good assessment
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Author(s):  
Elize E. C. du Plessis

In this age of answerability, assessment is a dominant factor that can either promote or weaken learners’ education internationally. Yet many of the usual practices followed by institutions show that assessments in the classroom continue to be a challenge for teachers. This signifies that assessment is either not well understood or not done effectively during all stages of education. The study reported in this article attempted firstly to detect how prepared teachers were to perform assessments for learning, and secondly to enhance teachers’ assessment practices. It focused on the qualities of good assessment practices, different methods of assessment, types of assessment, and feedback and assessment to enhance learning in the classroom. A qualitative approach was used, involving 14 participants who had completed a postgraduate certificate in education (PGCE) at a distance teaching institution. Results revealed inter alia a need for longer teaching practice periods, the use of taxonomies on different cognitive levels, and subject-specific workshops. It is recommended that more practical examples, like lecture videos, taxonomies, and rubrics, should be employed, and assessment processes should embrace technology.


2021 ◽  
Vol 15 (1) ◽  
pp. 69-80
Author(s):  
Algiranto Algiranto

This study aims to (1) produce PBL-based physics worksheets that are suitable to be used to increase student participation and learning outcomes, (2) examine the increase in participation and learning outcomes of class X students using PBL-based worksheets, and (3) examine the responses of class X students. X after using PBL-based worksheets. This research is a research and development (R & D) using a 4D model, namely define, design, develop, and disseminate. The results of this study are (1) PBL-based physics worksheets are feasible to increase participation and learning outcomes for high school students in class X with very good assessment and reliability based on the alpha coefficient value in LKS I, II, which is 0.935 (special) , 0.972 (special) and the correlation value between raters in LKS I, II is 0.877 (special), 0.946 (special), (2) the increase in student participation and learning outcomes is shown by the standard gain value of 0, respectively. 09 (low) and 0.5 (medium), (3) student responses after using PBL-based physics worksheets were 4.17 and 4.23 both categorized as good.


Author(s):  
Nguyễn Thị Hải ◽  
Vũ Thị Thanh Vân ◽  
Nguyễn Phúc Khoa

Nghiên cứu này được thực hiện nhằm đánh giá thực trạng khai thác các khoản thu tài chính từ đất đai của thành phố Buôn Ma Thuột, tỉnh Đắk Lắk trong giai đoạn 2017 - 2019. Để đạt được mục tiêu đặt ra, nghiên cứu đã sử dụng phương pháp thu thập và xử lý số liệu liên quan đến các khoản thu tài chính từ đất đai của thành phố Buôn Ma Thuột. Kết quả cho thấy: (i) Thành phố Buôn Ma Thuột đã thu được 1.841.135,5 triệu đồng từ các khoản thu tài chính từ đất đai trong giai đoạn 2017 - 2019. Tổng thu tài chính từ đất đai chiếm từ 33,94 % - 39,45% tổng thu ngân sách hàng năm của thành phố; (ii) Tiền sử dụng đất đóng góp nhiều nhất trong sáu khoản thu tài chính từ đất đai; (iii) Đa số người sử dụng đất và cán bộ chuyên môn đều đánh giá tốt về các vấn đề liên quan đến việc thực hiện các khoản thu tài chính về đất đai; (iv) Vẫn còn một số hạn chế trong việc thu các khoản thu tài chính từ đất đai. Do đó, các giải pháp về xây dựng bảng giá đất, cập nhật hồ sơ địa chính, phát hành thông báo thuế, tăng cường tuyên truyền, phổ biến các quy định về các khoản thu tài chính về đất đai... cần được áp dụng để nâng cao hiệu quả khai thác các khoản thu này. ABSTRACT The object of this study was to evaluate the current situation of financial revenues from land in Buon Ma Thuot city, Dak Lak province from 2017 to 2019. Basing on collecting and analyzing data related to financial resources from land, the results showed that (i) a total of approximately 1,841,135.5 million VND was collected from land resources in Buon Ma Thuot city from 2017 to 2019. The financial resources from the land were from 33.94% to 39.45% of the total revenues in the city; (ii) among six financial resources from land, the highest contribution of the budget was from land use levy; (iii) most of the land users and land professional staff had a good assessment of the issues related to the collection of financial resources on land; (iv) there were still some limitations while doing the collections of the financial resources from the land. Thus, the solutions such as setting up land price tables, updating cadastral records, issuing tax notices, increasing advertisements, and training regulations on financial resources from land should be applied to improve the efficiency of these revenues.    


2021 ◽  
Vol 6 (1) ◽  
pp. 66
Author(s):  
I Ketut Sudarsana

<p>The purpose of this study was to describe the authentic assessment of Hinduism learning in elementary school. Assessment is an integral part of learning as a whole. The position of assessment in the design of learning implementation is part of the three main components of implementation, namely learning objectives, learning activities, and assessment of learning outcomes. Learning activities are designed to meet the learning objectives that must be achieved. Assessment is needed to determine the level of success and achievement of learning objectives. Assessment is also used as feedback for the learning process itself. Assessment is needed so that corrective actions can be taken in the learning process. One of the characteristics of a good assessment is sustainable so that improvements in the learning process can be performed continuously.</p>


Author(s):  
Aaron Jarden ◽  
Rebecca Jarden ◽  
Tan-Chyuan Chin ◽  
Margaret L. Kern

AbstractThis chapter summarizes the essentials of assessment, principles of good assessment, and wellbeing assessment in the context of school communities. Drawing from positive education initiatives, what wellbeing assessments in schools look like, and why they are important is outlined and discussed. Examples of good assessment tools and their use in practice are explored. The chapter further focuses on the content, processes, and systems involved in assessment, before addressing the use of assessment data in decision-making and providing examples of good assessment in practice. The chapter ends by highlighting questions schools and decision-makers may draw from in choosing and developing assessment tools and approaches for their unique school community.


Author(s):  
Wahju Wahju

Figural creativity is the ability to come up with new ideas or ideas through the images created. This figural creativity is based on drawing activities to generate new ideas or ideas, but does not require drawing skills or abilities. This research was conducted because of the low figural creativity of Group B children TK Dharma Wanita II Kedu. The objectives of this study were: 1) to describe the figural creativity of Group B TK Dharma Wanita II Kedu, Kedu District, Temanggung District, Semester II, Academic Year 2017/2018 after being given the action of drawing activities, 2) to determine the magnitude of the increase in figural creativity through drawing activities in children Group B TK Dharma Wanita II Kedu, Kedu District, Temanggung Regency, Semester II, 2017/2018 Academic Year. The subjects of this study were 16 students of Group B TK Dharma Wanita II Kedu totaling 16 children. The research was conducted from April to May 2018. The data collection methods used were observation, documentation and interviews. Based on the results of research and discussion, it can be concluded that drawing activities carried out through drawing with colored pencils, crayons and watercolor media can increase the figural creativity of Group B children TK Dharma Wanita II Kedu Temanggung Semester II 2017/2018 Academic Year. This creativity is indicated by the achievement of good assessment criteria before the action of 18.75%, increasing to 43.75% in Cycle I, and increasing to 81.25% in Cycle II. This research is in accordance with the expected indicators of success which is characterized by the child being able to produce different images and being able to develop ideas through an explanation of the results of the pictures.


2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Saiton Saiton ◽  

ABSTRACT In improving services, employees who are truly of high quality are needed so that interests that follow the basic rights of society can be carried out properly. Every organization, private or public, needs to build human resources that are professionally owned and have high competence. Highly competent employees will be the center of organizational excellence as well as support for organizational competitiveness in entering the era of globalization and facing the business environment and social conditions of society which are experiencing rapid changes. The results of research and discussion, public services at the Sukamaju Urban Village office received a very good assessment (with a score of 81.75). However, of the 12 elements of service quality, there are some elements that are still deemed not fulfilling the wishes of the community. These elements are speed in service and certainty of service schedules. Both elements are in the good category, but the accumulative value is below the value of the other elements. this needs to be improved, so that in the future it can meet community expectations. So that good and satisfying service can really be felt by the community. The community satisfaction felt by the community when dealing with marriage cover letters at the Sukamaju Village office received a very good assessment (with a score of 88.25). Public Service has an effect on Community Satisfaction, the value obtained states that there is a positive influence and between Public Service on satisfaction (79.2%). The results obtained state that if the service is improved, then the community satisfaction will also increase. Keywords: public service, community satisfaction


2020 ◽  
Vol 8 (10) ◽  
pp. 167-171
Author(s):  
Rahman Abdullah

Assessment is an important tool, mechanism and approach to ensure accreditation, recognition, quality and standardization in any university’s program and courses. A good assessment that is fair, transparent and consistent should be communicated clearly between students and faculty staff to create a learning environment that is conducive to a university setting.


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