From Principles to Practice

2011 ◽  
pp. 177-195
Author(s):  
Dennis Drinka ◽  
Kathleen Voge ◽  
Minnie Yi-Miin Yen
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Assessment System ◽  
Course Effectiveness ◽  
Student Learning Outcome ◽  
Student Learning Objectives ◽  
It Support ◽  
Primary Focus ◽  
College Of Business ◽  
Automate Data Collection

The College of Business Administration (CBA) is part of a mid-sized urban university with a primary focus on teaching. It had recently decided to develop a process for defining student learning objectives and outcomes, measuring success in achieving these, and using the results of those measures for continuously improving the quality of student learning. Its aim was to design and develop a system which could automate data collection and streamline the processes of course effectiveness evaluation and course/curriculum enhancement. Even though many challenges still existed for the college, it nevertheless launched into a logical design of the Student Learning Outcome Assessment System (SLOAS). Alexis, the college’s IT Manager, was assigned the responsibility for managing this project. She determined this system would be used for data collection and reporting in order to provide evidence that student learning outcomes were being achieved at the course, college, and potentially university levels. Amid the lack of internal development resources, insufficient IT support, constantly changing standards and policies, budget issues, and so forth. Alexis knew that she was faced with a challenging project.

scholarly journals MENINGKATKAN HASIL BELAJAR SISWA DENGAN MENGGUNAKAN MODEL MAKE A MATCH PADA MATA PELAJARAN IPS KELAS IV DI SDN 11 OKU

2018 ◽  
Vol 3 (1) ◽  
pp. 88
Author(s):  
Yel Mi Yunarti
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
T Test ◽  
Applied Learning ◽  
Test Technique ◽  
Student Learning Outcome ◽  
The Subject ◽  
The Right

The problem of this study is the low student learning outcome and not yet applied learning model make a match in the subject of IPS. This research is a classroom action research.The technique of data collection is by observation and test. To analyze the data of student learning outcome used t test technique, t obtained is 2,776 while at t level 5 % =2,05, so t obtained >t table or mathematically 2,05 is<2,06 it can be concluded that t obtained > than t table. That is, Ho rejected an ha accepted because t count>t table. Thus, the hypothesis put forward that therte is a siginificant increase in learning outcomes between after and before taught by using the model make a match acceptable the right. Keywords: outcome,make a match, IPS

PENERAPAN MODEL PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR PADA MATERI SEPAK BOLA SISWA KELAS IVB SD NEGERI 013 MEKARSARI

2017 ◽  
Vol 6 (2) ◽  
pp. 472
Author(s):  
Aslinda Aslinda
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Oral Tests ◽  
Class Iv

This study aims to describe learning outcomes through the application of PAKEM learning model. The subjects of the study were the students of grade IVb SD Negeri 013 Mekarsari. Improvement of learning outcomes in terms of four categories, namely the ability to absorb, the effectiveness of learning, mastery of student learning both mastery of individual and classical completeness and mastery of learning outcomes. Instruments used for data collection are oral tests and written tests in the form of LKS conducted after the learning process. The results showed that the percentage of student completeness increased from 19.40% to 55.40% categorized well, the effectiveness of learning is categorized very effective with an average of 88.46%. While the completeness of student learning outcomes expressed. Based on the results of the study, it can be concluded that the application of PAKEM learning model can improve learning outcomes on the material of the students of class IV B grade SD Negeri 013 Mekarsari.

PENINGKATAN HASIL BELAJAR IPA DENGAN MENGGUNAKAN METODE PEMBERIAN LEMBAR TUGAS SISWA PADA MATERI EKOSISTIM SISWA KELAS VII 2 SMP NEGERI 2 DUMAI

2017 ◽  
Vol 5 (3) ◽  
pp. 301
Author(s):  
Sajarotunnur '
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Student Activities ◽  
Research Instrument ◽  
Survey Results ◽  
Improve Student Learning

This study aims to improve student learning outcomes by applying the method VII.2 classassignment sheet giving students conducted in March and April 2016. Subjects were seventhgrade students of SMP Negeri 2 Dumai totaling 26 students. The parameters in this study isthe absorption and mastery learning as well as student activities and teacher activities assupporting data. The research instrument used is the study and data collection instruments.The device consists of a learning syllabus, lesson plan, test, observation of student activitysheets, activity sheets teacher observation. The survey results revealed absorption of studentsin the first cycle is 70% with moderate category and second cycle increased to 78% in thehigh category. Mastery learning of students in the first cycle is 88.46% and 88.50% in thesecond cycle students completed. Activities of students in the first cycle an average of80.76%% (very good) and the second cycle is an increase of 97.5% (excellent). It can beconcluded that the method of administration of the student assignment sheet can improvestudent learning outcomes in the classroom ecosystem VII 2 material SMP Negeri 2 Dumai.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV B SDN 21 SITORAJO KECAMATAN KUANTAN TENGAH

2017 ◽  
Vol 6 (2) ◽  
pp. 555
Author(s):  
Arlinda Arlinda
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Model Type ◽  
Student Activity ◽  
Student Learning Outcome ◽  
Class Iv

The background of this study is the low learning outcomes of students' IPS, from 22 students only 10 (45.45%) reaching the determined KKM, in addition the average student learning outcome is 62.50. The study aims to improve the learning outcomes of IPS Through the application of TSTS learning model. This research is a classroom action research, this research is conducted in SDN 21 Sitorajo Kecamatan Kuantan Tengah. Subjects in this study were students of class IV B with a total of 22 students. This research is conducted two cycles with four stages, namely: planning, implementation, observation and reflection. The result of research stated that after applied cooperative learning model type TSTS can improve learning result of IPS. This is evidenced by: (a) teacher activity in cycle I is 62,50, in cycle II equal to 82,81. Student activity in cycle I earn 65,62, in cycle II equal to 85,93; (b) result of student learning on prasiklus equal to 62,50, at cycle I equal to 72,50 and at second cycle equal to 82,18.

PENERAPAN STRATEGI PEMBELAJARAN GO TO YUOR POST UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VI SDN 024 TARAI BANGUN KECAMATAN TAMBANG KABUPATEN KAMPAR

2017 ◽  
Vol 1 (1) ◽  
pp. 85
Author(s):  
Delfi Yendri
Keyword(s):  
Social Sciences ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Student Activity ◽  
The Poor ◽  
The Subject ◽  
Data Collection Activity

This research is motivated by the poor results of Study Social Sciences (IPS) Student Class VI SDN 024 Tarai Bangun Kecamatan Tambang. This study aims to determine the resulting increase studying social sciences (IPS) student class VI SDN 024 Tarai Bangun Kecamatan Tambang through the application of learning strategies go to yuor post, which carried out for 1 month. The subjects were VI SDN 024 Tarai Bangun Kecamatan Tambang by the number of students as many as 38 people. Form of research is classroom action research. The research instrument consists of instruments and instrument performance data collection activity observation sheet form teacher and student activity. Based on the research, the conclusion to this study is based on the analysis and discussion in chapter IV can be concluded that the application of learning strategies go to yuor post can improve learning outcomes in the subject of social sciences grade VI SDN 024 Tarai Bangun Kecamatan Tambang. Evidenced by the increase in learning outcomes before action to the first cycle, to cycle II. Before the act of student learning outcomes classified as unresolved with an average of 59%, an increase in the first cycle by an average of 69%. While the results of student learning in the second cycle must be increased by an average of 75% with the category completed.

Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment

2020 ◽  
Author(s):  
Amy K. Clark ◽  
Meagan Karvonen
Keyword(s):  
Data Collection ◽  
Assessment System ◽  
Alternate Assessment ◽  
Theory Of Action ◽  
Validity Evidence ◽  
Dynamic Learning ◽  
Alternate Assessments ◽  
Overall Evaluation ◽  
Computer Based ◽  
Achievement Standards

Alternate assessments based on alternate achievement standards (AA-AAS) have historically lacked broad validity evidence and an overall evaluation of the extent to which evidence supports intended uses of results. An expanding body of validation literature, the funding of two AA-AAS consortia, and advances in computer-based assessment have supported improvements in AA-AAS validation. This paper describes the validation approach used with the Dynamic Learning Maps® alternate assessment system, including development of the theory of action, claims, and interpretive argument; examples of evidence collected; and evaluation of the evidence in light of the maturity of the assessment system. We focus especially on claims and sources of evidence unique to AA-AAS and especially the Dynamic Learning Maps system design. We synthesize the evidence to evaluate the degree to which it supports the intended uses of assessment results for the targeted population. Considerations are presented for subsequent data collection efforts.

scholarly journals Making a Tough Choice: Teacher Target-Setting and Student Achievement in a Teacher Performance System Using Student Learning Objectives

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842097977
Author(s):  
Allison Atteberry ◽  
Sarah E. LaCour
Keyword(s):  
Student Learning ◽  
Test Scores ◽  
Teacher Performance ◽  
The United States ◽  
Learning Objectives ◽  
Learning Goals ◽  
Target Setting ◽  
Student Learning Objectives ◽  
Performance System ◽  
Better Than

The use of student learning objectives (SLOs) as part of teacher performance systems has gained traction quickly in the United States, yet little is known about how teachers select specific students’ learning goals. When teachers are evaluated—and sometimes compensated—based on whether their students meet the very objectives the teachers set at the start of the year, there may be an incentive to set low targets. SLO systems rely on teachers’ willingness and ability to set appropriately ambitious SLOs. We describe teachers’ SLO target-setting behavior in one school-district. We document the accuracy/ambitiousness of targets and find that teachers regularly set targets that students did not meet. We also find that, within the same year, a student’s spring test scores tend to be higher on the assessments for which they received higher targets. This raises the intriguing possibility that receiving higher targets might cause students to perform better than they otherwise would have.

scholarly journals Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

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