizing students’ learning. A case study in which a computer-assisted assessment tool was used to design and apply self-assessment exercises is presented. The chapter emphasizes the idea that all type of assessment needs to be conceptualized as “assessment for learning.” Practical advices are detailed for the planning, development, implementation, and review of quality formative online assessment.

scholarly journals Using Self-Assessment as a Tool for English Language Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 64
Author(s):  
Mohd Hafizuddin Mohamed Jamrus ◽  
Abu Bakar Razali
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
The Right ◽  
Learning English

A very important element of formative assessment is giving and receiving feedback. However, most teachers face difficulty in giving students feedback due to various reasons, such as the large number of students in class that makes it time consuming for them to do so. Fortunately, students themselves can be excellent sources of feedback through self-assessment, through which the students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning. Self-assessment can also be effective in English language learning, such as: motivating students to learn and reflect on their own English learning; promote critical thinking and reflective practices in learning English; scaffold knowledge of English learning from different English language skills; develop a sense of autonomy in their own learning English; and foster commitment in learning English among many others. This conceptual paper thus seeks to explore the potentials of using self-assessment in English language learning. In this paper, the concept and underlying principles of self-assessment will be introduced. Next, the review of past studies on self-assessment in the context of teaching and learning English as a second or English as a foreign language (ESL/EFL) will be explained. Later, the advantages and disadvantages of using self-assessment in the classroom will be discussed. In the final section, recommendations will be given for the implementation of self-assessment in learning English as a second language (ESL) classrooms.

scholarly journals Quizizz Website as an Online Assessment for English Teaching and Learning: Students’ Perspectives

2020 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Dinda Firly Amalia
Keyword(s):  
Data Analysis ◽  
Research Design ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Likert Scale ◽  
Online Assessment ◽  
English Teaching ◽  
Traditional Test ◽  
Better Than ◽  
Descriptive Qualitative

This paper aimed to investigate the students’ perspectives toward the use of Quizizz as an online assessment tool for English teaching and learning, especially on a formative one. The research design of this study was descriptive qualitative. The subjects of the study were 20 students of Dynamic English Course. The data was collected by asking the students to fill the questionnaire. The data analysis was implementing the Likert Scale. The result of the study showed positive perspectives of the students toward the use of Quizizz. In conclusion, the students strongly agreed that Quizizz has an attractive display which is interesting and fun, students can’t cheat during the test, Quizizz creates a competitive atmosphere in the classroom, and Quizizz is better than the offline traditional test.

scholarly journals Student collaboration in developing an on-line self assessment tool, to enhance development for student and newly qualified professionals

2013 ◽  
Vol 4 (7) ◽  
Author(s):  
Julie Laxton ◽  
Paul Dagg ◽  
Janet Hargreaves ◽  
Duane Laverick ◽  
Carrie Mitchell
Keyword(s):  
Teaching And Learning ◽  
Assessment Tool ◽  
Learning Assessment ◽  
Positive Outcomes ◽  
Self Assessment ◽  
Student Collaboration ◽  
Self Evaluation ◽  
Preparedness For Practice ◽  
On Line

A “Competence in Practice” (CiPA) self assessment tool was developed initially as a research instrument as part of the Centre for Excellence in Teaching and Learning; Assessment and Learning in Practice Settings. The tool asks a series of questions against which participants self-rate their preparedness for practice. A working group then created software from this that is used as a formative exercise to rate confidence and perceived competence in practice. This freely available package (http://cipa.hud.ac.uk ) responds with feedback to individual users on their self evaluation, facilitating reflection and guided supervision. The development involved an innovative, collaborative partnership with academics and students, who undertook the work as a paid project as well as actively participating in workshops and conferences. Working collaboratively was a powerful experience for all involved. This case study presents the development of the tool, focusing on the collaborative aspects of the work. Working collaboratively with students in this manner enabled many positive outcomes and lessons for the future. 

scholarly journals ENGINEERING EDUCATION IN CANADA IN THE WAKE OF COVID-19 PANDEMIC

2021 ◽  
Author(s):  
A. Hosseini ◽  
S. Koohi-Fayegh
Keyword(s):  
Engineering Education ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Course Delivery ◽  
Online Assessment ◽  
Special Focus ◽  
Administrative Staff ◽  
Short Term

In this article, a number of difficulties faced in research, teaching and learning by engineeringinstructors, researchers, students and administrative staff in the universities in Canada during the COVID-19 pandemic are discussed. A few solutions, such as use of a sample online assessment tool, that might aid in better delivery of engineering courses are provided. The effectiveness of such solutions devised for short-term use and their applicability in the longer-term online teachingare discussed. Special focus is given to engineering education due to the special standards of course delivery and assessment required by the Engineers Canada and Canadian Engineering Accreditation Board.

scholarly journals A Bridge too Far or a Bridge to the Future? A case study in online assessment at Charles Sturt University

2007 ◽  
Vol 23 (3) ◽  
Author(s):  
Janet F. Buchan ◽  
Michael Swann
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Academic Research ◽  
Software Tool ◽  
Online Assessment ◽  
The Future ◽  
The University ◽  
Learning From History

<span>The in house development of an online assessment tool, OASIS, has provided a unique opportunity to research the use of online assessment in teaching and learning across the university. The developing relationship between IT staff, educational designers and academics serves as a model for integrated and evolving management systems which demonstrate how academic research is informing improvements in applying educational technology. A framework, the</span><em>Bridge Support Framework for Online Learning,</em><span> is proposed for the support and implementation of online learning systems. A case study in online assessment in a microeconomics subject describes the development of this framework in response to a 'systems' failure when using the online assessment software tool during a major assessment event for a large external student cohort. As the university moves towards an open source learning management system for 2008, the range of online assessment methods will increase. It is here that our case study and the proposed </span><em>Bridge Support Framework</em><span> have potential value in learning from history to improve processes and procedures for the future.</span>

Implementing Online Assessment for Summative Purpose in an Electronic Engineering Course

2012 ◽  
pp. 288-301
Author(s):  
Rahmat Sanudin
Keyword(s):  
Assessment Tool ◽  
Effective Means ◽  
Assessment Method ◽  
Ease Of Use ◽  
First Year ◽  
Online Assessment ◽  
First Year Students ◽  
Electronic Engineering ◽  
Assessment Approach ◽  
E Learning

A computer-based approach of academic online assessment has been implemented in electronic engineering course in Universiti Tun Hussein Onn Malaysia (UTHM). The implementation of online assessment method is seen as an alternative to conventional assessment method used for years. Unlike the conventional approach, the online assessment does not require the students and lecturer to be in one place for the purpose of evaluation. The online assessment system enables the ease-of-use performance, functionality and flexibility in such a way that lecturers are able to ensure and maintain the objective of specified assessment. The purpose of this chapter is to present a first attempt in implementing the online assessment to first year students in electronic engineering course. This study was implemented to investigate the effectiveness of using e-learning platform as an assessment tool. The result obtained from online assessment is then compared with the paper-based assessment in term of students’ performance and the difficulty of questions. It is concluded that the implementation of this online assessment is an effective means to hold an assessment, and thus, could become an alternative to the conventional assessment approach.

Sign in / Sign up

Export Citation Format

Share Document