The Influence of Problem Based Learning on Learning Outcomes of electrical sh...sabaribmt
The purpose of this study was to determine the effect of the Problem Based Learning model on learning outcomes of ship electrical courses in the Sorong Polytechnic Engineering Department. The method used was quasi-experimental. The population of this research was the cadets in the Department of engine as many as 72 cadets in Sorong Polytechnic, The number of samples as many as 48 cadets were obtained by random sampling technique. Data collection used tests. Analysis of the data used was the t test. The results of data analysis obtained a significant difference in the average gain value in the class treated by the Problem Based Learning model and in the class treated with the conventional method, where the experimental class was higher than the control class. So it can be concluded the learning process by using the Problem Based Learning model affects the learning outcomes of cadets in the ship's electrical lectures
The Influence of Problem Based Learning on Learning Outcomes of electrical sh...sabaribmt
The purpose of this study was to determine the effect of the Problem Based Learning model on learning outcomes of ship electrical courses in the Sorong Polytechnic Engineering Department. The method used was quasi-experimental. The population of this research was the cadets in the Department of engine as many as 72 cadets in Sorong Polytechnic, The number of samples as many as 48 cadets were obtained by random sampling technique. Data collection used tests. Analysis of the data used was the t test. The results of data analysis obtained a significant difference in the average gain value in the class treated by the Problem Based Learning model and in the class treated with the conventional method, where the experimental class was higher than the control class. So it can be concluded the learning process by using the Problem Based Learning model affects the learning outcomes of cadets in the ship's electrical lectures
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee MissJillSmith
Summary on article by Ch. Alderson & J.Banerjee regarding Language Testing & Assessment. Diferent types of language testing, authors, hypothesis, conclusions and expectations. Ethics, politics and standards impact on language testing.
Team-based learning (TBL) as a teaching modality in Pharmacologyiosrjce
Team-based learning (TBL) is a student-centered teaching approach that requires both individual
and group accountability to ensure a fruitful teaching/learning experience. We adopted TBL in teaching second
year Pharmacy students Pharmacology course in Dubai Pharmacy College (DPC), Dubai, UAE. The present
study assessed students’ perception to TBL as a teaching/learning method. Second year students were divided
into 10 groups 7-8 students each. The three phases of the TBL technique were implemented. Students were
requested to respond to a questionnaire to assess their perception to the TBL experience. A significant
proportion of the students felt that TBL provides an enjoyable teaching/learning experience that enhances their
active learning, self-directed learning (SDL), critical thinking and ability to solve clinical problems
Recommendations to Mitigate the Challenges in Cambridge Language Testing Cent...inventionjournals
This paper states that if the University of Guayaquil creates the effective LTC, it would add more value of the educational services. However, the language assessment techniques and teaching process may create obstacles in providing effective educational services to the students. Nevertheless, by implementing effective strategies the university can overcome the challenges of the language testing process that would significantly benefit the students. To increase the effectiveness of the programs before installing it, teachers of the university must ensure about its reliability, validity, and authenticity. Additionally, the faculty of the university must examine how the program would help the university to achieve its long-term goal as well as short-term goals. Along with that, maintaining consistency in the test and evaluation method would ensure the reliability as well as validity of the result, which would in-turn increase the chances of acceptance of the outcomes of the program.
Ramdan nugraha - abstract; The Influence of Students' Mastery of English Degr...Ramdan Nugraha
This is a paper about analyzing the influence of the students who mastered the particular grammar to their performance in speaking as the way to deliver ideas and communicate with people as well.
A QUALITATIVE ASSESSMENT OF ENGLISH LANGUAGE TEACHER.docxResearchWap
Teaching is an active engagement that always has a result in view and no matter how energetic a lecture period is, its quality will always be measured in relation to students' percentage of having grasped what was taught. So that each discipline, faculty, department and corresponding department keep tabs on how the lecturers are handling the courses allocated to them. In a country where there is a high level of work apathy due to a list of factors, there is always more and more need to supervise the teaching skills and preparedness of workers and lecturers particularly. The job description in any establishment determines the method of recording output. Some jobs can easily and productively be measured in terms of numbers and visible results.
However, others can prove to be more difficult with a qualitative assessment of input and consequently output. By quantitative assessment, we are referring to those types of work assessment that:
express their results in numbers. They tend to answer questions like “How many?” “How much?” or “How often?” When they’re used to compare things – the results of community programs, the effects of an economic development effort, or attitudes about a community issue (Phil Rabinowitz)
When it comes to the issue we are grappling with namely the degree of preparedness of lecturers who teach the English language at the University of Calabar in Cross River, Nigeria, this number based method of assessment does not suffice. If one relies on student performance to assess this, one runs into the discrepancies that would be created by differences in cognitive abilities of students thereby calling for an assessment method that is more organic than statistical.
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee MissJillSmith
Summary on article by Ch. Alderson & J.Banerjee regarding Language Testing & Assessment. Diferent types of language testing, authors, hypothesis, conclusions and expectations. Ethics, politics and standards impact on language testing.
Team-based learning (TBL) as a teaching modality in Pharmacologyiosrjce
Team-based learning (TBL) is a student-centered teaching approach that requires both individual
and group accountability to ensure a fruitful teaching/learning experience. We adopted TBL in teaching second
year Pharmacy students Pharmacology course in Dubai Pharmacy College (DPC), Dubai, UAE. The present
study assessed students’ perception to TBL as a teaching/learning method. Second year students were divided
into 10 groups 7-8 students each. The three phases of the TBL technique were implemented. Students were
requested to respond to a questionnaire to assess their perception to the TBL experience. A significant
proportion of the students felt that TBL provides an enjoyable teaching/learning experience that enhances their
active learning, self-directed learning (SDL), critical thinking and ability to solve clinical problems
Recommendations to Mitigate the Challenges in Cambridge Language Testing Cent...inventionjournals
This paper states that if the University of Guayaquil creates the effective LTC, it would add more value of the educational services. However, the language assessment techniques and teaching process may create obstacles in providing effective educational services to the students. Nevertheless, by implementing effective strategies the university can overcome the challenges of the language testing process that would significantly benefit the students. To increase the effectiveness of the programs before installing it, teachers of the university must ensure about its reliability, validity, and authenticity. Additionally, the faculty of the university must examine how the program would help the university to achieve its long-term goal as well as short-term goals. Along with that, maintaining consistency in the test and evaluation method would ensure the reliability as well as validity of the result, which would in-turn increase the chances of acceptance of the outcomes of the program.
Ramdan nugraha - abstract; The Influence of Students' Mastery of English Degr...Ramdan Nugraha
This is a paper about analyzing the influence of the students who mastered the particular grammar to their performance in speaking as the way to deliver ideas and communicate with people as well.
A QUALITATIVE ASSESSMENT OF ENGLISH LANGUAGE TEACHER.docxResearchWap
Teaching is an active engagement that always has a result in view and no matter how energetic a lecture period is, its quality will always be measured in relation to students' percentage of having grasped what was taught. So that each discipline, faculty, department and corresponding department keep tabs on how the lecturers are handling the courses allocated to them. In a country where there is a high level of work apathy due to a list of factors, there is always more and more need to supervise the teaching skills and preparedness of workers and lecturers particularly. The job description in any establishment determines the method of recording output. Some jobs can easily and productively be measured in terms of numbers and visible results.
However, others can prove to be more difficult with a qualitative assessment of input and consequently output. By quantitative assessment, we are referring to those types of work assessment that:
express their results in numbers. They tend to answer questions like “How many?” “How much?” or “How often?” When they’re used to compare things – the results of community programs, the effects of an economic development effort, or attitudes about a community issue (Phil Rabinowitz)
When it comes to the issue we are grappling with namely the degree of preparedness of lecturers who teach the English language at the University of Calabar in Cross River, Nigeria, this number based method of assessment does not suffice. If one relies on student performance to assess this, one runs into the discrepancies that would be created by differences in cognitive abilities of students thereby calling for an assessment method that is more organic than statistical.
English language assessment in Bangladesh today: principles, practices, and p...Mohammad Mosiur Rahman
The achievement of curriculum goals and objectives, to a large extent, depends on
how assessment methods are designed, implemented, monitored, and evaluated.
English language learning in Bangladesh has miserably failed, and ineffective
assessment methods may be largely attributed to this failure. This paper attempts to
address various aspects and issues of English language assessment in Bangladesh in
relation to English language learning as a curricular reform and the education policy
of the country. The analysis revealed that there was always a gap between the
principles of assessment embedded into the curriculum and the actual assessment
practices. Furthermore, heavily hard hit by the high-stakes testing, the curriculum, the
learners, and the instructors need to be liberated from this vicious policy. The review
concluded with a recommendation that teachers need to develop assessment
literacy through teacher education programs that are essential to helping teachers to
acquire knowledge, skills, professionalism, and assessment expertise.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
Evaluating professional development opportunities for Teaching Assistants wit...Simon Haslett
Author: Clair Charalambous, Bridgend College.
Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
The paper makes an empirical research on the effect of formative assessment on English learning of higher vocational college students. It finds that: formative assessment attaches importance to the learning process, which is conducive to the development of good English learning habits; formative assessment can enhance students’ confidence in English learning, improve the atmosphere of team cooperative learning and autonomous learning, but cannot change the learning motivation of students. Overall, formative assessment has a greater impact on students with lower English proficiency.
With the 2015 enactment of the bipartisan Every Student Succeeds Act, all states are required to adopt and implement college- and career-ready standards (CCRS) in English language arts and mathematics. Today, most states and the District of Columbia are implementing rigorous, comparable CCRS and assessing student proficiency in meeting those standards.
Despite this, significant challenges thwart the promise of CCRS as the foundation for grade-level proficiency and readiness for college and careers for all students. Chief among these is the limited availability of high-quality, aligned instructional materials and supports that educators need to effectively deliver CCRS-aligned curriculum. This PCG White Paper describes a multidimensional approach to address this challenge, focusing on the design and delivery of curriculum and instructional practices that align strongly with rigorous, comparable CCRS to maximize student engagement in standards-aligned content and skills.
To that end, PCG’s approach integrates 1) analysis of curriculum and instructional materials for evidence of alignment with college and career-ready standards, 2) guidance for the design of CCRS-aligned curriculum, and 3) guidance for the design and implementation of CCRS-aligned curriculum delivery.
Assessment of Feedback Given by Cooperating Teachers to Student-TeachersPremier Publishers
Effective feedback from cooperating teachers is of paramount importance in promoting student- teachers’ professional development. Taking this into consideration, the current teachers training program requires cooperating teachers to take part in practicum and provide written and oral feedback to student-teachers assigned to them. The current study, therefore, tried to investigate the nature and effectiveness of feedback given by cooperating teachers to student teachers. A questionnaire and interview were used to gather the necessary data. The findings of the study suggest that most of the subjects were satisfied by the practice teaching. The other outcome of the study is that most cooperating teachers observed their student-teachers’ classes very infrequently and gave them insufficient feedback. In addition, the feedback was given mainly orally and its focus was limited to few aspects of teaching. On the basis of these findings, the paper concludes that the feedback given by cooperating teachers is not as supportive and varied as it should be.
Analysis Of Transnational Pharm Educ in Asia-Pacific Region
Dual language streams teaching in pharmaceutical education: evidence of comparability in assessment outcomes
1. Problem and Methods: This study aims to determine whether parallel language streams teaching on common syllabus for an established pharmacology course can achieve comparable assessment results. The Advanced Certificate in Pharmacology and Pharmaceutical Management/ Administration program is used as the test case. This part-time sub-degree program has been offered for more than 15 years and teaching for pharmacology course is benchmarked against University Level 1 standard through external assessor appointment. In recent years, there is increasing heterogeneity of student background where clinic dispensing staff with sub-degree and below entry qualifications overtakes pharmaceutical business personnel as the major group of entrants (Table 1). As a result of this, the spread of student abilities in English has become marked and which necessitates a strategy of diversion at the point of admission to meet both pedagogic and equity considerations. Faced with this challenge, the Chinese stream was instituted in 2004. After 3 years of implementation, opportunity arises now to evaluate its effectiveness. The evaluation is based on the 2006 intake. Data analysis includes results of the Learning Evaluation Survey and the written examination. Difference between groups is compared by independent t-test. Introduction: The issue of medium of instruction for enhancing student learning has not attracted much attention in postsecondary education due to the predominant assumption that majority of teaching and assessment activities are hitherto conducted in English. Where there is an issue about student ability to cope with the language of instruction, remedial English language course is often prescribed as the solution. This approach may not work where the format of assessment involves assignment and essay type questions in the examination that require demonstration of higher order competencies in the use of English language. Moreover, in part-time higher education, there is little scope for offering additional language courses for weaker learners due to a variety of constraints such as cost, time and student motivation. Results and Discussion: Students’ perception of the appropriateness of content and level and the quality of teaching is found to be comparable in the two language streams (Fig. 1). This provides broad confidence that baseline parameters are similar despite that the two classes are taught by different teachers. It additionally complements the face validity assumed on the basis of using a common syllabus for teaching. Assessment results strongly suggest that the two groups are comparable in their average performance in the written examination (Fig. 2). At the course level, mean marks obtained are similar and not statistically significant, t(51)=-0.751, p=0.456, while mean marks for the MCQ part also do not differ, t(51)=0.641, p=0.525. There is however a larger proportion of students obtaining ‘B’ grade or above in the English stream which may be due to the underlying difference in educational background where this group contains more students holding a bachelor degree or above qualifications upon entry. This academic level advantage may be translated into an edge in answering essay questions as compared to the group with only sub-degree or below qualifications. COLLEGE OF LIFE SCIENCES AND TECHNOLOGY, SPACE, UNIVERSITY OF HONG KONG Email: benjamin.chan@hkuspace.hku.hk success in implementing dual language streams teaching would depend on at least 3 factors that impinge on internal and external variables to the institution, viz.: teacher capacity, curriculum support and further study route/employer recognition. In the case of pharmacology which is a well established academic discipline, teaching staff with bilingual capability can be easily found. Besides, textbooks with good if not universal agreement on the subject matter are available in both languages. The real difficulty lies with seeking employer recognition for equivalency of qualifications irrespective of the medium of instructions. In Hong Kong, there is still a huge obstacle towards realizing parity of treatment because qualifications and awards given in English for technical subjects are prima facie considered to be of higher status. As course providers tend to follow prevailing thinking when deciding their course offering, there is naturally less scope for articulation to higher level courses if students in the Chinese stream choose to pursue further study. This can only be remedied if course providers stay committed to the opening of study opportunity in the language stream with deficiency of provision and actively communicate with employers on such new development. Table 1 Cohort Characteristics (2006 intake) Figure 2 Comparison of Assessment Results for Pharmacology Course BENJAMIN TAK-YUEN CHAN DUAL LANGUAGE STREAMS TEACHING IN PHARMACEUTICAL EDUCATION: EVIDENCE OF COMPARABILITY IN ASSESSMENT OUTCOMES Conclusion: The accumulated experience of running dual language streams teaching in a pharmacology course demonstrates that it is possible to achieve comparable assessment results while operating on a common syllabus and examination format. Of course, absolute comparability can only be assured if the same topics are taught by the same teachers and the exact exam paper is used as in a controlled study. On the practical side, Figure 1 Comparison of Module and Teaching Effectiveness for Pharmacology Course 84.0 % 84.8 % Completion (passing) rate 27 33 N (enrolled) 18.5 % 24.2 % Others 55.6 % 24.3 % Clinic dispensing staff 25.9 % 51.5 % Pharmaceutical business personnel Occupation 96.3 % 51.5 % Subdegree and below 3.7 % 48.5 % Bachelor and above Education 85.2 % 63.6 % F 14.8 % 36.4 % M Gender Chinese Stream English Stream