scholarly journals DIY assessment feedback: Building engagement, trust and transparency in the feedback process

2021 ◽  
Vol 18 (3) ◽  
pp. 121-135
Author(s):  
Matthew Smith ◽  
◽  
Cassie Lowe ◽  
Keyword(s):  
Learning Process ◽  
Research Team ◽  
Active Participation ◽  
Assessment Process ◽  
Assessment Criteria ◽  
Feedback Process ◽  
Assessment Feedback ◽  
Do It Yourself

This study evaluates a novel assessment and feedback process in which students were tasked with actively engaging in the feedback process in a ‘DIY’ – do-it-yourself – assessment feedback workshop. The research team set out to explore how an active participation in the construction of the assessment criteria and utilisation of that co-constructed criteria would affect the students’ engagement with assessing their own work. Through providing the space in which students were encouraged to use criteria to mark their own work, the research team aimed to build the students’ trust and confidence in the transparency of the assessment process. The main findings of this study have shown the value of this DIY assessment feedback workshop, as it has proven to encourage a deeper level of reflection in the student participants and catalysed a greater connection between the learning process of assessment feedback with both their past and future assessments.

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2019 ◽  
pp. 127-169
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2022 ◽  
pp. 1803-1846
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

scholarly journals CRITERIA-BASED ASSESSMENT TECHNOLOGY OF EDUCATIONAL ACHIEVEMENTS IN MATHEMATICS AT SCHOOL

2020 ◽  
Vol 71 (3) ◽  
pp. 84-90
Author(s):  
A.S. Rvanova ◽  
◽  
N.S. Gorshkov ◽  
Keyword(s):  
Learning Process ◽  
New Technology ◽  
Summative Assessment ◽  
Assessment Process ◽  
Assessment Criteria ◽  
Educational Achievements ◽  
Activity Component ◽  
The Subject ◽  
Clear Idea ◽  
Achievements In Mathematics

The introduction of new technology in the learning process leads to increased opportunities in its organization and involves a pedagogical search aimed at adapting this technology to the learning process of a particular subject. The article proposes a methodology of criteria-based assessment of educational achievements in mathematics based on the features of the content and activity component of the subject of mathematics. The peculiarity of this technology consists in the fact that students make up descriptors in the course of solving problems, which are used in formative and summative assessment later. Each descriptor is a step in the algorithm of solving the problem. An example of creating descriptors for the problem of finding the distance from a point to a plane is given, and alternative descriptors based on various ways and methods for solving the problem are considered. This approach promotes the involvement of students in the design of the assessment process. As a result, students develop a clear idea of the assessment criteria. This way the principle of openness is implemented, and the didactic effect of criteria-based assessment is enhanced.

Pengembangan Instrumen Penilaian Praktik Rias Pengantin Jogja Paes Ageng pada Mata Kuliah Rias Pengantin Jawa

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Childa Kumala Azzahri ◽  
Dwi Widjanarko ◽  
I Made Sudana
Keyword(s):  
Learning Process ◽  
Kappa Coefficient ◽  
Assessment Instrument ◽  
Assessment Process ◽  
Test Analysis ◽  
Analysis Technique ◽  
Normalized Gain ◽  
Instrument Reliability ◽  
Limited Testing ◽  
Testing Product

Instrumen penilaian merupakan bagian dari suatu proses penilaian dalam pembelajaran, apa yang hendak diukur dalam pembelajaran terkait dengan ketersediaan alat ukur yang dikembangkan. Tujuan penelitian yaitu untuk menganalisis validitas, reliabilitas, dan keefektifan instrumen. Penelitian ini menggunakan metode penelitian dan pengembangan (R & D). Tahapan pada R & D yaitu 1) analisis kebutuhan; 2) rancangan produk; 3) desain dan pengembangan; 4) validasi ahli; 5) revisi produk awal; 6) uji coba terbatas; 7) revisi produk; 8) uji coba diperluas; 9) revisi dan analisis hasil uji coba. Teknik analisis data menggunakan uji validitas instrumen menggunakan korelasi product moment, uji reliabilitas instrumen menggunakan koefisien kappa dari Cohen dan uji keefektifan menggunakan analisis Uji normalized-gain. Hasil penelitian menunjukkan bahwa hasil pretest nilainya 79 dan posttest nilainya 83 pada uji coba terbatas, sedangkan pada uji coba diperluas didapatkan hasil tidak jauh berbeda dengan uji coba terbatas yaitu pretest 0,3 dan posttest 0,4. Validitas instrumen sebesar 0,878 yang menunjukkan valid, reliabilitas instrumen sebesar 0.721 yang menunjukan ketegori baik dan keefektifan instrumen terdapat skor 0.3 yang memiliki tingkat efektivitas sedang. Hal ini menunjukkan bahwa instrumen penilaian praktik rias pengantin Jogja Paes Ageng baku, valid dan efektif digunakan untuk menilai penilaian praktik sesuai dengan kompetensi mata kuliah.Assessment instrument is part of the assessment process in the learning process. What is to be measured in the learning process is related to the availability of the assessment instrument. The aim of the current research is to analyze validity, reliability, and the instrument effectiveness. This current research employed R&D method. The steps of R&D method: 1) needs analysis, 2) product design, 3) design and development, 4) expert validation, 5) preliminary product revision, 6) limited testing, 7) product revision, 8) expanded testing, 9) revision and analysis of the testing product. The data analysis technique in the current research employed product moment correlation, kappa coefficient for instrument reliability and normalized-gain test analysis for the effectiveness of instrument. The results of the pretest was 79, the posttest was 83 on limited testing, while the expanded test showed not difference of limited testing 0.3 for pretest, 0.4 for the posttest. Validity of instrument was 0.878 which indicates the instrument developed is valid, reliability of practice instrument was 0.721 which indicates in the good category and effectiveness of instruments was 0.3 that have moderate levels of effectiveness. This suggests that the assessment instrument of bridal Jogja Paes Ageng practice is standardized, valid and effective.

PENINGKATAN AKTIVITAS BERTANYA DAN HASIL BELAJAR SISWA MELALUI PENERAPAN PENDEKATAN KETERAMPILAN PROSES PADA MATERI POKOK PESAWAT SEDERHANA KELAS V MI YUSUF ABDUSSATAR KEDIRI LOMBOK BARAT

2020 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Elya Yuliana
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Assessment Process ◽  
Learning Activity ◽  
Class V ◽  
Planning Stage ◽  
Average Value

The purposes of this research are to increase the students asking activity and student learning outcomes in class V of MI Yusuf Abdussatar Kediri, totaling 23 people. Learning to apply the process skills approach, teaches students to discover and develop the facts by themselves. the concept of learning presenting, students' courage in ideas, opinions and questions, effort, activity and creativity in the learning process and the level of student attitudes that dominate in the learning process. This learning activity helps students to be more active in asking.This research is a classroom action research conducted in two cycles, consisting of the action planning stage, the stage of implementation of the action, observation, and the stage of evaluation and reflection. Students and teacher activity data derived from observations and interviews for the assessment process, while data on student learning outcomes obtained through tests given at the end of each cycle. Indicators of success of this study extend from the average value grade students can reach the KKM 65 and with a percentage of 85%. The results showed that the average value of students in cycle I and II increased from 72.70 into 82.43 with the difference in value of 9.73. While the percentage of students who earn a minimum value standard upward cycle I and II also increased from 73.91% to 86.95% by a margin of 13:04%. This means that action research is in compliance indicators to be achieved. The results showed that the application process can increase the skill of asking activity and science learning outcomes in science teaching class V.

scholarly journals V International UNIVEST Conference: The challenges of improving assessment

2016 ◽  
Vol 6 (2) ◽  
pp. 71
Author(s):  
Univest Univest ◽  
Beatriz Amante Garcia ◽  
María Martínez Martínez
Keyword(s):  
Teaching And Learning ◽  
Active Participation ◽  
Learning Processes ◽  
University Teaching ◽  
Assessment Process

The V International UNIVEST Conference aimed to provide an integrative and critical outlook on the assessment process, considering it as an activity integrated in general university teaching, with the active participation of all subjects involved at all educational stages. With that main goal, the emphasis in this edition was on creating a forum to debate and exchange ideas about university teaching and learning processes and the importance of placing students in the centre of those processes. 

scholarly journals Assessment Process in Teaching and Learning English in the Midst of Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 56-64
Author(s):  
Ni Nyoman Diah Werdiyanti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Summative Assessment ◽  
Assessment Process ◽  
Self Assessment ◽  
High School English ◽  
Final Project

The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and final test and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus teacher were expected to enrich their assessment and digital literacy by joining seminar(s) or training(s).

scholarly journals PEMBELAJARAN EMBRIOGENESIS MEMPERKUAT PENDIDIKAN KARAKTER DIRI SISWA SMP/MTs MASA PUBERTAS

2020 ◽  
Vol 3 (2) ◽  
pp. 22-31
Author(s):  
Yuswa Istikomayanti ◽  
Anis Trianawati
Keyword(s):  
Learning Process ◽  
Research Team ◽  
Phenomenological Approach ◽  
Science And Religion ◽  
Teacher Interviews ◽  
Student Data ◽  
Adolescent Students ◽  
Field Notes ◽  
Teacher Responses ◽  
Scientific Facts

This study aims to provide learning to puberty students from the results of validated learning designs. Through embryogenesis material that takes precedence with knowledge and is strengthened by a religious approach that further strengthens the character of puberty students to manifest themselves. This study uses a phenomenological approach through learning observations and student and teacher interviews to describe how the learning process occurs. Student data responses in learning and teacher responses obtained through interviews and observer field notes were then analyzed with the research team to be presented. Through the science and religion approach students become more open and aware of their life origins, respect themselves and their families. The teacher also stated that his hesitation in delivering this material was resolved by this method. Through the approach of religion and scientific facts for the age of puberty students, learning becomes more contextual and strengthen the character of adolescent students.

scholarly journals Teachers and Parents Perspective: Is It Difficult for Project-Based Learning (PjBL) During the Covid-19 Pandemic?

2021 ◽  
Vol 5 (4) ◽  
pp. 515
Author(s):  
Ni Wayan Rati ◽  
Ni Nyoman Rediani
Keyword(s):  
Learning Process ◽  
Project Based Learning ◽  
Assessment Process ◽  
Learning Tools ◽  
Innovative Learning ◽  
Materials Used ◽  
Teachers And Parents ◽  
Learning Plans ◽  
Process Constraints ◽  
Collection Methods

PjBL learning is one of the innovative learning models developed with a constructivist approach, where the learning process provides opportunities for students to be more active in the learning process. The purpose of this study was to identify the obstacles faced by teachers and parents in implementing the PjBL model in the network during the Covid-19 pandemic. The type of research conducted is descriptive qualitative. The sample of this research is 68 teachers and 390 students' parents. data collection methods used are interviews and questionnaires. Before using the instrument, the validity of the instrument was analyzed using the CVR, it was obtained that the CVR value for the teacher constraint questionnaire, the VCR results showed that the 38 instruments developed were valid with a score of 0.73-1. Meanwhile, for the reliability test, the Cronbach Alpha coefficient of 0.82 was obtained. Meanwhile, for parental instruments, CVR showed that the 25 instruments developed were valid with a score of 1 reliability with Cronbach's Alpha, obtained a score of 0.93. Analysis of the data used is the analysis of the data in the study carried out interactively. The results of the analysis show that the constraints are constraints on making learning plans, the availability of learning tools, the availability of tools and materials used in the PjBL learning process, constraints on the participation of other parties in the PjBL learning process, obstacles in the implementation of PjBL learning, especially the implementation of PjBL syntax and the last obstacle. is the PjBL assessment process. As well as the obstacles faced by parents in assisting students to learn, among others, are some parents still have problems providing facilities even though the numbers are not too large, another obstacle faced is that parents experience problems if the tools and materials used in PjBL learning are difficult to obtain, besides that, the obstacles experienced are that parents have difficulty because they do not understand the material being studied by students.

Usage of Electronic Portfolios for Assessment

2009 ◽  
pp. 702-719 ◽  
Author(s):  
Yasemin Gulbahar
Keyword(s):  
Learning Process ◽  
Assessment Method ◽  
Electronic Portfolios ◽  
Assessment Criteria ◽  
Constructivist Approach ◽  
The World ◽  
End Products ◽  
Teaching Learning ◽  
K 12

This chapter introduces the use of electronic portfolios (e-portfolios) as an assessment method in the K-12 classroom. Aligned with the constructivist approach, the term e-portfolio is considered to be an umbrella, actually comprising of various components reflecting both the teaching-learning process and the end products. Having many advantages, the use of e-portfolios is spreading all over the world. This chapter, in which issues such as conceptual underpinnings, possible advantages and challenges, implementation ideas, and content and assessment criteria for e-portfolios are also reviewed, concludes with suggestions for teachers who are interested in implementing e-portfolios into their own subject fields.

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