scholarly journals Evaluation of Learning Outcome: The Comparison Between the Education Unit Level Curriculum (KTSP) and the 2013 Curriculum

2021 ◽  
Vol 9 (2) ◽  
pp. 365
Author(s):  
Rusydi Ananda
Keyword(s):  
Qualitative Methodology ◽  
Portfolio Assessment ◽  
Learning Outcome ◽  
Assessment System ◽  
Assessment Instruments ◽  
Assessment Of Learning ◽  
Research Findings ◽  
Evaluation Of Learning ◽  
Outcome Evaluations ◽  
Achievement Indicators

This study aimed to describe the comparative implementation of learning outcome evaluations applied at MTsN 1 Medan by using the 2013 KTSP and Curriculum 2013. The method used in this study was qualitative methodology. Data collection techniques consisted of observation, interviews, and documentation. The research findings indicated that the differences in the assessment of learning outcomes between the KTSP curriculum and 2013 curriculum include aspects of the application in the classroom, assessment aspects, aspects of the assessment system, aspects of assessment instruments, aspects of portfolio assessment concepts, aspects of report card format, aspects of value list format, aspects of competency achievement indicators, aspects of competency achievement indicators, aspects graduate competency standards, standard aspects of assessment and aspects of value ranges.

scholarly journals Evaluation of Learning Outcome: Comparative Education Unit Level Curriculum with the 2013 Curriculum in MTsN 1 Medan

2019 ◽  
Vol 1 (1) ◽  
pp. 74-80
Author(s):  
Rusydi Ananda
Keyword(s):  
Comparative Education ◽  
Qualitative Methodology ◽  
Portfolio Assessment ◽  
Learning Outcome ◽  
Assessment System ◽  
Assessment Instruments ◽  
Research Findings ◽  
Evaluation Of Learning ◽  
Outcome Evaluations ◽  
Achievement Indicators

This study aims to describe the comparative implementation of learning outcome evaluations applied at MTsN1 Medan by using the 2013 KTSP and Curriculum 2013. The method used in this study is qualitative methodology. Data collection techniques consist of observation, interviews, and documentation. The research findings indicate differences in the assessment of learning outcomes between the KTSP curriculum and 2013 curriculum include aspects of application in the classroom, assessment aspects, aspects of the assessment system, aspects of assessment instruments, aspects of portfolio assessment concepts, aspects of report card format, aspects of value list format, aspects of competency achievement indicators, aspects of competency achievement indicators, aspects graduate competency standards, standard aspects of assessment and aspects of value ranges.

scholarly journals The View of Student Teachers on the Teacher’s Profession

2021 ◽  
Vol 11 (3) ◽  
pp. 23-34
Author(s):  
Petra Trávníčková
Keyword(s):  
Student Teachers ◽  
Qualitative Methodology ◽  
Practical Experience ◽  
University Education ◽  
Future Research ◽  
First Year ◽  
Professional Careers ◽  
University Studies ◽  
Research Findings ◽  
Future Work

Abstract Introduction: In recent years, teaching is no longer perceived only as a job, but as a profession. The study focuses on student’s view on the teacher’s profession, which is important in the context of becoming a teacher. During their university studies, student teachers are at the beginning of their professional careers. Their attitudes, values and principles are still evolving. Methods: Building on previous studies, qualitative methodology was applied. The main goals of the research were to describe the changing views of student teachers on the teacher’s profession, and to compare their views in the first and third years of study. Therefore, thematic writing was chosen. Results: The results show that the student teacher’s views change significantly during their university studies. While in the first year, student teachers focus more on the importance of childhood, their own practical experience and the teacher’s influence on a child’s life; in the last year of bachelor´s study, the emphasis is on the teacher’s personality, teaching professionalism and on the teacher as a learner can be observed. This paper can provide evidence that university education for kindergarten teachers is important and it most likely influences their future work. Discussion: The research findings show that it is appropriate to pay attention to how views about the teacher’s profession change. This could broaden the view of the development of the teacher profession concept and could also be a useful tool for modifying the content of future teachers’ education. Limitations: A certain limit of research can be sen in using one method. It would certainly be appropriate to supplement the research with interviews with participants. In my future research I will focus on this issue. Conclusion: 1. The student teachers’ views change significantly during their university studies, 2. The focus moves from their practical experience to the didactic theory. 3. There is a shift from focusing on personality of teachers to their abilities.

scholarly journals PENILAIAN AUTENTIK MATA PELAJARAN MATEMATIKA KURIKULUM 2013 GURU KELAS IV KOTA SEMARANG

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Fajar Cahyadi ◽  
Apriliana Purwandari
Keyword(s):  
Elementary Schools ◽  
Sampling Technique ◽  
Authentic Assessment ◽  
Assessment System ◽  
Assessment Instrument ◽  
Data Card ◽  
Assessment Instruments ◽  
Knowledge And Skills ◽  
Curriculum Assessment ◽  
Qualitative Descriptive

The change of KTSP curriculum into 2013 curriculum?é?á lead to changes in the assessment system. With the change in valuation system, teachers should be able to adapt and develop appropriate assessment with the curriculum has changed. In this 2013 curriculum using authentic assessment system that can assess the competence of the three domains, namely the domain of attitudes, knowledge, and skills. The problems revealed in this study are Is authentic assessment instrument in the subjects of mathematics which has been prepared by the teacher in accordance with the characteristics of the curriculum in 2013? Goals to be achieved in this study was to determine the suitability of authentic assessment instrument in the subjects of mathematics that had been developed by teachers with the characteristics of curriculum assessment in 2013, this is a type of qualitative research that uses qualitative descriptive approach. The population in this study is a Primary School in Hyderabad who have applied in the process of learning curriculum was radically 2013, amounting to 12 elementary schools. Samples taken are 5 elementary schools in Semarang by using purposive sampling technique. The data in this study was obtained through the analysis of the research instruments and text data card interview. Based on the analysis of experimental data showed that the instrument of authentic assessment in mathematics is organized by fourth grade teachers from five elementary schools in Semarang 85.2% in accordance with the characteristics of curriculum assessment in 2013, where the authentic assessment instruments assessment covers the realm of attitudes, knowledge, and skills. Therefore it can be concluded that the teacher has been able to make an authentic assessment instrument based on the characteristics of the curriculum in 2013.

scholarly journals Rethinking pain education from the perspectives of people experiencing pain: a meta-ethnography to inform physiotherapy training

BMJ Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. e046363
Author(s):  
Kate Thompson ◽  
Mark I Johnson ◽  
James Milligan ◽  
Michelle Briggs
Keyword(s):  
Qualitative Methodology ◽  
Qualitative Synthesis ◽  
Eligibility Criteria ◽  
Pain Education ◽  
Adult Participants ◽  
Qualitative Systematic Review ◽  
Health And Social Care ◽  
Care Systems ◽  
Research Findings ◽  
Training Programmes

BackgroundPain is a complex, global and multidimensional phenomena that impacts the lives of millions of people. Chronic pain (lasting more than 3 months) is particularly burdensome for individuals, health and social care systems. Physiotherapists have a fundamental role in supporting people who are experiencing pain. However, the appropriateness of pain education in pre-registration physiotherapy training programmes has been questioned.Recent research reports identify the need to integrate the voice of patients to inform the development of the pre-registration curriculum. The aim of this meta-ethnography was to develop new conceptual understanding of patients' needs when accessing physiotherapy for pain management. The concepts were viewed through an educational lens to create a patient needs-based model to inform physiotherapy training.MethodsNoblit and Hare’s seven-stage meta-ethnography was used to conduct this qualitative systematic review. Five databases (MEDLINE, CINAHL Complete, ERIC, PsycINFO and AMED) were searched with eligibility criteria: qualitative methodology, reports patient experience of physiotherapy, adult participants with musculoskeletal pain, reported in English. Databases were searched to January 2018. Emerge reporting guidelines guided the preparation of this manuscript.ResultsA total of 366 citations were screened, 43 full texts retrieved and 18 studies included in the final synthesis. Interpretive qualitative synthesis resulted in six distinct categories that represent patients’ needs when in pain. Analysing categories through an education lens resulted in three overall lines of argument to inform physiotherapy training. The categories and lines of argument are represented in a ‘needs-based’ model to inform pre-registration physiotherapy training.DiscussionThe findings provide new and novel interpretations of qualitative data in an area of research that lacks patient input. This is a valuable addition to pain education research. Findings support the work of others relative to patient centredness in physiotherapy.

scholarly journals Online Tests in the Trend of Education 4.0: An Empirical Study in Mathematics at High Schools of Can Tho City

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Tuan Anh Bui ◽  
Nghia Huu Nguyen ◽  
Thao Thi Thu Tran ◽  
Anh Ngoc Phuong Nguyen
Keyword(s):  
High Schools ◽  
Statistical Analysis ◽  
Empirical Study ◽  
Natural Disasters ◽  
Assessment Of Learning ◽  
Can Tho City ◽  
Evaluation Of Learning ◽  
Online Tests ◽  
Experimental Group ◽  
Initial Statistical Analysis

In the trend of Education 4.0, the assessment of learning results through online tests is increasingly widespread and important because of its usability and mobility. In addition, it is also adaptable in the volatile situations of today's society such as natural disasters, epidemics, war, etc. The paper presents the results of an empirical study in Mathematics at high schools in Can Tho city on the comparison of outcomes between online tests and paper tests. The initial statistical analysis results show that the evaluation of learning results by online tests has high consensus among the experimental group. Furthermore, the advantages and suggestions for improvement are also pointed out and discussed in this work.

scholarly journals E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum

10.28945/3341 ◽  
2009 ◽  
Author(s):  
Abdallah Tubaishat ◽  
Azzedine Lansari ◽  
Akram Al-Rawi
Keyword(s):  
General Education ◽  
Portfolio Assessment ◽  
Grade Inflation ◽  
Assessment System ◽  
Educational Institutions ◽  
North Central Association ◽  
Academic Institutions ◽  
Grade Point ◽  
General Education Courses ◽  
Information Technology Curriculum

Currently colleges and universities are facing a number of problems, including ill designed curricula that do not address demands from the job market. There is also tremendous pressure from society on academic institutions to provide an education that results in guaranteed employment, especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation, which has resulted in the grade point average (GPA) model losing its value (Mansfield, 2001). Therefore, academic educational institutions are looking for alternative ways to provide an education that attracts students in a highly competitive world. Several US academic institutions have adopted the outcome based educational model to move away from the GPA driven model. Furthermore, accreditations organizations (such as North Central Association of Colleges and Schools) are requiring academic institutions to present a method to assess students’ learning outcomes, particularly in the general education courses.

scholarly journals Keterlaksanaan pembelajaran fisika implementasi kurikulum 2013 berdasarkan latar belakang akademik guru di MAN DIY

2016 ◽  
Vol 2 (1) ◽  
pp. 76 ◽  
Author(s):  
Ninik Uswatun Fadilah ◽  
Suparwoto Suparwoto
Keyword(s):  
Learning Process ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Pilot Project ◽  
Project Based Learning ◽  
Assessment Instruments ◽  
Planning Stage ◽  
Academic Background ◽  
Stage 4 ◽  
Research Population

Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran fisika di MAN pilot project DIY dalam implementasi Kurikulum 2013 berdasarkan latar belakang akademik guru ditinjau dari (1) pemahaman terhadap Kurikulum 2013, (2) perencanaan, (3) pelaksanaan, (4) penilaian, (5) upaya yang dilakukan untuk meningkatkan pemahaman pada implementasi Kurikulum 2013 dan (6) hambatan yang dihadapi pada implementasi Kurikulum 2013. Jenis penelitian ini merupakan penelitian survei dengan pendekatan deskriptif kualitatif dan kuantitatif. Populasi penelitian ini adalah guru fisika kelas X di MAN pilot project DIY yang menerapkan Kurikulum 2013. Teknik pengumpulan data yang digunakan adalah angket, observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa pemahaman mengenai Kurikulum 2013 berada pada kategori sangat baik. Perencanaan berada pada kategori baik, pelaksanaan berada pada kategori baik, penilaian berada pada kategori baik. Upaya guru fisika di MAN pilot project di DIY yaitu mencari informasi mengenai rasionalisasi kurikulum 2013, pendekatan saintifik, administrasi pembelajaran dan penilaian otentik baik secara mandiri maupun dari kegiatan pelatihan. Hambatan yang dihadapi guru yaitu kurangnya ketersediaan buku/panduan mengenai pendekatan saintifik, guru kesulitan dalam membuat instrumen penilaian portofolio, dan guru belum maksimal dalam memfungsikan instrumen penilaian sikap.Kata Kunci: keterlaksanaan, Kurikulum 2013, latar belakang akademik guru The Feasibility of the Physic Learning Process in Implementing Curriculum 2013 Based on the Teachers’ Academic Background  AbstractThis study aims to determine the feasibility of the physic learning process in implementing Curriculum 2013 based on the teachers’ academic background at the pilot project MAN in DIY  in terms of (1) understanding of the Curriculum 2013, (2) planning stage, (3) implementation stage, (4) assessment stage, (5) the effort of the phisycs teachers in pilot project MAN to integrat the knowledge about Curriculum 2013 in phisycs learning process; (6) the obstacles found by the phisycs teachers in the implementation of Curriculum 2013. This research was survey research with descriptive qualitative and quantitative approach. The research population was phisycs teachers of class X of pilot project MAN in DIY which implemented Curriculum 2013. The technique of data collection was questionnaires, observation, interviews, and documentation. The results show that the teachers’ knowledge of Curriculum 2013 is very good. The planning is in the quite good category, the implementation is in the good category, the assessment is in the good category. the efforts of physics teachers at pilot project MAN are looking for information about: the rationalization of the Curriculum 2013, the scientific approach, the administration of learning and authentic assessment either independently or by training program; (4) the obstacles found by the teachers are: the lack of availability of the book/guide on Problem Based Learning (PBL), Project Based Learning (PjBL) learning model, the teachers difficulty in making portfolio assessment instruments, and the teachers have not been able to maximal functioning of attitude assessment instruments.Keywords: the feasibility, Curriculum 2013, teachers’ academic background

scholarly journals A Quality Outcome Assessment of Learning Discrete Mathematics Course The Case of University Students

2007 ◽  
Vol 2 (1) ◽  
pp. 9-23
Author(s):  
Marn-Ling Shing ◽  
Chen-Chi Shing ◽  
Lee-Pin Shing ◽  
Lee-Hur Shing
Keyword(s):  
Information Technology ◽  
Outcome Assessment ◽  
Discrete Mathematics ◽  
Assessment Instruments ◽  
Quantitative Methodology ◽  
Teaching Techniques ◽  
Design Assessment ◽  
Assessment Of Learning ◽  
Information Technology Curriculum

Teaching a mathematics foundation course such as Discrete Mathematics for an information technology curriculum is always a challenge. The challenge may be identifying students  mathematical backgrounds early and then using different teaching techniques in the classroom. An even bigger challenge is that many topics have to be covered effectively in a short semester course. This paper provides a standard quantitative methodology for conducting an outcome assessment using Discrete Mathematics as a case study. It starts with creating an ABET accredited course outcome based on different learning levels. And then it shows how to design assessment instruments, how to determine the sample size, how to collect data and how to analyze and validate the data.

Valutare gli studenti per valutare il sistema: una esperienza della Provincia di Varese

2009 ◽  
pp. 123-140
Author(s):  
Emanuela Bonini ◽  
Alberto Vergani
Keyword(s):  
Learning Outcomes ◽  
Vocational Training ◽  
Assessment System ◽  
System Level ◽  
System Evaluation ◽  
Learning Outcomes Assessment ◽  
Crucial Component ◽  
Culture Models ◽  
Evaluation Of Learning ◽  
Italian Province

- The article presents the main results of a system level evaluation of learning outcomes concerning compulsory Vocational Training (VT) 3-years courses final formal examinations. This evaluation, carried out by the Education and Vocational Training Department of an italian Province (Varese), specifically deals with the use of single student learning standardized outcomes as a crucial component - if properly designed, managed and processed - of the evaluation of a local institutional VT system as a whole. This is quite a challenging task in Italy due both to the territorial differences existing in VT policies and institutional responsibilities and to the weakness of system evaluation culture, models and experiences in VT specifically and in education in general. The evaluation, conducted with the supervision of the two authors, will be presented and briefly discussed mainly by a methodological perspective. It will focus on the way in which learning contexts, training contents and trainees characteristics have been included into the evaluative analysis as factors potentially able: a) to explain, at a system level, the learning outcomes of the students; b) to offer the local stakeholders a comprehensive set of information and evidences to be used for the improvement of VT policies, programmes and single interventions.Key words: educational and vocational training, learning outcomes assessment, system evaluation, comparison, explicationParole chiave: istruzione e formazione professionale, valutazione di sistema, valutazione degli apprendimenti, comparazione, spiegazione

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