Using student feedback to construct an assessment rubric for a concept map in physiology

2005 ◽  
Vol 29 (4) ◽  
pp. 197-203 ◽  
Author(s):  
Roger W. Moni ◽  
Eileen Beswick ◽  
Karen B. Moni
Keyword(s):  
Faculty Member ◽  
Concept Map ◽  
Learning Goals ◽  
Educational Goals ◽  
Pharmacological Interventions ◽  
Assessment Task ◽  
Complex Concept ◽  
Perceptions Of Students ◽  
History Of ◽  
Assessment Rubric

Constructing quality assessment rubrics can be challenging, especially when they are used for integrated, group-centered, applied learning. We describe a collaborative assessment task in which groups of second-year dentistry students developed a complex concept map. In groups of four, the students were given a written, simulated, medical history of a patient and required to construct a concept map illustrating relevant pathophysiological concepts and pharmacological interventions. This report describes a research project aimed at making educational goals of the task more explicit through investigating student and faculty member understandings of the criteria that might be used to assess the concept map. Information was gathered about the perceptions of students in relation to the learning goals associated with the task. These were compared with faculty member perceptions. The findings were used to develop an assessment rubric intended to be more accessible to learners. The new rubric used the language of both faculty members and students to more clearly represent expectations of each criterion and standard. This assessment rubric will be used in 2005 for the next phase of the project.

Student perceptions and use of an assessment rubric for a group concept map in physiology

2008 ◽  
Vol 32 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Roger W. Moni ◽  
Karen B. Moni
Keyword(s):  
Student Perceptions ◽  
Concept Maps ◽  
Second Phase ◽  
Grade Group ◽  
Assessment Task ◽  
Study Approach ◽  
Complex Concept ◽  
Academic Grades ◽  
Group Concept ◽  
Assessment Rubric

We previously reported how the opinions of second-year dentistry students and faculty members can be used to construct an assessment rubric to grade group-based concept maps in physiology ( 14 ). This article describes the second phase of this study of the subsequent year's cohort. A case study approach was used to investigate how groups of students used the criteria to complete their complex concept maps. Students' opinions about the assessment task and newly constructed rubric were sampled. Opinions across groups were correlated to academic achievements in the course. Two groups of four students volunteered to be videorecorded during a 4-h workshop, during which they completed their maps. The mapping task was not generally favored by students. However, those students who did favor the task achieved higher academic grades. Most students favored the newly constructed assessment rubric, commenting that it was easy to understand, fair, and appropriate, but reported that extra guidance from tutors and other resources were required. Coded videorecordings of the two observation groups revealed complex interactions around the three criteria of content, logic and understanding, and presentation. Two broad patterns of working were identified. One group distributed their efforts more evenly across the criteria, whereas the other group completed their maps by addressing the criteria in stages. These findings clearly indicate the academic challenges and social complexity in how students work in groups to complete complex concept maps in physiology.

Pendidikan Karakter Profetik dalam Sirah Nabawiyah (Telaah Kitab al-Râhiq al-Makhtûm Karya Shafiy al-Rahmân al-Mubârakfuri)

2018 ◽  
Vol 6 (2) ◽  
pp. 147 ◽  
Author(s):  
Ahmad Syahid ◽  
H. Husni
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Character Education ◽  
Research Method ◽  
Analysis Data ◽  
Educational Goals ◽  
Research Approach ◽  
Analysis Method ◽  
Library Research ◽  
History Of

This study aims to analyze the character values ​​in Sirah Nabawiyah Ar-Rahiq Al-Makhtum by Syafiyyurrahman al-Mubarakfuri, so that it is revealed how the character education of the Prophet Muhammad. and analyze its relevance to current educational goals. The research method used is library research, the type of research approach is deductive and the analysis method is content analysis. Data collection techniques used were library techniques. This research succeeded in proving that prophetic values ​​based on the history of the Prophet Muhammad have a strong relevance to the concept of contemporary character education. Prophetic values ​​loaded with character education in this era, especially related to religiosity, honesty, tolerance, discipline, hard work, creative, independent, democracy, curiosity, national spirit, love of the motherland, respect for achievement, friendship, love for peace , likes to read, care about the environment, care about social, and responsibility.

Of frameworks and the goals of collegiate foreign language education: critical reflections

2012 ◽  
Vol 3 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Heidi Byrnes,
Keyword(s):  
United States ◽  
Foreign Language ◽  
Language Education ◽  
The United States ◽  
Learning Goals ◽  
Educational Goals ◽  
Modern Language Association ◽  
Multiple Literacies ◽  
Performance Development ◽  
Viable Approach

AbstractThe paper suggests that among reasons for the difficulties collegiate foreign language (FL) programs in the United States (and most likely elsewhere) encounter in assuring that their students attain the kind of upper-level multiple literacies necessary for engaging in sophisticated work with FL oral and written texts may be the fact that prevailing frameworks for capturing FL performance, development, and assessment are insufficient for envisioning such textually oriented learning goals. The result of this mismatch between dominant frameworks, typically associated with communicative language teaching, and the goals of literary cultural studies programs as humanities programs is that collegiate FL departments and their faculty members face serious obstacles in their efforts to create the kind of coherent, comprehensive, and principled curricula that would be necessary for overcoming what are already extraordinary challenges in an educational environment that provides little support for long-term, sustained efforts at language development toward advanced multiple literacies. The paper traces these links by examining three such frameworks in the United States: the Proficiency framework of the 1980s, based on the ACTFL oral proficiency interview, the Standards framework of the 1990s, part of a more general standards movement in U.S. education, and the most recent document, by the Modern Language Association (MLA), which focuses on the need for new curricular structures in collegiate FL education. Specifically, it provides an overview of the U.S. educational landscape with an eye toward the considerable influence such frameworks can have in the absence of a comprehensive language education policy; lays out key characteristics that would be necessary for a viable approach to collegiate FL education; probes the complex effects the three frameworks have had in collegiate FL programs; and explores how one department sought to counter-act their detrimental influence in order to affirm and realize a humanistically oriented approach to FL education. The paper concludes with overall observations about the increasing power of frameworks to set educational goals and ways to counteract their potentially unwelcome consequences.

scholarly journals Willingness to receive future COVID-19 vaccines following the COVID-19 epidemic in Shanghai, China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yehong Zhou ◽  
Junjie Zhang ◽  
Wenwen Wu ◽  
Man Liang ◽  
Qiang-Song Wu
Keyword(s):  
Vaccine Safety ◽  
Older Individuals ◽  
Regression Analyses ◽  
Pharmacological Interventions ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Factors Associated ◽  
History Of ◽  
Potential Factors ◽  
To Receive

Abstract Background There are no pharmacological interventions currently available to prevent the transmission of SARS-CoV-2 or to treat COVID-19. The development of vaccines against COVID-19 is essential to contain the pandemic. we conducted a cross-sectional survey of Shanghai residents to understand residents’ willingness to be vaccinated with any future COVID-19 vaccines and take measures to further improve vaccination coverage. Methods We conducted a cross-sectional survey using self-administered anonymous questionnaires from 1 July to 8 September 2020. The main outcome was willingness of participants, and any children or older individuals living with them, to receive future COVID-19 vaccines. Logistic regression analyses were used to explore potential factors associated with vaccination willingness. Results A total of 1071 participants were asked about their willingness to receive future COVID-19 vaccines, for themselves and at least 747 children and 375 older individuals (≥60 years old) living with them. The highest proportion of expected willingness to vaccinate was among participants (88.6%), followed by children (85.3%) and older individuals (84.0%). The main reasons for reluctance to vaccinate among 119 participants were doubts regarding vaccine safety (60.0%) and efficacy (28.8%). Participants with a self-reported history of influenza vaccination were more likely to accept COVID-19 vaccines for themselves [adjusted odds ratio (OR) = 1.83; 95% confidence interval (CI): 1.19–2.82], their children (adjusted OR = 2.08; 95%CI: 1.30–3.33), and older individuals in their household (adjusted OR = 2.12; 95%CI: 1.14–3.99). Participants with older individuals in their families were less willing to vaccinate themselves (adjusted OR = 0.59; 95%CI: 0.40–0.87) and their children (adjusted OR = 0.58; 95%CI: 0.38–0.89). Conclusions Participants were more reluctant to accept COVID-19 vaccines for older individuals living with them. The presence of older individuals in the home also affected willingness of participants and their children to be vaccinated.

Seksueel onaangepast gedrag bij een patiënt met dementie: literatuurreview en casusrapport

2021 ◽  
Author(s):  
C. SEAUX ◽  
K. GOEDSEELS ◽  
J. DE LEPELEIRE
Keyword(s):  
Case Studies ◽  
Randomised Controlled Trials ◽  
Selective Serotonin Reuptake Inhibitors ◽  
Controlled Trials ◽  
Pharmacological Treatments ◽  
Pharmacological Interventions ◽  
Drug Of Choice ◽  
Cochrane Database ◽  
History Of ◽  
Randomised Controlled

Sexually inappropriate behaviour in a patient with dementia: literature review and case report In this paper, the medical history of a 75-year-old man with dementia and sexually inappropriate behaviour (SIB) is described. An overview of the literature regarding the approach and treatment of SIB in persons with dementia was performed. PubMed, Web of Science and the Cochrane database were consulted, and thirteen articles selected. There are no randomised controlled trials available. The literature is limited to case studies and reviews of case studies. Non-pharmacological treatments are perceived to be the first step, although they are rarely studied. There is no consensus regarding a pharmacological approach. However, all studies suggest the paradigm of “start low and go slow”. A variety of drugs have been described. When starting a pharmacological treatment, it is recommended to keep in mind comorbidities and possible side-effects. Selective serotonin reuptake inhibitors (SSRIs) seem to be the preferred first line treatment if the behaviour is not too harmful. If the behaviour is intrusive, anti-androgens seem to be the drug of choice. Further research is needed: a consensus regarding the definition and the development of a screening tool could support randomised controlled trials concerning pharmacological and non-pharmacological interventions. Research concerning ethical dilemmas should, however, not be neglected.

scholarly journals Penggunaan Media Grafis (Peta Konsep) Dalam Pembelajaran Sejarah Untuk Mempermudah Pemahaman Siswa Kelas V Mi Darul Ulum Bojonegoro

2020 ◽  
Vol 1 (1) ◽  
pp. 69
Author(s):  
Yulia Pramusinta
Keyword(s):  
Everyday Life ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Concept Map ◽  
Graphic Method ◽  
Learning History ◽  
History Of ◽  
Media Learning ◽  
The Right ◽  
The Way

Abstract: The teaching medium is a knowledge of the teaching methods used by a teacher or instructor. Methods are the means used to achieve the established goals. Another technique is the presentation technique that is mastered by the teacher to teach or present the lesson materials to the students in the classroom, so that the lesson can be absorbed, understood and used by the students well. The better the teaching method, the more effective the achievement of the goal. Motivation is a change of energy within a person characterized by the emergence of "feeling and preceded by the response to the purpose, to get it then must be selected methods that if acceptable in teaching and learning activities well. In fact, the way or method of teaching used to convey different information in the way adopted to establish students in mastering knowledge, skills and attitudes (cognitive, psychomotoric, affective). Specific methods of teaching in the classroom, the effectiveness of a method is influenced by the purpose, student factors, situation factors, and teacher factor itself. Demonstration is a teaching method done by a teacher or someone else by showing the whole class about a process or a way of doing something. Demonstrations are always directed to the correct way of practice which is then Apliskasikan in everyday life. And recitation is also one of the learning media known as homework or students are given the task outside of lesson time. Both methods can be implemented simultaneously in the teaching and learning process.From the above statements can be concluded that in learning, students so as not to get bored then there should be variations in learning methods. Teachers must be clever in choosing a method, one of which is the Graphic method (concept map). In this case on the history of the use of Graphic method (concept map) is the right method to invite students to think and understand and apply in everyday life. Graphical Pendekata (konse map) invites us to make learning process more meaningful and conductive.        Kewords: Grafis Media, Learning History, Student Chomprehensif   

Mentorship of undergraduate research experiences: Best practices, learning goals, and an assessment rubric.

2020 ◽  
Vol 6 (3) ◽  
pp. 212-224
Author(s):  
Guy A. Boysen ◽  
Manisha Sawhney ◽  
Karen Z. Naufel ◽  
Suzanne Wood ◽  
Kristin Flora ◽  
...  
Keyword(s):  
Best Practices ◽  
Undergraduate Research ◽  
Learning Goals ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Assessment Rubric

ePortfolios for Learning, Assessment, and Professional Development

2010 ◽  
pp. 157-175
Author(s):  
C. Edward Watson ◽  
Marc Zaldivar ◽  
Teggin Summers
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Learning Assessment ◽  
Current Trends ◽  
Academic Settings ◽  
History Of ◽  
Professional Development Needs ◽  
Specific Teaching ◽  
Assessment Requirements

ePortfolios are becoming increasingly popular as a means to address a variety of challenges in higher education, such as academic assessment requirements, specific teaching and learning goals, and emerging student professional development needs. This chapter explores these three applications of ePortfolios to provide administrators and faculty the information they need to make informed decisions regarding ePortfolios in academic settings. The relevant history of portfolios, assessment, and associated pedagogies sets a context for this discussion. Current trends in ePortfolio usage are outlined, including a survey of available technologies. This chapter concludes with a primer regarding the management of ePortfolio campus implementations as well as a brief examination of the key questions regarding the future of ePortfolios.

Why Major in Literature—–What Do We Tell Our Students?

PMLA ◽  
2002 ◽  
Vol 117 (3) ◽  
pp. 490-492 ◽  
Author(s):  
Russell A. Berman
Keyword(s):  
College Students ◽  
Decision Making ◽  
Faculty Member ◽  
Educational Goals ◽  
Parental Pressure ◽  
The Real ◽  
Teachers And Students ◽  
The Right

What do we tell our students? the question implies a range of assumptions, most obviously the simple hope that such a conversation might even take place. Imagine a student dropping by during office hours or approaching us after class to ask for our thoughts on the choice of a major. Or consider a different scenario: the faculty member struggling to find the right tone in order to strike up a conversation with a student about his or her academic plans. Certainly such discussions take place, certainly teachers and students talk about educational goals, and certainly a teacher's advice can at times be important for a student. Yet all this reassurance cannot disguise the fragility of the situation. For it is equally certain that the question overstates the frequency, significance, and ramifications of these sorts of exchanges. Parental pressure plays a larger role in the real decision making than does a teacher's advice. (Perhaps there is a journal somewhere for parents of college students with a discussion on “Choosing the Right Major: What DoWe Tell Our Children?”) Many of us have spoken with students who plea their interest in selecting a literature major but find themselves compelled by their parents to choose something allegedly more practical. I for one have rarely met students passionate about a major in business but whose families heartlessly forced them to study literature.

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