Efektivitas Penilaian Pembelajaran Menggunakan Google Form pada Pembelajaran Daring

Learning in the network implemented in pandemic covid-19 is a new challenge for the Indonesian learning system. The demands of more creativity are left to the educators for effective learning. So, too, with new options/ideas associated with the learning system, especially with the student learning assessment system. The feature of the Google form on the Google application becomes one of the options that can be used to facilitate the student learning assessment process. The study is conducted to learn the effectiveness of learning assessments using Google form on students, the strengths and deficiencies of Google form, and the knowledge of barriers students experience when using Google form. Research is conducted with a descriptive qualitative method with the data-collection of interviews and questionnaires. The results of the study say that the use of the learning assessment using Google form is considered to be effective because it makes it easier for teachers and students, both in filling out problems and process processes by teachers. Google form has an advantage such as providing an automated data-processing system, so teachers don't have to manually calculate. The barriers are affected by network activity, and the lack of understanding of students or guardians of technology.

Opening Act

This article describes a private, mid-sized university library’s experience of hosting a music festival-themed event in the library building as part of new student orientation, with program evaluation and student learning assessment at the forefront of planning. The authors and co-planners will discuss four years of data to explore the connection between library outreach and students’ use of the library, their perceptions of the institution, and the role the event plays in shaping student success. It offers recommendations for collaborating with academic libraries and approaches in future cross-campus collaborations, including using a scaffolding approach to outline the goals and assessment of any orientation and outreach event.

Canvas (LMS) as a means for effective student learning assessment across an institution of higher education

Programmatic and institutional assessment initiatives have emerged and continuously evolved across higher education institutions through the early part of the twenty-first century. These initiatives have stemmed from a growing emphasis on assessing the quality of learning that occurs throughout the collegiate education. An assessment process that involves faculty and staff collecting, analyzing and discussing the data over time to guide improvement decisions sounds like a reasonable pursuit. Unfortunately, such a process sometimes results in apathy and dissention. Technology has provided solutions that can remove the tedium and time-consumption from student learning assessment. The purpose of this article is to provide a thorough understanding of the assessment capabilities and data-collecting automaticity processes of Canvas. Provided are examples of ways to extract and disseminate Canvas data to be used for decisions making. The article includes (a) the structure of Canvas, (b) steps for how to set up Canvas for collecting student achievement data directly from coursework and sortable by outcomes and associated criteria, (c) strategies to export data from Canvas, and (d) ideas for visualizing outcome data.

Student Learning Assessment from a Virtual Field Trip

Teaching through field trips has been very effective as students learn more when they see the objects in reality. However, it is not always feasible to take a large class to field trips due to time, safety, and cost limitations. Creating 3D Virtual Reality (VR) models and immersing students in that virtual world could provide an engaging and meaningful experience to both building science and architecture students. The aim of this research was to see if Virtual Field Trips (VFTs) can replace actual field trips in times of need. For that reason, an app was created teaching students about steel connections called the Steel Sculpture App (SSA). The SSA served as VFT and the location of physical steel sculpture model served as the actual field trip. This paper focuses on student learning assessment and experience from of VFT versus the actual field trip. Scope of this study is limited to 3rd year building science and architecture students who have attained basic knowledge of structural systems. The author used controlled group and experimental group method to analyze the learning assessment. The results indicated that the students learning from VFTs scored slightly higher than those learning from actual field trip. Although, students liked learning through the actual field trip but the VFT group was able to score better because they learnt without any distractions.