The Docimologically Based Evaluation of Knowledge in Vocational Education of Healthcare Professionals / Dokimološki utemeljeno vrednovanje znanja u strukovnom obrazovanju zdravstvenih radnika

Diversity of teaching curriculum in vocational subjects requires the application ofdifferent didactic-methodical approaches to teaching, and thus different methods forstudents’ knowledge evaluation. Objective assessment of knowledge is the imperativeof the quality vocational education of healthcare professionals; in the evaluation ofstudents’ progress and final assessment of students’ knowledge, the formative andsummative methods are commonly used during or after the course of a particularsubject. Modern higher education insists on objectivity and scientific foundation ofthe evaluation process, which is the main reason why the didactic docimology hasfinally received a deserved place in the pedagogical practice in the last decades. Theaim of this paper is to emphasize the importance of the unconditional appliance ofscientific principles in students’ knowledge evaluation, critically analyze elements ofthe existing objective methods of assessment in vocational education of healthcareprofessionals, and to emphasize the social and professional significance of thestudent’s final grade, which should be an unambiguous indicator of acquiredprofessional skills of a graduate student of healthcare sciences.Key words: final grade; formative knowledge assessment; healthcare science; skills;summative knowledge assessment. - Raznolikost nastavnoga plana i programa u stručnim predmetima zahtijevaprimjenu različitih didaktičko-metodičkih pristupa poučavanju, a samim timi različitih metoda ocjenjivanja znanja studenata. Objektivno ocjenjivanjeznanja imperativ je kvalitetnoga strukovnog obrazovanja zdravstvenih radnika.U vrednovanju napretka studenata i konačnoj procjeni njihovoga znanja,uobičajeno se koriste i sumativne i formativne metode, tijekom ili nakon pojedinoganastavnog tečaja. Moderno visoko obrazovanje uvjetuje na objektivnostii znanstvenoj utemeljenosti procesa vrednovanja, što je glavni razlog zašto jedidaktička dokimologija u posljednjim desetljećima konačno dobila zasluženomjesto u pedagoškoj praksi. Cilj je ovoga rada naglasiti važnost bezuvjetneprimjene znanstvenih načela u evaluaciji znanja studenata, kritički analiziratielemente postojećih objektivnih metoda ocjenjivanja u strukovnom obrazovanjuzdravstvenih radnika te naglasiti društveni i profesionalni značaj studentovezavršne ocjene, koja bi trebala biti nedvosmislen pokazatelj stečenih profesionalnihvještina diplomiranoga studenta zdravstvenih znanosti.Ključne riječi: formativna procjena znanja; sumativna procjena znanja; vještine;završna ocjena; zdravstvene znanosti.

The hybrid Project-Based Learning–Flipped Classroom: A design project module redesigned to foster learning and engagement

We present the design and implementation of a blended learning environment where fundamental concepts belonging to a flipped classroom paradigm are applied to a project-based learning module. Several in-class and out-class activities are employed pivoting on the objective of improving students’ learning experiences in an engineering project-connected curriculum. The key idea of this pedagogy study is to structure most of the theoretical aspects of the subject matter in pre-recorded video lectures, online media platforms, learning materials and quizzes. For students exposed to the hybrid Project-Based Learning–Flipped Classroom pedagogy, it is mandatory for them to watch the video lectures and partake the online quizzes before coming to class. Accordingly, studio classes are not spent covering theories, instead time is spent on discussions and small-scale engineering demonstrations so that students have better perspectives on the actual application of theories. We compared results from two classes of students – one is subjected to a traditional project-based learning while the other undergoes a hybrid Project-Based Learning–Flipped Classroom. Key findings have indicated a significant increase in fundamental formative knowledge, enhanced problem-solving abilities and production of better performing artefacts with regard to the set of design skills for students undergoing hybrid Project-Based Learning–Flipped Classroom. Survey results further highlighted that Project-Based Learning–Flipped Classroom students were highly positive towards achieving better project outcomes and are able to think critically in developing creative artefacts. As a result, these Project-Based Learning–Flipped Classroom students are more active in their learning process. This study provides a reference platform for educators who are seeking new directions in learning/facilitating strategies that complement existing methods in order to enrich the project-based learning experience of students.

Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices

The aim of the present research was to uncover the opinions of future teachers about whether the formative knowledge of education for sustainability received in seminars during their practicums improved their competencies in sustainability and their values in educational teaching for their future classroom practice. The study entailed qualitative research with a thematic analysis. Semi-structured interviews comprising 14 questions, which were validated by 15 experts, were used to solicit the opinions of 52 future teachers with respect to the importance of sustainability and the development of intercultural competencies among their students. The information from the interviews was analyzed using thematic analysis on the basis of education for sustainable development (ESD). We conclude that the teachers’ practicum placements and training experiences were very positive because a lecturing pedagogical approach, taught via practical application in a school environment by an expert of recognized prestige, can be a useful resource to develop awareness of both sustainable development and its education, as well as to learn didactic strategies to apply ESD, which addresses aspects that are relevant in multicultural contexts, such as tolerance and empathy.

Formative Knowledge Assessment Through Games Using Concept Map and Game Theory

This paper presents the results of a research work carried out in order to develop a novel gaming model for formative knowledge assessment (FKA). The benefits of FKA are well acknowledged by educators as it aids for better learning. As FKA is more frequent, the students’ willingness to take frequent assessments is poor. Often the students expressed that they felt uncomfortable and this resulted in lack of active participation. These are considered as major challenges to be addressed. Hence, this research aimed to find a way to make the assessments interesting. Based on the positive responses for game-based learning, a theoretical model that integrates the principles of extensive games (EGs) and concept map (CM), namely concept tree game (CTG), has been defined and developed. Further, a qualitative research has been performed to evaluate the impact of the FKA model. Major data gathering techniques used in this work were a class test, proposed FKA method, participant observation, survey and focussed team interview. The data were analysed statistically and the results revealed that it has been effective and useful for educators in assessing the knowledge of students and for students, it aided them to know where they stand and helped them to learn effectively.

Using learning analytics to improve online formative quiz engagement

This paper describes the findings of a small research study, conducted in a third-level online college, using learning analytics to examine the implementation of formative quizzes in a blended-learning post-primary teaching programme. Using historic data captured in a virtual learning environment (VLE) for a single cohort (n=126), patterns of use of formative Knowledge Check quizzes were analysed with particular regard to completion and retakes. Three hypotheses were tested using appropriate data correlation methods. Completion levels for quizzes were correlated with completion levels for other online tasks to see whether an increase in task workload resulted in a decrease in quiz engagement. A second test compared levels of quiz re-attempts with completion levels for other online tasks, to see whether different patterns of quiz attempts were linked to different levels of online engagement. Finally, the data was analysed to ascertain the relationship, if any, between student gender and different patterns of quiz attempts, to see if gender might be a factor in quiz engagement. The findings of this study suggested that the decrease in engagement with quizzes was not significantly related to task workload increase, and that there is a relationship between quiz re-attempts and higher module engagement. The findings are presented and discussed in the context of student engagement with online formative strategies in humanities-based subjects. Options are considered for enhancing engagement and formative value in this teaching and learning context; the potential of learning analytics in informing evidence-based improvements in digital learning design is also assessed.