Analisis Soal Computer Based Test untuk Tes Potensi Akademik dan Biologi Manusia

Education providers, one of which is a private university in Bandung, conducts entrance exams for student participants through a computer-based test system. In the entrance examination, which is carried out is a test of academic potential and human biology. Every question that belongs to both the TPA and human biology questions is stored in the university's computer-based test system. The saved questions can be used at any time, during the entrance examination period. The stored questions need to be analyzed and reviewed, with the aim that the questions can be used properly and can maintain the quality of the questions given to each examinee. In this study, an analysis of the level of difficulty and effectiveness of the distractor will be carried out. This analysis is carried out using data from 2018 to 2020 stored in the system.

Transactional Analysis Shows Child Factor Would be Influential Egogram for Late Teenager

Background: Transactional Analysis (TA) and egogram have been in focus for medical and educational fields. There has been a reliable personality battery, Tokyo University Egogram (TEG). Recent topic includes TEG new version 3 for clinical introduction. Using TEG ver.3, university students were investigated for their egogram pattern. Subjects & Methods: Subjects were 99 late teenagers. They were given lectures of TEG and their data was analyzed three months after the admission of the university. Results: TEG ver3 presents 33 egogram types which are related to the personality of Japanese people. Among them, there were four higher prevalence of egogram types, which were Free Child (FC) dominant, Adapted Child (AC) dominant, Critical Parent (CP) inferior and Child (C) Dominant. The percentage datum of current study vs previous standard value in each type was 10 vs 6.8%, 26 vs 6.1%, 8 vs 2.1% 9 vs 1.1%, respectively. Discussion & Conclusion: These four types are estimated as free-spirit, dependent, loose and selfishness. Elevated FC and AC would be probably due to the influence of educational and social environment in Japan. Among them, high school students must study hard for entrance exams without meaningful social experiences. Further investigation will be required for TEG.

Developing an Online Test to Measure Writing and Speaking Skills Automatically

As a result of the Japanese Ministry of Education's recent edict that students' written and spoken English should be assessed in university entrance exams, there is an urgent need for tools to help teachers and students prepare for these exams. Although some commercial tools already exist, they are generally expensive and inflexible. To address these shortcomings, a new open-source, online test for assessing English ability was developed. The test features the automatic grading not only of reading and listening, but also of speaking and writing. Thus, the general English ability of large numbers of students can be checked quickly online, making the test suitable for use in entrance exams and placements tests. It is based around the Moodle LMS and features several new plugins to automatically grade speaking and writing. This paper details plugin development, shows preliminary samples, and explains how test reliability will be verified by comparing students' scores with human-ratings and widely used tests such as IELTS, TOEIC, and CASEC.

As Práticas Pedagógicas nos Livros Didáticos de Ciências e de Biologia Recomendados pelo PNLD 2017 e pelo PNLEM 2018

ResumoO presente trabalho teve como objetivo analisar e investigar as Práticas Pedagógicas presentes nos Livros Didáticos de Ciências e Biologia recomendados pelo PNLD 2017 e pelo PNLEM 2018. Para tanto, foram analisadas duas coleções de livros didáticos de Ciências (8 livros) e duas de Biologia (6 livros). A análise dos Livros Didáticos ocorreu em três etapas: primeiramente, foi realizada a leitura das Práticas Pedagógicas, logo após estas foram classificadas em categorias: Esquema de representação; Atividade de texto; Questões de Enem e de vestibular; Leitura complementar; Sugestões de práticas; Tema para discussão; Saiba mais; Questões discursivas; Ciências, tecnologia e sociedade; Exercícios comentados; Curiosidades; Atividades em grupo; Pense e responda; Questionários; Atividades reproducionistas; Tabelas, gráficos e mapas conceituais; Sugestão de pesquisa, sites, redação ou resumo; Atividades reflexivas, tirinhas e palavras cruzadas. Para finalizar foi realizada a contextualização utilizando referencial teórico. Ao total foram encontradas 5903 Práticas Pedagógicas, sendo 3451 nas coleções de Ciências e 2452 nas coleções de Biologia. A categoria que mais se destacou nos livros analisados, nesta pesquisa, foi a atividade reproducionista com 1359 práticas e a que menos se destacou foi a de projeto interdisciplinar com 12. Apesar do grande número de Práticas Pedagógicas encontradas nos livros didáticos, a maioria se limitava a poucas categorias, refletindo a pouca diversidade de estratégias de consolidação do conhecimento utilizadas nos livros. Palavras-chave: Recursos Didáticos. Currículo. Ensino de Ciências. Ensino de Biologia. Abstract The study herein aimed to analyze and investigate the Pedagogical Practices present in the Textbooks of Science and Biology, recommended by PNLD 2017 and PNLEM 2018. To this end, two collections of science textbooks (8 books) and two biology textbooks (6 books) were analyzed. The didactic books analysis took place in three stages: first reading the Pedagogical Practices, soon after they were classified into categories. : Scheme of representation; Text activity; Enem and college entrance exams; Complementary reading; Suggestions of practices; Theme for discussion; Know more; Discursive questions; Science, technology and society; Commented exercises; Curiosities; Group activities; Think and answer; Questionnaires; Reproduction activities; Tables, graphs and concept maps; Search suggestion, websites, writing or summary; Reflective activities, comics and crossword puzzles. In order to finalize the contextualization using the theoretical framework was performed. A total of 5903 Pedagogical Practices were found, 3451 in the Science collections and 2452 in the Biology collections. The category that stood out most in the books analyzed in this research was the reproductive activity with 1359 practices and the one that stood out the most was the interdisciplinary project with 12. Despite the large number of Pedagogical Practices found in textbooks, most of them were limited to a few categories, reflecting the limited diversity of knowledge consolidation strategies used in textbooks. Keywords: Didactic Resource. Curriculum. Biology Teaching. Teaching and learning.

Drawing Skills of Candidates for Architectural Studies vs. Learning Outcomes of Graduates. Comparative Research Based on the Example of The Faculty of Architecture, Poznan University of Technology

Major changes in the organisation of the teaching process at universities in Poland had to be introduced in response to the current pandemic situation and threat of further spread of SARS-CoV-2 virus. This article presents the results of the research conducted at the Faculty of Architecture, Poznan University of Technology in view of the pilot, experimental entrance exam that excludes the evaluation of drawing skills of candidates for architectural studies in the 2020/21 recruitment process. The purpose of the research was to find a correlation between the quality of candidates accepted for the BSc (engineer) programme studies, evaluated on the basis of their drawing skills demonstrated during the entrance exam and the learning outcomes of graduates. For that purpose, the authors hereof have carried out an analysis with the use of the Spearman Rank Correlation formula. The comparative analysis has shown that candidates whose drawing skills were evaluated highly during the entrance exam did not necessarily rank as the top grade scoring graduates of the first degree study programme, and thus, it has further been shown that good drawing skills at the beginning of the study programme do not guarantee top learning results at the end of the studies. In effect, the research should become a starting point for a discussion in Poland on whether there are any justified grounds for entrance exams in drawing or whether a portfolio of works may replace it and be an effective recruitment criterion.

MOOCS FOR BRIDGING THE SCHOOL - UNIVERSITY GAP

This chapter presents an update of the MOOC orientation strategy implemented by Federica Web Learning, Centre for Innovation, Experimentation and Diffusion of Multimedia learning at the University of Naples, Federico II since January 2019 and already published in the same year. A solid orientation strategy is designed to support students in their university choice and prepare them for the intellectual demands of university life and study. According to OECD, graduate numbers in Italy increased in 2019 from 20% to 28%(25-34 age range), and Italy has high numbers of post-graduate degree holders. However, overall graduate numbers are still relatively low compared to other European member states and dropout rates continue to be high, as do the numbers of students changing degree course after one or two years of study. In line with the updated DEAP, Digital Education Action Plan (2021-2027), and Italian Ministerial recommendations, the Federica MOOC-based orientation strategy explores ways of bridging the gap between school and university in a 3-pronged approach designed to address students’ choice of degree subject and university; preparation for university entrance exams and difficult modules; and last but not least, raising student self-awareness to help them adapt to change as they shape their future.

Algunos conflictos semióticos de futuros profesores al plantear las hipótesis de un contrasteAlguns conflitos semióticos dos futuros professores ao estabelecer a hipótese de um teste estatístico

La presente investigación tiene como objeto detectar y categorizar los posibles conflictos semióticos presentes en futuros profesores de Educación Secundaria y Bachillerato sobre el planteamiento de la hipótesis nula y alternativa de un contraste de hipótesis. Se ha contado con la colaboración de 73 futuros profesores del Máster de Educación Secundaria de la Universidad de Granada, a los que se le ha propuesto un problema de contraste de hipótesis similar a los recogidos en las pruebas de acceso a la universidad en cursos anteriores. Mediante un análisis de contenido de las respuestas dadas por los participantes, los resultados revelan conflictos de representación, procedimentales y, en su mayoría, de tipo conceptual, revelando en algunos casos una escasa comprensión de la lógica del contraste de hipótesis. Además, se han identificado dos nuevos conflictos no recogidos en la literatura previa. La información obtenida en el presente trabajo va en consonancia con los resultados señalados en investigaciones previas con estudiantes, lo que plantea una posible relación con el conocimiento de los futuros profesores y, por ende, la necesidad de mejorar su formación sobre este contenido. The present research aims to identify and categorise prospective secondary education and high school teachers’ semiotic conflicts on the proposition of the null and alternative hypothesis in a statistical test. 73 prospective teachers enrolled in the Master of Secondary Education at the University of Granada, Spain, were proposed a statistical test problem similar to those collected in the university entrance exams in previous courses. Through a content analysis of the responses given by the participants, the results reveal representational, procedural, and mostly conceptual conflicts, reflecting in some cases a poor understanding of the logic of the hypothesis test. In addition, two new conflicts not included in the previous literature have been identified. The information collected in this work is consistent with the results obtained in previous research with students, which suggests a possible relationship with prospective teachers’ knowledge and, therefore, the need to improve their training on this content. A presente pesquisa visa detectar e categorizar os possíveis conflitos semióticos presentes nos futuros professores do ensino fundamental II e ensino médio a partir da proposição da hipótese nula e alternativa de uma hipótese de contraste. Contou com a colaboração de 73 futuros professores do Mestrado em Educação Secundária da Universidade de Granada, Espanha, aos quais foi proposto um problema de contraste de hipóteses semelhante aos recolhidos nos vestibulares de cursos anteriores. Através de uma análise de conteúdo das respostas dadas pelos participantes, os resultados revelam conflitos representacionais, procedimentais e, na maior parte, conceituais, revelando, em alguns casos, uma compreensão deficiente da lógica do teste de hipóteses. Além disso, dois novos conflitos não incluídos na literatura anterior foram identificados. As informações obtidas neste trabalho vão ao encontro dos resultados apontados em pesquisas anteriores com alunos, o que levanta uma possível relação com o conhecimento dos futuros professores e, portanto, a necessidade de aprimorar sua formação sobre esse conteúdo.