scholarly journals The Analysis of Reading Exercise in English Textbook Entitled Pathway to English for The SENIOR High School Grade X

2019 ◽  
Vol 7 (1) ◽  
pp. 10-13
Author(s):  
Anita Sitompul ◽  
Kammer Tuahman Sipayung ◽  
Jubil Sihite
Keyword(s):  
Multiple Choice ◽  
First Year ◽  
First Year Students ◽  
Short Answer ◽  
Documentary Analysis ◽  
Matching Test ◽  
Multiple Choice Item ◽  
Short Answer Question ◽  
Short Answer Questions ◽  
Test Completion

This study is aimed to analyze the types of Reading Exercises on the English textbook used by the first year students of SMA SWASTA METHODIST 7 Medan. The objective of the study is to find out the types of reading exercises on English textbook used by the first year students of SMA SWASTA METHODIST 7 Medan. The design of the study is descriptive qualitative research. The qualitative data were obtained by the steps that mentioned in the procedure of the research, i.e. reading, identification, classification and simplification. The researcher analyzed the exercise in three steps,identifying the topic, clutser the topic, draw explanation. The object of the study is the reading exercises created by Th. M. Sudarwati and Eudia Grace entitled by Pathway To English and published by Erlangga, 2017. The data was collected only by taking documentary analysis. It means that the writer document reading exercises on students� English textbook and analyzed its types of reading exercises. The final result of this study shows that are five types of reading exercises on the English textbook they are Types of reading exercise are Matching Test, True/ False Reading Test, Multiple Choice item test, Completion item tests, and Long and Short answer questions. The result of reading exercise analysis shows that there are controlled exercise and guided exercise. In controlled exercises the researcher didn�t find exercise in Pathway to English textbook. And in guided exercises there are find in multiple choice in vocabulary 2 exercise. Matching cued word matching 3 exercise, matching picture cued sentence 1 exercise, vocabulary matching 5 exercise, matching selected response fill in vocabulary 7 exercise. True or false 3 exercise, completion item in the following of text 1 exercise, completion are in the text itself 9 exercise. In short answer question 6 exercise, long answer question 8 exercise. But, the researcher didn�t find exercise in multiple choice contextualized vocabulary / grammar and multiple choice vocabulary / grammar.

scholarly journals Immersive 3D Experience of Osmosis Improves Learning Outcomes of First-Year Cell Biology Students

2021 ◽  
Vol 20 (1) ◽  
pp. ar1
Author(s):  
Nicole B. Reinke ◽  
Mary Kynn ◽  
Ann L. Parkinson
Keyword(s):  
Learning Outcomes ◽  
Cell Biology ◽  
Multiple Choice ◽  
First Year ◽  
Biology Students ◽  
Short Answer ◽  
Base Level ◽  
High Base ◽  
Multiple Choice Exam ◽  
Short Answer Questions

An immersive 320° 3D experience of osmosis was perceived by cell biology students to be fun, useful, and educational. Performance of all students improved on a multiple-choice exam question, and those students with moderate to high base-level knowledge also performed better on short-answer questions.

scholarly journals THE ANALYSIS OF ENGLISH LECTURERS’ CLASSROOM-BASED READING ASSESSMENTS TO IMPROVE STUDENTS’ READING COMPREHENSION

2017 ◽  
Vol 5 (1) ◽  
pp. 35
Author(s):  
Yanuarti Apsari ◽  
Acep Haryudin
Keyword(s):  
Reading Comprehension ◽  
Classroom Observation ◽  
Multiple Choice ◽  
Assessment Instruments ◽  
Reading Assessments ◽  
Short Answer ◽  
Matching Test ◽  
Short Answer Question ◽  
Different Sources ◽  
The Way

The objectives of this research are to identify techniques that the lecturers use in assessing readingcomprehension and to find the way English lecturers construct classroom-based reading assessments.Three English lecturers were selected as the respondents of this research. The data were obtainedthrough classroom observation and interview. Then, they were analyzed and reported descriptively.The results of this research revealed that in assessing reading comprehension all respondents usedvarious techniques such as short answer question, matching test, multiple choice and observation(teacher made method) and summary and retelling (students conducted method). In addition, they usedthe different sources in designing assessment instruments. The sources were taken not only fromtextbook but also from internet, journals and other textbooks. Keywords: English lecturers, Classroom-Based Reading Assessments, Reading Comprehension

scholarly journals Analisis Deskriptif Soal Ujian Nasional dan Cambridge Checkpoint Pelajaran Matematika Tingkat Sekolah Menengah Pertama Tahun Ajaran 2014/2015 Berdasarkan Tipe Penyajian Soal dan Ruang Lingkup Materi

2020 ◽  
Author(s):  
Zainal Abidin
Keyword(s):  
National Curriculum ◽  
Multiple Choice ◽  
Secondary Level ◽  
Qualitative Approach ◽  
Multiple Choice Questions ◽  
Short Answer ◽  
National Examination ◽  
Analysis Question ◽  
Short Answer Question ◽  
Mathematics Examination

National Examination and Cambridge Checkpoint are the instrument for evaluating the standard competence ofstudent which organized in Secondary Level. National Examination’s questions based on the National Curriculum ofIndonesia but Cambridge Checkpoint’s questions taken based on Cambridge Curriculum. The aims of this researchis analyzing the type of each question and distribution of each strands in the National Mathematics Examination 2015and Mathematics of Cambridge Checkpoint for Secondary Level 2015. This type of research is a descriptive studywith a qualitative approach. National Mathematics Examination 2015 has one paper only but Mathematics ofCambridge Checkpoint for Secondary Level 2015 has 2 papers for the test. It can be concluded that all question’stype of the National Mathematics Examination for Secondary Level 2015 are multiple choice questions. OnMathematics of Cambridge Checkpoint for Secondary Level 2015, there are various types of questions which consistof 11,43% short-answer question; 68,57% analysis question; 8,57% completing question; and 11,43% match questionfor paper 1, but 22,22% short-answer question; 58,33% analysis question; 11,11% completing question; 2,78% matchquestion; 2,78% multiple choice question; and 2,78% yes/no question for paper 2. Based on strands analyzing result,It can be determined that National Mathematics Examination for Secondary Level 2015 contain of 22,25% number;27,5 algebra; 40% geometry and measurement; 10% statistic and probability. On Mathematics of CambridgeCheckpoint for Secondary Level 2015, It can be explained that 45,72% number; 20% algebra; 17,14% geometry andmeasurement; and 17,14% statistic and probability for paper 1, and 33,33% number; 19,45% algebra; 25% geometryand measurement; and 22,22% statistic and probability for paper 2.

scholarly journals T ransitioning a L arge Biology Class from a n i n Person t o a n Online Exam During the COVID 19 Pandemic

2021 ◽  
Vol 3 (5) ◽  
pp. 1-4
Author(s):  
Dr. Niki Sharan ◽  
◽  
Dr. Meaghan Cuerden ◽  
Dr. Denis Maxwell ◽  
Dr. Anne Simon ◽  
...  
Keyword(s):  
Multiple Choice ◽  
Student Understanding ◽  
First Year ◽  
First Year Students ◽  
Biology Class ◽  
Course Material ◽  
On Line ◽  
Highly Correlated ◽  
Multiple Choice Exam ◽  
Online Format

As occurred in many Universities worldwide, the response to the COVID-19 pandemic required us, professors at Western University (London, Canada), to quickly convert a first-year biology course with over 1200 enrolled students from an in-classroom format to an on-line format. This transition included the course exams. While the first multiple-choice exam in February 2020 was in-person and proctored, we changed the second multiple-choice exam in March 2020 so that it was completed by students online at home without a proctor. We had concerns about this online conversion, including whether the grades would represent student understanding of the course material when access to peers and other resources during the exam was not monitored. In this report we show student scores on the online exam were highly correlated with their prior in-person exam. A similar correlation was observed with prior first-year students who took similar exams in February and March 2019 which were both in-person and proctored. These results provide some reassurance that it is possible to rapidly transition the delivery of an exam from an in-person format to an online format without compromising the exam process.

Teachers’ Opinion about Pharmacology Written Question Papers of MBBS Professional Examinations

2021 ◽  
Vol 12 (1) ◽  
pp. 40-49
Author(s):  
Dipak Kumer Paul Chowdhury ◽  
Debashish Saha ◽  
Md Ahsan Habib
Keyword(s):  
Cognitive Domain ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Short Answer ◽  
Written Examination ◽  
Different Types ◽  
Short Answer Question ◽  
Content Coverage ◽  
Short Answer Questions

Written examination is an important method for juddering the learning of medical students. Short Answer Questions (SAQ) and multiple choice questions (MCQ) are introduced in MBBS curriculum to assess student cognitive domain. This cross sectional descriptive study was conducted to get the teachers’ opinion about Pharmacology professional written short answer question papers of different Universities of Bangladesh. For this purpose, opinion of total 56 purposively selected teachers of the Department of Pharmacology & Therapeutics of 20 Medical Colleges were collected through self-administered semi-structured questionnaire.  Most of the teachers (66% & 61%) were in favour of existing distribution of different types of question in curriculum (recall-60%, understanding -30% and problem based-10%) for short answer question paper (SAQ). Majority of the teachers (66% & 54%) were satisfied with the present coverage of recall and understanding type questions respectively but only 41% teachers were satisfied with the coverage of problem based type questions. Seventy-seven percent teachers were satisfied with content coverage in SAQ papers. Eighty-seven percent teachers were satisfied with present marking scheme on SAQ paper. Findings of this study may be used to redefine the distribution of different types question in SAQ papers and to improve the quality of question papers by ensuring their coverage. Bangladesh Journal of Medical Education Vol.12(1) 2021: 40-49

Written exams

2019 ◽  
pp. 969-982
Keyword(s):  
Medical School ◽  
Multiple Choice ◽  
Skills Assessment ◽  
Multiple Choice Questions ◽  
Essential Requirement ◽  
Short Answer ◽  
Situational Judgement Test ◽  
Different Types ◽  
Short Answer Questions ◽  
Situational Judgement

This chapter covers multiple choice questions (MCQs), extended matching questions (EMQs), short answer questions (SAQs), essays, situational judgement test (SJT exam), and the prescribing skills assessment (PSA exam). It focuses on the importance of exam technique with useful tips for the start, during, and after the exam. The chapter provides examples of different types of questions, and how to best prepare and answer them. More recent additions to the curriculum, such as the SJT and PSA, are explained in detail. The SJT is an essential requirement in the final year of clinical schools nationwide, and the score is considered in ranking Foundation Year applications. The PSA tests a final-year medical student’s ability to prescribe. The examination is online and involves MCQs and some SAQs. This chapter includes important links with further updated information, and is written for both those looking to apply for medicine, and those in medical school.

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