Comparison of interactive video test performance to overall class performance in a biomechanics course

Objective: This study compared interactive video test performance and students' overall class performance. The hypothesis was that there would be a difference in video test performance compared to overall class performance. Methods: A total of 30 students participated in the pilot study from a master's level biomechanics course. Students completed four interactive video tests using EduCanon; content of videos included base of support, lever systems, scapulohumeral rhythm, and postural analysis. This content was reviewed with class discussion after completion of the interactive video test. The tests administered counted toward the participation portion of the final student grade. Student performance on the EduCanon interactive video test was compared to overall class grade using a paired t-test. Results: All 30 students completed the 4 EduCanon interactive video tests. Final class grades were greater compared to cumulative EduCanon test performance. There was no difference between performance using interactive video testing compared to students' overall class performance (t[29] = −1.43, p = .16). Conclusion: The results of this study did not support improved student assessment performance with incorporation of interactive video testing in the classroom environment. Continued research into new testing strategies is recommended to identify additional effective testing in the classroom.

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Rising to the Challenge of COVID-19: Pivoting to Online and Project-Based Physiotherapy Student Placements in Contemporary Professional Settings

International Journal of Practice-based Learning in Health and Social Care ◽

10.18552/ijpblhsc.v9i2.747 ◽

2021 ◽

Vol 9 (2) ◽

pp. 21-38

Author(s):

Vidya Lawton ◽

Rebecca Vaughan ◽

Taryn M. Jones ◽

Verity Pacey

Keyword(s):

Student Performance ◽

Real World ◽

Student Assessment ◽

Hybrid Approach ◽

Learning Experiences ◽

Student Survey ◽

Physiotherapy Student ◽

Assessment Performance ◽

Survey Responses ◽

Student Placements

Online and project-based student placements in sport and corporate settings were incorporated within the Macquarie University Doctor of Physiotherapy following the restriction of face-to-face delivery during the COVID-19 pandemic. This study explores student and educator perceptions of these placements, and analyses student performance results to provide future recommendations. The mixed-methods design included a student survey, semi-structured educator interviews and quantitative analysis of student assessment performance comparing 2020 to 2018/2019 cohorts. Quantitative survey data were described, with proportional differences between groups analysed. Open-ended survey responses and interview transcripts were thematically analysed, and integration of all results was performed. Themes derived from 24 student surveys highlighted that the learning experiences and skills required for online and project-based placements were varied and valuable. Analysis of 176 students’ performance showed differences between performance and applicability of assessment items in 2020 placements in comparison to previous years, although all students met performance requirements. Analysis of eight educator interviews identified that online and project-based placements changed experiences for all stakeholders and highlighted the need for enhanced educator and student communication and organisation for the placement to be successful. Online and project-based placements were considered a better reflection of contemporary work practices, producing valuable deliverables to the business. Three final integrated themes were identified regarding online and project-based elements of placements: learning experiences of students differed, skills for students and educators differed, and placements were representative of real-world work. A hybrid approach that incorporates both online and onsite placement time and includes a project-based component is recommended for future placements. Project-based and online elements provide genuine and valuable learning opportunities for physiotherapy students in preparation for real-world work.

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Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

Prehospital and Disaster Medicine ◽

10.1017/s1049023x00003800 ◽

2006 ◽

Vol 21 (4) ◽

pp. 261-267 ◽

Cited By ~ 15

Author(s):

Michael W. Hubble ◽

Michael E. Richards

Keyword(s):

Academic Performance ◽

Learning Styles ◽

Student Performance ◽

Classroom Environment ◽

Educational Process ◽

Traditional Classroom ◽

Classroom Setting ◽

Online Students ◽

Convenience Sample ◽

Significant Difference

AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

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HIGHER AND LOWER-ORDER THINKING SKILLS: THE CASE OF CHEMISTRY REVISITED

Journal of Baltic Science Education ◽

10.33225/jbse/20.19.467 ◽

2020 ◽

Vol 19 (3) ◽

pp. 467-483 ◽

Cited By ~ 2

Author(s):

Georgios Tsaparlis

Keyword(s):

Student Performance ◽

Lower Order ◽

Cognitive Skills ◽

Student Assessment ◽

Thinking Skills ◽

Higher Order ◽

Two Samples ◽

Twelfth Grade ◽

Low Performance ◽

The Individual

This work analyses students’ failure in the 2019 Nationwide Chemistry Examination in Greece, which concerns secondary education graduates, competing for admission to higher education Greek institutions. The distinction of thinking skills into higher and lower order (HOTS and LOTS) is used as a theoretical tool for this analysis. The examination included several questions that contained HOTS elements that had been unusual in previous examinations. This led to a decrease in overall student performance but better discrimination between outstanding and good students. Based on two samples of examination papers, corresponding to very similar subsets of the student population, the 2018 and 2019 examinations are compared, and the individual 2019 questions are evaluated. It was found that section B of the 2019 examination paper (which included contexts unfamiliar to the students, and for which, a large effect size between 2018 and 2019 was calculated) may have caused the large drop. An important link is established between the 2019 low performance and the HOTS and LOTS features of the questions, and the role or non-role of algorithmic calculations is examined. In addition, the critical opinions of chemistry teachers are provided, with a consensus emerging in favour of connecting chemistry with everyday life. Keywords: chemistry examinations, higher-order cognitive skills, higher-order thinking skills, student assessment, twelfth-grade chemistry.

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Evidence and Promises of AI Predictions to Understand Student Approaches to Math Learning in Abu Dhabi K12 Public Schools

Gulf Education and Social Policy Review (GESPR) ◽

10.18502/gespr.v1i2.8458 ◽

2021 ◽

Author(s):

Xin Miao ◽

Pawan Kumar Mishra ◽

Ali Nadaf

Keyword(s):

Public Schools ◽

Test Performance ◽

Student Behavior ◽

International Student ◽

Student Assessment ◽

Abu Dhabi ◽

Metacognitive Skills ◽

Math Learning ◽

National Education ◽

International Student Assessment

Transforming the education system and building highly skilled human capital for a sustainable and competitive knowledge economy have been on the UAE’s top policy agendas for the last decade. However, in the UAE, students’ math performance on the Program for International Student Assessment (PISA) has not been promising. To improve the quality of schooling, a series of malleable predictive factors including the contributions of self-system, metacognitive skills, and instructional language skills are selected and categorized under student approaches to math learning. These factors are hypothesized as both predictors and outcomes of K12 schooling. Through the analysis using machine learning technique, XGBoost, a latent relationship between student approaches to math learning and math diagnostic test performance is uncovered and discussed for students from Grade 5 to Grade 9 in Abu Dhabi public schools. This article details how the analysis results are applied for student behavior and performance prediction, precise diagnosis, and targeted intervention design possibilities. The main purpose of this study is to diagnose challenges that hinder student math learning in Abu Dhabi public schools, uncover R&D initiatives in AI-driven prediction and EdTech interventions to bridge learning gaps, and to counsel on national education policy refinement.

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Why Graded Assessment for Undergraduates During the COVID-19 Lockdown? An Experience Introspection

IAFOR Journal of Education ◽

10.22492/ije.9.2.04 ◽

2021 ◽

Vol 9 (2) ◽

pp. 55-75

Author(s):

Abdullatif Alshamsi ◽

Alex Zahavich ◽

Samar El-Farra

Keyword(s):

Online Education ◽

Student Performance ◽

Student Assessment ◽

Assessment Model ◽

Technology Infrastructure ◽

High Stakes ◽

Assessment Development ◽

Student Efficacy ◽

Institutional Accountability ◽

To Come

This paper presents a retrospective evaluation of the Higher Colleges of Technology’s student assessments during the COVID-19 lockdown, reflecting the justified decision to deploy graded assessments during the lockdown for students to academically progress and/or graduate on time, while maintaining the quality and rigor of academic awards. The outcome-based evaluation of this paper is intended to provide lessons for any future situations of this significance and magnitude. While online education was the obvious response to the pandemic, the provision of assessments was not possible without risk. Taking a high-stakes decision that would affect the future of thousands of students, for years to come, involved complex steps of reasoning and justification. Addressing the role of graded assessment in supporting institutional accountability and transferability of students’ achievements, student efficacy and informed pedagogy alterations were the main objectives. To meet those objectives, the Higher Colleges of Technology was able to deploy an off-campus student assessment model that builds upon three pillars of adjustments (assessment development and deployment; technology infrastructure; and governance resilience) to support students’ learning, while mitigating vulnerabilities. The evaluation of student performance indicators and stakeholders’ satisfaction rates revealed a successful deployment of off-campus assessment while maintaining the traditional conventions pertaining to evaluation of assessments.

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Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v44.1-20190194 ◽

2020 ◽

Vol 44 (1) ◽

Author(s):

Ademir Garcia Reberti ◽

Nayme Hechem Monfredini ◽

Olavo Franco Ferreira Filho ◽

Dalton Francisco de Andrade ◽

Carlos Eduardo Andrade Pinheiro ◽

...

Keyword(s):

Student Performance ◽

Test Performance ◽

Cognitive Skills ◽

Assessment Tool ◽

Objective Assessment ◽

Active Role ◽

Medical Schools ◽

Multiple Choice Questions ◽

Progress Test ◽

Advanced Search

Abstract: Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

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Indicators of Achievement in EFL Classes at a Taiwanese University

Education Research International ◽

10.1155/2012/635964 ◽

2012 ◽

Vol 2012 ◽

pp. 1-8

Author(s):

Brent Allan Kelsen ◽

Hsin-yi Liang

Keyword(s):

Test Performance ◽

English Language ◽

First Language ◽

Explanatory Power ◽

Student Assessment ◽

Language Ability ◽

Stepwise Multiple Regression ◽

Future Research ◽

Final Exam ◽

Dependent Variables

Understanding the factors that contribute to student success is crucial for educators. This study estimated the indicators of success in the context of student achievement in university EFL courses in Taiwan. Data was collected from two classes of sophomore students and various student assessment aspects served as dependent variables: overall final grade, final exam score, oral test performance, and scores received on the listening, reading, and writing sections of the final exam. Explanatory variables included: years of English study, gender, part-time work, total hours studying English, participation in English-taught program, English language aptitude, first language ability, intrinsic motivation, extrinsic motivation, language anxiety, attendance, reading English for pleasure, and socioeconomic status. Pearson product-moment correlations were calculated and stepwise multiple regression analyses identified selections of variables that explained the dependent variables. Multiple regressions using the selected variables suggested that hours spent studying English, participation in the English taught program, first language ability, attendance and reading for pleasure were the most significant indicators of achievement. All models provided statistically significant moderate to strong explanatory power. Finally, this paper offers pedagogical considerations based on the results, as well as suggestions for future research.

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