scholarly journals Impact of Lockdown Down faced by Nursing Teachers while implementing Teaching, Learning & Evaluation Process

2020 ◽  
Keyword(s):  
Evaluation Process ◽  
Learning Evaluation ◽  
Teaching Learning ◽  
Nursing Teachers

Avaliação no Ensino Superior: um Estudo Exploratório Sobre as Percepções e Emoções dos Alunos

2018 ◽  
Vol 18 (4) ◽  
pp. 472
Author(s):  
Ada Magaly Matias Brasileiro ◽  
Sara Rodrigues de Andrade Souto
Keyword(s):  
High Education ◽  
School Context ◽  
Evaluation Process ◽  
Exploratory Research ◽  
Education Students ◽  
Learning Evaluation ◽  
School Learning ◽  
Belo Horizonte ◽  
The Individual ◽  
Teaching Learning

Avaliação da aprendizagem é um tema que tem merecido muita atenção no contexto escolar. Teoricamente, a avaliação é hoje compreendida como algo inerente aos processos de ensino/aprendizagem, cuja função deve ser sempre diagnóstica, considerando a singularidade do indivíduo. Na prática, contudo, são muitos os aspectos questionáveis, dentre estes, o estado emocional no qual um estudante se envolve, no momento da avaliação, o que interfere em seu desempenho. Ao abordar avaliação, este artigo traz um estudo feito a partir de uma pesquisa exploratória com alunos de três cursos de uma Instituição de Ensino Superior de Belo Horizonte, com o objetivo de compreender quais emoções os alunos do Ensino Superior têm ao fazerem uma avaliação somativa. Os resultados mostram que emoções negativas como tensão, preocupação e nervosismo são preponderantes no processo avaliativo do Ensino Superior, especialmente, intensificadas no momento da prova somativa, o que é justificado pelos alunos em virtude do caráter de teste ameaçador, classificatório e punitivo.Palavras-chave: Avaliação da Aprendizagem Escolar. Emoção. Ensino Superior. Tipos de Avaliação.AbstractLearning evaluation is a subject which deserves much attention in the school context. Theoretically, it is now understood as something that is inherent to teaching-learning processes, and whose function must always be diagnostic, regarding the individual particularities. In practice, however, there are many questionable aspects, among them the emotional state in which the student gets involved by the time of the evaluation and that interferes on his or her performance. When approaching this theme, this study is based on an exploratory research with three students from a High Education School in Belo Horizonte, which aimed to analyze the different kind of emotions high education students reveal when taking a summative evaluation. The results have shown the presence of negative emotions during High Education Evaluation Process, justified by the threatening, classificatory and punishing atmosphere that it brings.Keywords: School Learning Evaluation. Emotion. High Education. Kinds of Evaluation.

Is Distance Teaching-Learning-Evaluation Triad a Form of Digital Art?

2020 ◽  
Vol 1 (2) ◽  
pp. 3-19
Author(s):  
Tatiana Antipova ◽  
Ioana Riurean ◽  
Simona Riurean
Keyword(s):  
Point Of View ◽  
Educational Activity ◽  
Distance Teaching ◽  
Software Support ◽  
Alternative Teaching ◽  
Evaluation Procedures ◽  
Learning Evaluation ◽  
Teachers And Students ◽  
Computer Knowledge ◽  
Teaching Learning

The pandemic situation at the beginning of March 2020 forced teachers to develop alternative teaching methods, and most important to find the best ways to keep teaching for every student no matter the situation, as for example, the lack of computer knowledge or hardware/software support. Teachers worldwide struggled to support, encourage, find the best ways not only to help students to keep learning but support them emotionally. At the end of the academic year, teachers made efforts to develop fair, appropriate evaluation procedures adapted to distance education. This paper summarizes the Distance Teaching-Learning-Evaluation (DTLE) evolution in Russia and Romania and some methods developed from March to December 2020 to support the educational activity. Some benefits, challenges and difficulties are identified during the same period of time in different DTLE scenarios, from the point of view of teachers and students, as well. Examples of new adapted methods, dedicated to the DTLE scenarios are al-so addressed in this work.

scholarly journals Applicability of Model Assessment for Learning (AFL) in Classes of Vocabulary and Pragmatics in English Teaching Learning at STAIN Salatiga

2013 ◽  
Vol 6 (1) ◽  
pp. 53-76
Author(s):  
Woro Retnaningsih
Keyword(s):  
Assessment For Learning ◽  
Positive Behavior ◽  
Model Assessment ◽  
English Teaching ◽  
Islamic Studies ◽  
Central Java ◽  
Learning Evaluation ◽  
Teaching Learning ◽  
Teacher Guides

The research objective is to see the applicability of Assessment for Learning (AFL) in the classes of vocabulary and pragmatics. The subjects of the research were students and lecturers of Vocabulary 3 and Pragmatics classes. The research was conducted in State Islamic Studies Institute (STAIN) Salatiga, Central Java, Indonesia. The results of theresearch indicate that AfL could assess the class activities comprehensively. It could assess teacher and students‘ behavior in the class. The teacher guides the class from preparing the class, delivering materials and evaluating the class. Meanwhile students‘ behavior in theclasses of pragmatics is better then in vocabulary. Students who express positive behavior in the classes of vocabulary are in the range of 30% - 60% and around 80 – 90s % in pragmatics.Keywords: assessment for learning; evaluation; vocabulary; pragmatics; English teaching learning

scholarly journals The Development of Arabic Learning Evaluation based on Kahoot Application in Covid Outbreak l Tatwir Taqwim Ta'lim al-Lughah al-'Arabiyyah 'ala Asas Tatbiq Kahoot Khilala Jaikhah Covid

2021 ◽  
Vol 13 (1) ◽  
pp. 167-185
Author(s):  
Meli Yani Yani ◽  
Koderi Koderi ◽  
Zulhanan Zulhanan ◽  
Munir Tubagus ◽  
Muhammad Sholeh Fauzan
Keyword(s):  
Evaluation Process ◽  
Arabic Language ◽  
Research Data ◽  
Objective Test ◽  
Test Evaluation ◽  
Effectiveness Trial ◽  
Evaluation Instrument ◽  
Learning Evaluation ◽  
Trial Test ◽  
Product Effectiveness

This research based on the problems about learning evaluation in which was less attractive because it had not used evaluation instruments based on technology, especially the learning process during the Covid 19 outbreak. The purpose of this study was to develop an evaluation of Arabic learning for SMK in the form of an objective test based on Kahoot application during the Covid-19 outbreak. This research data were obtained from the interviews and students' responses to the evaluation. The interviews were conducted with groups of students as participants in the study, meanwhile, students' responses were confirmed to 32 students. The findings of this study indicated that the Arabic language objective test evaluation instrument by using the kahoot application was very feasible.  94% according to design experts, 96% according to material experts, 96% according to media experts. The results of the product effectiveness trial of the objective test evaluation instrument based on the kahoot application were 86% for one to one learner, 90% for the small group test, 88% for the field trial test. The development of an Arabic evaluation in the form of an objective test based on the Kahoot application during the Covid-19 outbreak had a significant effect on the evaluation of Arabic and could make students more active, independent and feel comfortable in the evaluation process. In line with that, this paper suggested the need for teacher and institutional involvement in solving the problem of community limitations in online learning evaluation.

scholarly journals An Evaluation of Grade Six English Curriculum of Beaconhouse School System in Pakistan

2015 ◽  
Vol 3 (2) ◽  
pp. 44
Author(s):  
Muhammad Tauseef ◽  
Syed Kazim Shah ◽  
Fatima Tul Zahra Sulehri ◽  
Mehwish Kalsoom
Keyword(s):  
School System ◽  
Curriculum And Instruction ◽  
Evaluation Process ◽  
Learning Objectives ◽  
Global Perspective ◽  
English Curriculum ◽  
Qualitative And Quantitative ◽  
Teaching Learning ◽  
Personal Understanding ◽  
Careful Assessment

<p>Curriculum and instruction material are considered fundamental tools in ELT throughout the world. Consideration of utmost significance of the curriculum requires its evaluation process for measuring its effectiveness in facilitating teaching/learning objectives. The present study is an attempt to evaluate grade six English curriculum of Beaconhouse School System. To the end, features based on the objectives of the curriculum were evaluated to determine whether learning of language, listening, reading, speaking, and writing, vocabulary and understanding of grammar, literature (both fictional and non-fictional), personal understanding and global perspective, composition and presentation skills, punctuation, spelling, handwriting, critical thinking, cultural identity and interdisciplinary links with other subjects have their particular relevance to the curriculum, textbook and the workbook used at this level. The evaluation was carried out through a checklist specifically designed to meet the situation to find out whether the curriculum and related course books are based on curriculum objectives. The present study is both qualitative and quantitative. The qualitative aspects were analyzed by careful assessment of course book through checklist items. The quantitative data was analyzed using SPSS 13.0 (Statistical Package for Social Sciences) which revealed the results that except few, curriculum was effectively facilitating the attainment of most of its teaching/learning objectives.</p>

scholarly journals Teaching-learning evaluation on the ICNP® using virtual learning environment

2017 ◽  
Vol 70 (3) ◽  
pp. 602-609 ◽  
Author(s):  
Carolina Costa Valcanti Avelino ◽  
Lívia Cristina Scalon da Costa ◽  
Soraia Matilde Marques Buchhorn ◽  
Denismar Alves Nogueira ◽  
Sueli Leiko Takamatsu Goyatá
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Thematic Analysis ◽  
Learning Process ◽  
Professional Education ◽  
Nursing Practice ◽  
Virtual Learning Environment ◽  
Learning Evaluation ◽  
Teaching Learning ◽  
Nursing Professionals

ABSTRACT Objective: Evaluating the teaching-learning process of undergraduates and nursing professionals on the International Classification for Nursing Practice (ICNP®) through a course on Moodle Platform. Method: Mixed research conducted with 51 nursing students and nurses. Many technological and educational resources were used. To collect data, two semi-structured questionnaires were applied and focus groups were carried out. Statistical and thematic analysis of the data was performed. Results: There was a correlation between the Wiki variable, the Animation Video (p = 0.002) and the Arch Method (p = 0.04), as well as a correlation between the Forum, the Virtual Book (P < 0.001) and time (p = 0.009). Three topics emerged: innovation in the application of technological resources, distance education in the professional education and permanent education and the teaching-learning process on the ICNP® in a collaborative way. Conclusion: Teaching-learning strategies and technological resources used were pointed out as innovative and helped students have a better performance.

Docência e Avaliação da Aprendizagem

2018 ◽  
Vol 19 (3) ◽  
pp. 379
Author(s):  
Leandro Ferreira De Melo ◽  
Tatiane Clair Da Silva ◽  
Denise De Micheli
Keyword(s):  
Data Analysis ◽  
School Context ◽  
Qualitative Evaluation ◽  
Learning Assessment ◽  
Learning Evaluation ◽  
Analysis Technique ◽  
Insufficient Time ◽  
Teaching Learning ◽  
Evaluation Of Learning ◽  
Critical Aspects

A compreensão docente sobre os significados e prática da avaliação da aprendizagem é de suma importância para o processo de ensinoaprendizagem. Neste sentido, esta pesquisa teve como objetivo entender as percepções de 30 docentes do Ensino Fundamental II e Médio sobre a avaliação da aprendizagem. Os levantamentos de dados foram realizados com a aplicação de um questionário composto por três questões que os professores responderam descritivamente, manifestando assim suas percepções sobre o conceito de avaliação da aprendizagem. As análises dos dados foram feitas a partir da técnica de Análise de Conteúdo. As discussões tiveram como fundamentações teóricas autores que discutem avaliação da aprendizagem a partir de vertentes críticas. Os resultados demonstraram que os docentes entendem que a função da avaliação é de “diagnosticar e sinalizar caminhos para o aprimoramento do processo de ensino-aprendizagem”, todavia, apontaram que há dificultadores, que atrapalham a efetivação desta, por exemplo: excesso de aulas, turmas para lecionar e avaliar; tempo insuficiente para planejar e refletir sobre as avaliações aplicadas e seus resultados. O acúmulo de cargos foi destacado como um fator que atrapalha a efetivação da avaliação qualitativa. Em síntese, as falas  dos professores manifestaram que para exceder os paradigmas avaliativos tradicionais, faz-se necessário colocar em prática ações políticas e estruturais no contexto escolar, como a Lei do Piso (Lei nº 11.738/2008), para que, desse modo, tenham mais tempo para reflexão-ação em prol da efetivação da avaliação formativa.Palavras-chave: Avaliação. Ensino-Aprendizagem. Docentes-Discentes.AbstractTeaching comprehension about the meanings and practice of learning assessment is of paramount importance to the teaching-learning process. Therefore, the objective of this research was to understand the perceptions of 30 teachers from Middle and High School about learning assessment. The data were collected through the application of a questionnaire composed of three questions that the teachers answered descriptively, thus manifesting their perceptions about the concept of learning evaluation. Data analysis was performed using the Content Analysis technique. The discussions were based on theoretical authors who discuss evaluation of learning starting of critical aspects. The results showed that the teachers understand that the function of the evaluation is to “diagnose and signal ways to improve the teachinglearning process”, however, they pointed out that there are difficulties that disturbs the effectiveness of the same , for example:  surplus of classes to be taught and evaluated ; insufficient time to plan and reflect about the evaluations applied and their results. The accumulation of positions was highlighted as a factor that hinders the effectiveness of the qualitative evaluation. In summary, the teachers stated that to in order to exceed the traditional evaluative paradigms, it is necessary to put into practice political and structural actions in the school context, such as Lei do Piso (11.738 / 2008), so that they have more time for reflection-action in favor of the effectiveness of formative evaluation.Keywords: Evaluation. Teaching-Learning. Teachers-Students.

Six Sigma learning evaluation model using Bloom’s Taxonomy

2018 ◽  
Vol 9 (1) ◽  
pp. 156-174 ◽  
Author(s):  
Gabriela Fonseca Amorim ◽  
Pedro Paulo Balestrassi ◽  
Rapinder Sawhney ◽  
Mariângela de Oliveira-Abans ◽  
Diogo Leonardo Ferreira da Silva
Keyword(s):  
Six Sigma ◽  
Conceptual Knowledge ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Bloom's Taxonomy ◽  
Content Type ◽  
Learning Evaluation ◽  
Bloom’S Taxonomy ◽  
Innovative Learning ◽  
Training Quality

Purpose This paper aims to propose a learning evaluation model for Green Belts and Black Belts at the training level. A question bank has been developed on the basis of Bloom’s learning classification and applied to a group of employees who were being trained in Six Sigma (SS). Their results were then used to decide on the students’ approval and to guide the instructor’s plan of teaching for the next classes. Design/methodology/approach An action research has been conducted to develop a question bank of 310 questions based on the revised Bloom’s Taxonomy, to implement the evaluation model, and to apply it during the SS training. Findings The evaluation model has been designed so that the students do not proceed unless they have acquired the conceptual knowledge at each step of the DMAIC (Define, Measure, Analyze, Improve and Control) roadmap. At the end of the evaluation process, the students’ results have been analyzed. The number of mistakes in all stages of DMAIC was equal, implying that the training was uniform the entire roadmap. However, the opposite happened in each of the Bloom’s Taxonomy levels, showing that some skills need to be better stimulated by the instructor than others. Research limitations/implications The learning evaluation model proposed in this paper has been applied to a group of 70 employees who were being trained in SS at a Brazilian aircraft manufacturer. The data have been analyzed using Microsoft Excel® and Minitab® 17 Statistical Software. Originality/value Despite the abundance of courses offering the SS Green Belt and Black Belt certifications, there is no standard evaluation to ensure the training quality. Thus, this paper proposes an innovative learning evaluation model.

scholarly journals Propuesta de modelo tecnológico para Flipped Classroom (T-FliC) en educación superior

2018 ◽  
Vol 22 (2) ◽  
pp. 1 ◽  
Author(s):  
Matilde Basso-Aránguiz ◽  
Mario Bravo-Molina ◽  
Antonella Castro-Riquelme ◽  
César Moraga-Contreras
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Collaborative Work ◽  
Evaluation Process ◽  
Learning Assessments ◽  
Learning Path ◽  
Teaching Learning ◽  
Technology Resources ◽  
Different Levels

The Technology Model, called T-FliC is proposed for Flipped Classroom. The aim is to provide IT facilities to the aforementioned pedagogical model. This proposal may be implemented at different levels of higher education. T-FliC is primarily based on the use of free technology resources, especially Google applications such as Classroom, Drive, and YouTube, because they are widely used by students and teachers. This extensive use permits to replicate this model in different educational contexts. The T-FliC model incorporates five ICT phases, ranging from the planning of teaching-learning activities to continuous learning assessments. The implementation of the T-FliC Model includes the following phases: a digital class (learning outside the classroom) with asynchronous guidance of a virtual tutor; a workshop involving dynamic activities for collaborative work (classroom learning) guided by a tutor in person; and an ongoing technological tools evaluation process (clickers, portfolio, and forum) which will generate the digital records of the student learning path. This article includes a bibliographic review of the role of ICT in the education processes and the fundamentals of the Flipped Classroom (FC) methodology. In the paper are included FC implementation experiences in higher education, followed by the presentation of the T-FliC Model as a technological proposal for this methodology. Finally, the conclusions present reflections on the proposal.

scholarly journals Reflexiones sobre el proceso de enseñanza y aprendizaje en Educación Física durante la pandemia por COVID-19. Un caso real (Reflections on the teaching and learning process in Physical Education during the COVID-19 pandemic. A real case)

Retos ◽  
2021 ◽  
Vol 41 ◽  
pp. 866-878
Author(s):  
Jacob Sierra-Díaz ◽  
Sixto González-Víllora ◽  
José Antonio Toledo-Guijarro ◽  
Cristian Bermejo-Collada
Keyword(s):  
Physical Education ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Evaluation Process ◽  
Retrospective Case ◽  
Health Crisis ◽  
Face To Face ◽  
General Terms ◽  
On Line ◽  
Teaching Learning

  Las medidas extraordinarias tomadas por España para hacer frente a la crisis sanitaria de la COVID-19 obligaron a los centros educativos a trasladar su actividad docente presencial a una modalidad on-line. Los docentes de Educación Física (EF) se enfrentaron al reto de adaptar las competencias y contenidos de una asignatura principalmente práctica y con un importante componente socioafectivo a una educación remota, basada fundamentalmente en medios digitales. No obstante, esta adaptación es mucho más compleja en las zonas más desfavorecidas o rurales en donde muchos alumnos tienen un importante sesgo digital: o bien no tienen acceso a Internet, o no han adquirido las competencias oportunas para su uso. El propósito del presente estudio de caso retrospectivo es exponer los procesos de enseñanza-aprendizaje y las estrategias didácticas que los maestros de un Colegio Rural Agrupado (CRA) de La Alcarria Conquense llevaron a cabo durante el confinamiento del curso académico 2019-2020. De esta forma, en primer lugar, se analizan las herramientas empleadas para la comunicación entre maestros y familias incluyendo tanto vías convencionales como digitales, los proyectos especiales y recursos movilizados, así como el proceso de evaluación durante el cese de actividad docente presencial. A continuación, se describe la respuesta observada por toda la comunidad educativa del colegio ante esta nueva situación. De manera general, se ha observado un sólido compromiso de los alumnos y familias en las actividades de las clases de EF. Finalmente, se plantean posibles acciones para los siguientes cursos académicos, supeditado por la situación sociosanitaria que se presente.  Abstract. The extraordinary measures taken by Spain to address the COVID-19 health crisis forced schools to move their face-to-face teaching activity to an on-line mode. Physical Education (PE) teachers faced a new challenge: to adapt the contents of the subject, mainly practical and social to a virtual education, based mainly on digital resources. However, this adaptation can be much more complex in the most disadvantaged or rural areas where many students have a significant digital bias: either they do not have access to the Internet, or they do not have acquired adequate competences for its use. Therefore, the purpose of this retrospective case study is to present the teaching-learning processes and pedagogical strategies that the teachers of a rural (grouped) school of La Alcarria Conquense carried out during the lockdown of the 2019-2020 academic course. In this way, first of all, the tools and media used for communication between teachers and families, the special projects and resources mobilized, as well as the evaluation process during the cessation of face-to-face teaching activities are analyzed. Next, the main response observed by the entire school community to this new situation were described. In general terms, a solid commitment of students and families to the activities and challenges proposed in the EF classes has been observed. Finally, possible actions for the next academic year are proposed depending on the social and health situation that may arise.

Sign in / Sign up

Export Citation Format

Share Document