Comparison and Evaluation of Learning Outcomes from an International Perspective: Development of a Best-Practice Process

2014 ◽  
Vol 92 (3) ◽  
pp. 427-432 ◽  
Author(s):  
Maja Elmgren ◽  
Felix Ho ◽  
Eva Åkesson ◽  
Siegbert Schmid ◽  
Marcy Towns
Keyword(s):  
Learning Outcomes ◽  
Best Practice ◽  
International Perspective ◽  
Best Practice Process ◽  
Evaluation Of Learning

URGENSI EVALUASI PEMBELAJARAN DALAM PENDIDIKAN

2018 ◽  
Vol 2 (1) ◽  
pp. 65-69
Author(s):  
Moh Fachri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Validity And Reliability ◽  
Evaluation Tool ◽  
Professional Educators ◽  
Institutional Approach ◽  
Learning Evaluation ◽  
Effectiveness And Efficiency ◽  
Evaluation Of Learning

Learning process is the most important part in education as an effort to mature learners, The success of the learning process becomes a benchmark achievement of learning objectives. To know the achievement of the success of learning objectives, it must be done evaluation / assessment. In particular the purpose of evaluation to determine the progress of learning outcomes of learners after following the learning, as well as to determine the level of effectiveness and efficiency of methods, strategies that teachers use in learning. Evaluation of learning has an important and strategic meaning in education, because the learning process becomes meaningful, as well as its evaluation results can be used as a basis to determine the next step, for teachers, principals, institutions, parents, and government. The importance of learning evaluation can be seen from the approach of the learning process, the characteristics of professional educators, and the institutional approach, but it can also be seen from its purpose, function and principles and the validity and reliability of its evaluation tool.

scholarly journals Strategi Pembelajaran PAI Pada Peserta Didik Tuna Grahita Sekolah Dasar Kelas Awal Di Sekolah Dasar Luar Biasa (SDLB) Pembina Tingkat I Cilandak Lebak- Bulus Jakarta Selatan

2017 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Siti Khosiah Rochmah ◽  
Rika Sa’diyah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Primary Grade ◽  
Final Conclusion ◽  
School Grade ◽  
Elementary Curriculum ◽  
Public Elementary Schools ◽  
Level I ◽  
Evaluation Of Learning ◽  
Academic Year

Abstract: This study aims to find out the learning strategy of PAI in children of Primary Grade Students in SDLB Pembina Level I Cilandak South Jakarta in academic year 2014/2015. The subjects of the study were the students of primary school grade tunagrahita with mild (C) and moderate (C1) tunag category of 42 children. Data collection techniques used in the form of observation, interview and documentation study. Processing and data analysis include reduction, data display, conclusion and verification. Procedure is done by conducting reduction, then hold display of data obtained from field and after conducting processing and observation of result of research, then do conclusion and end with verification to get validity final conclusion. The results showed that PAI learning strategy that includes planning, implementation and evaluation of learning has been done quite well. Learning Planning (curriculum) PAI refers to the general elementary curriculum and has not been modified, substituted or omitted. New curriculum modifications are made on teacher initiative and creativity. Implementation of learning related to objectives, materials, methods, media, and assessment needs to be tailored to the needs and abilities of each child individually because the ability of learners can not be equalized and standardized. Evaluation of learning outcomes both related to the procedures, mechanisms, means and tools used the same as those done in public elementary schools. But there has been a modification on the form of questions, not applied the national exam (UN) but the school exam for final evaluation of the program. Keywords: Students, children of Primary Grade, the learning strategy

Valutare gli studenti per valutare il sistema: una esperienza della Provincia di Varese

2009 ◽  
pp. 123-140
Author(s):  
Emanuela Bonini ◽  
Alberto Vergani
Keyword(s):  
Learning Outcomes ◽  
Vocational Training ◽  
Assessment System ◽  
System Level ◽  
System Evaluation ◽  
Learning Outcomes Assessment ◽  
Crucial Component ◽  
Culture Models ◽  
Evaluation Of Learning ◽  
Italian Province

- The article presents the main results of a system level evaluation of learning outcomes concerning compulsory Vocational Training (VT) 3-years courses final formal examinations. This evaluation, carried out by the Education and Vocational Training Department of an italian Province (Varese), specifically deals with the use of single student learning standardized outcomes as a crucial component - if properly designed, managed and processed - of the evaluation of a local institutional VT system as a whole. This is quite a challenging task in Italy due both to the territorial differences existing in VT policies and institutional responsibilities and to the weakness of system evaluation culture, models and experiences in VT specifically and in education in general. The evaluation, conducted with the supervision of the two authors, will be presented and briefly discussed mainly by a methodological perspective. It will focus on the way in which learning contexts, training contents and trainees characteristics have been included into the evaluative analysis as factors potentially able: a) to explain, at a system level, the learning outcomes of the students; b) to offer the local stakeholders a comprehensive set of information and evidences to be used for the improvement of VT policies, programmes and single interventions.Key words: educational and vocational training, learning outcomes assessment, system evaluation, comparison, explicationParole chiave: istruzione e formazione professionale, valutazione di sistema, valutazione degli apprendimenti, comparazione, spiegazione

scholarly journals Evaluation of Learning Outcomes in Web-Based Continuing Medical Education

2006 ◽  
Vol 81 (Suppl) ◽  
pp. S30-S34 ◽  
Author(s):  
Vernon Curran ◽  
Jocelyn Lockyer ◽  
Joan Sargeant ◽  
Lisa Fleet
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Continuing Medical Education ◽  
Web Based ◽  
Evaluation Of Learning

Best Practice Recommendations for Situational Judgment Tests

2015 ◽  
Vol 8 ◽  
Author(s):  
Stefanie Pollard ◽  
Helena D. Cooper-Thomas
Keyword(s):  
Best Practice ◽  
Ethical Issues ◽  
Situational Judgment Tests ◽  
Selection Procedures ◽  
Practice Recommendations ◽  
Situational Judgement Tests ◽  
Key Issues ◽  
The Difference ◽  
Best Practice Process ◽  
Situational Judgement

Situational judgement tests (SJTs) are increasingly popular as part of selection procedures because of their strong psychometric properties. SJTs present test takers with job-related situations and a series of potential responses. The aim of this review article is to provide evidence-based recommendations for practitioners who are considering implementing SJTs for their clients, as well as offering an analysis of some key issues for academics. This research provides a review of the literature on SJTs to answer three questions: (1) What is the difference between framing questions either as what should you do versus what would you do? (2) What is the difference between multimedia-based and text-based SJTs? (3) What is the best process for SJT creation? Following this, recommendations are provided as follows: That responses are optimally framed in terms of what a respondent thinks s/he should do, not what s/he would do; that multimedia-based SJTs are used in preference to text-based SJTs; and a ‘best practice’ process for creating an SJT is outlined. Finally, the review includes a discussion of implications for creating tests that are inclusive of different ethnic groups, as well as ethical issues relating to the use of SJTs in selection.

scholarly journals MODEL PENGEMBANGAN DAN EVALUASI PEMBELAJARAN BAHASA INDONESIA DI MTs KARANGKAJEN

2021 ◽  
Vol 12 (1) ◽  
pp. 158-168
Author(s):  
Amalia Resti Pamuji ◽  
Dian Hidayati
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Evaluation Model ◽  
Learning Model ◽  
School Principal ◽  
Questions And Answers ◽  
Three Stages ◽  
Learning Development ◽  
Evaluation Of Learning

This study describes the development and evaluation model of learning in Indonesian language lessons at MTs Karangkajen. The research objective was to determine the model of development and evaluation of learning to improve the quality of students towards Indonesian language lessons. This type of research uses descriptive qualitative research. Methods of data collection using interviews, observation and documentation. Data analysis with three stages: reduction, presentation of data and concluding. The research results found 1) the Indonesian language learning development model at MTs Karangkajen using the reading, listening, writing and speaking learning model, 2) the evaluation of the Indonesian language learning model at MTs Karangkajen was carried out based on daily tests, midterm tests, quizzes fast, as well as the results of discussions and questions and answers to students. The school principal conducts class visits and reports on learning outcomes at the end of the semester by the teacher as an evaluation of learning to increase student ability and achievement in Indonesian.

scholarly journals PENERAPAN MODEL COOPERATIVE LEARNING METODE THINK PARE SHARE SEBAGAI UPAYA PENINGKATAN PRESTASI MATA KULIAH EKONOMI MONETER

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Ninik Srijani
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Monetary Economics ◽  
Economic Education ◽  
Student Discipline ◽  
Percentage Increase ◽  
Learning To Learn ◽  
Economics Courses ◽  
Evaluation Of Learning

This study aims to improve  the academic  achievement   of monetary  Economics course  through  Cooperative   Learning  Model  Type TPS  ( Think  - Pair - Share)   on Economic  Education  students.  The subjects  in this study were students who take courses Monetary   Economics  Odd Semester  2012/2013.  Number  of students  31 data coUection by observation  techniques  and evaluation  of learning outcomes,  and then ana Iyzed with a formula  to determine   the percentage   increase  in each  cycle,  while  dle action  research procedures  through  2 cycles and each cycle consisted  of 4 series of activities  carried  out are 1 ) Planning;  2 ) Implementation;   3 ) Observation,  and 4)  Reflection.  Method  of data collection  is done by using the observation  and evaluation  of learning.  Observations  are used  to determine   the activity  of students  in the  learning  process  by using  a model  of Cooperative  Type TPS (Think  - Pair - Share ). while the evaluation  is used to determine the achievement  of monetary economics  courses The results of the observation  and evalu- ation  of student  learning  outcomes   Prodi  Economic  Education   bas  increased.  This  is indicated  by the observation  of the lndidvidu   active students  in the learning  process  bas increased,   where  the  interest  and  attention  of  students  to  the  material  presented  first cycle of the original  61.29% to 83.87%,  tbe activity  asks students  in the first cycle of the original 54,  84%  to 71 %, active students and issue an opinion in response to the first cycle of the  original 48.39%   to 62.29%,   level of student discipline  in the process of learning to learn in the first cycle the original 64.52%  to 80.64%. Being in a group activ- ity of students in the learning process has increased, where the interest and attention of students  to the first cycle of the material presented  is original 51.61%  to 74.19%,  the activity asks students in the first cycle of the original 48.39%  to 64,52%,   active students and issue an opinion in response to the first cycle of the original 48.39%  to 74.19%,  level of student discipline  in the process of learning to learn in the first cycle the original 64.74%  to 83.87%.  For evaluation of learning in the first cycle masiswa the above aver-age learning  initially increased to 64.74%  83.87%  students below average dropped to 32.26%  16.31. Based on the research results of the second cycle, it can be concluded that the model learning SMT Type Cooperative  ( Think - Pair  - Share)   can improve the learning achievement of Monetary Economics courses.

scholarly journals MENINGKATKAN HASIL BELAJAR MERODA SENAM LANTAI MELALUI PENGGUNAAN ALAT BANTU PEMBELAJARAN

PHEDHERAL ◽  
2018 ◽  
Vol 15 (1) ◽  
pp. 67
Author(s):  
Sabdoadi Dany Saputro ◽  
Djoko Nugroho
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Junior High School ◽  
Junior High ◽  
Action Observation ◽  
Research Subjects ◽  
Learning Aids ◽  
Teachers And Students ◽  
Good Learning ◽  
Evaluation Of Learning

<pre><em>This study aims to improve the learning outcomes of students </em><em>of junior high school</em><em> in the academic year 2017/2018 through the use of learning aids.</em></pre><pre><em>This research is a classroom action research. This research was conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection. The research subjects were students of </em><em>of junior high school amount</em><em> 32 students. Sources of data in this study come from teachers and students. Data collection techniques are by observation and evaluation of learning outcomes. Data analysis used descriptive techniques based on qualitative analysis with percentages.</em></pre><pre><em>The results of the analysis of research data can be presented as follows starting from pre-action to cycle I and from cycle I to cycle II. In pre-action, students have not shown good learning outcomes, excellent categories with a percentage of 0%, good categories with a percentage of 3.125% or 1 student from 32 students, enough categories with a percentage of 53.125% or 17 students from 32 students, less categories with percentages 37.5% or 12 students from 32 students, then the category is very low with a percentage of 6.25% or 2 students from 32 students. In the first cycle the category is very good with a percentage of 0%, a good category with a percentage of 3.125% or 1 student from 32 students, enough categories with a percentage of 68.75% or 22 students from 32 students, a category with a percentage of 28.125% or 9 students from 32 students, and very few categories with a percentage of 0%, from the data there can be a number of 23 students have reached the criteria of completion while 9 students have not yet completed. In cycle II it reached a very good percentage of 0%, a good category of 18.75% or 6 students of 32 students, quite a category of 65.625% or 21 students of 32 students, a category of 15.625% or 5 students of 32 students, and less than 0% . So that from the data it can be seen that 27 students reach the criteria of completion while 5 students have not finished with the number of students 32 students.</em></pre><em>The conclusion of this study is that the use of learning aids can improve the learning outcomes of floor gymnastics of junior high school.</em>

scholarly journals Test Technique as a Tool for Evaluation of Learning Outcomes

2020 ◽  
Vol 3 (2) ◽  
pp. 1198-1205
Author(s):  
Ulfi Hayati ◽  
Muhammad Ediyani ◽  
Maimun Maimun ◽  
Kasyful Anwar ◽  
M. Bahriza Fauzi ◽  
...  
Keyword(s):  
Student Achievement ◽  
Learning Outcomes ◽  
Educational Process ◽  
Educational Goals ◽  
Test Technique ◽  
Assessment Of Learning ◽  
The World ◽  
Common Activity ◽  
Evaluation Of Learning

In the world of education to find out whether the educational process is successful in accordance with educational goals, it is necessary to conduct an evaluation to find out the extent of its success. Measuring is the most common activity carried out and is an action that initiates evaluation activities in the assessment of learning outcomes. The test is a method used by educators to measure and assess students' abilities systematically, fairly, objectively, and prosuderal by giving tasks in the form of questions and statements that must be done by students so that they can produce values that symbolize student achievement.      

scholarly journals The Implementation of Role Playing on Water, Soil, and Air Lab at Diploma of Analytical Chemistry, Islamic University of Indonesia

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Yuli Rohyami ◽  
Reni Banowati Istiningrum
Keyword(s):  
Analytical Chemistry ◽  
Quality Assurance ◽  
Quality Management ◽  
Learning Outcomes ◽  
Quality Management System ◽  
Role Playing ◽  
Assessment Instruments ◽  
Self Assessment ◽  
Practical Analysis ◽  
Evaluation Of Learning

ABSTRACT: The implementation of role playing learning with self-assessment and assessment trial in Analysis of Water, Land and Air Practicum Course has been performed. Learning role playing scenarios in modules that have been developed for the implementation of control and quality assurance in laboratory quality management system ISO / IEC 17025. Development of learning is done through role playing includes four steps, namely the preparation of the draft development of learning, the development of assessment instruments, learning implementation, and evaluation of learning with a self-assessment and trial assessment.The implementation of role playing with self-assessment and trial assessment can influence the attainment of students in the Practical Analysis of Water, Land, and Air. Achievement of competence for the basic package and UV-Vis spectrometry through self-assessment methods 69.07% and 47.86%, while the assessment of trial results in 68.58 and 49.11%. implementation of role playing with self-assessment and trial assessment on the Practical of Analysis of Water, Land and Air can improve learning outcomes. Achievement of learning outcomes with an average in grade A was 87.96% with an average NKMD value of 3.72.

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