Assessment under Covid-19: Exploring Undergraduate Students’ Attitudes towards Their Online Thesis Proposal Presentations vs. Face-to-face

This study conducted in an EFL setting investigates students’ perception of the thesis proposal presentation in an online format due to safety concerns during the Covid-19 pandemic. Fifty-five students aged 20-22 years old, level B2-C1 in English, in their fourth year of a Business Informatics Bachelor’s programme at HSE University, Moscow, were surveyed regarding their end-of-course assessment experience, which involved a Skype online presentation, rather than the usual face-to-face presentation. Data were collected using a researcher-made questionnaire consisted of 3 sections and 12 items. A mixed-method approach using quantitative and qualitative data was employed. The findings indicate that emergency transition to the new format did not affect students’ satisfaction or results of the presentation. Overall, students were more than satisfied with the online format, and the results were similar, if not better, than in previous years. To minimise the disadvantages of this format, recommendations for teachers and students were offered. This study might offer new insight on the most appropriate and beneficial oral testing system for students and staff.

Assessment of a massive open online course (MOOC) incorporating interactive simulation videos on residents’ knowledge retention regarding mechanical ventilation

Background Understanding respiratory physiology and mechanical ventilation is a challenge for healthcare workers, particularly, medical residents. A team of French-speaking experts developed an innovative MOOC incorporating interactive simulation-based videos and serious games aiming at improving knowledge and skills in mechanical ventilation. Our objective was to evaluate the long-term knowledge retention regarding key concepts presented in this MOOC. Methods French residents registered for the MOOC 2020’s winter session were invited to participate in a two-step study. The first step consisted in evaluating students’ pre-course knowledge of respiratory physiology and mechanical ventilation fusing a 20 five-item multiple choice questions test with a total score ranging from 0 to 100. For the second step, the same students answered the same test (after shuffling the questions) six months after the completion of the course. We assessed the impact of this MOOC on the students’ knowledge retention by comparing pre-course and post-course scores. Result Of the 102 residents who agreed to participate in the study, 80 completed the course and their mean ± SD pre-course score was 76.0 ± 8.0. Fifty-one respondents also completed the second and their post-course score was significantly higher than the baseline one (83.1 ± 7.3 vs. 77.5 ± 7.6, p < 0.001). Scores of the first and second rounds did not differ upon comparing respondents’ background specialty or number of years of residency. For the vast majority of individual questions (96%), the success rate was higher at the post-course than at the pre-course assessment. Conclusion An innovative MOOC incorporating simulation-based videos was effective in teaching medical residents basic mechanical ventilation knowledge and skills, especially in the field of respiratory physiology and ventilatory modes. We observed effective long-term knowledge retention with a higher score at the post-course assessment six months after the completion of the course compared with the pre-course score.

Evaluating a collaborative and responsive project to develop language assessment literacy

We report on research conducted during a language assessment literacy (LAL) project set up for employees at a university language centre. Teachers, students and an external accreditation body requested a revision of the end-of-course exams to increase comparability, transparency and alignment to course aims. We used a collaborative approach where stakeholders involved in test development, quality control, use and interpretation brought their experiences, skills, knowledge and needs to the table, following Taylor’s (2013) view of differentiated LAL needs for different stakeholders. The project involves teachers (varying in numbers), five course/assessment coordinators and three researchers with a background in assessment (principal researcher, two research assistants, i.e. the authors). LAL training is needs-based, participant-driven, and evaluated in regular intervals. In response to these participant evaluations, delivery, content and focus of the training are adjusted. We present insights from five evaluation points gained during the first 3 years. We found that the collaborative and responsive LAL project was perceived as useful and effective by the participants, leading to learning gains and positive changes in assessment, teaching and coordination practices. Our insights contribute to a better understanding of the conditions that are conducive to designing and delivering effective LAL development projects.

1314 Ad-Hoc Suturing Course Teaching: A Valuable Tool for A New Starter

Aim The study aims to assess effectiveness of a three-hour suturing skills course for healthcare professionals at a tertiary hospital in London. Intended outcomes were improvement in confidence and proficiency at simple interrupted sutures. Method Four suturing sessions were delivered over five months to healthcare workers new to the clinical setting. The session included lecture, video, and practical skills. Participants completed a pre- and post-course survey to measure confidence levels in suturing using Likert scale. Participants performed simple interrupted sutures for 10 minutes in a pre- and post-course assessment. Performance was assessed using a suturing proficiency proforma. Pre- and post-course data was compared to assess improvement. Results Fifty participants attended the course. 93% had previous suturing teaching. Pre-course confidence in simple interrupted suture was 3.1 (SD = 1.2) and post course was 4.8 (SD = 0.2). One tailed T score was 14.7, and the difference was significant (p &lt; 0.05). Pre- and post-course assessment demonstrated improvement in the following parameters and participant proportions: handling of the needle driver (50%, n = 25), adequate placement of needle driver (68%, n = 34), appropriate needle angle entering skin (60%, n = 30), following needle curve (36%, n = 18), non-touch technique (64%, n = 32), surgical knot tying (56%, n = 28). Average number of sutures completed in 10 minutes increased by 1.9 times. Conclusions The majority of participants had previously been taught suturing in other settings; however, data demonstrated improvement in confidence and performance. Ad-hoc suturing skill teaching is a valuable tool to increase confidence of healthcare workers at early stages in their careers.

Balancing the COVID-19 Disruption to Undergraduate Learning and Assessment with an Academic Student Support Package: Implications for Student Achievement and Engagement

In response to the COVID-19 pandemic-induced emergency pivot to online teaching and assessment, an Academic Safety Net was implemented at a regional Australian university to provide academic student support. Bayesian hierarchical models were used to compare student performance between 2019 and 2020. More students withdrew from subjects in 2020, while fewer students remained enrolled but failed. While there was no overall year effect for overall student achievement, exam achievement increased and on-course assessment achievement decreased in 2020. When achievement was analysed according to an assessment task change, a year effect emerged, with the magnitude and direction of the effect dependent on the task changes. The results indicate that the enrolment component of the Academic Safety Net was an effective equity measure that enabled students an extended opportunity to self-withdraw in response to general impacts of the pandemic; while the results component protected the integrity of results awarded during the emergency pivot.

Digital Literacy Skills for Family History Research

Objective – In this case study, an archivist and librarian teamed up to teach an introductory course on family history research for adult learners at their university’s lifelong learning centre. In response to students’ relative lack of digital skills, the instructors developed a new set of introductory skills that they believe are essential for genealogy research. Methods – Authors conducted pre- and post-course surveys to determine student expectations and the extent to which the course met those expectations. Authors coded one of these surveys. Results – Course assessment and class activities exposed the need for a set of digital skills that go beyond a literacy framework to assist family history researchers. After analyzing key themes found in pre- and post-course assessment, authors developed a new tool for genealogy instructors titled Introductory Digital Skills and Practices in Genealogy (IDSG). Conclusion – Archivist/librarian collaborations are an excellent way to cultivate needs-based teaching and outreach opportunities in our wider communities, particularly for adult learners. The Introductory Digital Skills and Practices in Genealogy tool is meant to inspire and assist other library professionals who want to teach family history research, serving as a reminder to centre teaching tangible digital skills as a focal point of instruction.

Online Classrooms During COVID-19 Pandemic: A Survey of Industrial Engineering Instructors in Indonesia

Objectives: The purpose of this descriptive study was to understand the instructional methods, quality, and challenges in online instruction as industrial engineering instructors in Indonesia transitioned from face-to-face to fully online instruction during the COVID-19 pandemic. Methods: Instructors were invited to complete a survey that requested perceptions on methods, perceived quality, and challenges regarding course delivery and assessment in their online classrooms. Results: Despite the fact that more than half of the participants (59%) had some training, the majority (63%) reported that they had no experience in conducting online classrooms. Furthermore, more than 50% of the participants described the quality of the course delivery and assessment as the same or inferior to traditional classrooms. Most participants reported having an issue with measuring student involvement or gaining class interaction. Regarding the course assessment, the vast majority of the participants reported concerns about integrity issues associated with assignments and exams. Implications for Practice and Conclusion: Since instructors reported intention to continue online instruction post-pandemic, industrial engineering programs can begin strengthening the online learning infrastructure and providing some training to the instructors to minimize the discrepancies between face-to-face and online instruction.

AUTHENTIC ASSESSMENT FOR AFFECTIVE DOMAIN THROUGH STUDENT PARTICIPANT IN COMMUNITY SERVICES

An authentic assessment is expected to have a positive impact on students' learning and motivation. One strategy to provide practical assessment for authentic tasks is by engaging the students to the community where they are familiar and comfortable. The students� involvement in community services is able to effectively provide vibrant existence information for improving the sense of responsibility among students before they become part of the community. However, evidence from the community services� activities complicated the assessment process where many documents need to be checked and verified. In our work, we designed an online authentic assessment framework of students� involvement in the community activities in terms of the affective domain. The affective domain addresses the grasp of attitudes and values that fuels teaching and learning (T&L) processes. Our assessment tool aims to provide a clear assessment guideline to evaluate the students� ability on analyzing real issues. It also makes the assessment process easier where the evaluation materials can be assembled, previewed, edited and published instantly through online. We hope that the incorporation of student involvement in community services into course assessment shall make the learning process more inspiring.

Research on the Reform of Course Assessment and Evaluation in Colleges and Universities

Under the background of the new concept of “four evaluations”, colleges and universities need to strengthen the management of learning process, promote the reform of curriculum process evaluation, build a diversified student learning evaluation system, reflect the achievement of curriculum objectives, timely feedback and form continuous improvement. This paper discusses the necessity of the reform of college curriculum evaluation, interprets the concept of the new concept, and puts forward the implementation method of the evaluation reform, in order to contribute to the reform of college curriculum evaluation.