scholarly journals UTILIZING KAHOOT APPLICATION IN ASSESSING FORMATIVE ASSESSMENT IN EFL CLASSROOM

2021 ◽  
Author(s):  
Lucas Fernando
Keyword(s):  
Formative Assessment ◽  
Evaluation Instrument ◽  
Developmental Evaluation ◽  
Game Based Learning ◽  
Learning Stage ◽  
Male And Female ◽  
Principal Reason ◽  
E Learning ◽  
Interaction Game ◽  
Better Than

The principal reason for formative assessment is to improve understudies' learning and it ought to be viewed as a piece of the learning interaction. Game-based learning has gotten more normal in schooling and one of the arising game-based learning stages utilized in instruction establishments is Kahoot. This paper explored the impression of understudies towards Kahoot as a developmental evaluation instrument in school understudies in Indonesia. The examination utilized a review that comprises of 12 things through Kahoot study stage. An aggregate of 100 subjects partook in this examination. The understudies profoundly apparent Kahoot as fun, successful and better than e-learning stage for input as its middle score was 4. The remainder of things were acceptably seen by the understudies as demonstrated by the score of 3 aside from working on complex subjects that acquired an unsuitable level. There were critical middle score contrasts among male and female understudies for inspiration and saw information maintenance, whereby guys scored higher than females (p < 0.05). Kahoot is a promising developmental evaluation instrument that is achievable, down to earth and makes learning fun and pleasant. It very well may be utilized to spur understudies to learn. Be that as it may, Kahoot was not the best apparatus to work on complex subjects as seen by school understudies.

scholarly journals APPLYING KAHOOT IN FORMATIVE ASSESSMENT IN EFL CLASSROOM

2021 ◽  
Author(s):  
Lucas Fernando
Keyword(s):  
Formative Assessment ◽  
Evaluation Instrument ◽  
Developmental Evaluation ◽  
Game Based Learning ◽  
Learning Stage ◽  
Male And Female ◽  
Focus Score ◽  
E Learning ◽  
Better Than

The standard defense developmental evaluation is to improve understudies' learning and it ought to be viewed as a piece of the learning affiliation. Game-based learning has gotten more normal in the coaching and one of the arising game-based learning stage utilized in direction establishments is Kahoot. This paper examined the impression of understudies towards Kahoot as a developmental evaluation instrument in school understudies in Indonesia. The evaluation utilized a review that contains 12 things through Kahoot study stage. An aggregate of 170 subjects took an interest in this appraisal. The understudies essentially clear Kahoot as fun, viable and better than e-learning stage for commitment as its middle score was 4. The remainder of things were acceptably seen by the understudies as demonstrated by the score of 3 next to managing complex subjects that acquired inadmissible level. There were essential focus score contrasts among male and female understudies for inspiration and saw information upkeep, whereby people scored higher than females (p < 0.05). Kahoot is a promising developmental evaluation instrument that is possible, objective and makes learning fun and beguiling. It very well may be utilized to nudge understudies to learn. Regardless, Kahoot was not the best contraption to manage complex subjects as seen by school understudies.

scholarly journals ASSESSING FORMATIVE ASSESSMENT IN EFL CLASSROOM THROUGH KAHOOT

2021 ◽  
Author(s):  
Lucas Fernando
Keyword(s):  
Formative Assessment ◽  
Assessment Instrument ◽  
Game Based Learning ◽  
Learning Stage ◽  
Male And Female ◽  
Basic Center ◽  
E Learning ◽  
Better Than

The standard justification formative assessment is to improve understudies' learning and it should be seen as a piece of the learning association. Game-based learning has gotten more typical in the tutoring and one of the emerging game-based learning stage used in guidance foundations is Kahoot. This paper investigated the impression of understudies towards Kahoot as a formative assessment instrument in school understudies in Indonesia. The assessment used a survey that contains 12 things through Kahoot study stage. A total of 150 subjects participated in this assessment. The understudies significantly obvious Kahoot as fun, effective and better than e-learning stage for contribution as its center score was 4. The rest of things were acceptably seen by the understudies as shown by the score of 3 beside dealing with complex subjects that obtained unsatisfactory level. There were basic center score contrasts among male and female understudies for motivation and saw data upkeep, whereby folks scored higher than females (p < 0.05). Kahoot is a promising formative assessment instrument that is feasible, rational and makes learning fun and charming. It might be used to prod understudies to learn. In any case, Kahoot was not the best contraption to deal with complex subjects as seen by school understudies.

DESAIN PEMBELAJARAN BAHASA INDONESIA BERBASIS PEMAHAMAN NILAI SIKAP GOTONG ROYONG

2020 ◽  
Vol 13 (2) ◽  
pp. 01-10
Author(s):  
Alpansyah Alpansyah ◽  
Abdul Talib Hasim
Keyword(s):  
Experimental Study ◽  
Language Learning ◽  
Reader Response ◽  
Female Students ◽  
Male Students ◽  
Mutual Cooperation ◽  
Male And Female ◽  
Quasi Experimental ◽  
Bahasa Indonesia ◽  
Better Than

The aims of this study were: (1) to identify an increase in students' understanding of the value of mutual cooperation through the use of reader response rules in Indonesian Language Learning (KRPDPBI); (2) identifying the use of the reader response principle in Indonesian Language learning (KRPDPBI) there are differences between male and female students. The design of this study used a quasi-experimental study with two different methods. The results showed that (1) the achievement of the score of understanding the value of mutual cooperation for students taught by KRPDPBI was better than for students taught by regular learning according to the curriculum; (2) the achievement of the understanding of the value of male students' mutual cooperation is no better than that of female students.

Contextual Learning Approach and Performance Assessment in Mathematics Learning

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly. 

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF ADOLESCENTS WITH REFERENCE TO GENDER

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Nisha Chandel ◽  
Seema Chopra
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Female Adolescents ◽  
Intelligence Scale ◽  
Male And Female ◽  
Male Adolescents ◽  
Significant Difference ◽  
Understanding Emotions ◽  
School Records ◽  
Better Than

The present study was undertaken to find out emotional intelligence and academic achievement of male and female adolescents. The sample consists of 82 students( 41 male and 41 female adolescents) from different schools in Hamirpur district of Himachal Pradesh. Emotional intelligence was assessed with the help of Emotional Intelligence Scale developed by Singh and Narain (2014) and academic achievement score were taken from the school records. The results revealed that there exists a significant difference in emotional intelligence of male and female adolescents. It was found that there existed significant difference in academic achievement of female adolescents and male adolescents. The mean emotional intelligence of female adolescents was better than of male adolescents. On the dimensions of emotional intelligence, it was found that there was no significant difference between male and female adolescents on understanding emotions, empathy and handling relations dimensions of emotional intelligence; while it was reported that there was significant difference between male and female adolescents on understanding motivation dimension of emotional intelligence On the other hand, it was found that there existed significant difference in academic achievement of female adolescents and male adolescents.

scholarly journals Computer Adaptive Testing Using Upper-Confidence Bound Algorithm for Formative Assessment

2019 ◽  
Vol 9 (20) ◽  
pp. 4303 ◽  
Author(s):  
Jaroslav Melesko ◽  
Vitalij Novickij
Keyword(s):  
Formative Assessment ◽  
Latent Trait ◽  
Corrective Feedback ◽  
Strong Support ◽  
Adaptive Testing ◽  
Computer Adaptive Testing ◽  
Confidence Bound ◽  
Question Item ◽  
E Learning ◽  
Upper Confidence Bound

There is strong support for formative assessment inclusion in learning processes, with the main emphasis on corrective feedback for students. However, traditional testing and Computer Adaptive Testing can be problematic to implement in the classroom. Paper based tests are logistically inconvenient and are hard to personalize, and thus must be longer to accurately assess every student in the classroom. Computer Adaptive Testing can mitigate these problems by making use of Multi-Dimensional Item Response Theory at cost of introducing several new problems, most problematic of which are the greater test creation complexity, because of the necessity of question pool calibration, and the debatable premise that different questions measure one common latent trait. In this paper a new approach of modelling formative assessment as a Multi-Armed bandit problem is proposed and solved using Upper-Confidence Bound algorithm. The method in combination with e-learning paradigm has the potential to mitigate such problems as question item calibration and lengthy tests, while providing accurate formative assessment feedback for students. A number of simulation and empirical data experiments (with 104 students) are carried out to explore and measure the potential of this application with positive results.

THEORETICAL ASPECTS OF USING TEST CONTROL FOR CONDUCTING SUMMATIVE CERTIFICATION OF UNIVERSITY STUDENTS

2021 ◽  
pp. 47-57
Author(s):  
Liudmyla Kukhar ◽  
Oleksandr Tarasenko
Keyword(s):  
Formative Assessment ◽  
Evaluation Instrument ◽  
Statistical Parameters ◽  
Test Items ◽  
Good Evaluation ◽  
University Curriculum ◽  
Test Specification ◽  
Common Items ◽  
Correct Design ◽  
Test Control

For the development of a good evaluation instrument, persons who are involved in the process should follow all the recommended stages (planning, test specification, piloting, removing redundant items). The using of formative assessment in education allows us to conduct such tire as piloting (approbation) that is intended to obtain the statistical parameters of test items, which can be used in a summative assessment. Correct design of test forms for a formative assessment can provide sufficient capabilities for their equating and linking. In this work we are focused only on evaluating just one construct, which is commonly related to only one subject in university curriculum. According to this reason we described a common items equating technique for test items preequating.

scholarly journals Scenario Based E-Learning in Electrical Engineering Education

2017 ◽  
Vol 10 (3) ◽  
pp. 26
Author(s):  
Hamonangan Tambunan ◽  
Amirhud Dalimunte ◽  
Marsangkap Silitonga
Keyword(s):  
Engineering Education ◽  
Communication Technology ◽  
Electrical Engineering ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Information Communication ◽  
Electrical Engineering Education ◽  
E Learning ◽  
Teaching Learning ◽  
Better Than

The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students’ learning motivation, the lecturers’ attitude in teaching, and the students’ learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

scholarly journals Gender Differences And Psychological Impacts In Higher Education During Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 290
Author(s):  
Iswadi Iswadi ◽  
Apriyanto Apriyanto
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Negative Effects ◽  
Male And Female ◽  
Postgraduate Students ◽  
Learning Platform ◽  
Significant Difference ◽  
E Learning ◽  
Efl Students ◽  
The Difference

<p><em>E-learning during covid-19 pandemic gives positive and negative effects on students’ psychology. One of the effects of E-Learning is students whose negative and positive perception towards the process of E-Learning. The objectives of the study are to know (1)  The difference perception between male and female EFL post-graduate students of the use of online learning platforms? (2). Impacts psychologically of E-learning during Covid-19 to female and male EFL students in higher education. The method of the study is mixed research with the explanatory sequential design. The participants were 31 EFL postgraduate students in PGRI Indraprasta University. The data collection technique of the study was questionnaires with a Likert scale and an open interview. The data analysis technique of the study is an independent sample t-test with SPSS 22.0 version and collection, reduction, display, and conclusion. The results of the study are: (1) There is no significant difference perception between male and female EFL postgraduate students of the use of online learning platform because the significance value (0.695) which is bigger than 0.05. (2)  E-learning during the Covid-19 pandemic did not  give anxiety, fear, fatigue, and saturation to female and male EFL students in higher education. Implication of this research is University must develop LMS (Learning Management System) for teaching EFL students</em></p>

scholarly journals Using Kahoot! As A Formative Assessment Tool in Science Teacher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
Noluthando Mdlalose ◽  
Sam Ramaila ◽  
Umesh Ramnarain
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Science Teacher Education ◽  
Game Based Learning ◽  
Physical Sciences ◽  
Learning Platform ◽  
Motivation And Engagement

The development of 21st century competencies and skills in science teaching and learning is a key strategic imperative. Game-based learning platforms can be used to promote pedagogic innovation in various educational settings. Game-based applications such as Kahoot! have been increasingly used in education to facilitate meaningful enactment of formative assessment practices. Within the realm of science education, formative assessment is largely perceived as an assessment practice with pedagogic potential to enhance students’ academic performance, motivation and engagement during the teaching and learning process. Kahoot! is an interactive game-based learning platform which can essentially be utilised to enhance students’ academic performance, motivation and engagement in the classroom. This paper explores the role of Kahoot! as a formative assessment tool to enhance students’ academic performance, motivation and engagement with a view to help students to achieve stipulated learning outcomes during remote teaching and learning in undergraduate Physical Sciences teacher education. The research study adopted a generic qualitative design and involved 21 purposively selected preservice Physical Sciences teachers at a South African university. Data was collected through semi-structured interviews and the administration of qualitative user-generated online quizzes with the participants. The findings demonstrated that Kahoot! plays a significant role in enhancing students’ academic performance, motivation and active engagement during remote teaching and learning. Theoretical implications for technology-enhanced teaching and learning are discussed.

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