E-Learning Based on Video Presentations to Enhances Attitudes, Skills, and Pedagogical Knowledge of Prospective Teacher Students During the Covid-19 Pandemic

This study aims to develop an e-learning tool based on video presentations to enhances attitudes, skills and pedagogical knowledges of prospective teacher students during the Covid-19 pandemic. This type of research is Research and Design (R & D) using the Plomp development model, which consists of 3 stages: a preliminary study, design, and assessment. Data collection was carried out through observation, device validation, distribution of response questionnaires, and assessment of student learning outcomes. The results of the data analysis show that at the preliminary study stage, it was found that there were still no devices that supported learning during the Covid-19 pandemic. At the stage of design was designed, including RPS, LMS Settings, and Video Presentations. At the assessment stage, it was found that all the tools developed had valid criteria, students gave a positive response to the small and broad trials respectively of 97.68%; 98.32% so that the tools developed were included in practical criteria. The assessment of learning outcomes in the aspects of attitudes, skills, and knowledge had average completeness on the small and broad trials respectively of 82.92%; 86.99% so that the equipment used was included in the effective criteria. Thus the device developed can be said to be feasible because it meets the criteria of validity, practicality, and effectiveness. The development of e-learning based on video presentations can be used to enhance attitudes, skills, and pedagogical knowledge of prospective mathematics teacher students.

Implementasi Penilaian Hasil Belajar Siswa Berbasis Aplikasi Raport Digital (ARD) Di MTs Negeri Kota Kupang

Assessment of learning outcomes is an integral component in the implementation of education. The necessity to conduct an assessment of learning outcomes is emphasized in the Regulation of the Minister of Education and Culture Number 66 of 2013 concerning Educational Assessment Standards that these standards aim to ensure: (1) Planning of students is in accordance with the competencies achieved based on assessment principles, (2) Implementation of professional assessment of participants , open, educative, effective, efficient, and in accordance with the socio-cultural context, and (3) Reporting the results of participant assessments in an objective, accountable, and informative manner. manners. The approach used is qualitative. The type of research is case study. Data collection techniques using the method of observation, interviews, and documentation. The results obtained from this study are; 1) The Digital Report Card or ARD application is used to make it easier for teachers to process learning outcomes that have been achieved by students in the learning process. 2). In the process of inputting the assessment of student learning outcomes, 90% of teachers at MTs Negeri Kupang have been able to use the Digital Report Card (ARD) Application and 10% are still in the process of assisting ARD operators. The input of grades is done online and is connected directly to the server at the school.

PSII-B-21 Development of an industry relevant graduate certificate for regulatory affairs in animal health

Seven years of data collection and industry collaboration identified a longstanding need from the animal health corridor for educational offerings focused on regulatory affairs for animal health products. The animal health corridor, anchored by Manhattan, Kansas and Columbia, Missouri, is home to more than 300 animal health companies, representing the largest concentration in the world. When surveying industry needs, Kansas State University received 446 responses from individuals in this area and found 40% indicated interest in “policy and regulations,” with 64% of interested respondents showing strong interest with programming at the graduate level. Meetings with industry representatives further confirmed results of the survey by highlighting a need for educational programming focused on animal health product license requirements with USDA, FDA, and EPA. At a roundtable with 22 Animal Health organizations, 64% of attendees had strong interest in a program focused on “regulatory aspects of drug and vaccine development in animal health.” In response to these findings, a graduate certificate was launched in 2019 encompassing regulatory development and management of animal health products. Curriculum was crafted in close collaboration with an industry advisory panel, because comparable academic models were not available. Interests to maintain industry contacts within the courses have led to integration of notable engagement techniques as the course format moves toward asynchronous delivery. Curriculum encompasses regulatory development of animal pharmaceuticals, pesticides, biologics, and diagnostics from pre- to post- licensure. The presentation will explain objectives of the certificate, data gathered regarding industry need, process of certificate design and curriculum co-creation with industry partners, and resulting curriculum. Additionally, since the new courses in the regulatory affairs certificate have been offered since spring 2020, the presentation will examine strategies for working with subject matter experts in the online classroom, plans for assessment of student learning, and educational background of enrolled students.

Assessment of Student Learning Through Reflection on Doing in Engineering Design

How can instructors leverage assessment instruments in design, build, and test courses to simultaneously improve student outcomes and assess student learning to improve courses? A Take-away is one type of assessment method. It is unstructured text written by a student in AME4163: Principles of Engineering Design, the University of Oklahoma, Norman, US to record what they understand by reflecting on authentic, immersive experiences throughout the semester. The immersive experiences include lectures, assignments, reviews, building, testing, and a post-analysis for the design of an electro-mechanical system to address a given customer need. In the context of a Take-away, a student then writes a Learning Statement. The Learning Statement is a single sentence written as a triple, i.e., Experience|Learning|Value. Over the past three years at the University of Oklahoma (OU), we collected about 18,000 Take-aways and 18,000 Learning Statements from almost 400 students. In our earlier papers, we primarily concentrate on analyzing students’ Learning Statements by a text mining framework. In this paper, we focus on analyzing students’ Take-aways data using a Latent Dirichlet Allocation (LDA) algorithm, and then relate the Take-away data to the instructor’s expectations using text similarity. By connecting and comparing what students learned (embodied in Take-aways) and what instructors expected the students to learn (embodied in the course booklet), we provide evidence-based guidance to instructors on improving the delivery of AME4163: Principles of Engineering Design. The proposed method can be generalized to be used for the assessment of ABET Student Outcomes 2 and 7.

ASESMEN OTENTIK BERBASIS TEKNOLOGI PLICKERS BAGI SISWA SD MASA PANDEMI COVID-19

Assessment of learning outcomes often referred to by students as replays becomes something scary for students. There needs to be effort and innovation to change the stigma of students towards replay. If the replay is packaged interestingly, then the student will have enthusiasm and motivation towards the replay because the student feels as a pleasant thing so it will have a positive impact on the student's learning outcomes. The purpose of this community service activity is to improve the skills of elementary school teachers in conducting assessment analysis of learning results based on information technology. Especially intended to develop skills to elementary school teachers in the analysis of learning results based on plickers technology through training and mentoring activities. Training materials include the introduction of plickers, technical development of plickers, and the practice of using plickers. A sample of 30 teachers at SD Ngaliyan 01 was taken purposive random sampling. Training methods include q&A, discussions, assignments, portfolios, pretes, posts and preparation of follow-up plans. The results of community activities show the following: the average attendance of participants was 96.3% with full participation. Pretest & posttest results showed participants an average of 59.17. The average postest was 89.8. The average community service team attendance is 100%. Presentation of material is carried out by discussion method, assignment, demonstration and lecture with a handout of serving material. 100% certificate kepesertan workshop 36 JP. There is an increase in participants' scores from pretest to postest, it can be concluded that there is a development of the skills of elementary school teachers in the assessment of student learning results based on plickers technology in Ngaliyan Sub-district of Semarang. Keywords: assessment analysis; learning results; plickers technology Abstrak Asesmen hasil belajar yang sering disebut oleh siswa sebagai ulangan menjadi sesuatu hal yang menakutkan bagi siswa. Perlu adanya upaya dan inovasi untuk mengubah stigma siswa terhadap ulangan. Apabila ulangan dikemas dengan menarik, maka siswa akan memiliki antusias dan motivasi terhadap ulangan karena siswa merasakan sebagai hal yang menyenangkan sehingga akan berdampak positif terhadap hasil belajar siswa. Tujuan dari kegiatan pengabdian masyarakat ini adalah meningkatkan keterampilan guru sekolah dasar (SD) dalam melakukan analisis asesmen hasil belajar berbasis teknologi informasi. Khususnya dimaksudkan mengembangkan keterampilan kepada guru-guru SD dalam analisis asesmen hasil belajar berbasis teknologi plickers melalui kegiatan pelatihan dan pendampingan. Materi pelatihan meliputi pengenalan plickers, teknis pengembangan plickers, dan praktik penggunaan plickers. Sampel kegiatan pengabdian masyarakat ini sebanyak 30 guru di SD Ngaliyan 01 yang diambil secara purposive random sampling. Metode pelatihan meliputi tanya jawab, diskusi, penugasan, portofolio, pretes, postes dan penyusunan rencana tindak lanjut. Hasil kegiatan masyarakat menunjukkan hal-hal sebagai berikut: rata-rata kehadiran peserta 96,3% dengan partisipasi penuh. Hasil pretest & postest peserta menunjukkan rata- rata 59,17. Adapun perolehan nilai rata- rata pada postest adalah 89,8. Kehadiran tim pengabdian masyarakat rata-rata 100%. Penyajian materi dilaksanakan dengan metode diskusi, penugasan, demonstrasi dan ceramah dilengkapi handout materi sajian. Diberikan sertifikat kepesertaan workshop setara 36 JP. Terjadi peningkatan nilai peserta dari pretest ke postest, dapat disimpulkan bahwa ada pengembangan keterampilan guru SD dalam analisis asesmen hasil belajar siswa berbasis teknologi plickers di Kecamatan Ngaliyan Kota Semarang.

Assessment in education: Current trends, problems and contradictions (review of scientific publications)

Introduction. Modern views on the goals and content of education around the world are changing the viewpoints on educational assessment: the goals and functions of assessment are expanded, new assessment forms and tools are being introduced, the roles of students and teachers in assessment practice are revised. Global trends in educational assessment are reflected in national education systems, many of which have made the transition to criteria-based assessment. This process is accompanied by a rapid increase in the volume of scientific and methodological publications on this issue, reducing the ability of scientists and practising educators to comprehend the cumulative evidence in this area of research, which is important at the stage of reform. The solution to this problem can be facilitated by an analytical review of sources, representing a generalisation of international experience in the development of educational assessment.Aim. Based on the analysis of scientific publications, the current research is aimed to comprehend and generalise the current trends prevailing in the world theory and practice of assessment of student learning outcomes, to identify problems and contradictions as a potential basis for the occurrence of risks in assessment practices, to determine the current research directions towards the improvement of assessment in education.Methodology and research methods. The scientific papers of the last thirty years, revealing the issues of the education process assessment, have been used in the research. Sources were selected through the methods of descriptive and bibliometric analysis. The comparative and aspect-based analyses were employed in the research.Results. The wide range of assessment goals confirms the significance of the assessment as the education component; however, it results in some contradictions between the goals, which appear in estimated dichotomies: formative and summative assessment, norm-based and criteria-based assessment. Despite the contrapositive between the formative and summa-tive assessments, the analysis conducted shows the necessity of their integration. The variety of theoretical approaches to the interpretation of assessment forms, the ambiguous definition and use of terminology, the multiplicity of criteria-based assessment models, qualitatively different approaches to the development of criteria and the creation of assessment rubrics on their basis are sources of risks in the practice of educational assessment. In addition, an obstacle to ensuring effective assessment of students’ educational achievements is the insufficient level of competence of teachers as assessors, the unpreparedness of students themselves to take responsibility for the results of their learning.Scientific novelty. From a critical standpoint, the ideas are presented and the results of discussions on the problems of assessing the educational results of students in scientific sources are summarised. The analysis performed can serve as a basis for further research to build an ordered theoretical framework for assessment in education.Practical significance. An analysis of the pros and cons of international experience in the field of educational assessment can help scientists and practising teachers gain a more objective view of new approaches to the assessment of student learning outcomes, thereby contributing to the minimisation of the manifestation of possible risks in the development of assessment tools and procedures and their implementation in educational practice.

Assessment of Student Learning of Operational Procedures in Electromagnetism

In the Chinese high school physics curriculum, three operational procedures are introduced in electromagnetism, namely right-hand grip rule, left-hand rule, and right-hand rule. This often led to confusion for student to differentiate these rules, and thus often focus on the surface characteristics of the problem or be misled by unrelated details. This study adopts the conceptual framework representation to model student understanding, and use it to guide the design of an assessment test on operational procedures in electromagnetism. The conceptual framework maps out the key concepts and their connections within a student’s knowledge structure. In this study, an assessment tool of operational procedures in electromagnetism was developed and tested among Chinese high school students and college freshmen. Based on the testing results of the assessment, students have memory behaviors when using the right-hand grip rule, the left-hand rule and the right-hand rule, and students’ understanding of electromagnetism can be summarized into three progression levels including novice-like, intermediate-mixed, and expert-like. Therefore, in order to help students develop integrated knowledge structures and deeper understanding, the cross product is an important central idea that needs to be emphasized in instruction.

Chemistry as if students matter: From student to student’s learning outcomes

As a tribute to the legacy of Dr. Margaret-Ann Armour, we report on an initiative that involves university undergraduate students directly and meaningfully in the articulation and implementation of student learning outcomes for their chemistry programs. Student learning outcomes describe what a student should know, do and value at the end of a learning experience. The initiative was carried out over several years at the King’s University in Edmonton, a small undergraduate liberal arts and science institution with a Chemical Institute of Canada accredited B.Sc. chemistry program. Senior students were involved in articulating their own learning outcomes for their chemistry program and mapping them onto the courses in the program. The resultant heat map provided an interesting visual tool to help the learning community assess strengths and gaps in coverage, as perceived by students. The authors then led a workshop at the Chemistry Education program of a Canadian Society for Chemistry national chemistry meeting to share experiences among Canadian chemistry programs on the diverse ways faculty and programs articulation, implementation, and assessment of student learning outcomes. We conclude with suggestions for steps that departments and programs can take to meaningfully implement student learning outcomes in the design, review, and modification of chemistry programs, including benchmarking those learning outcomes with international outcomes published as a result of an IUPAC project.