scholarly journals Assessment of Learning Outcomes

2021 ◽  
pp. 14-26
Author(s):  
Ayşen Melek Aytuğ Koşan
Keyword(s):  
Learning Outcomes ◽  
Cognitive Skills ◽  
Assessment Tools ◽  
Cognitive Domain ◽  
Assessment Of Learning ◽  
Teachers And Students ◽  
Alternative Measurement ◽  
Education Decision ◽  
High Level ◽  
Multiple Assessment

Why do we use assessment? What happens if we don't assess? What does assessment mean for education, decision makers, stakeholders, teachers, and students? How do objectives and learning outcomes guide evaluation? Objectives and learning outcomes are classified by taxonomies by Bloom, Anderson, and Krathwohl. Do these taxonomies also guide the assessment? How does it work? How to measure learning outcomes in the cognitive domain? What are the assessment tools and evaluation methods that are effective in assessment high level cognitive skills? What measuring tools can be used to measure the affective domain? What are the methods of effective measurement in the psychomotor field? How are skills measured? What should be considered in the measurement of objectives and learning outcomes? How can educators benefit from classical and alternative measurement methods? What are the benefits of using multiple assessment? What are the effects of focusing on what learners can do, not how much they cannot do? This chapter explores the assessment of learning outcomes.

scholarly journals E-learning application Madrasah online learning solution in the middle of pandemic Covid-19 in Ma Negeri Insan Cendekia, Kendari

2020 ◽  
Vol 10 ◽  
pp. 107-114
Author(s):  
Husnul Khotimah ◽  
Husniyatus Salamah Zainiyati ◽  
Abdulloh Hamid ◽  
Abdul Basit
Keyword(s):  
Distance Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Material ◽  
Assessment Of Learning ◽  
Teachers And Students ◽  
E Learning ◽  
Internet Networks ◽  
Good Medium

This Research is a qualitative research that aims to determine the benefits of using E-Learning Madrasas as a medium of distance Learning when the Covid 19 pandemic in MAN Insan Scholar Kendari City. The results show that Madrasah E-learning is able to accommodate the needs of teachers and students in distance learning in the Covid 19 pandemic ranging from planning to evaluation, also facilitating the process of monitoring teacher performance in teaching and learning activities. Even Though there is no learning in the classroom as usual the teacher can still deliver learning material to students through the Madrasah E-Learning application. Students can also access learning material and still have an assessment of learning outcomes and end of semester assessment. Based on the results of the study it can be concluded that Madrasah E-Learning can be a good medium for distance Learning. As for the obstacles that are still being experienced are Internet networks that have not been stable in certain areas in remote Indonesia.

Inquiry Learning Model to Improve Student Cognitive Learning Outcomes in Temperature and Heat

2020 ◽  
Vol 6 (1) ◽  
pp. 97
Author(s):  
Hikmawati Hikmawati ◽  
Kusmiyati Kusmiyati ◽  
Sutrio Sutrio
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Cognitive Domain ◽  
Assessment Of Learning ◽  
Post Test ◽  
The One ◽  
Cognitive Learning Outcomes

This study aims to describe the effectiveness of the inquiry learning model to improve students' cognitive learning outcomes at the temperature and heat of class XI from one public school (SMAN 1 Gerung). This type of research is a quasi experiment with the basic pattern "The One Group Pretest-Posttest Design" and descriptive method. The research instrument used was the observation sheet applying the learning model and test the learning outcomes in the cognitive domain (C1 to C6). Assessment of learning implementation using a scale of 1 to 4. Student learning outcomes are said to be complete if 80% of students obtain a minimum value of 75. The results of this study indicate that: the implementation of learning increased from the criteria both in the first meeting to rise to be very good criteria at the fourth meeting. Student cognitive learning outcomes increased from 43 in the pre-test to 78 in the post-test, with classical completeness of 84%. The conclusion of this study is inquiry learning effectively improves students' cognitive learning outcomes in temperature and heat.

scholarly journals A COMPARATIVE STUDY OF FORMATIVE ASSESSMENT TOOLS

2019 ◽  
Vol 4 (14) ◽  
pp. 41-71
Author(s):  
Tasaratha Rajan Anamalai ◽  
Maizatul Hayati Mohamad Yatim
Keyword(s):  
Formative Assessment ◽  
Learning Outcomes ◽  
Learning Process ◽  
Classroom Environment ◽  
Teaching Method ◽  
Assessment Tools ◽  
Teachers And Students ◽  
Level Of Understanding ◽  
Assessment Environment ◽  
Comparison Technique

The intention of formative assessment tools usage is mainly to assess learning outcomes easily and quickly in a classroom environment. However, the tools need to be accurate and informative for teachers and students. At the end of any learning process, students certainly need to know their level of understanding in the learning process and what are the next steps for them to encounter. However, with increasing numbers of students in a classroom and increasing teaching workload among teachers, the teachers can gain benefits from these tools in assessing the outcomes quickly and more effectively. Formative assessment contributes to the learning process by providing the teachers with feedback on how successful the teaching method is and how well the students understand a particular lesson. This article will discuss the usage of formative assessment tools in education. It describes and reviews several kinds of literature related to alternative ways to assess students using technology transform assessment in the teaching process. The reviews use a comparison technique using twelve-criteria of technology transform assessment using three formative assessment tools available in the market. It is believed that technology transform assessment can bring an enjoyable and engaging assessment environment in the classroom.

scholarly journals Evaluation of Inclusion Thematic Class in Special Needs Students at SD Barusari 01 Semarang

2019 ◽  
Vol 3 (2) ◽  
pp. 77
Author(s):  
Bilal lutfi Mas’ut ◽  
Purwadi Purwadi ◽  
Mudzanatun Mudzanatun
Keyword(s):  
Special Needs ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Students With Special Needs ◽  
Assessment Of Learning ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Evaluation Of Learning ◽  
Thematic Learning

The purpose of this study was to find out how the implementation of inclusive class thematic learning, especially in terms of planning, implementation, and evaluation of learning outcomes in students with special needs SD Barusari 01 Semarang. The research method used is a qualitative descriptive method. Based on the results of data analysis and discussion it can be concluded that in terms of planning of learning carried out by the teacher includes planning in the form of syllabus, rpp, preparation of learning media and approaches taken by the teacher which later makes ABK students feel comfortable in attending the lesson well planned. The results of the analysis plan for the implementation of thematic learning with a percentage of 99%. For the implementation of learning it is also well implemented, can be seen from teaching and learning activities between teachers and students both in theory and practice mutually supportive. The results of the analysis of the implementation of thematic learning reached a percentage of 85%. For evaluation of learning to run well also seen from the results of the assessment of learning outcomes which reached a percentage of 75%.

FROM THE PRACTICE OF APPLYING CRITERIA-BASED ASSESSMENT IN THE TEACHING OF COMPUTER SCIENCE AT SCHOOL

2021 ◽  
Vol 75 (3) ◽  
pp. 189-196
Author(s):  
A.Y. Karymsakova ◽  
◽  
A.B. Zakirova ◽  
A.Y. Khassenova ◽  
◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Practical Application ◽  
Knowledge And Skills ◽  
Traditional System ◽  
The Republic ◽  
High Level ◽  
New System

The article is devoted to criteria-based assessment, which is currently the only system for monitoring and testing students' knowledge and skills. Also, the assessment of the new system of assessment is compared with the previous traditional system of assessment of knowledge in schools. Aims and objectives related to training, feedback and assessment have been written in the article. The purpose of criteria-based assessment is characterized as ensuring objectivity, reliability of information about students' learning outcomes. Information on the development of a high level of students' thinking has been provided. The article describes the stages of the transition of the Republic of Kazakhstan to the updated content of education, accompanied by the introduction of a new system of assessment. The updated content of knowledge includes research methods such as the analysis of formative and summative assessment, the role of criteria and descriptors in assessment. Observing and comparing, it can be said that the practical application of assessment criteria and assessment tools using Bloom's taxonomy, mind map, modern applications, test developers help to develop cognitive reading, creative and critical thinking.

scholarly journals Comparative Analysis of the Science Teaching Curricula in Turkey

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989943
Author(s):  
Ömer Volkan Yaz ◽  
Mehmet Altan Kurnaz
Keyword(s):  
Science Teaching ◽  
Learning Outcomes ◽  
Cognitive Skills ◽  
International Student ◽  
Student Assessment ◽  
National Level ◽  
Cognitive Domain ◽  
International Student Assessment ◽  
Bloom Taxonomy ◽  
Mathematics And Science

The purpose of this study is to comparatively investigate the science teaching curricula in Turkey, which have undergone changes four times since the millennium. For this purpose, we carried out a technical and taxonomic examination of the learning outcomes listed in the science curricula that were introduced in 2000, 2005, 2013, and 2017 concerning Revised Bloom Taxonomy (RBT). In this study, the document analysis method was used. We classified a total of 2,613 learning outcomes in our analyses, which were limited to those related to the cognitive domain. The reliability score of the classifications was .89 according to the equation proposed by Miles and Huberman. The analyses showed that the teaching curricula decreased the intensity of the focus on knowledge and cognitive skills rather than making fundamental changes. Moreover, there was significant parallelism among the examined curricula in terms of the dimensions of the taxonomy. Using national-level results in international exams such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study), we concluded that Turkey had not been successful enough in developing the examined curricula.

scholarly journals The Effect of Delphi-based Learning Media on the Students’ Learning Outcomes in Electricity and Electronic Lessons Reviewed from the Level of Independence Learning Students

2019 ◽  
Vol 2 (1) ◽  
pp. 43-57
Author(s):  
Bagus Dwi Cahyono ◽  
Supari Muslim ◽  
Joko Joko ◽  
Bima Anggana Widhiarta P
Keyword(s):  
Learning Outcomes ◽  
Significant Interaction ◽  
Cognitive Learning ◽  
Vocational School ◽  
Cognitive Domain ◽  
Instructional Media ◽  
School Research ◽  
Quasi Experimental ◽  
High Level ◽  
Selection Of

The purpose of this study is to: (1) analyze the differences in learning outcomes between students who study using Delphi-based learning media and students who learn by using Power Pont learning media in Basic Electrical and Electronics subjects at Surabaya KAL-1 Vocational School; (2) analyze the differences in learning outcomes in Basic Electrical and Electronics subjects between students who have a high level of learning independence and students who have a low level of learning independence at Surabaya KAL-1 Vocational School; (3) analyzing the interaction between the use of instructional media (delph and PPT) and the level of learning independence on learning outcomes in the Basic Electrical and Electronics subjects at the Surabaya KAL-1 Vocational School. This type of research is quasi-experimental using factorial 2x2 design, and the data were analyzed using Anacova two lines with the help of SPSS. The study found: (1) Learning outcomes for students using Delphi-based learning media (cognitive domain mean = 79) were significantly higher than learning outcomes for students who used Point Power learning media (cognitive domain = 73) in Basic Electricity subjects and Electronics at KAL 1 SMK Surabaya; (2) Learning outcomes for students who have TKBT (cognitive domain average = 78.17) are significantly higher than learning outcomes for students who have TKBR (cognitive domain average = 74.35) in Basic Electrical and Electronics subjects at KAL Vocational School. 1 Surabaya; (3) there is a significant interaction between the use of learning media (Delphi and PPT) and the level of learning independence on cognitive learning outcomes in the Basic Electrical and Electronics subjects at the Surabaya KAL-1 Vocational School. Research suggests: (1) Selection of learning media should be done appropriately especially if the school already has adequate infrastructure; (2) teachers in learning must be able to pay attention to the characteristics of students (learning independence) so that students are able to master the material better; and (3) learning media as a source of learning must be able to be maximally utilized by students in its use.

scholarly journals MODELING OF THE MONITORING SYSTEM OF LEARNING OUTCOMES IN ADULT EDUCATION

2020 ◽  
Vol 5 ◽  
pp. 243
Author(s):  
Svetlana Nevdakh
Keyword(s):  
Adult Education ◽  
Theoretical Analysis ◽  
Learning Outcomes ◽  
Research Methods ◽  
Monitoring System ◽  
Empirical Research ◽  
Alternative Methods ◽  
Assessment Of Learning ◽  
High Level

In recent years, the need has arisen for a change in conceptual approaches to the phenomena of “monitoring” and “assessment” of learning outcomes in adult education. The ultimate goal of monitoring should be to strengthen and achieve a high level of responsibility of the learners for the process and outcomes of their education. The purpose of the research is to create a model of the monitoring system of learning outcomes in adult education and to describe a methodology for implementing alternative methods of monitoring. Research methods: a theoretical analysis of the concept of “monitoring”, generalization and systematization of approaches to monitoring, analysis of the characteristics of adult education, modeling of the monitoring system of  learning outcomes in adult education, ranging monitoring types by teachers, analysis of the results of the empirical research. The main results of the research: a model of the monitoring system oflearning outcomes in adult education includes preparatory, practical and analytical stages and it is built taking into account the purpose, content, methods of pedagogical communication, means, timing and duration of control. It also includes traditional and alternative ways of monitoring learning outcomes with guidelines for their use in adult education. 

scholarly journals IMPLEMENTASI AJARAN TAMANSISWA TRI NGA PADA PEMBELAJARAN PENDIDIKAN JASMANI

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Taryatman Taryatman ◽  
Abdul Rahim
Keyword(s):  
Physical Education ◽  
Learning Outcomes ◽  
Direct Observation ◽  
Learning Process ◽  
Planning Process ◽  
Physical Education Teachers ◽  
Assessment Of Learning ◽  
Interview Guide ◽  
Teachers And Students ◽  
Survey Approach

This study aims to describe the implementation of physical education learning can be seen from how the implementation of Tri Nga Tamansiswa teachings in physical education learning takes place during the learning process. The scope of the implementation of physical education learning is the planning, process, and assessment of learning outcomes. The research method used is descriptive qualitative using a survey approach. Data collection techniques in this study are direct observation techniques in the field during the physical education learning process, direct interview techniques for physical education teachers and students, and documentation techniques that collect various images or data that support this research. The instrument used in this study was an interview guide. Data collected through direct observation during physical education learning, direct interviews with physical education teachers and students as well as images and data collected through documentation in order to obtain an overview or conclusion regarding the implementation of Tri Nga Tamansiswa teachings in physical education learning at Taman Muda Elementary School Ibu Pawiyatan.

scholarly journals The influence of assessment on learning motivation

2019 ◽  
Vol 70 ◽  
pp. 04003 ◽  
Author(s):  
Nadezhda Efremova ◽  
Svetlana Shvedova ◽  
Anastasia Huseynova
Keyword(s):  
Learning Outcomes ◽  
Academic Discipline ◽  
Objective Assessment ◽  
Learning Motivation ◽  
Assessment Tools ◽  
Learning Activities ◽  
Assessment Of Learning ◽  
Competency Based ◽  
Methodological Approaches ◽  
The Impact

This paper considers methodological approaches to the assessment of learning achievement, analysing the impact of the mark on learning motivation of students. External testing and subsequent questionnaires data may serve as an indicator of increasing learning motivation of students due to their confidence in the assessment results. Reliability of assessment is an incentive to enhance learning activities of students and increase interest in a given academic discipline. We observed difficulties of obtaining an objective assessment in schools and possible ways of overcoming them. The research provides the basic provisions of the assessment using the design pattern of assessment tools and processes on the basis of evidence-based arguments modelled on Evidence Centered Design which provides assistance in the development of high-quality assessment tools. The use of patterns may allow educators to make greater use of methods for classifying, organising and planning the assessment of cognitive and competency-based learning outcomes.

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