Advances in Assessment of Students' Intuitive Understanding of Physics through Gameplay Data

2013 ◽  
Vol 5 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Mario M. Martinez-Garza ◽  
Douglas Clark ◽  
Brian Nelson
Keyword(s):  
Statistical Analysis ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Computational Methods ◽  
Educational Game ◽  
Qualitative Assessment ◽  
Digital Game ◽  
Learning In Games ◽  
Assessment Of Learning ◽  
Computationally Intensive

In this paper, the authors present advances in analyzing gameplay data as evidence of learning outcomes using computational methods of statistical analysis. These analyses were performed on data gathered from the SURGE learning environment (Martinez-Garza, Clark, & Nelson, 2010). SURGE is a digital game designed to help students articulate their intuitive concepts of motion physics and organize them toward a more normative scientific understanding. Various recurring issues of assessment, which pervade assessment of learning in games more generally, prompted the authors to consider whether gameplay (actions of learners in the context of the game) can be analyzed to produce evidence of learning. The authors describe their approach to the analysis of game play in terms of qualitative assessment that the authors believe may lay the groundwork for the application of similar computationally-intensive techniques in other educational game contexts.

Developing an Impactful Diverse Literature Course for Future Librarians

2021 ◽  
pp. 25-43
Author(s):  
Alicia K. Long
Keyword(s):  
Critical Pedagogy ◽  
Learning Environment ◽  
Faculty Member ◽  
Learning Outcomes ◽  
Course Design ◽  
Children’S Literature ◽  
Authentic Assessment ◽  
Future Research ◽  
Power Structures ◽  
Assessment Of Learning

This chapter describes the development of a course about diversity in children's literature for pre-service librarians. A discussion of the pedagogical philosophy that grounds the faculty member before designing the course is presented. With a lens of critical pedagogy, the course presents a learning environment in which students analyze their place within the power structures of society. The course's design follows a structure that takes students from reflective assignments to acquiring the tools they will need to actively diversify youth collections and programs in libraries and schools. The chapter includes suggested guidelines to develop the course's learning outcomes, materials, and tools for authentic assessment of learning. It also includes samples of assignments, resources to use in the course design, and suggestions for future research.

scholarly journals ASSESSMENT OF LEARNING OUTCOMES IN A MULTIMEDIA EDUCATIONAL ENVIRONMENT

2021 ◽  
pp. 106-117
Author(s):  
Дарья Викторовна Гризовская ◽  
Ольга Николаевна Хохлова
Keyword(s):  
Learning Outcomes ◽  
Soft Skills ◽  
Educational Environment ◽  
Educational Process ◽  
Qualitative Assessment ◽  
School Students ◽  
Assessment Of Learning ◽  
The Subject ◽  
5Th Grade

Рассматривается проблема повышения качества образовательного процесса. Разработана методика количественной и качественной оценки освоения модулей мультимедийного учебного комплекса на примере предмета «История», 5 класс. Адаптированы основные элементы концепции «менеджмента знаний» для оценки результатов обучения школьников на примере цифровой образовательной платформы. Предложены подходы к количественному и качественному измерению предметных компетенций и soft skills. Is devoted to the problem of improving the quality of the educational process. The methodology of quantitative and qualitative assessment of the development of modules of the multimedia educational complex on the example of the subject«History», 5th grade is developed. The main elements of the concept of «knowledge management» are adapted to evaluate the results of school students' learning on the example of a digital educational platform. Approaches to the quantitative and qualitative measurement of subject competencies and soft skills are proposed.

scholarly journals Identifikasi Kemampuan Guru dalam Melakukan Penilaian Hasil Belajar Berbasis Kurikulum 2013 di MIN Punia Mataram

2017 ◽  
Vol 13 (2) ◽  
pp. 192-199
Author(s):  
Mulabbiyah Mulabbiyah
Keyword(s):  
Statistical Analysis ◽  
Learning Outcomes ◽  
Purposive Sampling ◽  
Learning Outcomes Assessment ◽  
Descriptive Research ◽  
Assessment Of Learning ◽  
Quantitative Descriptive ◽  
Assessment Result ◽  
Descriptive Statistical Analysis

Abstrak: Penelitian ini merupakan penelitian deskriptif kuantitatif yang bertujuan untuk mengidentifikasi kemampuan guru MIN Punia Mataram dalam melaksanakan penilaian hasil belajar berbasis kurikulum 2013 yang mencakup kemampuan merencanakan penilaian, melaksanakan penilaian, melakukan pengolahan hasil penilaian dan menindaklanjuti hasil penilaian. Populasi penelitian berjumlah 20 orang guru dengan sampel penelitian berjumlah 13 orang guru yang dipilih secara purposive sampling. Adapun variabel dalam penelitian ini berupa kemampuan guru dalam melaksanakan penilaian hasil belajar. Data kemampuan guru diperoleh melalui instrumen berbentuk angket tertutup dan semiterbuka. Data dianalisis menggunakan analisis statistik deskriptif berupa persentase, hasilnya menunjukkan bahwa kemampuan guru MIN Punia Mataram dalam merencanakan penilaian tergolong sangat baik (90%), kemampuan melaksanakan penilaian tergolong baik (73,33%), kemampuan mengolah hasil penilaian tergolong sangat baik (93,33%) serta kemampuan memanfaatkan dan menindaklanjuti hasil penilaian tergolong baik (53,33%). Berdasarkan hasil ini disimpulkan bahwa kemampuan guru MIN Punia Mataram dalam melaksanakan penilaian hasil belajar berdasarkan kurikulum 2013 sudah baik. Abstract: This research is quantitative descriptive research which aims to identify the ability of MIN Punia Mataram teacher in conducting the learning outcomes assessment based on curriculum 2013 which includes the ability to plan the assessment, to carry out the assessment, to perform the processing of assessment result and to follow up the assessment result. The population of this research is 20 teachers with the research sample is 13 teachers selected by purposive sampling. The variable of the study is the of teachers’ ability in implementing assessment of learning outcomes. The data of teachers' ability is obtained through closed and semiterbased questionnaire instruments. The data were analyzed by using descriptive statistical analysis in the form of percentage. The result showed that the ability of MIN Punia Mataram teachers to plan the assessment was very good (90%); the ability to carry out the assessment was good (73.33%); the ability to process the assessment result was very good (93, 33%); and the ability to utilize and to follow up the assessment result is quite good (53.33%). Based on these results, it is concluded that the ability of MIN Punia Mataram teachers in implementing the assessment of learning outcomes based on the 2013 curriculum is good.

Hygienic Assessment of Factors of Learning Environment and Organization of the Educational Process at Schools in Smolensk

2020 ◽  
pp. 36-40
Author(s):  
EA Tsukareva ◽  
AV Avchinnikov ◽  
LM Sidorenkova ◽  
SO Avchinnikova ◽  
YP Korykina
Keyword(s):  
Learning Environment ◽  
Indoor Air Quality ◽  
Indoor Air ◽  
Preventive Measures ◽  
Fourth Graders ◽  
Educational Process ◽  
Adverse Health Effects ◽  
Assessment Of Learning ◽  
Learning Conditions ◽  
The City

Relevance: Parameters of learning environment and organization of the educational process can have adverse health effects in schoolchildren. Our objective was to conduct a hygienic assessment of factors of learning environment and organization of the educational process at schools of the city of Smolensk. Materials and methods: We studied indicators of indoor learning environment and the level of organization of the educational process in ten urban comprehensive schools. A hygienic assessment of the microclimate, illuminance, indoor air quality, and organization of the educational process for third and fourth graders (aged 9–11) was given. The assessment of learning conditions and organization of the educational process was carried out according to the method generally accepted in hygienic research (Suharev AG, Kanevskaya LY, 2002). Results: We found that elementary school pupils of Smolensk were exposed to multiple adverse factors such as poor microclimate parameters and insufficient natural illumination in some school rooms, excessive daily study load and irrational distribution of the academic load during the school week. The analysis of the timetable revealed an irrational distribution of the academic load in 37.3% of school days. We established that conditions of education in the surveyed urban schools were moderately dangerous to children’s health (750–806 points). Conclusion: The results enabled us to give a hygienic assessment of the factors of learning environment and organization of the educational process at schools in Smolensk and to outline a set of appropriate preventive measures.

scholarly journals Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers

2021 ◽  
Vol 11 (3) ◽  
pp. 116
Author(s):  
Aljawharah Alsalamah ◽  
Carol Callinan
Keyword(s):  
Learning Outcomes ◽  
Evaluation Model ◽  
Training Process ◽  
Educational Training ◽  
Head Teachers ◽  
Female Head ◽  
Assessment Of Learning ◽  
Level Model ◽  
Four Levels ◽  
Training Programmes

Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick’s four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The study sample comprised 250 trainee head teachers and 12 supervisors. The results indicated that the adapted Kirkpatrick evaluation model was very effective in evaluating educational training for head teachers.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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