RELATION OF EXAMINATION PERFORMANCE AND CLASS ATTENDANCE OF MBBS STUDENTS IN PHARMACOLOGY - A RETROSPECTIVE STUDY

Introduction: Students attendance is considered as an important factor in the academic performance of medical students. Student attendance is an integral part of professional development and, from a regulatory perspective, considered evidence of professionalism.Aim of the undergraduate medical education is to produce competent doctors with adequate medical knowledge, affective attitude for the patients and proper clinical skills for practice Medical education demands high attendance for good understanding and grasps over the subject Aim: To study the relationship between student attendance and their performance in theory examination. Study design: A retrospective study was conducted among Second year MBBS pharmacology students. Student classroom (theory) attendance was compared with their marks secured in the internal assessment conducted by the pharmacology department. Materials and method: The second year MBBS students who attended pharmacology internal assessment were included in the study. The attendance of a total of 145 students was compared with their internal assessment marks. Statistical analysis was performed using ANOVA. Results: Among 145 students more number of students attendance lied between 61-70 percent.Only 2 of them got more than 90 percent attendance, in this one got below 50 percent marks and6 of them got less than 50 percent in both marks and attendance. Discussion: This study clearly demonstrated that the higher the percentage of attendance lesser is the chance of failure in theory internal assessment (P value is 0.002). It shows attending the theory lectures is significant to perform in the examinations.

CRITERIA BASED INTERNAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENTS OF STUDENTS IN TEACHING ENGLISH

This article presents theoretical and practical aspects of Criteria-Based Assessment of students’ educational achievements and it shows systematic implementation of internal and external assessment at colleges. The content of the article is divided into two sections. The first section presents the theoretical part, principles and connection of criteria-based assessment with the curriculum. The second section shows approaches to criteria-based assessment, improved after the application of the Integrated Model of Criteria-Based Assessment. The article of criteria-based assessment of students’ educational achievements is intended for use at colleges.

Perceptions of academic leaders in New Zealand regarding the functions of moderation of internal assessment: A mixed methods study

<p>In formal education and training, internal assessment (in which assessor judgements are made within education organisations) is widely used for summative purposes to contribute to the award of qualifications. In many jurisdictions including New Zealand, organisations that conduct these high-stakes internal assessments are required by regulation to engage in moderation within the organisation and with external quality assurance bodies to quality-assure those assessments. However, policies are rarely implemented directly as intended. Instead, they are enacted by organisations, that is, policies are interpreted and translated, with multiple factors influencing this process. One such factor is the person who takes the role of ‘policy narrator’ and leads the policy interpretation and translation within the organisation. In New Zealand there is further potential for enactment variation because education organisations are largely self-governing, and thus have substantial freedom regarding organisational systems and practices. Moderation is commonly held to have both accountability and improvement purposes. However, it is unknown what policy narrators within New Zealand organisations consider the functions of moderation to be. This study sought to explore what the academic leaders who are responsible for moderation in New Zealand secondary and tertiary organisations (i.e., those likely to be policy narrators) perceive as the functions of internal moderation and national moderation conducted by the New Zealand Qualifications Authority (NZQA moderation). Further, the study sought to ascertain whether there are any observable differences in perceptions according to organisation type. A pragmatic mixed methods sequential research design was implemented. An online survey instrument was developed informed from interview findings, and then administered using a census approach to collect data (n = 221). Both qualitative and quantitative data analyses were conducted. Academic leaders were found to believe that moderation functions across multiple embedded contexts, from the immediate assessment event, to organisational and societal contexts. Internal and NZQA moderation were seen to work in the narrowly-focused area of assessment quality, and the broader areas of professional learning, organisational quality assurance, maintaining public and stakeholder confidence, and educational quality (internal moderation only). Instead of subscribing to the dominant improvement and accountability discourses, for the most part academic leaders tended think of moderation in more encompassing ways than the literature suggests. Respondents from Private Training Enterprises (PTEs) tended to see the organisational quality assurance and educational quality functions as being more important or having a stronger emphasis, and to hold a broader view of moderation functions, than those from schools. These findings could assist those in organisations to recognise and examine the influence of their own perceptions on practice, and identify opportunities to optimise how their organisations use moderation. The findings enable policy makers to ascertain the degree of alignment between policy intent and enactment, and could inform policy development and communication to the sector. Further, the potential for NZQA to increase the broader and improvement-focused aspects of moderation practice, while maintaining—and enhancing—its accountability focus is highlighted.</p>

Perceptions of academic leaders in New Zealand regarding the functions of moderation of internal assessment: A mixed methods study

<p>In formal education and training, internal assessment (in which assessor judgements are made within education organisations) is widely used for summative purposes to contribute to the award of qualifications. In many jurisdictions including New Zealand, organisations that conduct these high-stakes internal assessments are required by regulation to engage in moderation within the organisation and with external quality assurance bodies to quality-assure those assessments. However, policies are rarely implemented directly as intended. Instead, they are enacted by organisations, that is, policies are interpreted and translated, with multiple factors influencing this process. One such factor is the person who takes the role of ‘policy narrator’ and leads the policy interpretation and translation within the organisation. In New Zealand there is further potential for enactment variation because education organisations are largely self-governing, and thus have substantial freedom regarding organisational systems and practices. Moderation is commonly held to have both accountability and improvement purposes. However, it is unknown what policy narrators within New Zealand organisations consider the functions of moderation to be. This study sought to explore what the academic leaders who are responsible for moderation in New Zealand secondary and tertiary organisations (i.e., those likely to be policy narrators) perceive as the functions of internal moderation and national moderation conducted by the New Zealand Qualifications Authority (NZQA moderation). Further, the study sought to ascertain whether there are any observable differences in perceptions according to organisation type. A pragmatic mixed methods sequential research design was implemented. An online survey instrument was developed informed from interview findings, and then administered using a census approach to collect data (n = 221). Both qualitative and quantitative data analyses were conducted. Academic leaders were found to believe that moderation functions across multiple embedded contexts, from the immediate assessment event, to organisational and societal contexts. Internal and NZQA moderation were seen to work in the narrowly-focused area of assessment quality, and the broader areas of professional learning, organisational quality assurance, maintaining public and stakeholder confidence, and educational quality (internal moderation only). Instead of subscribing to the dominant improvement and accountability discourses, for the most part academic leaders tended think of moderation in more encompassing ways than the literature suggests. Respondents from Private Training Enterprises (PTEs) tended to see the organisational quality assurance and educational quality functions as being more important or having a stronger emphasis, and to hold a broader view of moderation functions, than those from schools. These findings could assist those in organisations to recognise and examine the influence of their own perceptions on practice, and identify opportunities to optimise how their organisations use moderation. The findings enable policy makers to ascertain the degree of alignment between policy intent and enactment, and could inform policy development and communication to the sector. Further, the potential for NZQA to increase the broader and improvement-focused aspects of moderation practice, while maintaining—and enhancing—its accountability focus is highlighted.</p>

Decision-making system with homo and hetero elements

Experts from all over the world provide an opportunity in filling decision-making systems. But the filling of decision-making systems with data does not have an exact quantitative characteristic. It is good when the expert is completely confident in the decision. But some decisions can add up to their own internal assessment without justification or experimentation. Other decisions are hampered by past experience. To overcome this type of problem, it is necessary to develop a system that will be based on clear and fuzzy data behaviour. This article is aimed at describing the method for constructing a decision-making system on clear and fuzzy data using Petri nets.

Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study

<p>The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualification for senior secondary school students. A key feature of NCEA is that it allows for more than half of students’ final NCEA grades to be assessed by teachers during the school year through school-based assessment, known as internal assessment. This key role of teachers in awarding qualifications is likely to have an impact on their conceptions of assessment, conceptions of assessment that are not necessarily fixed. In turn, conceptions can influence teaching practice and are likely to have an impact on how teachers implement internal assessment. This thesis uses an explanatory sequential, mixed methods design to investigate a group of economics and accounting teachers’ conceptions of assessment, their practices in relation to NCEA internally-assessed standards, and the influences on those practices. G.T.L. Brown’s (2006) Teachers’ Conception of Assessment Abridged (TCoAIIIA) Inventory was used to investigate the participants’ conceptions of assessment, and interviews were conducted to probe their internal assessment practices and reasons for those practices. The quantitative data were analysed using confirmatory factor analysis which showed an inadmissible fit to G.T.L. Brown’s (2006) model. A subsequent exploratory factor analysis revealed partly similar and partly different dimensions in the data, compared with those previously reported in other studies using the TCoAIIIA. Qualitative data were thematically analysed and when the qualitative and quantitative data were considered together, greater similarities with G.T.L. Brown’s model emerged. Participants revealed four overarching conceptions of assessment: assessment is for learning; assessment is for qualifications; assessment is for accountability; and assessment is detrimental. This finding has reinforced the view that teachers’ conceptions of assessment are ecologically rational in that a distinct conception that probably relates to the role participants play in assessing for NCEA emerged. Despite this role, participants also adhered to the conception that a primary function of assessment is to improve students’ learning; furthermore, they did not support the use of assessment results as a measure of school quality. An implication of this finding is a belief that promoting a school-accountability use of assessment results is likely to be counter-productive to students’ learning. The qualitative findings revealed a complex set of beliefs and practices towards implementing the internally-assessed component of NCEA, and that beliefs were only one influence on teachers’ internal assessment practices. Teachers had to balance their beliefs with the systemic realities of NCEA and their school’s policy requirements, and articulated a tension between the improvement and accountability conceptions of assessment. Moderation processes, procedures and policy encouraged teachers into a cycle of safe rather than innovative internal assessment practice, which means that the original vision for NCEA internal assessment is yet to be realised. There are implications of this finding for professional development, leadership of assessment, and initial teacher education. One such implication is a requirement for professional development that would provide teachers with successful, innovative internal assessment practices, rather than the present approach which focusses on the reliability of marking. Schools’ management needs to take a greater role in leading and encouraging pedagogically sound internal assessment, rather than focussing primarily on agreement rates with NZQA moderators. Initial teacher educators could also introduce student teachers to effective internal assessment practices and to encourage such practices. In addition, attempts to change teachers’ assessment practices need to consider existing conceptions of assessment because beliefs have an impact on practices and may need to be challenged. While there is debate about whether beliefs change practice or vice versa, one cannot be changed without considering the other.</p>

Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study

<p>The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualification for senior secondary school students. A key feature of NCEA is that it allows for more than half of students’ final NCEA grades to be assessed by teachers during the school year through school-based assessment, known as internal assessment. This key role of teachers in awarding qualifications is likely to have an impact on their conceptions of assessment, conceptions of assessment that are not necessarily fixed. In turn, conceptions can influence teaching practice and are likely to have an impact on how teachers implement internal assessment. This thesis uses an explanatory sequential, mixed methods design to investigate a group of economics and accounting teachers’ conceptions of assessment, their practices in relation to NCEA internally-assessed standards, and the influences on those practices. G.T.L. Brown’s (2006) Teachers’ Conception of Assessment Abridged (TCoAIIIA) Inventory was used to investigate the participants’ conceptions of assessment, and interviews were conducted to probe their internal assessment practices and reasons for those practices. The quantitative data were analysed using confirmatory factor analysis which showed an inadmissible fit to G.T.L. Brown’s (2006) model. A subsequent exploratory factor analysis revealed partly similar and partly different dimensions in the data, compared with those previously reported in other studies using the TCoAIIIA. Qualitative data were thematically analysed and when the qualitative and quantitative data were considered together, greater similarities with G.T.L. Brown’s model emerged. Participants revealed four overarching conceptions of assessment: assessment is for learning; assessment is for qualifications; assessment is for accountability; and assessment is detrimental. This finding has reinforced the view that teachers’ conceptions of assessment are ecologically rational in that a distinct conception that probably relates to the role participants play in assessing for NCEA emerged. Despite this role, participants also adhered to the conception that a primary function of assessment is to improve students’ learning; furthermore, they did not support the use of assessment results as a measure of school quality. An implication of this finding is a belief that promoting a school-accountability use of assessment results is likely to be counter-productive to students’ learning. The qualitative findings revealed a complex set of beliefs and practices towards implementing the internally-assessed component of NCEA, and that beliefs were only one influence on teachers’ internal assessment practices. Teachers had to balance their beliefs with the systemic realities of NCEA and their school’s policy requirements, and articulated a tension between the improvement and accountability conceptions of assessment. Moderation processes, procedures and policy encouraged teachers into a cycle of safe rather than innovative internal assessment practice, which means that the original vision for NCEA internal assessment is yet to be realised. There are implications of this finding for professional development, leadership of assessment, and initial teacher education. One such implication is a requirement for professional development that would provide teachers with successful, innovative internal assessment practices, rather than the present approach which focusses on the reliability of marking. Schools’ management needs to take a greater role in leading and encouraging pedagogically sound internal assessment, rather than focussing primarily on agreement rates with NZQA moderators. Initial teacher educators could also introduce student teachers to effective internal assessment practices and to encourage such practices. In addition, attempts to change teachers’ assessment practices need to consider existing conceptions of assessment because beliefs have an impact on practices and may need to be challenged. While there is debate about whether beliefs change practice or vice versa, one cannot be changed without considering the other.</p>

Science Investigation in New Zealand Secondary Schools: Exploring the Links between Learning, Motivation and Internal Assessment in Year 11

<p>Science investigation is one of the three aspects of science learning, along with scientific knowledge and an understanding of the nature of science, within the constructivist science curriculum statement of the New Zealand Curriculum Framework. Year 11 students in New Zealand secondary schools who learn to investigate in science are assessed internally for National Certificate of Educational Achievement credits and grades. The purpose of this research was to gain an understanding of the phenomenon of student learning and motivation to learn in year 11 science investigation and how the recent systemic change to formal assessment in New Zealand secondary education is related to teaching and learning of science investigation in year 11. This research, which adopted a case study approach, investigated the phenomenon of science investigation at a regional level through a survey of all year 11 science teachers in the Wellington region and an in-depth study of science investigation in one coeducational, medium size, state, secondary school and one year 11 science class in that school. The data were collected through surveys, classroom observations, teacher and student interviews and document analysis. Findings suggest that the introduction of internal assessment of science investigation led to change in teacher practice. The narrow fair testing type of investigation required for internal assessment and experienced by the students encouraged a surface approach to learning rather than deep learning for understanding. Students set performance goals and were motivated to achieve credits and grades in the assessment.</p>

Science Investigation in New Zealand Secondary Schools: Exploring the Links between Learning, Motivation and Internal Assessment in Year 11

<p>Science investigation is one of the three aspects of science learning, along with scientific knowledge and an understanding of the nature of science, within the constructivist science curriculum statement of the New Zealand Curriculum Framework. Year 11 students in New Zealand secondary schools who learn to investigate in science are assessed internally for National Certificate of Educational Achievement credits and grades. The purpose of this research was to gain an understanding of the phenomenon of student learning and motivation to learn in year 11 science investigation and how the recent systemic change to formal assessment in New Zealand secondary education is related to teaching and learning of science investigation in year 11. This research, which adopted a case study approach, investigated the phenomenon of science investigation at a regional level through a survey of all year 11 science teachers in the Wellington region and an in-depth study of science investigation in one coeducational, medium size, state, secondary school and one year 11 science class in that school. The data were collected through surveys, classroom observations, teacher and student interviews and document analysis. Findings suggest that the introduction of internal assessment of science investigation led to change in teacher practice. The narrow fair testing type of investigation required for internal assessment and experienced by the students encouraged a surface approach to learning rather than deep learning for understanding. Students set performance goals and were motivated to achieve credits and grades in the assessment.</p>

INDIA–CHINA STANDOFF: CHALLENGES and OPPORTUNITIES FOR INDIA

Though recent May 2020 standoff that continued between India and China in Galwan valley was not taken by the Indian leadership as routine water testing by the Chinese. India took it seriously and very well managed to handle the aggression on its own and halted the China’s backdoor thinking of projecting themselves a superpower at least in Asia. Now it’s going to be a normal routine along the LAC as India is now determined to change the ground strategic infrastructure reality along the LAC. By tackling Chinese on its own, India has bolstered its position in the world’s strategic power pie chart. Further India need to work on many fronts to meet the challenges and convert these sour relations in a Diplomatic, Economic and Strategic opportunities for India. The aim of this paper is to analyze in detail the India’s stand against the PLA's incursion, internal assessment to meet this “going to be routine” challenge on LAC and further considering the India’s population, market size and china’s sour relations with neighbors, it’s time for India to encash the opportunities out of such attempts from China.