Considering Design

2014 ◽  
pp. 135-149
Author(s):  
Nicholas E. Husbye ◽  
Julie Rust
Keyword(s):  
Student Engagement ◽  
Secondary Students ◽  
Assessment Tools ◽  
Creation Process ◽  
Traditional Assessment ◽  
Text Production ◽  
Multimodal Text

Technology continues to change the possibilities for text creation within the classroom, promoting student engagement in multimodal text production. Such a shift requires corresponding shifts in assessment discourses, from a justification for assigning a particular grade to a reflection of both the students’ learning and intention. This chapter presents insights from classroom researchers as they engage in multimodal text creation with both elementary and secondary students, highlighting the tensions present in attempting multimodal text creation with students while attempting to adapt print-centric assessment models. This work suggests a needed move away from traditional assessment tools, such as rubrics, and an increased awareness on behalf of teachers in regards to the intentions of students within the multimodal text creation process.

Frontotemporal Lobar Degeneration: Characterizing Semantic Binding and Abstracted Meaning Abilities

2009 ◽  
Vol 19 (4) ◽  
pp. 117-125 ◽  
Author(s):  
Raksha Anand ◽  
John Hart ◽  
Patricia S. Moore ◽  
Sandra B. Chapman
Keyword(s):  
Frontotemporal Lobar Degeneration ◽  
Assessment Tools ◽  
Progressive Decline ◽  
Cognitively Normal ◽  
Nonfluent Aphasia ◽  
Traditional Assessment ◽  
Language Measures ◽  
Semantic Object ◽  
Semantic Problem ◽  
Progressive Nonfluent Aphasia

Abstract Purpose: Frontotemporal lobar degeneration (FTLD) encompasses a group of neurodegenerative disorders characterized by gradual and progressive decline in behavior and/or language. Identifying the subtypes of FTLD can be challenging with traditional assessment tools. Growing empirical evidence suggests that language measures might be useful in differentiating FTLD subtypes. Method: In this paper, we examined the performance of five individuals with FTLD (two with frontotemporal dementia, two with semantic dementia, and one with progressive nonfluent aphasia) and 10 cognitively normal older adults on measures of semantic binding (Semantic Object Retrieval Test and semantic problem solving) and abstracted meaning (generation of interpretive statement and proverb interpretation). Results and Conclusion: A differential profile of impairment was observed in the three FTLD subtypes on these four measures. Further examination of these measures in larger groups will establish their clinical utility in differentiating the FTLD subtypes.

scholarly journals The Patchwork Text as Assessment Tool for Postgraduate Law Teaching in South Africa

Obiter ◽  
2020 ◽  
Vol 41 (2) ◽  
pp. 292-308
Author(s):  
JG Horn ◽  
L Van Niekerk
Keyword(s):  
Deep Learning ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Postgraduate Students ◽  
Traditional Assessment ◽  
Academic Knowledge ◽  
Assessment Approach ◽  
Problem Solvers ◽  
The Right

In the increasingly competitive higher education sphere, delivering graduates with a sound academic grounding in their discipline is no longer enough. Institutions of higher learning must yield lifelong learners who are employable and equipped with the practical skills required by the profession. To ensure this, the right assessment approach is key. While assessment has always been a crucial component of instruction, traditional assessment tools run the risk of being mere tools for certification, facilitating surface learning instead of deep learning. Assessment approaches need to be re-evaluated to strike a balance between encouraging deep learning and instilling proper academic knowledge in graduates. To contribute to such a re-evaluation of traditional assessment methods, this article reports on the introduction of the patchwork text (PWT) as an alternative assessment tool in postgraduate law teaching at the University of the Free State (UFS). After making the case for the move towards more authentic, alternative assessment techniques, the authors embark on a discussion of the main features of the PWT, as well as guidelines for drafting a PWT assessment. The focus then shifts to an overview of PWT implementation in other postgraduate modules, ending with a discussion of the authors’ experience introducing the PWT in their own teaching. Useful information about the authors’ approach is shared, including examples of formative assessment exercises used as part of the PWT, specifics regarding the portfolio of evidence of learning to be handed in, and an outline of the four “patches” making up the assessment. It is concluded that the PWT has proven to be a viable tool for assessing postgraduate students in certain law modules at the UFS. It has managed to promote deep learning, develop students into critical thinkers and problem-solvers, and compel them to continuously engage with the study material – all while achieving the intended learning outcomes. The PWT is therefore recommended to lecturers who seek to equip students with a macro-vision of their field of study, the ability to integrate and contextualise different areas of the discipline, and the skill to reflect critically on new, emerging developments in the field.

scholarly journals ASSESSMENT TOOLS IN TEACHING FOREIGN LANGUAGES FOR HIGHER EDUCATION: CHALLENGES OF GENERATION Z

2021 ◽  
pp. 143-153
Author(s):  
Мария Владимировна Пупышева ◽  
Мария Александровна Харитонова
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Assessment Tools ◽  
Interactive Methods ◽  
Traditional Assessment ◽  
Generation Z ◽  
Long Term Forecasting ◽  
Use Of The Internet ◽  
New Generation

Обучение поколения Z в высшей школе должно быть адаптировано под его особенности, среди которых повышенная тревожность и отсутствие навыков долгосрочного прогнозирования. Данные черты снижают эффективность традиционного письменного контроля, уступая место более интерактивным игровым методам. Существуют инструменты, доказавшие свою эффективность для проведения текущего и промежуточного контроля, преимуществом которых является интуитивность их использования, а также сокращение времени подготовки и проверки работ обучающихся. Предлагаемые интерактивные инструменты контроля с использованием смартфона положительно сказываются на мотивации студентов, формируют правильное представление о собственном прогрессе и интегрируют цифровые технологии в учебный процесс, что само по себе уже является приоритетным направлением развития современной системы образования. The article focuses on the effectiveness of traditional assessment tools applied in higher education for teaching generation Z, considering the fact that the new generation of students has its own characteristics, including increased anxiety and lack of long-term forecasting skills. These features, combined with the intuitive use of the Internet, reduce the effectiveness of traditional written tests, giving way to more interactive methods. The authors suggest a number of modern tools suitable for the formative and summative assessment in both classroom and remote learning, highly demanded during the pandemic: Quizlet multimedia cards, Learningapps small interactive modules, the Edpuzzle platform for video files, online testing services of Kahoot! and Class Marker, as well as Mentimeter interactive presentations service. The indisputable advantage of the listed applications is their intuitiveness, and therefore they do not require long training for using them, and they also can reduce the time spent on the preparation and evaluation of students’ tests. The proposed interactive assessment tools imply an active use of smartphones by students and have a positive effect on their motivation, help them form a proper idea of their own progress and integrate digital technologies into the educational process, which in itself is already a priority for the modern education system.

scholarly journals Linking E-Assessment to Student's Use of Online Learning Content

2009 ◽  
pp. 532-541
Author(s):  
Kar-Tin Lee ◽  
Hitendra Pillay ◽  
Vinesh Chandra
Keyword(s):  
Secondary Students ◽  
Management System ◽  
Assessment System ◽  
Information And Communications Technology ◽  
Assessment Tools ◽  
Online Assessment ◽  
Communications Technology ◽  
Content Assessment ◽  
Learning Content ◽  
E Learning

This article will examine the development and implementation of two information and communications technology (ICT) e-assessment tools—a diagnostic assessment system and an intelligent content assessment marking system—for the teaching of secondary science. An e-learning management system (ELMS, see Figure 1) was used with second-year secondary students in science which provided both content and online assessment tools for teachers. By using this system, teachers had the opportunity to modify how they assessed their students by shifting the skills and knowledge being tested and also when and at which stage of the learning they are tested. The use of the ELMS had also assisted teachers to move away from the narrow confines of standardised tests with their discrete and decontextualized ‘items’ towards more complex, holistic, contextualised, and authentic forms of assessment (e.g., Pellegrino, Chudowski, & Glaser, 2001).

scholarly journals Evaluation of the Effect of Items’ Format and Type on Psychometric Properties of Sixth Year Pharmacy Students Clinical Clerkship Assessment Items

2020 ◽  
Author(s):  
Hatim S. AlKhatib ◽  
Gayle Brazeau ◽  
Amal Akour ◽  
Suha Almuhaissen
Keyword(s):  
Psychometric Properties ◽  
Academic Programs ◽  
Assessment Tools ◽  
Pharmacy Students ◽  
Psychometric Characteristics ◽  
Traditional Assessment ◽  
Clinical Clerkships ◽  
Response Choices ◽  
Case Based

Abstract Background Examinations are the traditional assessment tools. In addition to measurement of learning, exams are used to guide the improvement of academic programs. The current study attempted to evaluate the quality of assessment items of sixth year clinical clerkships examinations as a function of assessment items format and type/structure and to assess the effect of the number of response choices on the characteristics of MCQs as assessment items. Methods A total of 173 assessment items used in the examinations of sixth year clinical clerkships of a PharmD program were included. Items were classified as case based or noncase based and as MCQs or open-ended. The psychometric characteristics of the items were studied as a function of the Bloom’s levels addressed, item format, and number of choices in MCQs. Results Items addressing analysis skills were more difficult. No differences were found between case based and noncase based items in terms of their difficulty, with a slightly better discrimination in the latter . Open-ended items were easier, yet more discriminative. MCQs with higher number of options were easier. Open-ended questions were significantly more discriminative in comparison to MCQs as case based items while they were more discriminative as noncase based items. Conclusion Item formats, structure, and number of options in MCQs significantly affected the psychometric properties of the studied items. Noncase based items and open-ended items were easier and more discriminative than case based items and MCQs, respectively. Examination items should be prepared considering the above characteristics to improve their psychometric properties and maximize their usefulness.

Predicting Postsecondary Enrollment With Secondary Student Engagement Data

2020 ◽  
Vol 38 (7) ◽  
pp. 882-899
Author(s):  
Kathleen Fraysier ◽  
Amy Reschly ◽  
James Appleton
Keyword(s):  
High School ◽  
Student Engagement ◽  
Secondary School ◽  
Secondary Students ◽  
School Engagement ◽  
Early Warning Systems ◽  
School Level ◽  
Secondary Student ◽  
Postsecondary Enrollment ◽  
The Relationship

As the economic landscape changes, a college degree has become increasingly necessary for securing employment in an information-based society. Student engagement is an important factor in predicting and preventing high school dropout, and improving student outcomes. Although the relationship between secondary school engagement and high school completion is well supported in existing research, the relationship between secondary school engagement and postsecondary enrollment and persistence is unclear. In this study, we examined whether students’ engagement in high school predicts postsecondary matriculation and persistence in the first year after accounting for demographic and school-level variables. Results indicated secondary student engagement does predict postsecondary enrollment and persistence beyond academic and behavioral variables. Consistent with research among secondary students, the Future Goals and Aspirations Scale of the Student Engagement Instrument was the strongest engagement predictor. Results have implications for early warning systems and college retention efforts.

The Application of the VIA Classification of Strengths to Youth With and Without Disabilities

Inclusion ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 213-228 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer ◽  
Kyle Lang ◽  
Ryan M. Niemiec ◽  
Hyojeong Seo
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Factor Model ◽  
Character Strengths ◽  
Short Form ◽  
Assessment Tools ◽  
Future Research ◽  
Youth With Disabilities ◽  
Confirmatory Factor ◽  
Via Classification

Abstract Considering strengths when planning for postschool outcomes is critically important for all youth, including youth with disabilities, as strengths should guide the identification of meaningful postschool goals. However, there are a limited number of strengths-based assessment tools that have been validated with youth with disabilities. This article reports the results of a pilot study of the application of the short form of the VIA Inventory of Strengths for Youth (VIA—Youth) to secondary students with and without disability labels. Although the VIA-Youth has been studied in youth without disabilities, it has not been applied to youth with disabilities. Similarities in the reliability of the scores were found across youth with and without disabilities. However, students with disabilities tended to score lower on character strengths than students without disabilities. We were unable to replicate, using confirmatory factor analysis, the theoretical structure used to develop the VIA-Youth, although youth with and without disabilities did demonstrate measurement invariance when fitting a one-factor model. Further work is needed to merge theoretical and empirical models for the factor structure of the VIA-Youth. Implications for future research and practice related to strengths-based assessment and intervention are discussed.

scholarly journals How to assess? Perceptions and preferences of undergraduate medical students concerning traditional assessment methods

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Anita Holzinger ◽  
Stefan Lettner ◽  
Verena Steiner-Hofbauer ◽  
Meskuere Capan Melser
Keyword(s):  
Medical Students ◽  
Approaches To Learning ◽  
Assessment Tools ◽  
Male Students ◽  
Subjective Perception ◽  
Undergraduate Medical Students ◽  
Traditional Assessment ◽  
Short Answer Question ◽  
Oral Examinations

Abstract Background Medical students’ perception of traditional assessments have an important impact on their approaches to learning. Even though these assessment formats such as Multiple-Choice Question (MCQ), Short Answer Question (SAQ) or oral examinations, are frequently used in medical curricula, only little is known about student’s perceptions of these assessments. The objective of this study was to assess perceptions and preferences of undergraduate medical students concerning traditional assessment formats. Methods The study was conducted at the Medical University of Vienna. Attitudes of 2nd year undergraduate medical students towards traditional assessment formats, and their relation to students’ learning, and students’ attitude towards objectivity, was inquired using a self-developed questionnaire. Results 459 students participated in this study. MCQs examinations were the most preferred assessment format and were chosen as the most objective format. Most students agreed that oral examinations are more appropriate for achieving long-term knowledge. Female students showed higher preference for oral examinations than male students. Students would prefer an assessment mix of 41.8% MCQs, 24.0% oral examinations, and 9.5% SAQs, if they were free to choose the assessment tools. Conclusion Students prefer MCQ format over SAQs/oral examinations. Students’ subjective perception of the importance of gaining long-term knowledge through an assessment has no influence on their assessment preference.

scholarly journals Evaluation of the Effect of Items’ Format and Type on Psychometric Properties of Sixth Year Pharmacy Students Clinical Clerkship Assessment Tools

2019 ◽  
Author(s):  
Suha Al Muhaissen ◽  
Hatim S. AlKhatib ◽  
Gayle Brazeau ◽  
Amal Akour
Keyword(s):  
Assessment Tool ◽  
Academic Programs ◽  
Assessment Tools ◽  
Item Format ◽  
Traditional Assessment ◽  
Cognitive Levels ◽  
Examination Quality ◽  
Standardized Examinations ◽  
Case Based

Abstract Background Examination is the traditional assessment tool, and are used to guide the improvement of academic programs. Accreditation committees’ emphasis on the implementation of standardized examinations. The aims of the current study are to evaluate the quality of assessment tools of sixth year PharmD students as a function of assessment item format and type/structure and to assess the effect of the number of response choices on the characteristics of MCQs as assessment items. Methods. A total of 173 assessment items used in the examinations of sixth year rotations of PharmD program were included. Items were classified as case based or non-case based and as MCQs or open-ended. The psychometric characteristics of examinations were studied as a function of the level of the Bloom’s levels addressed by an item, item format, and number of choices in MCQs. Results. Items addressing intellectual and analysis skills were more difficult, while items associated with multiple cognitive levels were more discriminative. No differences were found between case based and noncase based items in terms of their difficulty, with a slightly better discrimination in the letter. Open-ended items were easier, yet more discriminative. MCQs with higher number of options were easier and more discriminative. Open-ended questions were significantly easier and more discriminative in comparison to MCQs as case based items while they were more difficult and more discriminative as non-case based items. Conclusion. Item formats, structure, and number of options in MCQs, affected students’ performance and overall examination quality. The discrimination of items associated with multiple Bloom’s levels was significantly higher than those associated with a single level. Noncase based items and open-ended items were easier and more discriminative than case based items and MCQs, respectively.

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