scholarly journals Development of learning professionalism assessment battery for medical residents

2021 ◽  
Vol 15 (6) ◽  
pp. 1594-1597
Author(s):  
Seyed Kamran Soltani Arabshahi ◽  
Maryam Akbarilakeh ◽  
Hoorieh Mohammadi Kenari ◽  
Mohamed Elhassan Abdalla
Keyword(s):  
Selection Criteria ◽  
Assessment Instrument ◽  
Medical Residents ◽  
Learning Assessment ◽  
Assessment Instruments ◽  
Review Of The Literature ◽  
Assessment Battery ◽  
Instrument Selection ◽  
Specific Assessment ◽  
Time Required

Background: Professionalism is an exit learning outcome of health professions’ curricula. Much work has focused on professionalism teaching and little on the ways assessing it. The main goal was to develop composite assessment instrument as a battery accurately measured several aspects of learning professionalism in medical residents. Methods: The first step in battery development was to decide on the domains to be addressed. Based on the comprehensive review of the literature, a list of domains to assess was developed and identified specific assessment instruments for each domain. Based on the instrument selection criteria, forty one Assessment instruments were selected and developed to comprise the assessment battery. Results: The results are presented in 6 Section tests: duration, cost of each section, administration instruction, and scoring. The time required to complete the entire assessment battery was 100 minutes on average. Conclusions: The resulting battery was developed by selecting a set of validated assessment instruments and combining them into a battery. The assessment battery is easy to administer, easy for residents to complete, and provides a comprehensive assessment of a residents’ learning professionalism for teachers. Keywords: professionalism, learning, assessment, battery, residents

scholarly journals Development and validity of mathematical learning assessment instruments based on multiple intelligence

2017 ◽  
Vol 21 (1) ◽  
pp. 93-103
Author(s):  
Helmiah Suryani ◽  
Badrun Kartowagiran ◽  
Jailani Jailani
Keyword(s):  
Factor Analysis ◽  
Multiple Intelligence ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Second Grade ◽  
Assessment Instruments ◽  
Mathematical Learning ◽  
Spatial Intelligence ◽  
The Subject ◽  
Development Approach

This study was aimed to develop and produce an assessment instrument of mathematical learning results based on multiple intelligence. The methods in this study used Borg & Gall-Research and Development approach (Research & Development). The subject of research was 289 students. The results of research: (1) Result of Aiken Analysis showed 58 valid items were between 0,714 to 0,952. (2) Result of the Exploratory on factor analysis indicated the instrument consist of three factors i.e. mathematical logical intelligence-spatial intelligence-and linguistic intelligence. KMO value was 0.661 df 0.780 sig. 0.000 with valid category. This research succeeded to developing the assessment instrument of mathematical learning results based on multiple intelligence of second grade in elementary school with characteristics of logical intelligence of mathematics, spatial intelligence, and linguistic intelligence.

scholarly journals Development of Attitude Assessment Instruments on Learning Text Report Observation Results for 7th Grade Students Smp Swasta Taman Harapan Medan

2019 ◽  
Vol 2 (4) ◽  
pp. 506-513
Author(s):  
Dewi Wahyuni ◽  
M. Oky F.Gafari ◽  
Daulat Saragi
Keyword(s):  
Student Attitudes ◽  
Field Trials ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
Text Report ◽  
Students Attitudes

This study aims to describe the pattern of development, validity and feasibility and effectiveness of attitude assessment instruments on learning the text of observational reports for grade VII students SMP Swasta Taman Harapan Medan. Research instruments in the form of questionnaires and observation sheets. The assessment instrument developed in this study was an attitude assessment instrument in the form of a self-assessment test. The results of the field trials show that the results of the material expert's assessment of the instrument's worth were 89.17% and were valid qualifications. While the evaluation of expert evaluation results obtained a percentage of 88.57% and are in valid qualifications. Based on the results of trials that have been carried out, it can be stated that the attitude assessment instruments developed already have good validity so that they are suitable for use in learning assessment activities. In the field trial phase the researchers tested the level of students' understanding ability to see the level of effectiveness of the assessment instrument for attitude assessment. Based on the analysis results obtained an average ability of students' attitudes/affective that is 76.46% with a good category. The results obtained in this study indicate that self-assessment instruments can measure the ability of student attitudes and provide instructions that in learning Indonesian by using self-assessment instruments are more appropriate to be applied in learning so that teachers can further evaluate the advantages and disadvantages of learning received by students.

scholarly journals Development of higher order thinking skill assessment instruments in learning Indonesian history

2021 ◽  
Vol 10 (2) ◽  
pp. 545
Author(s):  
Johan Setiawan ◽  
Ajat Ajat Sudrajat ◽  
Aman Aman ◽  
Dyah Kumalasari
Keyword(s):  
Higher Order Thinking ◽  
Higher Order ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Learning Assessment ◽  
Difficulty Level ◽  
Assessment Instruments ◽  
Multiple Choice Questions ◽  
Thinking Skill ◽  
History Teachers

This study aimed to: 1) Produce higher order thinking skill<strong> </strong>(HOTS) assessment instruments in learning Indonesian history; 2) Know the validity of HOTS assessment instruments in learning Indonesian history; 3) Find out the characteristics of HOTS questions in learning Indonesian history. This study employed the research and development method of the Borg and Gall model. The HOTS test item was conducted on 36 students in class XI of 2 Ngaglik State Senior High School. Data analysis includes tests of validity, reliability, level of difficulty, distinguishing features and deception index. The study found: 1) The HOTS assessment instrument of multiple-choice questions consisted of 25 items; 2) The results of the HOTS question validation by two Indonesian history learning assessment experts on the material, construction and language aspects were valid and appropriate. The results of the validation by three Indonesian history teachers also stated that the assessment instruments were valid and appropriate; 3) The characteristics of HOTS questions had fulfilled the validity criteria of 23 questions, reliability with a coefficient of 0.97 (very strong), the average difficulty level is 0.33 (moderate), the average differentiation test is 0.42 (good), and the average deception index is 0.56 (good).

Pengembangan Instrumen Penilaian Kinerja Praktikum Organisasi Kehidupan Berbasis Konstruktivisme Kelas VII SMP

2017 ◽  
Vol 6 (2) ◽  
pp. 9-15
Author(s):  
Dewi Febrianty ◽  
Risnita Risnita ◽  
Afreni Hamidah
Keyword(s):  
Performance Assessment ◽  
Positive Response ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Development Research ◽  
Design Development ◽  
Teachers And Students ◽  
Assessment Sheet ◽  
Practical Performance ◽  
Made In

Practical performance assessment is an important part of the learning process, but several obstacles are found in its implementation. The objectives of this study are (1) to develop constructivism-based performance assessment instruments for class VII Yunior High School in  Life Organization subject,  (2) to describe aspects that need to be made in constructivism-based practical performance assessment instruments, and (3) to describe teacher responses in using constructivism-based practical performance assessment instruments. This research is a development research using a 4D model, the stages are defining, design, development and distribution. The trial subjects in this study consisted of 10 students for small group trials and 40 students for large group trials. The indicators used in the study include aspects related to the development of constructivist life-based practicum assessment instruments. Instrument used was a questionnaire to reveal the response of teachers and students to practical performance assessment instruments. The results of the data analysis showed that the content feasibility value is 86.31% at the intervals of 48.33 which means it is feasible to use. Most students gave a positive response to the assessment sheet given (96.67%), a small portion gave a negative response (33.3%). Because the average positive response of students is more than 75%, the performance assessment instrument is considered feasible to be applied.

Umbrella and Systematic Review Methodology to Support the 2018 Physical Activity Guidelines Advisory Committee

2018 ◽  
Vol 15 (11) ◽  
pp. 805-810 ◽  
Author(s):  
Andrea Torres ◽  
Bethany Tennant ◽  
Isabela Ribeiro-Lucas ◽  
Alison Vaux-Bjerke ◽  
Katrina Piercy ◽  
...  
Keyword(s):  
Physical Activity ◽  
Quality Control ◽  
Advisory Committee ◽  
Systematic Reviews ◽  
Population Based ◽  
Assessment Instruments ◽  
Review Of The Literature ◽  
Systematic Review Methodology ◽  
Physical Activity Guidelines ◽  
Short Period

Introduction: In 2016, the 2018 Physical Activity Guidelines Advisory Committee, a group of experts in exercise science and health, began an extensive review of the literature to inform the second edition of the Physical Activity Guidelines for Americans. Methods: The purpose of this paper is to describe the evidence-based methodology used to review, evaluate, and synthesize published, peer-reviewed physical activity research. The protocol-driven methodology was designed to maximize transparency, minimize bias, and ensure relevant, timely, and high-quality systematic reviews. Training protocols, quality control procedures, search strategies, assessment instruments, abstraction guides and forms, and reporting templates were developed. Results: A systematic approach was used to select the evidence for the 2018 Physical Activity Guidelines Advisory Committee Scientific Report that included umbrella reviews and systematic reviews. Within 16 months, 38 searches were conducted; and 20,838 titles, 4913 abstracts, and 2139 full texts were triaged. Of those, 1130 articles were abstracted to answer 38 research questions. Conclusions: To inform population-based physical activity guidelines, this systematic process facilitated a vast review of the literature on physical activity and health in a short period of time. This flexible, yet rigorous and transparent process included a clear and detailed methodology with a focus on training and quality control.

Comment on “The Influence of Risk Assessment Instrument Scores on Evaluators’ Risk Opinions and Sexual Offender Containment Recommendations”

2017 ◽  
Vol 44 (9) ◽  
pp. 1236-1241
Author(s):  
Christopher Lobanov-Rostovsky
Keyword(s):  
Risk Assessment ◽  
Sex Offender ◽  
Sexual Offender ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Management Board ◽  
Risk Assessment Instrument ◽  
Potential Confounding Variable ◽  
Standards And Guidelines ◽  
And Behavior

The work of the Colorado Sex Offender Management Board (SOMB) has been called into question as a result of the manuscript “The Influence of Risk Assessment Instrument Scores on the Evaluators’ Risk Opinions and Sexual Offender Containment Recommendations” published in Criminal Justice and Behavior (2017). This response covers the following areas: significant nomenclature problems used to describe the Adult Standards and Guidelines, the dated nature of the SOMB citations in the manuscript, the flaws in the interpretation of the use of the 17 SOMB risk factors and the SOMB policy related to risk assessment, a potential confounding variable that may explain the results obtained, and finally the work of the SOMB to foster the use of validated risk assessment instruments and evidence-based policies and practices. The SOMB takes pride in providing up-to-date, research-supported practices for its providers and would never intentionally do otherwise, as suggested by the article.

scholarly journals Feasibility of Higher Order Thinking Skill-Based on Descriptive Text Assessment Instruments Developed on 7th Grade Students of Junior High School (SMP Methodist Wesley Medan)

2019 ◽  
Vol 2 (3) ◽  
pp. 188-202
Author(s):  
Lentare Pinta Sianturi ◽  
Biner Ambarita ◽  
Khairil Ansari
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Thinking Skill ◽  
Student Responses ◽  
Teacher Assessments

The development of a descriptive text assessment instrument must be considered in the regularity of the questions in accordance with the question grid. Based on the results of observations at Junior High School (SMP) Methodist Charles Wesley Medan, the teacher gave a questionnaire only in the form of essay questions (explanations) even though, in tests or tests carried out it was actually not just essays, but multiple choices. Feasibility of Higher Order Thinking Skill-Based Descriptive Text Assessment Instruments which is Developed on 7th Grade Students of Junior High School (SMP) Methodist Charles Wesley Medan is eligible and suitable for use in learning. Based on material experts, evaluation experts, Indonesian language teacher assessments and student responses

scholarly journals Implementasi Assessment Sikap Berpikir Kritis Berbasis Education for Sustainable Development (ESD) di Sekolah Dasar

2021 ◽  
Vol 7 (3) ◽  
pp. 309
Author(s):  
Suci Nurlailah ◽  
Ghullam Hamdu
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
Elementary Schools ◽  
Student Attitudes ◽  
Education For Sustainable Development ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Learning Attitudes ◽  
Analysis Technique

Penelitian ini dilatar belakangi masih kurang pahamnya guru di sekolah dasar mengenai penilaian sikap berbasis Education for Sustainable Development (ESD) dengan kompetensi berpikir kritis. Dalam pembelajaran penilaian sikap sangat penting untuk membentuk sikap peserta didik yang baik untuk membentuk sikap berpikir kritis secara berkelanjutan. Tujuan dari adanya penelitian ini untuk mengetahui penerapan penilaian sikap yang digunakan oleh guru sekolah dasar terutama di kelas tinggi. Subjek penelitian ini adalah guru kelas di Sekolah Dasar. Teknik analisis yang digunakan adalah analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa 1) Penggunaan instrumen assessment sikap masih minim digunakan. 2) belum terdapat instrumen assessment sikap berupa rubrik terutama menyangkut dengan ESD. 3) Instrumen assessment sikap yang perlu dikembangkan yaitu terkait dengan sikap berpikir kritis dengan basis ESD.   The background of this research is that teachers in elementary schools still understand the Education for Sustainable Development (ESD) based assessment with critical thinking competence. In learning attitudes, it is very important to form good student attitudes to form critical thinking attitudes on an ongoing basis. The purpose of this study was to determine the attitude assessment used by elementary school teachers, especially in high grades. The subjects of this study were classroom teachers in elementary schools. The analysis technique used is descriptive qualitative analysis. The results of the study show that 1) The use of attitude assessment instruments is still minimally used. 2) there is no attitude assessment instrument in the form of a rubric, especially regarding ESD. 3) Attitude assessment instruments that need to be developed related to critical thinking attitudes based on ESD.

scholarly journals PENILAIAN AUTENTIK MATA PELAJARAN MATEMATIKA KURIKULUM 2013 GURU KELAS IV KOTA SEMARANG

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Fajar Cahyadi ◽  
Apriliana Purwandari
Keyword(s):  
Elementary Schools ◽  
Sampling Technique ◽  
Authentic Assessment ◽  
Assessment System ◽  
Assessment Instrument ◽  
Data Card ◽  
Assessment Instruments ◽  
Knowledge And Skills ◽  
Curriculum Assessment ◽  
Qualitative Descriptive

The change of KTSP curriculum into 2013 curriculum?é?á lead to changes in the assessment system. With the change in valuation system, teachers should be able to adapt and develop appropriate assessment with the curriculum has changed. In this 2013 curriculum using authentic assessment system that can assess the competence of the three domains, namely the domain of attitudes, knowledge, and skills. The problems revealed in this study are Is authentic assessment instrument in the subjects of mathematics which has been prepared by the teacher in accordance with the characteristics of the curriculum in 2013? Goals to be achieved in this study was to determine the suitability of authentic assessment instrument in the subjects of mathematics that had been developed by teachers with the characteristics of curriculum assessment in 2013, this is a type of qualitative research that uses qualitative descriptive approach. The population in this study is a Primary School in Hyderabad who have applied in the process of learning curriculum was radically 2013, amounting to 12 elementary schools. Samples taken are 5 elementary schools in Semarang by using purposive sampling technique. The data in this study was obtained through the analysis of the research instruments and text data card interview. Based on the analysis of experimental data showed that the instrument of authentic assessment in mathematics is organized by fourth grade teachers from five elementary schools in Semarang 85.2% in accordance with the characteristics of curriculum assessment in 2013, where the authentic assessment instruments assessment covers the realm of attitudes, knowledge, and skills. Therefore it can be concluded that the teacher has been able to make an authentic assessment instrument based on the characteristics of the curriculum in 2013.

scholarly journals Developing An Authentic Assessment Instruments of Psychomotor Domain For The Physics Learning on Measurement Materials in Class X SMA

2020 ◽  
Vol 4 (2) ◽  
pp. 44-48
Author(s):  
Dahlia Dahlia ◽  
Maison Maison ◽  
Nehru Nehru
Keyword(s):  
Formative Evaluation ◽  
Learning Strategy ◽  
Authentic Assessment ◽  
Developmental Model ◽  
Assessment Instrument ◽  
Learning Activity ◽  
Assessment Instruments ◽  
Physics Learning ◽  
Ability To Act ◽  
Psychomotor Domain

Practicum is a form of learning activity relates to assessment, which is part of a series of learning processes. Assessment in practicum not only consists of cognitive aspects but also emphasizes affective and psychomotor aspects. Psychomotor is a domain related to skills or ability to act after receiving learning experiences. An authentic assessment of the psychomotor domain is needed to determine each student learns and apply their learning outcomes into life. The study aimed to determine the procedure for developing an authentic assessment instrument of the psychomotor domain for physics learning on measurement material in class X SMA and describe the teacher's assessment toward the developed the authentic assessment instrument. The study used Dick and Carey developmental model consisted of ten stages. They are (1) analysis the learning objectives, (2) learning analysis, (3) analysis of students and their environment, (4) formulating specific objectives, (5) developing assessment instruments, (6) developing learning strategy, (7) developing and selecting learning materials, (8) formative evaluation, (9) revision, and (10) summative evaluation. But, the article used only nine of ten stages. The validation sheet was assessed by two expert lecturers. The product of the psychomotor assessment instrument was validated by two expert lecturers through 2 revisions. The developed instrument was tested in small groups, namely class X MIA 7, SMA N 1 Muaro Jambi. The validation obtained a total score of 136. Means, the score included in the category of 136 ≤ N <150: "Very Good." The teacher's responses were 82% of very good (positive). In short, the developed instrument was feasible to continue to trial steps. The trial to 10 students obtained a mean of 82.1. Based on the range of student scores, seven students were classified as highly skilled, and three students were classified as skilled. Based on results and discussion, it concluded that authentic assessment instruments of the psychomotor domain for the physics learning on measurement materials were feasible to use for teacher class of class X MIA in SMA N 1 Muaro Jambi.

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