scholarly journals Asynchronous Online Collaboration as a Flexible Learning Activity and an Authentic Assessment Method in an Undergraduate Mathematics Course

2008 ◽  
Vol 4 (2) ◽  
Author(s):  
Dann G. Mallet
Keyword(s):  
Authentic Assessment ◽  
Assessment Method ◽  
Online Collaboration ◽  
Learning Activity ◽  
Undergraduate Mathematics ◽  
Flexible Learning ◽  
Mathematics Course

scholarly journals Developing a flexible learning activity on biodiversity and spatial scale concepts using open‐access vegetation datasets from the National Ecological Observatory Network

2021 ◽  
Author(s):  
Diane M. Styers ◽  
Jennifer L. Schafer ◽  
Mary Beth Kolozsvary ◽  
Kristen M. Brubaker ◽  
Sara E. Scanga ◽  
...  
Keyword(s):  
Open Access ◽  
Spatial Scale ◽  
Learning Activity ◽  
Flexible Learning

Peer Sharing Facilitates the Effect of Inquiry-based Projects on Science Learning

2010 ◽  
Vol 72 (1) ◽  
pp. 24-29 ◽  
Author(s):  
Hui-Min Chung ◽  
Kristina Jackson Behan
Keyword(s):  
Popular Culture ◽  
Real World ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Group Learning ◽  
Authentic Assessment ◽  
The Other ◽  
Learning Activity ◽  
Millennial Students ◽  
Inquiry Based Learning

Authentic assessment exercises are similar to real-world tasks that would be expected by a professional. An authentic assessment in combination with an inquiry-based learning activity enhances students' learning and rehearses them for their future roles, whether as scientists or as informed citizens. Over a period of 2 years, we experimented with two inquiry-based projects; one had traditional scientific inquiry characteristics, and the other used popular culture as the medium of inquiry. We found that activities that incorporated group learning motivated students and sharpened their abilities to apply and communicate their knowledge of science. We also discovered that incorporating popular culture provided ““Millennial”” students with a refreshing view of science learning and increased their appetites to explore and elaborate on science.

scholarly journals Developing An Authentic Assessment Instruments of Psychomotor Domain For The Physics Learning on Measurement Materials in Class X SMA

2020 ◽  
Vol 4 (2) ◽  
pp. 44-48
Author(s):  
Dahlia Dahlia ◽  
Maison Maison ◽  
Nehru Nehru
Keyword(s):  
Formative Evaluation ◽  
Learning Strategy ◽  
Authentic Assessment ◽  
Developmental Model ◽  
Assessment Instrument ◽  
Learning Activity ◽  
Assessment Instruments ◽  
Physics Learning ◽  
Ability To Act ◽  
Psychomotor Domain

Practicum is a form of learning activity relates to assessment, which is part of a series of learning processes. Assessment in practicum not only consists of cognitive aspects but also emphasizes affective and psychomotor aspects. Psychomotor is a domain related to skills or ability to act after receiving learning experiences. An authentic assessment of the psychomotor domain is needed to determine each student learns and apply their learning outcomes into life. The study aimed to determine the procedure for developing an authentic assessment instrument of the psychomotor domain for physics learning on measurement material in class X SMA and describe the teacher's assessment toward the developed the authentic assessment instrument. The study used Dick and Carey developmental model consisted of ten stages. They are (1) analysis the learning objectives, (2) learning analysis, (3) analysis of students and their environment, (4) formulating specific objectives, (5) developing assessment instruments, (6) developing learning strategy, (7) developing and selecting learning materials, (8) formative evaluation, (9) revision, and (10) summative evaluation. But, the article used only nine of ten stages. The validation sheet was assessed by two expert lecturers. The product of the psychomotor assessment instrument was validated by two expert lecturers through 2 revisions. The developed instrument was tested in small groups, namely class X MIA 7, SMA N 1 Muaro Jambi. The validation obtained a total score of 136. Means, the score included in the category of 136 ≤ N <150: "Very Good." The teacher's responses were 82% of very good (positive). In short, the developed instrument was feasible to continue to trial steps. The trial to 10 students obtained a mean of 82.1. Based on the range of student scores, seven students were classified as highly skilled, and three students were classified as skilled. Based on results and discussion, it concluded that authentic assessment instruments of the psychomotor domain for the physics learning on measurement materials were feasible to use for teacher class of class X MIA in SMA N 1 Muaro Jambi.

Assessing effectiveness of learning units under the teaching unit model in an undergraduate mathematics course

2012 ◽  
Vol 59 (2) ◽  
pp. 594-606 ◽  
Author(s):  
María Andrade-Aréchiga ◽  
Gilberto López ◽  
Gabriel López-Morteo
Keyword(s):  
Undergraduate Mathematics ◽  
Unit Model ◽  
Teaching Unit ◽  
Mathematics Course

ADOLESCENT CRISIS AND EDUCATIONAL CRISES OF ADAPTATION TO THE NEXT EDUCATIONAL LEVEL

2019 ◽  
Vol 7 ◽  
pp. 86
Author(s):  
Elena V. Leonova
Keyword(s):  
Educational Level ◽  
Fifth Graders ◽  
Human Agency ◽  
Assessment Method ◽  
Learning Activity ◽  
Expert Assessment ◽  
Personality Questionnaire ◽  
Psychological Resources ◽  
Tenth Graders ◽  
Academic Year

The problem of pupils’ adaptation to new educational level is explored from the standpoint of human agency becoming.194 pupils (84 fifth-graders and 110 tenth-graders) took part in the study. Pupils’ agency and psychological resources were surveyed at the beginning of the academic year by Children’s Personality Questionnaire (CPQ), Pupils’ Motives Questionnaire (fifth-graders), High School Personality Questionnaire (HSPQ), Purpose-in-Life Test, Motives of learning activity Questionnaire (tenth-graders). Adaptation criteria (informational, behavioral and affective) were estimated by expert assessment method and academic performance analysis at the end of the academic year. K-means method of cluster analysis, U-test and Spearman's rank correlation coefficient are used for data analysis.In each age category of pupils we have found a lot of significant correlation links between the psychological resources and adaptation criteria indicators only in the cluster of pupils with high agency level. So, only pupils with a high level of agency use their psychological resources to successful overcoming of normative educational crises. Thus, without human agency qualities, both the intellectual and personal resources of pupils can remain unused during the period of adaptation and further training, the results of the study demonstrated.The study was funded by RFBR, project # 18-413-400001 

scholarly journals Authentic assessment for academic performance: study on the attitudes, skills, and knowledge of grade 8 mathematics students

2018 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Widodo Winarso
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Authentic Assessment ◽  
Learning Activities ◽  
Learning Activity ◽  
Mathematics Students ◽  
Performance Study ◽  
Response Level ◽  
Effect Of Treatment

The purpose of the this research is: (1) To know the quality of the mathematics learning outcomes that apply a authentic assessment, (2) To know the student's response to the application of an authentic assessment of mathematics learning. This study uses a quantitative method of causal-comparative type, using test instruments, questionnaires and observations. The object of this study is conditioned in 2 classes, control class (Class 8B) and experiment class (Class 8E). The results showed that the application of the authentic assessment used by teachers is good. On the basis of the data obtained, it is known that the result of learning two classes (control class and experiment class) on attitudinal aspects and skills has the same relative quality. While the learning outcomes on the knowledge aspect, the maximum value reached by the experimental class is higher than the control class (from 72.5 to 65). The effect of treatment on the experimental class is low, indicated by the value of ES (effect size) obtained equal to 0.3. The result of the study based on the student's response level shows that there are 7 students who have a low response to the learning activity (18%), 23 students have an average response to the learning activities (61%) and 8 students have a high response to learning activities. Two other categories, none of the students had very low and very high responses to learning activities (0%). This study also confirmed that Ho was rejected and Ha was accepted, so it can be concluded that  there are differences in mathematics learning outcomes among students who use authentic assessment with students who do not use authentic assessment.

scholarly journals Take-Home Exams in Higher Education: A Systematic Review

2019 ◽  
Vol 9 (4) ◽  
pp. 267 ◽  
Author(s):  
Lars Bengtsson
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Student Behavior ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Assessment Method ◽  
Learning Activity ◽  
Higher Order Thinking Skills ◽  
Massive Online Open Courses ◽  
Open Courses

This work describes a systematic review of the research on take-home exams in tertiary education. It was found that there is some disagreement in the community about the virtues of take-home exams but also a lot of agreement. It is concluded that take-home exams may be the preferred choice of assessment method on the higher taxonomy levels because they promote higher-order thinking skills and allow time for reflection. They are also more consonant with constructive alignment theories and turn the assessment into a learning activity. Due to the obvious risk of unethical student behavior, take-home exams are not recommended on the lowest taxonomy level. It is concluded that there is still a lot of research missing concerning take-home exams in higher education and some of this research may be urgent due to the emergence of massive online open courses (MOOCs) and online universities where non-proctored exams prevail.

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