Assessment

2006 ◽  
pp. 171-192
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Point Of View ◽  
Student Behaviour ◽  
Key Driver ◽  
Teaching Learning ◽  
Assessment Results

Assessment probably has a more important effect on student learning than anything else. For the student, high grades and good qualifications signify success and open better opportunities in life. The converse is also true; so it is no wonder assessment drives student behaviour. Ramsden (1992, p. 187) expresses it succinctly: “From our students’ point of view, assessment always defines the actual curriculum.” When you add to this the consideration that assessment results are not only important to students, but also to teachers, departments, and whole institutions that are also judged on the results of their students, assessment becomes a hot topic. Thus, whatever we say we value, however well we design PBL cases and facilitate tutorials, at the end of the day the assessment is the key driver for student learning. What we value must be reflected in what we assess. In this chapter we explore a number of issues connected with assessment of PBL. PBL raises some particular difficulties, but in many ways it can quite naturally provide a constructively aligned system for teaching, learning, and assessment (Biggs, 1999). There are five fundamental questions we need to answer when considering assessment. Why are we assessing? What is the purpose of the assessment? What are we going to assess? How do we decide which learning outcomes will be assessed? How do we assess them? How do we develop the assessment tasksand grading criteria? When are we going to perform the assessment and, finally, who will do the assessing? In this chapter we will consider these in turn.

The Implementation of Ice Breakers Toward Improvement Students' Motivation in Learning English at Software Engineering in SMK TI Garuda Nusantara Cimahi

2019 ◽  
Vol 2 (6) ◽  
pp. 913
Author(s):  
Annisa Annisa ◽  
Trisnendri Syahrizal
Keyword(s):  
Software Engineering ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching Method ◽  
Student Learning Outcomes ◽  
Average Student ◽  
Tenth Grade ◽  
Teaching Learning ◽  
Office Software ◽  
Learning English

The purpose of this study is to find out the improvement students’ motivation using ice breaker in learning English at the tenth grade of software engineering major in SMK TI Garuda Nusantara Cimahi. The data obtained from the result of observation and students learning outcomes from the test (pretest and posttest). The result showed Students who were completed value with KKM > 70 in the pre-cycle has 28.60% and in the first cycle increased to 67.80% than in the second cycle improved to 100%. The average student learning outcomes in the first cycle amounted to 66.29 and the second cycle increased to 73.09 so the average student learning outcomes from cycle I to cycle II increased by 6.8. It means there was an improvement in students’ motivation after carried out classroom actions research. Based on the fact, the researcher concluded that the ice breaker was effective to improve students’ motivation in learning English at the tenth grade of office software engineering major in SMK TI Garuda Nusantara Cimahi. It was also proved by observation students when teaching-learning in the classroom. Students feel enjoy, be active, feeling happiness, focus on material and stay in the classroom during the learning process.Keywords: Teaching Method, Motivation, Ice breaker, learning process

scholarly journals Outcomes-Based Assessment and Learning: Trialling Change in a Postgraduate Civil Engineering Course

2017 ◽  
Vol 14 (1) ◽  
pp. 25-44
Author(s):  
Tamer El-Maaddawy ◽  
◽  
Christopher Deneen ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Direct Evidence ◽  
Civil Engineering ◽  
Indirect Evidence ◽  
Assessment Instruments ◽  
Learning Framework ◽  
Assessment Tasks ◽  
Master Level ◽  
Teaching Learning

This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The assessment instruments for this course were designed together to form a deliberate, balanced, and practical approach to evaluating student attainment of learning outcomes within the outcomes-based learning initiative. Direct evidence of student learning was derived through analysis of student results in assessment tasks constructively aligned with intended outcomes of learning. Student feedback provided indirect evidence of student attainment of learning outcomes and confirmed the effectiveness of the learning approach implemented in the course under investigation. Results of the direct assessment instruments were, generally, consistent with the student self-perception confirming achievement of learning outcomes. Students tended, however, to overestimate the level of attainment of learning outcomes. Results of the present study are anticipated to assist educators and researchers to efficiently and effectively implement and evaluate outcomes-based learning in higher education thus improving educational quality and student learning

scholarly journals PERBEDAAN HASIL BELAJAR SISWA DITINJAU DARI MODEL SAVI DENGAN MODEL RECIPROCAL TEACHING

2019 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Nurfitriana Gayanti ◽  
Dewi Anggreini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Reciprocal Teaching ◽  
Experiment Research ◽  
Significant Difference ◽  
Model Class ◽  
Teaching Learning

<p><em>This study aims to know about differences in student learning outcomes that are reviewed from the SAVI learning modelwith Reciprocal Teaching learning model on circle material. This quantitative quasi-experiment research carried in SMPN 1 Karangrejo with 348 population and sample takencluster random samplingso that there are 2 classes namely VIII D class as a SAVI learning model class with 32 students, and VIII B clas as a reciprocal teaching learning model class with 32 students. The data analize using t-test. After making a calculation with a significant level is 5% and dk 62 so obtained t<sub>count</sub>= 7,141765 &gt; t<sub>table</sub>= 1,99897, its mean H<sub>0 rejected </sub> and H<sub>1</sub> received, so it was concluded that there was a significant difference between the learning outcomes of mathematics using the SAVI learning model and the Reciprocal Teaching learning model at the learning outcomes of mathematics on circle material at the students VIII class in SMPN 1 Karangrejo in the period 2017/2018</em><em></em></p><p><em> </em></p><strong><em>Keywords</em></strong><em>:mathematics learning outcomes, SAVI, reciprocal teachin</em>

scholarly journals Teacher Centered Vs Student Centered: Study of ‎Memorizing Qur’an (taḥfiẓ) at Integrated Islamic Elementary ‎School Al Anis Kartasura Suhoharjo

2019 ◽  
Vol 4 (1) ◽  
pp. 1-20
Author(s):  
Musyafangah Musyafangah
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Centers ◽  
Student Centered ◽  
Islamic Schools ◽  
New Students ◽  
Teaching Learning ◽  
Main Attraction

The program of memorizing of Quran (taḥfiż) in Islamic Schools is the main attraction in the screening of new students, especially in the Integrated Islamic Elementary School (SDIT), one of them is Al Anis Kartasura Sukoharjo which has implemented it from 2006 to the present with the target of two part (in 29th and 30th of Quran) or 1263 verses plus the Yanbu’a program’s and Reading Qur’an 30 part by seeing. The focus of the research is to evaluate the Taḥfiż curriculum and its learning outcomes. The author collects datas by curriculum documents, interview several teachers and evaluate student learning outcomes. Finally the author finds that taḥfiż learning at Al-Anis used several methods begin from verse by verse, listening, writing, drilling and together, all methods, to improve the students abilities. In other, the teachers use teaching learning centers, because they judge its more appropriate than the student learning center because teaching of the Qur’an like teaching a foreign language.

scholarly journals DYNAMICS OF LEARNING MOTIVATION/ DE-MOTIVATION IN THE CONTEXT OF TEACHERS’ COMPETENCIES IN LEARNING MOTIVATION

2020 ◽  
Vol 1 ◽  
pp. 26
Author(s):  
Birutė Anužienė ◽  
Rūta Marija Andriekienė ◽  
Marina Voropajeva
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Empirical Analysis ◽  
Teacher Support ◽  
Point Of View ◽  
Learning Motivation ◽  
Teaching Activities ◽  
Motivation Factors ◽  
Education College

This article presents findings of the study of students’ attitude toward the dynamics of learning motivation/de-motivation and teachers’ competencies in learning motivation. The study is based on the assumption that students’ motivation in higher education (college or university) is to be supported and enhanced throughout their studies, while positive dynamics of it is subject to the use of learning motivation competencies by teachers in their teaching activities. It is highly important to identify the interrelation between teachers’ competencies in learning motivation and students’ motivation/de-motivation factors so that to establish tools for refining the objects under study, to enable a purposeful action, to make a focused intervention in the ongoing teaching processes for improvement thereof and obtaining better learning outcomes for students. Analysis of students’ attitude might help to respond more comprehensively the following problematic questions: What are motivation/de-motivation factors for student learning? What do teachers’ competencies in learning motivation consist of? In what ways can a teacher support the positive dynamics of learning motivation in students? Thus, this article is aimed to analyse factors for the dynamics of students’ motivation/de-motivation, a content of teachers’ competencies in learning motivation, and their practice from the students’ point of view. The article consists of an introduction and two parts: the first part provides theoretical discourse, the second part is dedicated to an empirical analysis of students’ attitude toward the learning motivation/de-motivation factors, teachers’ competencies in learning motivation, a content thereof, and dynamics of learning motivation. The article ends with a discussion and conclusions, followed by references. 

scholarly journals APPLICATION OF QUANTUM TEACHING LEARNING MODEL AS AN EFFORT TO IMPROVE STUDENT LEARNING OUTCOMES

2020 ◽  
Vol 4 (5) ◽  
pp. 994
Author(s):  
Annasari Siregar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Average Student ◽  
Success Indicators ◽  
Teaching Learning ◽  
Improve Student Learning

Low student learning outcomes are a problem in schools, including where researchers teach. As an effort to improve student learning outcomes is the application of the quantum teaching learning model. This research was conducted on fifth grade students of SDN 022 Bathin Solapan with a total of 35 students. This research is a classroom action research. The instrument used was a learning outcome test. The results of this study found that the average initial data of students was 59.71 with 11 students who completed, in the first cycle, there was an increase with the average student learning outcomes being 68.14 with 23 students who achieved mastery, in cycle II student learning outcomes have reached the expected success indicators, namely the average student learning outcomes amounted to 75.28 with 32 students who were able to achieve the minimum passing criteria. The conclusion that can be drawn is that the application of the quantum teaching learning model can improve student learning outcomes. 

PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING DENGAN TEKNIK EXAMPLE NON EXAMPLE TERHADAP AKTIVITAS DAN HASIL BELAJAR KOGNITIF SISWA KELAS VIII SMPN 3 BATUKLIANG UTARA

2018 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Lia Andriani ◽  
Taufik Samsuri ◽  
Ida Royani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Learning Activity ◽  
Teaching Learning ◽  
Cognitive Learning Outcomes

The problem of implementing biology learning in class VIIIB SMPN 3 North Batukliang 2016/2017 school year is creative thinking skills and student cognitive learning outcomes are still not satisfactory, as evidenced by the existence of MID semester scores under the KKM (Minimum completeness criteria). Caused by the learning process not running effectively because of the use of ineffective learning models. The purpose of this study was to measure the effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive activities and learning outcomes of students on the subject matter of the digestive system in humans class VIII SMPN 3 North Batukliang. The instrument used in this study was an observation sheet for student learning activities and tests for student cognitive learning outcomes. The results showed that there was an increase in student learning activities, for an average student learning activity in the control class of 2.9 which was included in the quite active category, while for the experimental class by 3.5 with the active category. The results of students' cognitive learning post-test obtained an average value in the experimental class of 85.8 and a control class of 80. The t-test analysis at the significance level of 5% was obtained tcount of 3.12 while the value of ttable with dk = 54 of 2, 05. This means that the value of t is greater than the table value (3.12> 2.05). Thus it can be concluded that there is an effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive learning outcomes of students.

PENGARUH EFEKTIVITAS PENGGUNAAN INTERNET TERHADAP HASIL BELAJAR SISWA KELAS X TEKNIK GAMBAR BANGUNAN SMKN 26 JAKARTA PADA MATA PELAJARAN ILMU BAHAN BANGUNAN

Jurnal PenSil ◽  
2013 ◽  
Vol 1 (1) ◽  
pp. 60-82
Author(s):  
Putri Indrawati ◽  
Tuti Iriani ◽  
Amos Neolaka
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Building Materials ◽  
Student Learning Outcomes ◽  
The Internet ◽  
Learning Material ◽  
Limited Time ◽  
Internet Search ◽  
Drawing Technique ◽  
Teaching Learning

This study aims to determine the effectiveness of using the Internet to influence student learning outcomes SMKN 26 Jakarta class X drawing technique building in science subjects of building materials. View the content of learning materials Building Materials Sciences that quite a lot, plus the allocation of limited time, giving the task done. Granting duty if selected as a method of teaching learning material much out of balance with the available time. Giving the task is done by utilizing the Internet (search engines, facebook and email). The sample in this study a number of 55 students. The results were positive and there is a relationship between the effectiveness of using the internet signifkan of student learning outcomes with a relatively low level of relationship

Designing a Unit Assessment Using Constructive Alignment

2019 ◽  
Vol 2 (1) ◽  
pp. 30-51
Author(s):  
Japhet E. Lawrence
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Assessment Methods ◽  
Assessment Criteria ◽  
Good Teaching ◽  
Design Assessment ◽  
Constructive Alignment ◽  
Quality Of Teaching ◽  
Teaching Learning

Constructive alignment is an outcomes-based approach for teaching, in which the learning outcomes that students are intended to achieve are defined before teaching takes place. Teaching and assessment methods are then designed to best achieve those outcomes and to assess the standard at which they have achieved. It provides a framework for adjusting teaching and assessment to address the attainment of those outcomes and standards. Constructive alignment is effective in designing teaching and assessment that enable students to learn, rather than to leave them guessing as to what is involved in the course of study or on what they will be assessed. The paper highlights the importance of using constructive alignment to enhance the quality of teaching, learning, and assessment. It reports on a study that applied the principles of constructive alignment to promote good teaching and deep student learning. It discusses the application of constructive alignment to design assessment criteria and rubric for a curriculum unit.

scholarly journals Efektivitas Model Pembelajaran Quantum Teaching terhadap Hasil Belajar Fisika Siswa SMA Negeri Jayaloka

2018 ◽  
Vol 1 (2) ◽  
pp. 103-110
Author(s):  
Umi Khusnul Khotimah ◽  
Tri Ariani ◽  
Ovilia Putri Utami Gumay
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Data Retrieval ◽  
Student Learning Outcomes ◽  
Student Response ◽  
Male Students ◽  
Model Learning ◽  
Test Technique ◽  
Teaching Learning ◽  
Academic Year

The purpose of this study is to determine whether the model of effective teaching quantum teaching used in physics learning in SMA Negeri Jayaloka academic year 2017/2018. The methoud used is quasi eksperiment or pseudoexpansion. The type of research is quasiexperimental research, with the design used is one group pretest and posttest design. The population in this study is all students of class X SMA Negeri Jayaloka academic year 2017/2018. And as the sample is the class X.I which amounted to32 student consisting of 17 male students and15 famale students taken at random. Data retrieval is done by test and non test technique. The collected data were analyzed using ttest at significant level  =  0,05 obtained  by t value 4,69 more than t table 1,69. So it can be concluded that student learning outcomes by using the modelof learning Quantum Teaching significant completion. Student learning activites in the learning process in the active category. While student response after following learning in good category. Keywords: Quantum Teaching Learning Model, Learning Outcomes,

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