scholarly journals Completion time and performance on multiple-choice and essay tests

1989 ◽  
Vol 27 (2) ◽  
pp. 179-180 ◽  
Author(s):  
Paul W. Foos
Keyword(s):  
Completion Time ◽  
Multiple Choice ◽  
And Performance ◽  
Essay Tests

A review of relationships between item sequence and performance on multiple-choice exams.

2017 ◽  
Vol 3 (1) ◽  
pp. 58-75 ◽  
Author(s):  
Kendall B. Hauck ◽  
Maya A. Mingo ◽  
Robert L. Williams
Keyword(s):  
Multiple Choice ◽  
And Performance

Multiple Choice and Essay Tests

1968 ◽  
Vol 16 (1) ◽  
pp. 61-66 ◽  
Author(s):  
Ann Skilling Andrews
Keyword(s):  
Multiple Choice ◽  
Essay Tests

Differential Daily Writing Conditions and Performance on Major Multiple-Choice Exams

2006 ◽  
Vol 15 (3) ◽  
pp. 170-180 ◽  
Author(s):  
Briana Hautau ◽  
Haley C. Turner ◽  
Erin Carroll ◽  
Kathryn Jaspers ◽  
Katy Krohn ◽  
...  
Keyword(s):  
Multiple Choice ◽  
And Performance ◽  
Daily Writing

scholarly journals Metacognitive Assessment Model for Student Project-Based Learning through the Blended Learning Practice MOOCs

2021 ◽  
Author(s):  
Ridwan Daud Mahande ◽  
Fitrah Asma Darmawan ◽  
Jasruddin Daud Malago
Keyword(s):  
General Education ◽  
Blended Learning ◽  
Vocational Education ◽  
Multiple Choice ◽  
Assessment Method ◽  
Project Based Learning ◽  
Skill Assessment ◽  
Learning Assessments ◽  
And Performance ◽  
Metacognitive Assessment

Online or blended learning assessments through LMS-MOOCs carried out in the world of education today tend to be multiple-choice assessments that are only based on low-level cognitive. In fact, to measure the metacognitive of students is quite difficult, if only using the form of multiple choice questions. Therefore, it takes the form of questions and assessments that allow students to explore their reflective and metacognitive thinking according to the characteristics of the education they are attending. Vocational education tends to apply a project-based learning (PjBL) model that requires authentic and performance-based learning assessment methods. Therefore, it is necessary to develop an appropriate blended metacognitive skill assessment rubric instrument for vocational education. Metacognitive assessment was developed using research and development procedures, with students as subjects in vocational education in Makassar, Indonesia. The integration between elements of metacognitive skills: planning, monitoring, and evaluation with self-peer-teacher assessment can be an assessment method to measure students’ metacognitive thinking skills in PjBL. Especially metacognitive assessment through blended learning practice MOOCs that are in accordance with the characteristics of vocational education and can be adopted by general education.

scholarly journals Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study

2021 ◽  
pp. 642-650
Author(s):  
Syed Wasif Gillani ◽  
Shabaz Mohiuddin Gulam ◽  
Jumana Al-Salloum ◽  
Rizah Anwar Assadi
Keyword(s):  
Completion Time ◽  
Pool Analysis ◽  
Research Process ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Lesson Design ◽  
Mean Values ◽  
Self Reflection ◽  
Average Completion Time ◽  
And Performance

Background: This study aims to evaluate the effectiveness of an online Moodle-based lesson for pharmacy students developed and designed for a research course focused on different methodologies, study variables, and research process applications. Methods: An experimental research methodology was used to determine the effectiveness of the Moodle-based lesson. All fourth term Pharm.D. students were required to complete and provide self-reflection reports. The outcome variables were cluster-based completion time, earned score, subjective feedback on contents, gender differences, and performance. Mean values were used to conduct statistical analysis, and a logistic regression model was applied to identify the significance of independent variables. Results: A total of 35 students completed the Moodle-based lesson. The mean earned score for the module was 81.0%, with an average completion time of 28.5 (range 26.8-30.1) hours. Females showed completion in less time compared to males. The reported knowledge and understanding showed a significant (p<0.001) pre-post increase in mean percentages in all three clusters. The intragroup pool analysis also reported significant (p<0.001) differences among gender and performance. The general feedback was limited to technical difficulties and self-reflection questions. Conclusions: The findings of this study showed that the online Moodle-based lesson module for a research course is an effective and validated tool to improve the knowledge and understanding of pharmacy students.

scholarly journals Assessing worker performance using dynamic cost functions in human robot collaborative tasks

2019 ◽  
Vol 234 (1) ◽  
pp. 289-301 ◽  
Author(s):  
Thomas Smith ◽  
Panorios Benardos ◽  
David Branson
Keyword(s):  
Cost Function ◽  
Completion Time ◽  
Cost Functions ◽  
Initial Development ◽  
Worker Performance ◽  
Manufacturing Assembly ◽  
And Performance ◽  
The Cost ◽  
Assembly Tasks ◽  
Human Robot Collaboration

The aim of this research is to develop a framework to allow efficient human robot collaboration on manufacturing assembly tasks based on cost functions that quantify capabilities and performance of each element in a system and enable their efficient evaluation. A proposed cost function format is developed along with initial development of two example cost function variables, completion time and fatigue, obtained as each worker is completing assembly tasks. The cost function format and example variables were tested with two example tasks utilizing an ABB YuMi Robot in addition to a simulated human worker under various levels of fatigue. The total costs produced clearly identified the best worker to complete each task with these costs also clearly indicating when a human worker is fatigued to a greater or lesser degree than expected.

Assessment and Grading in Music Courses

2020 ◽  
pp. 31-46
Author(s):  
Colleen M. Conway
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Reliability And Validity ◽  
Performance Assessments ◽  
Music Teaching ◽  
Music Aptitude ◽  
Music Achievement ◽  
Advantages And Disadvantages ◽  
And Performance ◽  
Essay Tests

Chapter 2 provides a detailed overview of approaches to assessing music teaching and learning in a higher education setting. The chapter begins with a discussion of music aptitude versus music achievement and clarifies the differences between these constructs as well as between assessment and grading. Types of measures such as multiple choice, essay tests, and performance assessments are provided with discussion of advantages and disadvantages of each. A focus on reliability and validity if assessments is included and sample student-generated rubrics for various music courses are provided. Performance rubrics are provided as well. The chapter concludes with discussion of departmental level assessment.

scholarly journals Multiple-Choice Answer Form Completion Time in Children With Amblyopia and Strabismus

2018 ◽  
Vol 136 (8) ◽  
pp. 938 ◽  
Author(s):  
Krista R. Kelly ◽  
Reed M. Jost ◽  
Angie De La Cruz ◽  
Eileen E. Birch
Keyword(s):  
Completion Time ◽  
Multiple Choice
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