scholarly journals Investigating the Plagiarism Awareness among Malaysian undergraduates in Summative Assessment

2021 ◽  
Vol 1 ◽  
pp. 1-4
Author(s):  
Najihah Mahmud ◽  
Nazirah Mahmud ◽  
Ariezal Afzan Hassan ◽  
Nor Hazwani Munirah Lateh
Keyword(s):  
Teaching And Learning ◽  
Similarity Index ◽  
Summative Assessment ◽  
Language Assessment ◽  
Document Analysis ◽  
Index Score ◽  
Quantitative Approach ◽  
Summative Assessments ◽  
Student Questionnaire ◽  
Preliminary Study

This preliminary study explored the level of plagiarism awareness among Malaysian undergraduates when carrying out their summative assessment. In the field of language assessment, summative assessment in the form of graded task is regarded as an effective tool to exercise change as it could highly influence the teaching and learning. However, concern regarding students’ plagiarism behaviour is increasing despite the exposure given to them by their respective instructors. Therefore, this study aimed to fill this gap by investigating if there was any relationship between the students’ perceived plagiarism awareness with their Turnitin similarity index score of their summative assessments. The graded task under investigation was in the form of argumentative essay. Using a quantitative approach, student questionnaire and document analysis were utilised to elicit data from 30 undergraduates. It was found that although the students appeared to be aware of plagiarism, their practices in their summative assessment indicated otherwise.

scholarly journals A face oculta da avaliação em Angola

2020 ◽  
Vol 31 (77) ◽  
pp. 446
Author(s):  
Miguel Boa Isabel ◽  
Lucíola Licínio Santos ◽  
Alvanize Valente Fernandes Ferenc
Keyword(s):  
Data Collection ◽  
Secondary Schools ◽  
Summative Assessment ◽  
Daily Practice ◽  
Document Analysis ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Summative Assessments ◽  
Palabras Clave ◽  
Teachers And Students

<p>O objetivo deste artigo é analisar e compreender as práticas presentes nos processos da avaliação da aprendizagem em Angola. A pesquisa foi realizada com professores e alunos de duas escolas secundárias da província de Cabinda. Para a coleta de dados foram utilizados questionários, entrevistas, observações e análise de documentos. A pesquisa evidencia que, apesar de os professores adotarem conceitos mais contemporâneos sobre avaliação, predominam na prática cotidiana as avaliações somativas em que as provas são também utilizadas como forma de controle da disciplina. Os dados mostram a permanência, nas escolas pesquisadas, de práticas de avaliação que envolvem a troca de notas por dinheiro, embora, por diferentes razões, essas práticas estejam diminuindo.</p><p><strong>Palavras-chave: </strong>Avaliação da Aprendizagem, Angola, Avaliação Somativa.</p><p> </p><p><strong>La cara oculta de la evaluación en Angola</strong></p><p>El objetivo de este artículo es analizar y comprender las prácticas presentes en los procesos de evaluación del aprendizaje en Angola. La encuesta se realizó con maestros y estudiantes de dos escuelas secundarias en la provincia de Cabinda. Para la recolección de datos, se utilizaron cuestionarios, entrevistas, observaciones y análisis de documentos. La investigación muestra que, aunque los maestros adoptan conceptos más contemporáneos sobre la evaluación, en la práctica diaria predominan las evaluaciones sumativas, en las que las pruebas también se utilizan como una forma de control de la materia. Los datos muestran que las prácticas de evaluación, que implican el intercambio de calificaciones por dinero, permanecen en las escuelas encuestadas, aunque estas prácticas, por diferentes razones, están disminuyendo.</p><p><strong>Palabras clave: </strong>Evaluación del Aprendizaje, Angola, Evaluación Sumativa.</p><p> </p><p><strong>The hidden face of assessment in Angola</strong></p><p>The aim of this article is to analyze and understand the practices present in the learning assessment processes in Angola. The research was conducted with teachers and students from two secondary schools in the Cabinda province. Questionnaires, interviews, observations and document analysis were used for data collection. The research shows that, although teachers adopt more contemporary assessment concepts, summative assessments in which tests are also used as a form of discipline control predominate in their daily practice. The data show the continuity of assessment practices involving the exchange of grades for money in the surveyed schools, although these practices are on decline for different reasons.</p><p><strong>Keywords: </strong>Learning Assessment, Angola, Summative Assessment.</p>

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Diversity in health professional education scholarship: a document analysis of international author representation in leading journals

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e043970
Author(s):  
Brittany Buffone ◽  
Ilena Djuana ◽  
Katherine Yang ◽  
Kyle J Wilby ◽  
Maguy S El Hajj ◽  
...  
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Teaching And Learning ◽  
Western Europe ◽  
English Language ◽  
Data Extraction ◽  
Document Analysis ◽  
Original Research ◽  
Health Professional Education ◽  
Eligibility Criteria

ObjectivesThe global distribution of health professionals and associated training programmes is wide but prior study has demonstrated reported scholarship of teaching and learning arises from predominantly Western perspectives.DesignWe conducted a document analysis to examine authorship of recent publications to explore current international representation.Data sourcesThe table of contents of seven high-impact English-language health professional education journals between 2008 and 2018 was extracted from Embase.Eligibility criteriaThe journals were selected according to highest aggregate ranking across specific scientific impact indices and stating health professional education in scope; only original research and review articles from these publications were included for analysis.Data extraction and synthesisThe table of contents was extracted and eligible publications screened by independent reviewers who further characterised the geographic affiliations of the publishing research teams and study settings (if applicable).ResultsA total 12 018 titles were screened and 7793 (64.8%) articles included. Most were collaborations (7048, 90.4%) conducted by authors from single geographic regions (5851, 86%). Single-region teams were most often formed from countries in North America (56%), Northern Europe (14%) or Western Europe (10%). Overall lead authorship from Asian, African or South American regions was less than 15%, 5% and 1%, respectively. Geographic representation varied somewhat by journal, but not across time.ConclusionsDiversity in health professional education scholarship, as marked by nation of authors’ professional affiliations, remains low. Under-representation of published research outside Global North regions limits dissemination of novel ideas resulting in unidirectional flow of experiences and a concentrated worldview of teaching and learning.

scholarly journals Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

WWW.TELD.NET: Online Courseware Engine for Teaching by Examples and Learning by Doing

2001 ◽  
Vol 29 (3) ◽  
pp. 219-235 ◽  
Author(s):  
G. Q. Huang ◽  
B. Shen ◽  
K. L. Mak
Keyword(s):  
Teaching And Learning ◽  
Virtual Classroom ◽  
Learning By Doing ◽  
General Purpose ◽  
Project Based Learning ◽  
Course Materials ◽  
Summative Assessments ◽  
On Line ◽  
Set Up ◽  
Electronic Delivery

TELD stands for “Teaching by Examples and Learning by Doing.” It is an on-line courseware engine over the World Wide Web. There are four folds of meanings in TELD. First, TELD represents a teaching and learning method that unifies a number of contemporary methods such as Problem-Based Learning (PBL) in medical education, Project-Based Learning (PBL) in engineering education, and Case Method (CM) in business education. Second, TELD serves as a Web server for hosting teaching and learning materials especially based on the TELD method. A variety of on-line facilities are provided for editing and uploading course materials such as syllabus, schedule, curriculum, examples of case study, exercises of mini-project, formative and summative assessments, etc. Third, TELD is a courseware search engine where educators are able to register their course materials and search for materials suitable for a particular course. In contrast with general-purpose search engines, TELD is set up for the special purpose of education. Therefore, the time and efforts spent on surfing are expected to be reduced dramatically. Finally, TELD is an on-line virtual classroom for electronic delivery of electronic curriculum materials. In addition to providing the lecture notes, TELD not only provides discussion questions for conducting in-class discussions and homework as formative assessment but also provides facilities for students to plan and submit their group work. This article presents an overview of the TELD courseware engine together with its background and underlying philosophy.

PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

2020 ◽  
Vol 3 (1) ◽  
pp. 117-131
Author(s):  
Dayang Suriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
Preliminary Study ◽  
Academic Year ◽  
Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

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 The Teaching of Physical Education Amidst The Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. 248-262
Author(s):  
Wahyu Eko Widiyanto ◽  
Andi Fepriyanto ◽  
Albi Dwi Prasetyo
Keyword(s):  
Online Learning ◽  
Elementary Schools ◽  
Physical Education ◽  
Teaching And Learning ◽  
Lesson Plans ◽  
Quantitative Approach ◽  
Survey Method ◽  
Descriptive Research ◽  
Internet Connection

The study aimed at exploring the implementation of physical education (PE) teaching during the Covid 19 Pandemic at elementary schools of sub-district of Balung, Jember, Indonesia. This descriptive research which follows the quantitative approach implemented the survey method using one shot case study. The samples participating in the study are 12 SE teachers. In order to gather the data, a questionnaire was distributed to the participants online through Google Form, containing 10 items. The data obtained were analyzed in descriptive quantitative  through percentage. The findings indicate that all participants (100%) conduct the teaching and learning, where 50% of them delivered the teaching in online learning and 58% confirmed that the learning adheres to the lesson plans. Moreover, 67% of the participants informed that the learning materials are in the same order as stated in the lesson plans, 67% used WhatsApp groups as their teaching media, 67% of the participants informed that their students were enthusiastic and participated actively in the class, 50% have cooperated with their students’ parents for supporting learning, 67% of them stated the assessment was based on submitted exams and tasks, 58% stated that the assessment was less effective. Meanwhile, the analysis of learning indicators reveal that generally 41% of the participants claim difficulties in accessing good Internet connection, and 42% of the participants’ students could not afford smartphones for their learning and thus could not submit their tasks. Briefly the Covid 19 pandemic does not hamper the conduct of teaching and learning though it is now delivered online, however, in general the study found that the teaching and learning is less effective; therefore,  more attention needs to be paid to students especially with their obstacles in using the learning media and accessing proper Internet connection.

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