online evaluation
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2022 ◽  
Author(s):  
Chaoyi Shi ◽  
Gaofang Yin ◽  
Xianhe Gao ◽  
Shaohui Yu ◽  
Cuiping Lu ◽  
...  

2022 ◽  
Author(s):  
Andrea Zanoni ◽  
Pierre Garbo ◽  
Giuseppe Quaranta

2022 ◽  
Vol 4 (2) ◽  
pp. 689-696
Author(s):  
Efrina Aryani ◽  
Syifaul Fuada

A workshop on making Google Form-based learning evaluation questions for teachers at the Elementary School of Nusa Indah, Dangdeur Village, Subang District, West Java Province, was held successfully on December 5, 2020. This workshop aims to assist elementary school teachers in providing interesting online learning evaluations (not monotonous learning); this happens because so far, the assignment for evaluation purposes has only been carried out through the chat method (WhatsApp group), where the problem found is the teacher has difficulty recapitulating the student's assignments result. Later, the students get bored quickly because there is no variation in online evaluations, and parents have difficulty understanding the questions photographed by the teacher. Five teachers attended the training, carried out textually on the WhatsApp group. The implementation of this workshop runs smoothly, as expected. Therefore, the goals can be achieved in terms of teachers, students, and parents’ perspectives. The teacher can create simple questions on Google form. To implement this workshop, long-distance learning barriers in the Elementary School of Nusa Indah, especially related to assignments/online evaluation, can be overcome.


2022 ◽  
pp. 33-40
Author(s):  
Dalal Hammoudi Halat ◽  
Jihan Safwan ◽  
Marwan Akel ◽  
Mohamad Rahal

Introduction: The health and economic crisis in Lebanon during the COVID-19 pandemic has had detrimental effects on many sectors including higher education. This report presents the major changes in teaching/learning undertaken by three departments of the bachelor programme in a school of pharmacy in Lebanon to cope with uncertain times. Description: The educational process was modified from autumn 2019/20 to spring 2020/21, with economical instabilities and the emergence of COVID-19, where regular teaching and summative assessments were completely and forcefully switched to remote and online. Evaluation: Although a grade trend showed some changes in evaluation with the crisis, grades returned nearly to normal upon adopting the completely online system. Technical support and training for the faculty were required to help cross transitioning periods and maintain the quality of the programme. Conclusion: The crisis and the pandemic influenced pharmacy education, but gave students and faculty the chance to learn and utilise modern information and communication technology (ICT) educational tools.


Geophysics ◽  
2021 ◽  
pp. 1-34
Author(s):  
M. Shahriari ◽  
A. Hazra ◽  
D. Pardo

Deep Neural Network (DNN)-based methods are suitable for the rapid inversion of borehole resistivity measurements. They approximate the forward and the inverse problem offline during the training phase and they only require a fraction of a second for the online evaluation (aka prediction). Herein, we propose a DNN-based iterative algorithm to design a borehole instrument such that the inverse solution is unique for a given earth parametrization. We select a large set of electromagnetic measurement systems routinely employed in logging operations, and our proposed DNN algorithm selects a subset of measurements that are suitable for inversion purposes. Numerical results with synthetic data confirm that this approach can provide valuable insight when designing borehole logging instruments.


2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Alberto García Barrios ◽  
Ana Isabel Cisneros Gimeno ◽  
Itziar Lamiquiz Moneo ◽  
Jaime Whyte Orozco

El objetivo planteado en este estudio fue doble, evaluar la satisfacción del alumnado a realizar evaluación online, y las diferencias en esta según se realizase en casa o en el aula. El diseño y metodología se planteó mediante encuestas de satisfacción del tipo de evaluación y un análisis estadístico para valorar las diferencias en los resultados de esta según lugar de realización. La valoración del alumnado no muestra unanimidad (53%) en considerar la evaluación online como un buen método de evaluación, aunque el 67% y el 90% (según curso y asignatura) usaría herramientas digitales para evaluar presencialmente. La reducción del tiempo y la conexión, son los principales inconvenientes valorados. Los resultados de la evaluación global no muestran cambios según sea presencial o a distancia. Por lo tanto, consideramos que la utilización de nuevas tecnologías para evaluar ha sido bien aceptada por los alumnos y por el profesorado, y no se observan resultados dispares realizándose presencial o a distancia. The objective of the study was twofold: to evaluate student satisfaction with the online assessment, and the differences in this assessment according to whether it was carried out at home or in the classroom. The design and methodology were based on satisfaction surveys of the type of evaluation and a statistical analysis to assess the differences in the results according to the place where the evaluation was carried out. The students' evaluation does not show unanimity (53%) in considering online evaluation as a good evaluation method, although 67% and 90% (depending on the course and subject) would use digital tools to evaluate face-to-face. The reduction of time and connection are the main disadvantages valued. The results of the global evaluation do not show changes depending on whether it is face-to-face or distance. Therefore, we consider that the use of new technologies for evaluation has been well accepted by students and teachers, and no different results are observed for face-to-face or distance learning.


Author(s):  
Martin Schultze ◽  
Martina Breuning ◽  
Markus von der Heyde ◽  
Maleen Kaiser ◽  
Jacqueline Müller-Nordhorn ◽  
...  

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