The document discusses assessment, evaluation, and measurement in education. It defines assessment as gathering information about students' knowledge, skills, attitudes, and beliefs through measurable means. Formative assessment provides ongoing feedback to improve teaching and learning, while summative assessment evaluates learning at the end of a period. Evaluation makes judgments about student progress and achievement based on qualitative and subjective means. Measurement assigns numbers to student characteristics in a precise, scientific manner. The purposes of evaluation include facilitating learning, diagnosing problems, making decisions, and improving products and effectiveness.
This document provides an overview of assessment in education. It defines various types of assessment including formative assessment, summative assessment, internal assessment, and external assessment. Formative assessment involves evaluating student progress and providing feedback, while summative assessment occurs at the end of a course to determine mastery of learning outcomes. Internal assessment is conducted by teachers, while external assessment involves an outside body evaluating students. The document discusses principles, purposes, and examples of different assessment types.
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
Note on evaluation and assessment Part - 1Babitha Devu
This is the introductory part of Evaluation in CET. The purpose, Principles & types of evaluation are elaborated here.
further, the criteria for selection of assessment techniques are also briefed.
evaluation is a basic part of management. without Evaluation we cant judge the significance of productivity and outcome, challenges faced during evaluation must be addressed. So that a fair judgment can be made about your subordinates and employees
The document discusses various aspects of the research and writing process including: organizing information from secondary sources; developing logical arguments and integrating different perspectives; writing multi-page essays following standard formats; and assessing student learning through diagnostic, formative, and summative assessments. The goals are to help students improve their research, analytical, and writing skills through practicing various techniques.
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
The document discusses assessment, evaluation, and measurement in education. It defines assessment as gathering information about students' knowledge, skills, attitudes, and beliefs through measurable means. Formative assessment provides ongoing feedback to improve teaching and learning, while summative assessment evaluates learning at the end of a period. Evaluation makes judgments about student progress and achievement based on qualitative and subjective means. Measurement assigns numbers to student characteristics in a precise, scientific manner. The purposes of evaluation include facilitating learning, diagnosing problems, making decisions, and improving products and effectiveness.
This document provides an overview of assessment in education. It defines various types of assessment including formative assessment, summative assessment, internal assessment, and external assessment. Formative assessment involves evaluating student progress and providing feedback, while summative assessment occurs at the end of a course to determine mastery of learning outcomes. Internal assessment is conducted by teachers, while external assessment involves an outside body evaluating students. The document discusses principles, purposes, and examples of different assessment types.
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
Note on evaluation and assessment Part - 1Babitha Devu
This is the introductory part of Evaluation in CET. The purpose, Principles & types of evaluation are elaborated here.
further, the criteria for selection of assessment techniques are also briefed.
evaluation is a basic part of management. without Evaluation we cant judge the significance of productivity and outcome, challenges faced during evaluation must be addressed. So that a fair judgment can be made about your subordinates and employees
The document discusses various aspects of the research and writing process including: organizing information from secondary sources; developing logical arguments and integrating different perspectives; writing multi-page essays following standard formats; and assessing student learning through diagnostic, formative, and summative assessments. The goals are to help students improve their research, analytical, and writing skills through practicing various techniques.
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
This document discusses assessment in education. It defines key terms like test, measurement, and assessment. It explains that the purpose of assessment is to provide information on student learning, engage others in analyzing student data to improve teaching and learning, and evaluate educational improvements. Assessment should identify learning goals and targets, use sound design, involve students, and provide effective feedback. The document discusses different assessment methods and criteria for choosing methods, as well as who should be involved in assessment. It contrasts traditional versus authentic assessment and describes the ideal assessment as accurate, beneficial for planning, and a valid learning experience.
The document discusses various innovative assessment techniques that can be used in education. It begins by defining assessment and explaining its purposes, including diagnostic, formative, and summative assessment. It then describes different types of classroom assessment techniques such as exit cards, peer assessment, journal reflections, concept maps, and Socratic seminars. The document also covers personality, aptitude, and achievement tests as well as interpreting test results using norms, criteria, and performance standards. Overall, the document provides an overview of the meaning and goals of assessment along with specific innovative techniques that can be implemented in the classroom.
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
Teachers must assess students in three domains: cognitive, psychomotor, and affective. Assessment involves gathering data using various instruments like tests, assignments, observations, and projects. The data is analyzed and interpreted to make educational decisions and evaluate student learning and progress. Common types of assessment include norm-referenced, criterion-referenced, formative, and summative. Proper planning is needed when designing assessment instruments to ensure they are relevant, balanced, efficient, objective, fair, and reliable.
This document discusses various techniques for assessing student learning, including observation, projects, assignments, and worksheets. Observation allows assessing practical skills but requires time and can be subjective. Projects promote higher-order thinking but are not suitable for all subjects. Assignments develop important skills but take time to grade. Worksheets are efficient but not for collaboration. Overall, different techniques are suited to different purposes and content areas when evaluating student understanding.
This document discusses evaluation and grading in education. It defines evaluation as making overall judgments about student work or a school's work. Evaluation is used to generate grades and promote learning. However, grades do not always precisely measure learning and are not entirely objective. The document proposes several ways to change evaluation processes to better promote learning, such as focusing on learning processes, reducing stress, incorporating more formative feedback, and involving students in self-assessment and peer assessment. Constructive feedback should be specific, focused on issues, and based on observations to be most effective.
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
This document discusses different types of assessment including formative, interim/benchmark, and summative assessment. It defines assessment as gathering purposeful and systematic measurement to improve student learning and teaching practices. Formative assessment involves gathering evidence of student learning through informal and formal methods to provide feedback and adjust instruction. Summative assessment evaluates learning at the end of a period through tests, projects, and exams. The document outlines different assessment question types, delivery methods, and scoring approaches.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
The document discusses transforming assessments from assessment of learning (AOL) to assessment for learning (AFL). It outlines that AFL is used by teachers on an ongoing basis to help students achieve their potential and is an important part of the learning process. AFL encourages active student involvement in associative assessment to create self-regulated learners. It also discusses various tools used for AFL, such as rubrics, group work, and feedback, and the benefits of AFL in improving student outcomes, motivation, and the teaching-learning process.
The document discusses various concepts related to assessment and evaluation in education. It defines assessment as measuring intended learning outcomes and evaluation as systematically determining the extent to which learning objectives are achieved. There are different types of assessments - formative assessments provide feedback during a course, while summative assessments evaluate learning at the end. Various tools for assessment are discussed, including written exams using open-ended and fixed choice questions, as well as practical exams. The key aspects of ensuring valid, reliable and objective assessments are also summarized.
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
This document discusses educational evaluation, including its meaning, definition, principles, purposes, scope, and assessment methods. It provides definitions of evaluation as ascertaining value through careful appraisal of the teaching-learning process. The principles of evaluation emphasize developing adequate techniques to assess student growth and putting the individual learner at the center. Key assessment methods discussed are essay questions, short answer questions, and multiple choice questions, along with observational checklists.
Basic Concept in Assessment. There are four basic concept in assessment such as measurement, Evaluation, Assessment and also the Non-tests. It is being used as a guide to the teacher for them to be effective in their Assessment.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Formative Assessment vs. Summative Assessmentjcheek2008
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
This document discusses a case study on the use of continuous assessment in an ESL writing course at a university. It describes the four steps of continuous assessment used: self-assessment, peer-assessment, assessment by the lecturer, and use of a portfolio. Results showed that continuous assessment helped students engage more with improving their writing, learn from feedback, and see writing as a process rather than a single graded assignment. Compared to traditional assessment, continuous assessment focuses more on a formative approach, developmental feedback, and student-created work and learning process.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...Bart Rienties
To what extent are institutions using insights from NSS and institutional surveys to transform their students’ experience?
What are the key enablers and barriers for integrating student satisfaction data with QA and QE
How are student experiences influencing quality enhancements
What influences students’ perceptions of overall satisfaction the most? Are student characteristics or module/presentation related factors more predictive than satisfaction with other aspects of their learning experience?
Is the student cohort homogenous when considering satisfaction key drivers? For example are there systematic differences depending on the level or programme of study?
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
This document discusses assessment in education. It defines key terms like test, measurement, and assessment. It explains that the purpose of assessment is to provide information on student learning, engage others in analyzing student data to improve teaching and learning, and evaluate educational improvements. Assessment should identify learning goals and targets, use sound design, involve students, and provide effective feedback. The document discusses different assessment methods and criteria for choosing methods, as well as who should be involved in assessment. It contrasts traditional versus authentic assessment and describes the ideal assessment as accurate, beneficial for planning, and a valid learning experience.
The document discusses various innovative assessment techniques that can be used in education. It begins by defining assessment and explaining its purposes, including diagnostic, formative, and summative assessment. It then describes different types of classroom assessment techniques such as exit cards, peer assessment, journal reflections, concept maps, and Socratic seminars. The document also covers personality, aptitude, and achievement tests as well as interpreting test results using norms, criteria, and performance standards. Overall, the document provides an overview of the meaning and goals of assessment along with specific innovative techniques that can be implemented in the classroom.
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
Teachers must assess students in three domains: cognitive, psychomotor, and affective. Assessment involves gathering data using various instruments like tests, assignments, observations, and projects. The data is analyzed and interpreted to make educational decisions and evaluate student learning and progress. Common types of assessment include norm-referenced, criterion-referenced, formative, and summative. Proper planning is needed when designing assessment instruments to ensure they are relevant, balanced, efficient, objective, fair, and reliable.
This document discusses various techniques for assessing student learning, including observation, projects, assignments, and worksheets. Observation allows assessing practical skills but requires time and can be subjective. Projects promote higher-order thinking but are not suitable for all subjects. Assignments develop important skills but take time to grade. Worksheets are efficient but not for collaboration. Overall, different techniques are suited to different purposes and content areas when evaluating student understanding.
This document discusses evaluation and grading in education. It defines evaluation as making overall judgments about student work or a school's work. Evaluation is used to generate grades and promote learning. However, grades do not always precisely measure learning and are not entirely objective. The document proposes several ways to change evaluation processes to better promote learning, such as focusing on learning processes, reducing stress, incorporating more formative feedback, and involving students in self-assessment and peer assessment. Constructive feedback should be specific, focused on issues, and based on observations to be most effective.
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
This document discusses different types of assessment including formative, interim/benchmark, and summative assessment. It defines assessment as gathering purposeful and systematic measurement to improve student learning and teaching practices. Formative assessment involves gathering evidence of student learning through informal and formal methods to provide feedback and adjust instruction. Summative assessment evaluates learning at the end of a period through tests, projects, and exams. The document outlines different assessment question types, delivery methods, and scoring approaches.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
The document discusses transforming assessments from assessment of learning (AOL) to assessment for learning (AFL). It outlines that AFL is used by teachers on an ongoing basis to help students achieve their potential and is an important part of the learning process. AFL encourages active student involvement in associative assessment to create self-regulated learners. It also discusses various tools used for AFL, such as rubrics, group work, and feedback, and the benefits of AFL in improving student outcomes, motivation, and the teaching-learning process.
The document discusses various concepts related to assessment and evaluation in education. It defines assessment as measuring intended learning outcomes and evaluation as systematically determining the extent to which learning objectives are achieved. There are different types of assessments - formative assessments provide feedback during a course, while summative assessments evaluate learning at the end. Various tools for assessment are discussed, including written exams using open-ended and fixed choice questions, as well as practical exams. The key aspects of ensuring valid, reliable and objective assessments are also summarized.
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
This document discusses educational evaluation, including its meaning, definition, principles, purposes, scope, and assessment methods. It provides definitions of evaluation as ascertaining value through careful appraisal of the teaching-learning process. The principles of evaluation emphasize developing adequate techniques to assess student growth and putting the individual learner at the center. Key assessment methods discussed are essay questions, short answer questions, and multiple choice questions, along with observational checklists.
Basic Concept in Assessment. There are four basic concept in assessment such as measurement, Evaluation, Assessment and also the Non-tests. It is being used as a guide to the teacher for them to be effective in their Assessment.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Formative Assessment vs. Summative Assessmentjcheek2008
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
This document discusses a case study on the use of continuous assessment in an ESL writing course at a university. It describes the four steps of continuous assessment used: self-assessment, peer-assessment, assessment by the lecturer, and use of a portfolio. Results showed that continuous assessment helped students engage more with improving their writing, learn from feedback, and see writing as a process rather than a single graded assignment. Compared to traditional assessment, continuous assessment focuses more on a formative approach, developmental feedback, and student-created work and learning process.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...Bart Rienties
To what extent are institutions using insights from NSS and institutional surveys to transform their students’ experience?
What are the key enablers and barriers for integrating student satisfaction data with QA and QE
How are student experiences influencing quality enhancements
What influences students’ perceptions of overall satisfaction the most? Are student characteristics or module/presentation related factors more predictive than satisfaction with other aspects of their learning experience?
Is the student cohort homogenous when considering satisfaction key drivers? For example are there systematic differences depending on the level or programme of study?
The document describes a two-day technical workshop on classroom assessment that will take place in St. Petersburg, Russia as part of the 4th READ Global Conference from May 12-16, 2014. The workshop will address best practices in classroom assessment and formative assessment techniques, and how to train teachers in these practices. By the end of the workshop, participants should be able to understand the importance of classroom assessment, identify elements to consider in reforms, evaluate interventions, and design interventions relevant to their contexts.
REAP Assessment/Feedback Principles and ExamplesMartin Hawksey
The document discusses technology supported assessment and feedback. It outlines the REAP project which took a principled approach to redesigning courses using technology. The project involved 6000 students across 19 pilots at 3 universities. The pilots showed benefits like reduced workload and improved learning outcomes. Formative assessment and feedback are important for student learning but current practices are unsatisfactory. The REAP project aimed to address this by embedding seven principles of good feedback practice into technology-supported assessment activities.
This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course.
Iblc10 making an existing assessment more efficientMark Russell
1. The document describes changes made to a peer assessment process for a university biology laboratory report to make it more efficient.
2. Previously, peer assessment involved in-class paper marking but this resulted in high moderation needs and workload.
3. For 2009-2010, an online system was introduced where students entered marks using a standardized form and completed a web-based reflection questionnaire.
4. The new system saved an estimated 25-30 hours of staff time needed for moderation while still engaging students in peer learning and feedback.
Quality matters in Blended Course Design and DevelopmentMehrasa Alizadeh
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.
Improving student learning through programme assessmentTansy Jessop
This document summarizes an interactive masterclass on improving student learning through programme assessment using the TESTA framework. The masterclass covered:
1. Discussing participants' highs and lows of assessment and feedback.
2. Explaining the TESTA approach which takes a holistic view of assessment across a degree programme.
3. The benefits of a programme approach over individual modules, including improved student perceptions of assessment and feedback and a better staff experience.
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
This document discusses a study that aimed to foster assessment skills in primary mathematics among pre-service teachers and explore how assessment practices can improve teaching and learning. The study involved pre-service teachers implementing formative assessment practices in primary schools over four phases. Findings showed these practices helped teachers monitor and modify pedagogy, and students' responses improved progressively. However, some teachers struggled with recording individual progress and interpreting responses while teaching. The document provides examples of assessment profiles and rubrics used to record student progress in understanding mathematical concepts.
This document outlines the agenda and objectives for a project meeting focused on creating, collaborating and computing in mathematics. The agenda includes analyzing student data from exams, sharing strategies and experiences, and reviewing strategies seen in the project. Key themes of the project include student success, digital literacy, and using data to monitor practice. Objectives for the current year focus on developing a community of practice, measuring results, and promoting reflective practice. A key activity is using video-based reflection. The meeting will include small group work analyzing data to identify student learning problems and their causes.
This document summarizes a research study that evaluated the English II curriculum at Yıldız Technical University in Turkey using the Context, Input, Process, and Product (CIPP) evaluation model. The study collected data through questionnaires from 35 teachers and 415 students. Results found that teachers and students generally supported the curriculum's context, input, process, and product components. However, significant differences existed between teacher and student perceptions for certain items. This indicates that student perceptions were higher while teacher expectations were higher. Based on teacher feedback, audio-visual materials need to be better integrated into activities. According to students, the curriculum should better address their fields of study and business English needs. The study used the CIPP model to
ABLE - EMFD presentation - NTU student dashboard streamEd Foster
Student Dashboard - Lessons Learned
Covering:
Why NTU is interested in Learning Analytics
Solutionpath's StREAM resource
Research from the Student Dashboard
NBS's experience of embedding the Dashboard into working practice
The document describes Amy Gratz's work assessing instruction services at Mercer University's Jack Tarver Library from 2012-2015. It outlines efforts to gather student and faculty feedback, define student learning outcomes, design an assessment program, and implement various assessment methods on a four-year cycle. Challenges included low response rates to some surveys and piloting new tools like pre- and post-tests. The assessment work helped identify strengths and areas for improvement in library instruction.
The document discusses the importance of continual quality improvement (CQI) through assessing learning outcomes in education. It outlines UPSI's experience implementing outcome-based education, which focuses on measuring if students achieve intended learning outcomes. Assessing outcomes opens a window to improve the learning cycle for management, faculty, teachers and students. CQI is about ensuring quality but also having a large impact. Institutions must choose whether to actively do CQI through outcome assessment or regret not improving later. The document provides examples of how UPSI assesses outcomes at the course, program and institutional level to guide CQI efforts.
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
APP and Controlled Assessment in History - June 2009David Drake
The presentation relates to the Wiltshire History Secondary Conference which took place in June 2009. The presentation looks at the implications for History teachers of APP and Controlled Assessment
Rob Howe - The honest journey to full e-submission and feedback using blackboardRob Howe
1. The University of Northampton has been working to transition fully to electronic submission and feedback using Blackboard since 2007, starting with small pilots and moving to institution-wide adoption between 2010-2012.
2. Surveys found that most students appreciate the convenience of electronic submission and feedback, though some miss aspects of paper-based feedback. Staff also generally adapted to providing feedback electronically.
3. The university provides training and resources to support effective assessment practices using technology, and continues refining processes based on survey feedback. Tips include piloting widely, having consistent policies, mandatory training, and clear instructions for students.
Similar to Practical Work and Assessment to Stimulate Student Participation and Motivation in Fluid Transport Issues (20)
Track 4. New publishing and scientific communication ways: Electronic edition, Information metrics and digital educational resources
Authors: Antonio Jose Rodrigues Neto, Maria Manuel Borges and Licinio Roque
This study analyzes the use of social networks like Facebook and Twitter by two major Spanish radio stations, Cadena SER and COPE, to promote their on-demand programming content. The study uses quantitative methods to analyze the number of followers and level of interaction for selected radio programs on each network's social media accounts. The results show that Twitter tends to have more impact than Facebook. The most followed COPE programs are about football on Facebook and cycling on Twitter, while the most followed SER programs are about football on Facebook and basketball on Twitter. In general, radio programs' use of social networks is heterogeneous, but social media can be a useful promotional tool, though not all programs maximize this potential.
This document presents a three-step process for analyzing the communication strategies of top-ranked higher education institutions on Facebook. The first step characterizes each institution's editorial policy and audience response patterns. The second step compares the institutions using created metrics. The third step uses random forests to predict future engagement, sentiment, and response based on past posts. The process was applied to the top 5 universities in the QS World University Rankings and found accuracy above 80% for predictions, allowing recommendations on effective communication strategies.
This document discusses multimedia texts in social networks and media aesthetics. It begins by noting that 97 million people in Russia use VKontakte each month. New media is changing how mass communication works by forming media aesthetics - both how aesthetic values are interpreted in media culture and how communication is constructed using multimedia. Multimedia texts on social networks combine different sign systems like text, pictures, audio and video. Users learn to communicate and create complex multimedia texts through practices like language play, precedents, irony and collages. A case study analyzed two news messages on VKontakte about an expedition, finding the multimedia one was more engaging and interactive for users. The conclusion is that multimedia texts are native to media aesthetics and social
Track 15. Communication, Education and Social Media
Authors: Diego Cachón, Juan José Igartua, Magdalena Wojcieszak, Iñigo Guerrero and Isabel Rodríguez-de-Dios
The document summarizes an experimental study that tested the effects of direct online political communication on civic participation in Spain. It describes a 2x2 experiment that manipulated levels of conflict and interactivity in online political messages. Results showed that highly interactive messages had a greater impact on attention to elections when conflict was high versus low. Additionally, political interest mediated the relationship between interactivity and civic engagement. However, levels of conflict did not significantly influence political interest or civic participation. The study partly supported the hypothesis that political interest moderates effects of online communication on participation.
The document analyzes university media in Ecuador, including their models, types, functions, and self-determination. It identifies the most common models as institutional media managed by communication departments or faculties for student participation. The primary functions of Ecuadorian university media are to provide practical learning, promote the university brand, disseminate knowledge, support education, and address social issues. Results found the majority consider themselves public or mixed community-public/private, with self-determination being an important aspect.
The document discusses how researchers have used framing theory in studies analyzing environmental information in press/media. It reviews 9 relevant articles on this topic. Most commonly referenced authors on framing theory are Entman, Tankard, Scheufele, and De Vreese. The studies integrate framing theory by analyzing framing elements like actors and sources in news coverage. Definitions of framing theory focus on how text can define issues and shape debate. Key elements accompanying framing theory discussed are frameworks and interpretation.
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Andrea Vázquez-Ingelmo, Francisco José
García-Peñalvo and Roberto Theron
https://youtu.be/4T87QwwQSgQ
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Alicia García-Holgado and Francisco José García Peñalvo
https://youtu.be/e1etRHqIjCo
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Practical Work and Assessment to Stimulate Student Participation and Motivation in Fluid Transport Issues
1. Practical Work and Assessment to Stimulate Students’
Participation and Motivation in Fluid Transport Issues
Celina P. Leão, Filomena Soares, Isabel M. Brás Pereira, Margarida Marques Ribeiro, M. Teresa Sena Esteves,
Anabela Guedes, Cristina Morais
Salamanca - Spain, October 24-26th , 2018
2. Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
OBJECTIVES
• To evaluate the impact of the changes in the assessment methodology in the final students’ grades.
• To analyze students’ perceptions regarding different types of assessment.
• These analyses will allow identifying and adopting which teaching/learning methodologies may be the most
effective.
2
Two main research questions (RQ) were defined:
• RQ1 – How do students perceive the assessment methodology?
• RQ2 – Does the assessment methodology change the students’ attendance to classes?
In order to analyse the effect of introducing a practical work, three sub-research questions were formulated:
• sRQ1 – How important is the practical work, in students’ learning process?
• sRQ2 – Is the practical work effective to prepare students for the challenge of professional life, when used as an
autonomous tool?
• sRQ3 – Which competences did students acquire?
RESEARCH QUESTIONS
3. STFLU CARACTERIZATION 3
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
• 2nd year of 1st cycle (1st semester)
• Since 2012/13, total of 4h/week (1h/week Lectures + 3h/week Practical Classes)
• daytime and evening classes
• On average, there are 55 to 65 students each year, and two teachers.
STFLU OBJECTIVES
• In general give fundamental knowledge in fluid mechanics that will enable them to design fluid transport
systems and select the associated equipment.
• In particular, at the end of this course, students should be able to make mass and energy balances that are
necessary to design systems and select the appropriate equipment
4. STFLU ASSESSMENT METHODOLOGY 4
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
4 tests (I1, I2, I3, I4) + 2 group questions (G1, G2)
+ 1 practical work (G3 - PW)
Final exam + 1 practical work (G3 - PW)
I1
(8%)
I2
(8%) I3
(17.5%)
I4
(50%)
G1
G21.5%
G3
PW
(15%)
G3
PW
(15%)
FE
(85%)
OR
last two academic years
(2016/17 and 2017/18)
5. Historical Students Grades 5
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
• The lowest percentage of students approved (about 70%) occurred in the academic year 2009/10 exactly the year
when the practical work was not done.
• The average student grade based on the approved students does not change greatly during that period and it is
around 12 out of 20.
6. Historical Students Grades 5
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
• Two last academic years (2016/17 and 2017/18) similarity of the average grade based on the approved
students with the average grade based on students that came at least to one exam.
7. Historical Students Attendance 6
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
• Attendance to theoretical classes (T) is higher than fifty percent only in the two last academic years that coincide with
the period where more changes were made in the assessment methodology.
8. Attendance theoretical Classes (Two last academic years) 7
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
• It is evident that the highest attendance to theoretical classes corresponds to the days when evaluation moments
occur.
• However, this behaviour appears not to have a negative effect on the students’ performance, since the majority of
them are approved by frequency. In addition, this can be confirmed by the low attendance in moments 1st E
(normal exam) and 2nd E (supplementary exam).
Yes
9. 1st result 8
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
Yes
RQ2 – Does the
assessment methodology
change the students’
attendance to classes?
10. RESULTS 9
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
Remaining questions:
RQ1 – How do students perceive the assessment methodology?
sRQ1 – How important is a practical work, in students´ learning process?
sRQ2 – Is a practical work effective - when used as an autonomous tool - to prepare students
for the challenge of a professional life?
sRQ3 – Which competences did students acquire?
11. MATERIALS AND METHODS 10
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
To Identify and evaluate students’
opinion/perception about the
teaching/evaluation methodology
Characterization of the student
Course Organization and
Functioning (COF) Learning styles
Student’s perception
Technical & Soft Skills
(TS & SS)
Activities Effectiveness (AE)
Questionnaire
12. MATERIALS AND METHODS
Students’ Characterization Table I
11
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
2016/17 2017/18 Total
Respondent (%) 87.7 93.6 90.8
Gender
Male (%)
Female (%)
32.0
68.0
27.6
72.4
29.6
70.4
Age
19 (%)
20 <> 21 (%)
22
Mean Age
(x ± SD)
78.0
14.0
8.0
19.5 ± 1.17
56.9
32.7
10.4
19.9± 1.62
66.7
24.1
9.2
19.7 ± 1.44
Regime of Class
Daytime (%)
After work (%)
98.0
2.0
93.0
7.0
95.3
4.7
First time attending students (%) 84.0 89.5 86.9
13. RESULTS 12
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
RQ1 - How do student perceive the assessment methodology?
Three items of part 6 of the questionnaire (course organization and functioning, COF12, COF13
and COF14) together with the individual (Ii) and group (Gi) students’ grades, will be analysed.
• COF12: The evaluation through questions/problems and small tests during the theoretical
lesson was beneficial to my learning.
• COF13: For the intermediate assessment, I prefer several questions/problems and small
tests during theoretical classes.
• COF14: For the intermediate assessment, I prefer to carry out a single moment of
evaluation and test.
14. RESULTS 13
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
RQ1 - How do student perceive the assessment methodology?
item year n Mean
Std.
Deviation
Median Statistics U
COF12
2017 50 4.02 1.020 4
1398.0
2018 56 4.05 .942 4
COF13
2017 50 3.82 1.273 4
1320.5
2018 56 4.02 1.036 4
COF14
2017 50 2.18 1.320 2
1370.0
2018 56 2.23 1.348 2
• The students’ evaluations in these three items show similar behavior for the two academic years
• Since no significant differences were obtained, the analysis will be done as a whole
15. RESULTS 14
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
RQ1 - How do student perceive the assessment methodology?
COF12: The evaluation through questions/problems and small tests
during the theoretical lesson was beneficial to my learning.
• not a defined pattern between the grades and the
agreement level with COF-12
• all the students that are in complete agreement (5)
obtained a positive grade
16. RESULTS 15
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
COF12: The evaluation through questions/problems and small tests
during the theoretical lesson was beneficial to my learning.
• to emphasize that 72.6% of students with final
grades > 9.5 agree and strongly agree that the
evaluation adopted was beneficial to their learning
RQ1 - How do student perceive the assessment methodology?
RQ1
Students perceive best agreement if they have several
moments of evaluation
17. RESULTS 16
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
• TS4: PW is a useful tool in supporting the CU,
• TS6a: Overall, the PW helped me to assimilate the concepts transmitted throughout the semester,
• TS6b: Overall, the PW has made my learning more objective,
• TS6d: Overall, the PW motivated me to the CU,
• TS7: Overall, I felt motivated to carry out the PW,
• TS9: The PW motivated me to learn the CU contents?
• TS10: Would you recommend doing a PW as a teaching/learning activity?
Yes or No
questions
sRQ1 - How important is a practical work, in students´ learning process?
18. RESULTS 17
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
sRQ1 - How important is a practical work, in students´ learning process?
TS4: PW is a useful tool in supporting the CU,
TS6a: Overall, the PW helped me to assimilate the concepts
transmitted throughout the semester,
TS6b: Overall, the PW has made my learning more objective,
TS6d: Overall, the PW motivated me to the CU,
TS7: Overall, I felt motivated to carry out the PW
• Largely, students agree that the PW is an important tool in
their learning process (TS4)
• Only, few students do not considered that the PW
development has a motivating effect to the CU (TS_6d)
19. RESULTS 17
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
sRQ1 - How important is a practical work, in students´ learning process?
TS4: PW is a useful tool in supporting the CU,
TS6a: Overall, the PW helped me to assimilate the concepts
transmitted throughout the semester,
TS6b: Overall, the PW has made my learning more objective,
TS6d: Overall, the PW motivated me to the CU,
TS7: Overall, I felt motivated to carry out the PW
sRQ1
The majority of the students agree that the PW is an
important tool in their learning process
20. RESULTS 18
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
The item TS11 (Do you consider that the practical work should be carried out before the contents have been taught?) was
related with the five items that measure the activities effectiveness:
AE1 – theoretical class where the teacher lectures the contents and theoretical-practical class where applications exercises
are solved
AE2 – previous studies of theoretical concepts proposed by the teacher and discussion in theoretical class of the
application of these concepts,
AE3 – students solve individually in the theoretical class a global question with the knowledge they have,
AE4 – theoretical class where the teacher presents the contents using practical examples and theoretical-practical class
where applications exercises are solved,
AE5 – students solve, in groups, in the theoretical class a problem with the knowledge they have.
sRQ2 - Is the practical work effective - when used as an autonomous tool - to prepare
students for the challenge of a professional life?
21. RESULTS 19
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
sRQ2 - Is the practical work effective - when used as an autonomous tool - to prepare
students for the challenge of a professional life?
item n Min. Max. Mean Std.
Deviation
Median
AE1 106 2 5 4.10 .675 4
AE2 106 1 5 3.69 .919 4
AE3 105 1 5 3.76 1.033 4
AE4 106 1 5 4.30 .783 4
AE5 106 2 5 3.96 .827 4
AE1 – theoretical class where the teacher lectures the
contents and theoretical-practical class where
applications exercises are solved
AE4 – theoretical class where the teacher presents the
contents using practical examples and theoretical-
practical class where applications exercises are solved
22. RESULTS 20
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
TS11 AE1 AE2 AE3 AE4 AE5
TS11 1.0
.
AE1 .025 1.0
.797 .
AE2 .186‡ .175 1.0
.056 .072 .
AE3 .082 .120 .363** 1.0
.406 .223 .000 .
AE4 -.101 .275** .122 .283** 1.0
.301 .004 .212 .003 .
AE5 .185‡ .012 .315** .514** .192* 1.0
.058 .905 .001 .000 .048 .
• None of the 5 items (AE1, AE2, AE3, AE4
and AE5) show a significant correlation
with item TS11.
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
‡ Correlation is significant at the 0.06 level (2-tailed).
sRQ2 - Is the practical work effective - when used as an autonomous tool - to prepare
students for the challenge of a professional life?
sRQ2
• traditional teaching/learning methodology
as the most effective
23. RESULTS 21
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
sRQ3 - Which competences did students acquire?
To answer sRQ3, the five items in the soft skills part of the questionnaire will be analysed
concerning what the PW allowed:
SS1: to encourage collaborative work,
SS2: to stimulate my intellectual curiosity,
SS3: to provide necessary knowledge for my area of study,
SS4: to relate this CU to other CU,
SS5: to apply the acquired concepts during the PW development in different CU.
24. RESULTS 22
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
sRQ3 - Which competences did students acquire?
• The items evaluated more positively:
SS3 - Provide necessary knowledge for my area of study
SS1 - Encourage collaborative work)
SS2 - Stimulate my intellectual curiosity
• The majority of students still find difficulties in relating
the acquired concepts with other subjects (SS4 and SS5)
sRQ3
25. CONCLUSIONS
• The methodology using several assessment moments increases the students’ attendance
to the theoretical classes
• The students prefer and consider more beneficial for their learning the assessment through
several questions/problems and small tests during the theoretical lesson
• Largely, students agree that the PW is an important tool in their learning process
• On average students considered the traditional teaching/learning methodology as the
most effective
• The majority of students were able to identify that the development of the PW and several
moments of assessment helps in providing knowledge to the area under study, encourages
their collaborative work and stimulates their intellectual curiosity
23
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
26. Acknowledgments
The authors would like to express their acknowledgments to all students who accepted to collaborate in this
study. The authors also thank the Research Centre CIETI (Centro de Inovação em Engenharia e Tecnologia
Industrial) and FCT – Fundação para a Ciência e Tecnologia, for all the support provided in the scope of the
projects COMPETE: POCI-01-0145-FEDER-007043, UID/CEC/00319-2013 and UID-EQU-04730-2013.
Practical Work and Assessment to Stimulate Students’ Participation and Motivation in
Fluid Transport Issues
24
Thank you for your attention!
Editor's Notes
Good morning, I am Margarida and she is Teresa. We are here to present the work entitled “Practical Work and Assessment to Stimulate Students’ Participation and Motivation in Fluid Transport Issues”
The main objective of this study is to evaluate the impact of the changes in the assessment methodology in the final students’ grades.
And also analyze students’ perceptions regarding different types of assessment.
With that it will be possible to identify and adopt which teaching/learning methodologies may be the most effective.
To fulfill this objectives two main research questions were formulated: RQ1 and RQ2 and three more sub-research questions in order to analyze the effect of introducing the practical work .
In ISEP the Chemical Engineering is divided in two cycles and Fluid Transport System (STFLU) course is part of the curricular plan of the second year of the first cycle. This course has 4h per week (1 theoretical class and 3 practical class).
This course gives fundamental knowledge in fluid mechanics. That will allow the students to design fluid transport systems and select the equipment.
In STFLU students may choose between two modes of assessment:
- four individual mini-Tests (Moment I1, I2, I3 and I4), one of the two group tests (Moments G1 and G2 – from which they can choose the one with the best grade) and the Practical Work (Moment G3) or
- a Final Exam (FE) and the Practical Work (Moment G3).
The practical work has a percentage of 15 % in each case and the other 85 % was divided by the several moments of assessment as shown.
Some historical data regarding students approved in percentage show in this graph that the lowest percentage of students approved (about 70%) occurred in the academic year 2009/10. Exactly the year when the practical work was not done.
Regarding the average grade, we can see the similarity of the average grade based on the approved students with the average grade based on students that came at least to one exam for the last two academic years. That correspond to the years were the assessment methodology divided in several moments was implemented.
This graph shows the attendance to the theoretical classes since 2013 and is obvious that attendance increased in the last two years due to the changes in the methodology assessments.
If we analyse the attendance each week in general the highest attendance to theoretical classes corresponds to the days when evaluation moments occur.
The low attendance to the final exam (1st E and 2nd E) is result of the majority of them are approved by frequency.
So the first result based only in the historical data is enough to respond to second research question.
The are 4 more research questions to answer
To respond this other research and sub research questions related with students’ opinion/perception about the teaching/evaluation methodology
a questionnaire was handed out to students, and voluntarily answered in the two last academic years (2016/17 and 2017/18).
Students took around 10 minutes to complete the questionnaire.
The questionnaire include several groups: namely student characterization, course organization and functioning, learning styles Technical and soft skills and activities effectiveness.
A total of 108 students participated in the study. This corresponds to 90.8% of the enrolled students; moreover, those were all the students that attended classes.
To answer RQ1 (research question 1) were selected three items of the questionnaire related with course organization and functioning (COF12, COF13 and COF14) and analyzed together with the individual (Ii) and group (Gi) students’ grades.
The students punctuated this item with a 5-point Likert scale of agreement (1 - strongly disagree, 2 - disagree, 3 - neither agree nor disagree, 4 - agree, 5 –strongly agree);
And they do not distinguish between the two academic years so the analysis will be done as a whole
When the average grades for the four individual assessment moments were analyzed against the item COF12 it is noticed that there is not a defined pattern.
For example, students that are strongly in disagreement (1) with this item (COF 12) obtained the highest and the lowest grade (in average).
However, all the students that are in complete agreement (5) obtained a positive grade (average ranged from 11 to around 15).
In that type graph Each mark size and colour intensity reflects the number of students in each grid cell (the darkest and larger mark corresponds to 9 students, and then successively until 1.
By considering the final students’ grades according to the same item (COF 12) we observe that even students that failed (final grade < 9.5) were, somewhat, positive agreement with the item COF 12 (3 - neither agree nor disagree, 4 - agree, 5 -strongly agree).
And the majority of the students students with final grades > 9.5 strongly agree that the evaluation adopted was beneficial to their learning.
To measure how important students see the practical work in their learning process were analyzed a set of technical skills items
The technical skills, classified with a 5-point Likert scale of agreement (1 - strongly disagree, 2 - disagree, 3 - neither agree nor disagree, 4 - agree, 5 -strongly agree), shown in this graph allow to conclude that:
largely, students agree that the PW is an important tool in their learning process (TS4) and
only, few students do not considered that the PW has a motivating effect to the CU (TS_6d)
To answer this sub research question we can conclude that the PW is an important tool in their learning process
In order to understand how students perceived the PW and their level of agreement regarding PW effectiveness as an autonomous tool, the item TS11 (Do you consider that the practical work should be carried out before the contents have been taught?) was related with the five items that measure the activities effectiveness:
In average students considered the traditional teaching/learning methodology as the most effective, that is, theoretical class where the teacher presents the contents using practical examples and theoretical-practical class where applications exercises are solved (AE4, with 4.30 in a scale of 5), and where in the theoretical class teacher lectures the contents and theoretical-practical class the applications exercises are solved (AE1, with 4.10 in a scale of 5).
With the lower effectiveness, students considered the methodology where the student is required a previous study of the theoretical concepts proposed by the teacher followed by a discussion in theoretical class on the application of these concepts (AE2, with 3.69 in a scale of 5).
This table summarizes the values of the Spearman coefficients obtained. None of the 5 items (AE1, AE2, AE3, AE4 and AE5) show a significant correlation with item TS11. To some extent these results described confirm earlier findings.
We conclude that the students consider the traditional teaching/learning methodology as the most effective
To answer this sub research question Which competences did students acquire? We analyze the answers that the students give to the items related with the soft skills acquired with the practical work
This figure shows the distribution of the students’ evaluation for the five SS items considered in the questionnaire. The items evaluated more positively corresponds to SS3 (Provide necessary knowledge for my area of study), SS1 (Encourage collaborative work) and SS2 (Stimulate my intellectual curiosity).
The students were able to identify that the development of the PW and several moments of assessment help in providing knowledge to the area under study. Only two students state disagreement. Regarding SS4 and SS5, the majority of students still find difficulties in relating the acquired concepts with other subjects (55.1% and 51.4, respectively, disagree or do not know).