Rubrics Based Continuous Assessment for Effective Learning of Digital Electronics Laboratory Course

2016 ◽  
Author(s):  
Aruna S. Nayak ◽  
F. M. Umadevi ◽  
T. Preeti
Keyword(s):  
Continuous Assessment ◽  
Laboratory Course ◽  
Effective Learning ◽  
Digital Electronics

A Continuous Assessment Strategy Using Fuzzy Logic

2018 ◽  
pp. 69-86
Author(s):  
Abraham Varghese ◽  
Jincy S. George ◽  
Joseph George
Keyword(s):  
Fuzzy Logic ◽  
Creative Thinking ◽  
Learning Outcome ◽  
Assessment Method ◽  
Continuous Assessment ◽  
Rule Based ◽  
Effective Learning ◽  
Traditional Assessment ◽  
Rule Based Approach ◽  
Different Sources

Effective teaching depends on the ability to channel the knowledge from different sources properly to the students that enhances the total development of their mental growth as well as creative thinking. Therefore, it is essential to have a systematic mechanism to ensure the intended objectives of the lecture have reached the students. The assessment method should be in such a way that it has to mind each and every parameter that contributes to effective learning in a continuous and systematic fashion. With this focus, the purpose of this chapter is to present an efficient way of assessing the course learning outcome with the help of fuzzy logic concepts. The advantage of this approach relies on its efficacy to give more or less unique output corresponding to each and every input, which is not in the case of traditional assessment methods. This Mamdani rule-based approach gives an accurate measure to assess the attainment level of the course by considering every parameter enabling the learning process.

scholarly journals Implementing Continuous Assessment in an Academic Programme for More Effective Learning

2021 ◽  
Author(s):  
Cecilia van Zyl ◽  
Willie le Roux
Keyword(s):  
Distance Education ◽  
Environmental Factors ◽  
Lessons Learned ◽  
Academic Department ◽  
Assessment Framework ◽  
Continuous Assessment ◽  
Effective Learning ◽  
Advantages And Disadvantages ◽  
Academic Programme

Many universities, including open distance education institutions, are currently investigating the introduction of a continuous assessment framework. When introducing continuous assessment in an academic department, it is necessary to ensure that all participants understand all concepts related to such framework and the implications of introducing such a framework. This paper investigates studies on continuous assessment in the literature to identify the advantages and disadvantages of such a framework. The lessons learned are used to identify guidelines regarding the importance of feedback and to develop a model that can be used to plan and introduce continuous assessment, considering all the different environmental factors that will affect the introduction.

Complementary laboratory course in cariology

1996 ◽  
Vol 60 (6) ◽  
pp. 533-535
Author(s):  
D Steinberg ◽  
Z Hirschfeld
Keyword(s):  
Laboratory Course

An 8-Year Replication of Key NTVS Findings by Students in a Psychology Laboratory Course

2014 ◽  
Author(s):  
Cheryl B. Stewart ◽  
Zachary Ahlstrom ◽  
Jamie L. Anderson ◽  
Samantha J. Stegura ◽  
Michael S. Ward
Keyword(s):  
Psychology Laboratory ◽  
Laboratory Course

The implications of minority group testing for more effective learning

1971 ◽  
Author(s):  
Florence L. Denmark ◽  
Ethel Jackson Shirk ◽  
Leonard E. Bart ◽  
Bernice Baxter ◽  
Alfredo Casteneda ◽  
...  
Keyword(s):  
Minority Group ◽  
Group Testing ◽  
Effective Learning

Is testing a more effective learning strategy than note-taking?

2017 ◽  
Vol 23 (3) ◽  
pp. 293-300 ◽  
Author(s):  
Ralf Rummer ◽  
Judith Schweppe ◽  
Kathleen Gerst ◽  
Simon Wagner
Keyword(s):  
Learning Strategy ◽  
Note Taking ◽  
Effective Learning

Efektifitas Pembelajaran Bahasa Arab 0 (nol) sks dalam membentuk Bi’ah al-‘Arabiyah pada Prodi PAI STIT Raden Wijaya

2018 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
Mustain Mustain
Keyword(s):  
Religious Education ◽  
Arabic Language ◽  
Islamic Education ◽  
Foreign Languages ◽  
Primary Data ◽  
Study Program ◽  
Effective Learning ◽  
Education Study ◽  
Arabic And English ◽  
Oriented Approach

Arabic subjects are very important to develop the ability to communicate. By learning Arabic, students can understand the conversation and reading in Arabic well. Formal Arabic Studies in Madrasahs are the main means for students to master Arabic. This study aims to: 1) Know the efforts of STI Pati Raden Wijaya Prodi in shaping Arabic environment on Prodi PIT STIT Raden Wijaya. 2) Knowing the supporting factors in shaping Arabic environment on PAI STIT Raden Wijaya Prodi. 3) Knowing the obstacles faced by Prodi PIT STIT Raden Wijaya in shaping Arabic environment at Prodi PIT STIT Raden Wijaya. This study uses oriented approach (paradigm) Descriptive-Qualitative, While the type of research is using case studies (Santoso, 2005). In this study the researchers themselves or with the help of others are the main data collectors. This research was conducted at Tarbiyah High School of Raden Wijaya Kota Mojokerto, on Islamic Religious Education Study Program. In this study, the primary data obtained by researchers is: the results of interviews with the Chairman of the Study Program of Islamic Education and Students Semester I (One). In this study used in analyzing data that has been obtained is by descriptive (non statistical) descriptive that is explorative. The conclusions of this research are: 1) Effort-uaha done Prodi in making effective learning arab language in Prodi PIT STIT Raden Wijaya are: a. He held yaum al-'araby twice a week on Friday. b. It was called shabah al-lughah a week twice before ta'lim afkar al-islamy began. c. The existence of study club on each mabna. 2) Factors that become supporters in forming bi'ah al-'arabiyah are: a. Attachment of mufradat in strategic places. b. Make plaques that are written / spoken in Arabic to make it easier to remember. c. Songs in foreign languages ​​(Arabic and English) to increase students' insight in developing the language. 3) The constraints faced in creating bi'ah al-'arabiyah namely: a. Ability and basic students are different. b. There is no class classification that suits the ability of each student. c. Lack of facilities / facilities and infrastructure. d. Competence musyrif / ah who are not all able to speak. e. The curriculum and materials that are presented have not been neatly arranged. f. The absence of a strict iqob for students who do not communicate arabic language everyday.

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