scholarly journals FROM SKILL-ACQUISITION TO DYNAMIC LEARNING: LEARNING-ORIENTED ASSESSMENT IN THE SIGHT TRANSLATION CLASSROOM

2021 ◽  
Vol 8 ◽  
pp. 313-358
Author(s):  
Xueni Zhang ◽  
Wan Hu ◽  
Maike Oergel
Keyword(s):  
Skill Acquisition ◽  
Learning Activity ◽  
Alternative View ◽  
Classroom Context ◽  
Dynamic Learning ◽  
Education Assessment ◽  
Module Design ◽  
Process Learning ◽  
Evaluation Of Learning ◽  
Translator Education

Assessment, previously associated with the evaluation of learning outcomes, has recently been recognised as an integral part of the learning process. Learning-oriented assessment (LOA) is an educational model that foregrounds the role of assessment in classroom-based learning activities. However, in translator education, assessment is mostly approached from a skill-acquisition perspective; translation is regarded more as a skill to acquire than as a learning activity. This article presents an alternative view of assessment in translator education by presenting the findings of a 12-week case study, conducted with 20 students registered in a sight translation module, which based its teaching (and assessment) on LOA principles. Classroom observation was conducted to align LOA with the classroom context, and follow-up interviews were carried out to investigate students’ perceptions regarding the in-class activities. In order to evaluate the feasibility and accountability of the model, the three tenets of LOA were aligned with module design and discussed alongside students’ perceptions. The findings indicate the suitability of incorporating LOA into translator education, with implications for translation trainers and researchers concerning the integration of assessment and learning. Keywords: learning-oriented assessment, translator education, sight translation

scholarly journals Upaya peningkatan kemandirian belajar siswa dengan model problem-based learning berbantuan media Edmodo

2019 ◽  
Vol 5 (1) ◽  
pp. 69-78 ◽  
Author(s):  
Lisa Nur Aulia ◽  
Susilo Susilo ◽  
Bambang Subali
Keyword(s):  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Activity ◽  
Test Results ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning ◽  
Academic Year

Tujuan penelitian ini adalah untuk meningkatkan kemandirian belajar siswa dengan menerapkan model pembelajaaran problem based learning yang dibantu dengan media edmodo. Metode penelitian yang digunakan yaitu metode eksperimen dengan desain penelitian one grup pretest posttest. Subyek penelitian adalah siswa kelas XI penjurusan MIPA SMA Negeri 1 Demak tahun ajaran 2017/2018. Aspek kemandirian yang diteliti meliputi aspek persiapan, pelaksanaan, dan evaluasi. Teknik pengumpulan data menggunakan angket kemandirian belajar, wawancara terhadap siswa dengan kemandirian rendah, sedang, dan tinggi, angket respon siswa, dan lembar keterlaksanaan pembelajaran untuk mengetahui tingkat keefektifan penerapan model problem based learning berbantuan edmodo. Berdasarkan analisis hasil penelitian tingkat keefektifan pelaksanaan pembelajaran dengan model problem based learning berbantuan edmodo adalah 94,11%. Peningkatan kemandirian belajar diketahui dengan menggunakan uji n-gain didapatkan hasil sebesar 0,32 dengan kriteria sedang. Peningkatan kemandirian yang paling optimal terjadi pada indikator evaluasi kegiatan belajar dan penarikan kesimpulan pengalaman belajar. Sehingga dapat disimpulkan bahwa penggunaan aplikasi edmodo dalam pembelajaran dapat meningkatkan kemandirian belajar siswa. Efforts to increase student self-regulated learning with problem-based learning model use Edmodo AbstractThe purpose of this study is to improve students' self-regulated learning by applying model problem based learning use edmodo. The research method is experimental method with one group pretest posttest research design. The subjects of the study were the students of science class grade XI of SMA Negeri 1 Demak academic year 2017/2018. The aspects of self-regulated learning examined include aspects of preparation, implementation, and evaluation. Data collection techniques used questionnaire of self-regulated learning, interviews of students with low, middle, and high self-regulated learning, student response questionnaires, and learning activity sheet to determine the level of effectiveness of the implementation of problem-based learning model use edmodo. Based on the analysis of research results, the effectiveness level of learning implementation with problem based learning model use edmodo is 94.11%. Increased learning independence is known by using the n-gain test results obtained by 0.32 with middle criteria. The most optimal improvement of independence occurs in indicators of evaluation of learning activities and conclusions of learning experiences. So it can be concluded that the use of edmodo applications in learning can improve student’s self-regulated learning.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) terhadap Aktivitas Belajar Siswa pada Materi Ikatan Kimia Kelas X 1 SMA Negeri 3 Watampone

2018 ◽  
Vol 19 (1) ◽  
pp. 20
Author(s):  
Sitti Nurpaidah
Keyword(s):  
Learning Outcomes ◽  
Discussion Groups ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Method ◽  
Group Discussions ◽  
Student Activities ◽  
Student Activity ◽  
Field Notes ◽  
Evaluation Of Learning

ABSTRAKPenelitian ini bertujuan untuk menerapkan pembelajaran tipe numbered heads together (NHT) untuk mengetahui  aktivitas belajar siswa pada materi ikatan kimia siswa Kelas X 1 SMA Negeri 3 Watampone. Penelitian ini dilaksanakan sebanyak 2 siklus dan setiap siklus dilakukan sebanyak empat kali pertemuan termasuk tes setiap akhir siklus. Pengumpulan data dilakukan dengan teknik observasi terhadap aktifitas siswa setiap akhir siklus di kelas tersebut dan catatan lapangan selama tindakan pembelajaran berlangsung. Dalam penelitian ini terlihat jelas bagaimana perubahan aktivitas siswa ketika pembelajaran berlangsung yaitu: (1) Siswa yang hadir selama siklus I mencapai 95% dan pada siklus II ada peningkatan menjadi 100%. (2) Siswa yang memperhatikan dan mencatat pelajaran mencapai 73,33% dan pada siklus II mencapai 96,67%. (3) Siswa yang aktif dalam diskusi kelompok pada siklus I dan siklus II sama-sama mencapai 100%, (4) Siswa yang bertanya tentang materi bahan ajar yang kurang jelas pada siklus I mencapai 8,34% dan pada siklus II mencapai 0%, (5) Siswa yang aktif dalam pemecahan masalah pada siklus I mencapai 40% dan pada siklus II mencapai 45%. (6) Siswa yang menjelaskan hasil diskusi kelompok di papan tulis mencapai 31,67% dan pada siklus II mencapai 53,33%.Kata Kunci : NHT, Aktivitas belajar, Ikatan kimiaABSTRACTThis study aims to apply the Numbered Heads Together (NHT) learning method  to determine student learning activities in the material of chemical bond of Class X 1 students of SMA 3 Watampone.This study was conducted in 2 cycles and each cycle is done as much four meetings including tests at each end of the cycle. Data collection is done by observation techniques to student activities and evaluation of learning outcomes at each end of the cycle in the class and field notes during the learning action. In this study it is clear how changes in student activity when learning takes place are: (1) Students who present during the cycle of the I reached 95% and a cycle II no increase in a 100%. (2) Students noticed and record the lessons achieve 73,33% and  at the cycle II achieve 96,67%. (3) Students active in the group discussions on cycle I and cycle II same the same reach 100%. (4) Students who asked about the material teaching materials less clear on cycle I achieve 8,34% and at the cycle II reach 0%. (5) Students active in resolution on cycle I reach 40% and at the cycle II reach 45%. (60 students who describes the results discussion groups in the board achieve 31,67% and at the cycle achieve 53,33%.Keywords: NHT, Learning activity, Chemical bonding

scholarly journals COMPUTERIZED DYNAMIC ASSESSMENT OF STUDENTS’ APTITUDE FOR ENGLISH LANGUAGE TENSES

2021 ◽  
Vol 55 (1) ◽  
pp. 46-57
Author(s):  
I.P. PEREGUDOVA ◽  
◽  
P.P. DYACHUK ◽  
I.V. SHADRIN ◽  
S.A. VIDENIN ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Experimental Testing ◽  
Dynamic Assessment ◽  
Learning Activities ◽  
Educational Activity ◽  
Learning Activity ◽  
English Language Learning ◽  
Dynamic Learning

Statement of the problem. Computerized dynamic assessment of aptitude for learning foreign languages ​​is insufficiently represented in educational practice. The paper reveals new possibilities of using information technologies for solving a topical issue of diagnosing aptitude for learning a foreign language as an integral dynamic indicator for monitoring the quality of foreign language teaching. The instrumental basis for the computerized dynamic assessment of learning criteria is the dynamic computerized test simulators (DCTS) of educational activity. The purpose of the article is to study the potential of dynamic computer test simulators “English Language Tenses” as an instrument of dynamic assessment of students’ aptitude for learning the English language verbal tenses. Research methodology includes analysis of studies by Russian and international scientists on computerization of dynamic assessment of English language learning. The methods used in the computerization of dynamic learning assessment are based on the theory of development by J. Piaget, reinforcement learning, activity and environment approaches to the analysis of procedural characteristics of learning activities. Research results. We developed instrumental tools for diagnostics of learning aptitude – DCTS “English Language Tenses”. Experimentally, two groups of subjects were chosen so that they differed from each other in the dynamics of procedural characteristics of educational activity: the first group was characterized by a monotonous decrease in the number of errors with an increase in the number of the task being performed; the second group was characterized by a non-monotonous decrease in the number of errors, disturbed by an abrupt increase in the number of errors. The subjects of the first student group, as a rule, have a greater learning potential or learning aptitude, in comparison with the subjects of the second group. Approbation was carried out and recommendations were given for the use of the DCTS “English Language Tenses” for monitoring the process of teaching English. Conclusions. Analyzing the results of experimental testing of the DCTS “English Language Tenses” in the dynamic assessment of English learning, the authors come to the conclusion that it is advisable to use the procedural characteristics of learning activities: labor intensity, temporal pace, frequency of errors and reinforcement of learning activities as indicators for monitoring English language learning. The considered approach to the diagnostics of students’ aptitude for learning the tenses of the English language provides information about features of developing cognitive functions in students.

scholarly journals PENGGUNAAN STRATEGI NUMBERED HEADS TOGETHER (NHT) UNTUK MENINGKATKAN HASILBELAJAR MATEMATIKAUNTUK SISWA KELAS XII MIPA 1 SMA NEGERI 1 BANGKINANG KOTA

Perspektif ◽  
2018 ◽  
Vol 9 (02) ◽  
pp. 1-7
Author(s):  
Ramdani, S.Pd Ramdani, S.Pd
Keyword(s):  
Lesson Plan ◽  
Learning Model ◽  
Learning Activity ◽  
Learning Tools ◽  
Student Activity ◽  
Process Learning ◽  
Test Repetition ◽  
Academic Year ◽  
Test Result ◽  
Daily Test

Classroom action research has been done in SMA Negeri 1 Bangkinang Kota in Mathematics subjects with research object of XII class MIPA 1 students in odd semester of academic year 2015/2016. This research is conducted as an effort to improve the learning result of Mathematics. The Numbered Heads Together (NHT) learning model is chosen to be applied after the observation and reflection done by the researcher. The researcher plans the action based on the observation and reflection that has been done through the compilation of learning tools based on the learning of Numbered Heads Together (NHT) consisting of test questions (repetition), observation sheet and lesson plan and other supporting learning tools. The Numbered Heads Together (NHT) learning model consists of 3 main stages: asking students to create a group of 4 members given head number 1, 2, 3, and 4. Then the question is asked to the group. The group worked together to answer the question so that all members got a turn to answer the question. This study can be completed in 2 cycles 4 meetings and two daily replications. The result of the research is the observation and recapitulation data of the test result and the completeness of the learning recapitulation showed that there has been an increase of positive student learning activity in the classroom and the increase of test average (repetition) and the increase of classical completeness from cycle 1 to cycle 2. Student activity during the process learning is observed by observers as data for evaluation and reflection. Average recapitulation of test (repetition) and learning completeness obtained from daily test value I and daily test II. Based on the result of this research, it can be concluded that the implementation of the Numbered Heads Together (NHT) learning model in class XII MIPA 1 SMA Negeri 1 Bangkinang Kota can improve the learning result of Mathematics subjects which is indicated by the average of test (repetition) and classical completeness in every cycle.

Giftedness Viewed from the Expert-Performance Perspective

2005 ◽  
Vol 28 (3-4) ◽  
pp. 287-311 ◽  
Author(s):  
K. Anders Ericsson ◽  
Kiruthiga Nandagopal ◽  
Roy W. Roring
Keyword(s):  
Skill Acquisition ◽  
Structural Changes ◽  
Normal Development ◽  
Deliberate Practice ◽  
Alternative View ◽  
Expert Performance ◽  
Physiological Adaptations ◽  
Mediating Mechanisms ◽  
Training Resources ◽  
Performance Results

Traditional conceptions of giftedness assume that only talented individuals possess the necessary gifts required to reach the highest levels of performance. This article describes an alternative view that expert performance results from acquired cognitive and physiological adaptations due to extended deliberate practice. A review of evidence, such as historical increases in performance, the requirement of years of daily deliberate practice, and structural changes in the mediating mechanisms, questions the existence of individual differences that impose innate limits on performance attainable with deliberate practice. The proposed framework describes how the processes mediating normal development of ability and everyday skill acquisition differ from the extended acquisition of reproducibly superior (expert) performance and how perceived “giftedness” gives children access to superior training resources, resulting in developmental advantages.

scholarly journals External Evaluation of the Educational Process and Learning Evaluation in Mathematics Classes: Notes from an Investigative Practice

2020 ◽  
Vol 21 (6) ◽  
pp. 116
Author(s):  
Solange Mariano da Silva Santos ◽  
Marcele Tavares Mendes ◽  
Zenaide De Fátima Dante Correia Rocha
Keyword(s):  
Poor Performance ◽  
Educational Process ◽  
External Evaluation ◽  
Classroom Context ◽  
High School Class ◽  
Brazilian Students ◽  
Evaluation Of Learning ◽  
Relationship Of ◽  
Math Class ◽  
The Relationship

Anchored in an evaluation perspective in the service of learning, this article brings a discussion of the relationship of external evaluation of the educational process and evaluation of learning in the classroom context from an analysis of written productions of students in dealing with routine issues of written math class exams and external evaluation questions. This is a qualitative research of an interpretative nature, in which, through an investigative practice in a 2nd grade high school class of a public school in which the students solved four questions about the study of sequences - Arithmetic Progression (A.P.). We sought to highlight the potential of using external evaluation questions to feed pedagogical actions that favor reflection on the curriculum developed in the classroom, and vice versa. In this research, it was possible to show that the difficulty of the students to understand the statement of the questions and the fact that they cannot relate the content to the daily practices can be aspects that influence the Brazilian students' performance in external mathematical evaluations; as can be presumed that students have shown poor performance in external tests not because they are unaware of mathematical knowledge, but because the type of problem to which they are exposed differ substantially from those of their classroom teaching and evaluative practices.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBAHASA INGGRIS DENGAN PENDEKATAN KETERAMPILAN PROSES PADA MATERI KINGDOM JAMUR

2017 ◽  
Vol 5 (1) ◽  
pp. 859
Author(s):  
Medina Andini ◽  
Mohamad Nur ◽  
Yuni Sri Rahayu
Keyword(s):  
Lesson Plan ◽  
Skill Learning ◽  
Learning Objectives ◽  
Learning Activity ◽  
Learning Material ◽  
Integrated Process ◽  
Learning Materials ◽  
Process Skill ◽  
Analytical Technique ◽  
Process Learning

The purpose of this research is to develop biology - Fungi Kingdom learning material in English with process skill approach that applied in 10th grade students in Khadijah Senior High School. The development of this learning materials was conducted by using 4-D model that has 4 main stages. However, this research only carried out 3 out 4 stages which are define, design, and develop. Meanwhile the last stage, disseminate, was not carried out in this research. This research used one group pretest-posttest design with quantitative-descriptive analytical technique and using qualitative-descriptive analytical technique. The validation results of the learning materials: syllabus, lesson plan, worksheet, learning media, and assessments, are in very valid category. The average achievement of product learning objectives is 84%, the average achievement of process learning objectives in scientific drawing is 92%, the average achievement of integrated process skill learning objectives is 94%, the category achievement of presentation process learning objectives is 4,28 or the percentage is 85,6%, and the average achievement psychomotor objective is 100%. The class achievement for product assessment is 94,29%, class achievement for process assessment in scientific drawing is 100%, 88,57% for class achievement for integrated process skill, psychomotor assessment is 100%, and the average class achievement for presentation is 4,28 that shows good category. The students responds shows that 95% of the students like the component of the learning materials, 93,33% students state that the component of the learning materials are new, and 100% students like to learn using the learning materials. The student activities that dominate is the activity that focused on students, which are; the first meeting was observe the fungi structure, meanwhile in the second meeting the activity that dominate the learning process was discussion with the group, and in the third meeting the dominating activity was search in the internet. Based on the data obtained in this research, the learning materials that are developed are able to be used in learning activity. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran biologi berbahasa Inggris dengan pendekatan keterampilan proses sains pada materi Kingdom Jamur yang diujicobakan di kelas X SMA Khadijah Surabaya. Pengembangan perangkat pembelajaran dilakukan dengan menggunakan model 4-D yang terdiri atas 4 tahapan. Pada penelitian ini tahapan yang dilakukan hanya meliputi 3 tahapan awal yaitu define, design, dan develop,  sedangkan tahap disseminate tidak dilakukan. Desain uji coba ini menggunakan one group pretest-posttest design dengan teknik analisis deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa hasil validasi perangkat pembelajaran yang dikembangkan yaitu Silabus, RPP, Buku Siswa, LKS, Media Pembelajaran, dan Lembar Penilaian, berkategori sangat layak/valid. Rata-rata ketuntasan tujuan pembelajaran produk adalah 84%, tujuan pembelajaran proses menggambar ilmiah memiliki rata-rata ketuntasan 92%, dan ketuntasan tujuan pembelajaran proses terpadu adalah 94%, rata-rata ketuntasan tujuan pembelajaran proses presentasi adalah 4,28 atau sebesar 85,6% dengan kategori baik, dan ketuntasan tujuan pembelajaran psikomotor adalah 100%. Ketuntasan klasikal adalah 94,29% penilaian produk, 100% untuk penilaian proses menggambar ilmiah, 88,57% untuk penilaian proses terpadu, 100% untuk penilaian psikomotor, dan rata-rata nilai siswa untuk penilaian proses presentasi adalah 4,28 dengan kategori baik. Respon siswa menunjukkan bahwa 95% siswa menyukai komponen perangkat pembelajaran yang dikembangkan, 93,33 % menyatakan bahwa komponen perangkat pembelajaran yang dikembangkan adalah hal baru, dan 100% siswa menyatakan bahwa mereka menyukai pembelajaran dengan menggunakan perangkat pembelajaran yang dikembangkan. Aktivitas siswa yang paling dominan adalah aktivitas yang berpusat pada siswa, diantaranya adalah pada pertemuan pertama adalah mengamati struktur tubuh jamur, sedangkan pada pertemuan kedua aktivitas yang paling dominan adalah berdiskusi kelompok, dan pada pertemuan ke tiga, aktivitas yang paling dominan adalah melakukan searching internet. Berdasarkan data yang diperoleh dapat disimpulkan bahwa perangkat pembelajaran yang dikembangkan layak untuk digunakan dalam pembelajaran.

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