Assessment of Affective Domain by Open Ended Laboratory Approach in Structural and Material Laboratory Course

The objective of this study is to improve the development of affective domain among students with the introduction of the Open-Ended Laboratory (OEL). This enables students to design and conduct experiments, as well as to analyze and interpret data in a groups. By conducting the laboratory exercises in a group, students shall develop the ability to function effectively as a leader, as well as an effective team member. The present paper describes the assessment of the affective domain in OEL of Structural and Material Laboratory course for Diploma Program. This study involved a group of second-year students of Diploma of Civil Engineering for March-July 2019 semester who enrolled in the Structural and Material Laboratory course. There were ten groups involvesd in this study with the total number of 233 students; 98 male and 135 female.The attainment of affective domains among students in the evaluation rubrics was investigated in discovering the effectiveness of the course assessment. Not many differences in affective domain attainment between genders are reported; females shows better performance in punctuality and discipline attributes as compared to males. The outcome of this study is to observe that the OEL approach creates positive impacts in developing student generic skills such as leadership, communication, and teamwork. This attribute is expected by the industry, thus this also contributes to the overall students’ learning experience.

Reflections on E-Course Design

This paper presents a two-year research work with the main goal of analyzing the resources production for online scenarios, as well as enhancing in-service primary and secondary school teachers' competence in this area. After detecting training shortfalls from 1,192 in-service Andalusian teachers using an ad-hoc Likert scale, an online training activity on e-course production was developed, and, upon completion, the participating teachers were surveyed regarding design alternatives (N=86). Results gathered were complemented by conducting a focus group with the course tutors. Initial data allowed to prioritize certain training pathways in the online education extent, such as OER authoring, e-learning standards, repositories, and e-course development. As per the instructional design study, it was emphasized the need for institutional support in course creation initiatives and appropriate designs by combining internal VLE tools and externally produced OER. Finally, feedback, peer evaluation, rubrics, and digital badges were denoted as key elements in e-course designs.

El Texto Guía como recurso didáctico en la enseñanza universitaria

In this study we analyze how a teaching aid known as a Study Guide influences the teaching and learning process in a subject of the undergraduate degree in Elementary Education at the University of Murcia (Spain). To do so, we developed an ad hoc questionnaire comprising 30 five-option Likert-style questions. The questionnaire was then validated using the expert judgment technique. The dimensions of analysis were: use of the Study Guide, content of the Study Guide, and activities conducted. Our results show that the students valued the structure and usefulness of the Study Guide positively for preparing the examination, completing the course assignments and understanding key concepts. Gender differences were observed in relation to the usefulness of the evaluation rubrics since female students generally found them useful whereas male students did not. The result was the same when it came to the understanding of concepts and the completion of assignments. Our analysis of the structure of this material means that this research will also help strengthen the call for Study Guide projects published each year by the University of Murcia.

Examining the Relationship Between Teacher Performance Ratings and District Under the Ohio Teacher Evaluation System

The soundness of the Ohio Teacher Evaluation System (OTES) depends heavily on evaluators’ uniform interpretation of the qualitative Teacher Performance rubric. This study investigates the relationship between teachers’ district of employment, and the Teacher Performance ratings they receive under OTES. For Ohio districts that implemented OTES in 2012-2013, 2013-2014, and 2014-2015, the proportion of various Teacher Performance ratings and Student Growth Measures ratings are examined and compared to statewide proportions, using descriptive data and a log-linear model. Findings speak to the importance of a continued or renewed emphasis on fostering uniform interpretation and implementation of teacher evaluation rubrics and systems.

COMPETENCY-BASED ASSESSMENT AND THE USE OF PERFORMANCE-BASED EVALUATION RUBRICS IN HIGHER EDUCATION: CHALLENGES TOWARDS THE NEXT DECADE

Rubrics are assessment guides for grading and giving feedback to students while demonstrating acquired knowledge and skills. In the last decades, rubrics have been all part of the most used learning evaluation tools in higher education. Its use is further well-related to competency-based assessment purposes. Nevertheless, criticism around design and application has been also implemented in certain reports. In order to understand rubrics’ evolution, practice, benefits, and trends, a systematic literature review on rubrics’ design and use has been conducted. Two databases were selected: Scopus and ProQuest Education. Two phases were determined: The first allowed to identify articles related to rubrics’ design and application for almost three decades. 584 articles were found. From these, most cited articles served to give a scope of rubric evolution and trends. The second phase permitted to identify design and use of performance-based evaluation rubrics from 2009 and 2019. Five terms and Boolean combinations were used. A total of 259 articles was found. After analyzing abstracts and content, 11 open access articles on performance-oriented rubric design and application were chosen. As a result, some facts and reflections on rubric design complexity are discussed towards responding to educational challenges related to competency-based assessment contemporary demands: integration of human learning domains going beyond cognition, authenticity, and interdisciplinarity as features that characterize learning design situations, follow students’ progression, educator’s preparation on assessment literacy for responding to CBA demands, and the involvement of experts of the work field in determining essential evaluation indicators as the main topics looking forward to the next decade. Keywords: competency-based assessment, competency-based education, higher education, learning taxonomy, rubric design.

An Exploration of Effective Evaluation Rubrics for Assessing the Writing Skill of Engineering Graduates

The work breaks down the measurements pursued during the evaluation. The educators are liable for leading the appraisal. Consequently, the technique decides the different measures for examining composing strategies. A typical issue isn't finishing all parts of the assignment. Students should ensure they read the errand guidelines cautiously and find out precisely what they are required to do. The directions typically clarify that there are various explicit parts of the general assignment, all of which should be finished. To keep away from breakdowns in association and cognizance, it is prudent to compose a different section to manage every point. There ought to likewise be clear linkage between passages by alluding advances or in reverse in the content utilizing firm methods, for example, proper conjunctions, pronouns, redundancy or substitution of watchwords and expressions, and words, for example, 'this', 'that', 'already', 'next', and so on. Composing ought to be succinct and ought to exclude any superfluous or immaterial substance. Up-and-comers should ensure that they edit that they got done with composing cautiously to maintain a strategic distance from such syntactic blunders as poor sentence structure, off base subject action word understanding, conflicting or wrong utilization of particular and plural, poor word request, base tenses, erroneous utilization of grammatical forms (utilizing a modifier rather than an intensifier, or a thing rather than an action word, for instance) and inaccurate accentuation, just as spelling botches. Banalities, for example, 'enlarging their points of view's or 'accepting brilliant open doors' ought to be maintained a strategic distance from as they are now and again (mis)used and can prompt perplexity. Competitors are encouraged to invest more energy using English writings of the sort depicted in the Reading segment to build their jargon and to rehearse their composition. They ought to likewise be comfortable with the fundamental structure of a reasonable book. The review investigates the different measurements to be pursued when instructors right the test papers.