scholarly journals Motivos Para El Diseño Del Examen Final De Octavo Semestre De Los Estudiantes De La Facultad De Enfermerí­a.

Xihmai ◽  
2013 ◽  
Vol 7 (13) ◽  
Author(s):  
Josefina Valenzuela Gandarilla ◽  
David Mendoza Armas ◽  
Marí­a Dolores Flores Solí­s ◽  
Elizabeth Medina Castro
Keyword(s):  
Final Evaluation ◽  
Final Examination ◽  
Final Exam ◽  
Key Informants ◽  
School Of Nursing ◽  
Palabras Clave ◽  
Evaluation Training

Resumen En el presente estudio el objetivo fue determinar los motivos que originaron el diseño del examen final para alumnos de octavo de la Facultad de Enfermerí­a de la Universidad Michoacana San Nicolás de Hidalgo de Morelia, Michoacán. Se trató de un estudio de desarrollo en el campo de la evaluación. Resultados: los estudiantes tení­an entre 21 - 23 años en un 77.5%, el 88.7% fueron mujeres. Los informantes clave tení­an entre 5 y 39 años como docente. El 87.3% expresó que sí­, que un examen final podrá contribuir para el desempeño de enfermerí­a. Esto indica que las y los estudiantes consideran que es necesaria una evaluación final. Asimismo se podrán medir conocimientos e identificar de deficiencias en la formación profesional.   Palabras clave: desempeño, examen final, evaluación, formación profesional, motivos. Abstract In the present study aimed to determine the reasons for the design of the final exam semester eigth students at the School of Nursing at the Universidad Michoacana San Nicolas de Hidalgo in Morelia, Michoacan. It was a development studio in the field of evaluation. Results: The students were between 21 to 23 years 77.5%, 88.7% were women. Key informants were between 5 and 39 years as a teacher. 87.3% expressed that if, a final exam may contribute for the performance of nursing. This suggests that students consider and the need for a final evaluation. Also be measurable knowledge and identify gaps in training.   Keywords: performance, final examination, evaluation, training, reasons.

Dialéctica motivacional gerencial como hermeneusis en las competencias laborales administrativas

Prohominum ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 9-25
Author(s):  
María Elisa Chacón-Zapata
Keyword(s):  
Work Environment ◽  
Work Motivation ◽  
Qualitative Approach ◽  
Information Collection ◽  
Key Informants ◽  
Administrative Personnel ◽  
Palabras Clave ◽  
Organizational Leader ◽  
Depth Interviews ◽  
Interpretive Perspective

Un buen líder organizacional debe buscar modificar la habilidad y destreza de sus empleados para, de manera efectiva, solucionar los problemas concretos que surgen de situaciones de trabajo que poseen ciertos márgenes de incertidumbre y complejidad técnica, de allí lo fundamental de la motivación. Esta investigación tuvo como propósito interpretar la motivación laboral como estrategia para mejorar el desempeño del personaladministrativo de la Zona Educativa del estado Guárico (Venezuela). Metodológicamente se suscribe al paradigma postpositivista, con un enfoque cualitativo, con una perspectiva interpretativa, bajo el método hermenéutico. Los informantes clave fueron tres trabajadores de esa división. Como técnicas de recolección se emplearon la observación participativa y la entrevista en profundidad; las de interpretación fueron la categorización, la contrastación y la triangulación. Entre los hallazgos más relevantes están la poca motivación de los trabajadores para desarrollar acciones que impulsen el logro de los objetivos emanados desde el ente rector y el ambiente laboral es, generalmente, tenso y conflictivo, lo que genera inseguridad e incomodidad. Palabras clave: dialéctica; motivación; gerencia; competencias laborales administrativas; organización. Abstract A good organizational leader must seek to modify his employees’ skills and abilities, in order to solve, effectively, specific problems in work situations that have certain margins of uncertainty and technical complexity, hence the fundamental motivation. The research’s purpose was to interpret work motivation as a strategy to improve the staff’s performance of the Zona Educativa Guárico administrative personnel division.The methodology was subscribed to the post positivist paradigm, with a qualitative approach, framed in an interpretive perspective, under the hermeneutical method. The study scenario was the Zona Educativa de Guárico State personnel division, for the study execution three workers from that division were taken as key informants. Among the information collection techniques that were used are participatory observationand in-depth interviews. The study interpretation techniques were categorization, contrast and triangulation. Among the most relevant findings is that: in terms of work motivation, there are few incentives on the part of the institution, since they do not carry out any type of motivating actions in order to impulse them to achieve the objectives emanating from the governing principal. Regarding the reflections, we have that the work environment is generally tense and a little conflictive. Some try to do their homework in a cordial way, but they are very few. This situation makes them feel insecure and uncomfortable. Keywords: dialectic; motivation; management; administrative labor competencies; organization.

scholarly journals Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course

2018 ◽  
Vol 2018 ◽  
pp. 1-8
Author(s):  
Amir Mohamed Talib ◽  
Fahad Omar Alomary ◽  
Hanan Fouad Alwadi
Keyword(s):  
Information Technology ◽  
Student Performance ◽  
Bloom's Taxonomy ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Final Examination ◽  
Final Exam ◽  
Rasch Measurement Model ◽  
Bloom’S Taxonomy ◽  
Second Year

This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT) Fundamentals (IT280) course in the Information Technology (IT) Department, College of Computer & Information Sciences (CCIS), Al-Imam Mohammad Ibn Saud Islamic University (IMSIU). The assessment model is developed based on students’ mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students’ performance towards the final examination of the course. A study on 150 second year students (male = 52; female = 98) was conducted to measure students’ knowledge and understanding for IT280 course according to the three level of Bloom’s Taxonomy. The results concluded that students can be categorized as poor (10%), moderate (42%), good (18%), and successful (24%) to achieve Level 3 of Bloom’s Taxonomy. This study shows that the students’ performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.

scholarly journals Forecasting Students’ Final Exam: Results Using Multiple Regression Analysis in an Undergraduate Business Statistics Course

2021 ◽  
pp. 30-40
Author(s):  
Gunawardena Egodawatte
Keyword(s):  
Regression Model ◽  
Multiple Regression ◽  
Multiple Regression Model ◽  
Predictor Variables ◽  
Teaching Tool ◽  
Final Examination ◽  
Final Exam ◽  
Final Model ◽  
Business Statistics ◽  
Statistics Course

This paper discusses the development of a multiple regression model to predict the final examination marks of students in an undergraduate business statistics course. The marks of a sample of 366 students in the Winter 2017 semester were used to fit the regression model. The final model contained three predictor variables namely two test marks and the homework assignment mark. The marks of another 194 students from Winter 2018 were used to validate the model. The model validation showed that it can be used for future cohorts of students for prediction. The two main objectives of the study were to use the model as a teaching tool in class and to use the model to predict final examination marks of future students.

Dialéctica motivacional gerencial como hermeneusis en las competencias laborales administrativas

Prohominum ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 9-25
Author(s):  
María Elisa Chacón-Zapata
Keyword(s):  
Work Environment ◽  
Work Motivation ◽  
Qualitative Approach ◽  
Information Collection ◽  
Key Informants ◽  
Administrative Personnel ◽  
Palabras Clave ◽  
Organizational Leader ◽  
Depth Interviews ◽  
Interpretive Perspective

Un buen líder organizacional debe buscar modificar la habilidad y destreza de sus empleados para, de manera efectiva, solucionar los problemas concretos que surgen de situaciones de trabajo que poseen ciertos márgenes de incertidumbre y complejidad técnica, de allí lo fundamental de la motivación. Esta investigación tuvo como propósito interpretar la motivación laboral como estrategia para mejorar el desempeño del personaladministrativo de la Zona Educativa del estado Guárico (Venezuela). Metodológicamente se suscribe al paradigma postpositivista, con un enfoque cualitativo, con una perspectiva interpretativa, bajo el método hermenéutico. Los informantes clave fueron tres trabajadores de esa división. Como técnicas de recolección se emplearon la observación participativa y la entrevista en profundidad; las de interpretación fueron la categorización, la contrastación y la triangulación. Entre los hallazgos más relevantes están la poca motivación de los trabajadores para desarrollar acciones que impulsen el logro de los objetivos emanados desde el ente rector y el ambiente laboral es, generalmente, tenso y conflictivo, lo que genera inseguridad e incomodidad. Palabras clave: dialéctica; motivación; gerencia; competencias laborales administrativas; organización. Abstract A good organizational leader must seek to modify his employees’ skills and abilities, in order to solve, effectively, specific problems in work situations that have certain margins of uncertainty and technical complexity, hence the fundamental motivation. The research’s purpose was to interpret work motivation as a strategy to improve the staff’s performance of the Zona Educativa Guárico administrative personnel division.The methodology was subscribed to the post positivist paradigm, with a qualitative approach, framed in an interpretive perspective, under the hermeneutical method. The study scenario was the Zona Educativa de Guárico State personnel division, for the study execution three workers from that division were taken as key informants. Among the information collection techniques that were used are participatory observationand in-depth interviews. The study interpretation techniques were categorization, contrast and triangulation. Among the most relevant findings is that: in terms of work motivation, there are few incentives on the part of the institution, since they do not carry out any type of motivating actions in order to impulse them to achieve the objectives emanating from the governing principal. Regarding the reflections, we have that the work environment is generally tense and a little conflictive. Some try to do their homework in a cordial way, but they are very few. This situation makes them feel insecure and uncomfortable. Keywords: dialectic; motivation; management; administrative labor competencies; organization.

scholarly journals The Status of Natural Scientific Education and its Relationship with Exam Systems

2020 ◽  
Vol 10 (5) ◽  
pp. 77
Author(s):  
Istvan Simonics ◽  
Andrea Hetzl
Keyword(s):  
Natural Science ◽  
Core Curriculum ◽  
Promising Result ◽  
Final Examination ◽  
Examination System ◽  
Final Exam ◽  
Student Centered ◽  
Advanced Level ◽  
Teaching Learning ◽  
High Level

According to international surveys (PISA, TIMSS), the mathematical and natural science test results of the Hungarian students have been steadily declining. The number of those who are affected by school dropouts is high. The present educational methods are not able to prepare the students properly for measures requiring application-oriented knowledge. In the hierarchy, natural science subjects are considered to be the least popular and significant ones among students. Compared to the 1970s and 80s, the natural sciences have become the ’great losing side’ due to the lessons’ number changes of the consecutive Nation-al Core Curriculum. The low lesson number is not in balance with the huge amount of educational material to be learned. There is not enough time to perform experiments, to deepen knowledge, to have student-centered methods. Based upon the core points of the new National Core Curriculum, a piece of extensive scientific knowledge and being able to solve problems are the most fundamental skills to be developed, however, the viability of the implementations have not begun to take shape. The Final exam is the most influential output element in our examination system. Presently only a few students tend to choose science subjects for their Final ex-amination, moreover few people take an advanced level ex-am in these fields. Fortunately, from this year it is compulsory to take an advanced level examination of the minimum one subject for entry to higher education. Nowadays there are not any obligatory science subjects for the Final examination, however, their introduction is a prevalent topic among professionals. Several people hope that by the new examination, the level of students' motivation for the subject and the general knowledge of the society could be increased. In 2019 the authors made the survey. They elaborated questionnaires for teachers and students about the effect of the exam on students’ motivation and knowledge. They expected a high level of acceptance of an introduction of compulsory science subjects for the Final examination. It is a promising result that the majority of students and teachers find science knowledge important. Unfortunately, the popularity index of these subjects is still bad; this means that we have to find a solution for improving the teaching-learning process.

scholarly journals An undergraduate uses OR to improve Final Exam Schedules at her university

2016 ◽  
Vol 15 (1) ◽  
pp. 33
Author(s):  
Danielle Sienko ◽  
Paul Ache III ◽  
Yun Lu ◽  
Francis Joseph Vasko ◽  
Ted Witryk
Keyword(s):  
Undergraduate Student ◽  
Staff Member ◽  
Bin Packing ◽  
Complex Problem ◽  
Actual Data ◽  
Final Examination ◽  
Final Exam ◽  
Senior Project ◽  
Intuitive Appeal ◽  
Faculty And Administrators

Final examination scheduling is typically a complex problem that impacts students, faculty, and administrators at every university.  In this paper, we describe how an undergraduate student, for her senior project at Kutztown University, analysed the final exam schedules at Kutztown University to see if she could improve them.  Specifically, she wanted to see if she could reduce student conflicts defined to be a student having three exams scheduled on the same day.  The approach that she developed, based on a balanced bin packing algorithm, was very appealing because it could be implemented manually by a staff member of the Registrar’s office, requiring at most 30 minutes to generate the schedule.  Testing this approach using actual data from the Fall 2015 semester resulted in a 42% reduction in student conflicts.  This approach, because of its simplicity and intuitive appeal, was widely accepted by the Kutztown University faculty and administrators and is being implemented for the Fall 2016 semester.

Assessing the Quality of MCQs in the Final Examination of UUM Foundation Students

2021 ◽  
Vol 12 (3) ◽  
pp. 2368-2375
Author(s):  
Nurul Syazanabinti Hishamuddin Et.al
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Question ◽  
Final Examination ◽  
Student Knowledge ◽  
Final Exam ◽  
Final Exams ◽  
Discriminant Index ◽  
Difficulty Index ◽  
Selection Of

The multiple-choice question (MCQ) format is commonly used to assess student knowledge as it is able to accommodate a large number of participants. The advantages of MCQs are that they are easy to handle and the results are able to be obtained quickly. To ensure that students are effectively tested, it is important to analyse the quality of MCQs by assessing the questions or items using educational measurements. The aim of this study is to assess the quality of MCQs of final exam questions of foundation students by using the Difficulty Index and Discriminant Index. The sample for this study is the Introduction to Philosophy final exam paper which is one of the courses taken by foundation students. The analysis involves 33 graded final exams and 20 MCQ items. The findings showed that there are 3 items that are ‘good’ that can be retained, 9 items that are considered as ‘fair acceptable/not acceptable’ which can be retained or revised, and 8 items that should be revised or discarded. The results of this study show that it is important to assess the quality of items in the assessment as it is able to change the selection of items in the assessment.

scholarly journals The effect on student behaviour and achievement of removing incentives to complete online formative assessments

2021 ◽  
pp. 173-185
Author(s):  
Stephen Agnew ◽  
Jane Kerr ◽  
Richard Watt
Keyword(s):  
Test Performance ◽  
Formative Assessments ◽  
Control Group ◽  
Final Examination ◽  
Final Exam ◽  
Online Engagement ◽  
Significant Difference ◽  
Online Quizzes ◽  
Online Formative Assessments

This research explored the effect of incentives to complete online quizzes during a course. When a 1% weighting incentive per quiz was removed, student engagement dropped dramatically. There is also evidence that students who continued to complete quizzes did so with less vigour, spending less time on each quiz, starting them later in the week and having fewer attempts per quiz on average. The average mark per quiz was also lower once an incentive to complete them was removed. There was no significant difference in examination performance based on how many quizzes a student continued to attempt after incentives were removed. However, a comparison to a control group of students who sat the same invigilated assessments showed that, relative to term test performance, final exam mean score was 7% lower for the cohort who had the incentive to complete online quizzes removed. This differed from the control group, who showed no difference between term test and final examination mean scores when quiz incentives were maintained for the entire course. Building on previous research, this study demonstrates that a binary variable representing engagement in online quizzes did not capture the quality of that online engagement. Implications for practice or policy: Completion of online formative assessments by students is reduced if course leaders remove small-stakes incentives. The removal of small-stakes incentives by course leaders harms student motivation and achievement. Specifically, students who complete formative online assessment without incentives have fewer attempts, start them later in the availability window, spend less time completing them and record a lower mean score than those with incentives. Average final examination achievement is lower when incentives to complete online formative assessments are removed by course leaders.

A Case Study Analysis of the Use of Online vs. Proctored Final Exams in Online Classes

2010 ◽  
pp. 176-183
Author(s):  
Stuart S. Gold
Keyword(s):  
Online Courses ◽  
Final Examination ◽  
Online Classes ◽  
Final Exam ◽  
Case Study Analysis ◽  
Online Examination ◽  
Final Exams ◽  
Primary Focus ◽  
Examination Process

This case study examines the results of an effort by a large regionally accredited institution to assure the integrity of its online final examination process. The question of whether the student outcomes achieved when administering an entirely online final exam are comparable to the outcomes achieved when administering proctored final exams for online (elearning) university classes is the primary focus of this study. The results of an analysis of over 100 online courses and 1800 students indicate that it is possible to establish processes and procedures that allow the results achieved by students on their final exam to be comparable irrespective of whether the final exam is proctored or is a fully online examination.

scholarly journals EFFECT OF USING ONLINE MODULE ON THE LEARNING RESULTS OF UT STUDENTS AT THE FINAL EXAMINATION GRADUATION LEVEL

2020 ◽  
Vol 1 (2) ◽  
pp. 229-238
Author(s):  
Kuala Ginting ◽  
Gemala Widiyarti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Study Group ◽  
Final Examination ◽  
Final Exam ◽  
Average Value ◽  
Online Module ◽  
Class A ◽  
Registration Period

This research was conducted on students of the UPBJJ UT Medan Open University who focused on the PGSD UT students of the Pandan Tapteng Study group. Based on data analysis and research hypothesis testing carried out in Class A and B semester nine UT students registration period 2020.1 it can be concluded as follows: Student learning outcomes using conventional learning in final semester UT students obtained an average value of 71.43. Student learning outcomes using the online module in the final semester students obtained an average value of 80.24. There is a significant effect of using the online module on UT student learning outcomes at the level of passing the final exam.

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