Assessment is one of the basic processes in the educational process after determining goals and teaching students. The national school final examination, in Indonesia called UAMBN, is one of the ...programs for conducting Arabic language tests, and focuses on assessing four skills of students. In fact, speaking skills test is not in the program. The purpose of this research is to criticize the lack of implementation of speaking skills assessment at UAMBN. Researcher used a critical methodology to analyze the data by configuration of four analytically distinguished but intertwined dimensions: (1) critical understanding and in-depth examination, (2) critical explanation and comparative generalization, (3) open discourse and transformative redefinition or action, and (4) reflexive–dialectic argumentation. The results of the study are the absence of an Arabic speaking skill test in the national madrasah final exam/UAMBN cannot be tolerated. Distributing the assessment process in national school final exams/USBN is not the right solution. UAMBN should still hold Arabic speaking skills tests in special sessions. The solution in the form of an assessment implementation design is available in this study. Further research related to the application of this design is highly recommended to improve the quality of learning Arabic speaking skills.
As a result of the COVID-19 pandemic and the beginning of a full-scale military invasion, the opportunities for conducting offline training at the medical university have significantly decreased. ...This made it necessary to find mechanisms to ensure the continuity of medical education of students for all disciplines in general and “Hygiene and Ecology” in particular. Another new challenge was introducing a new form of final exams for university graduates, which also required students and teachers to focus on preparing for this format of knowledge control. This defined the objectives of this study to analyze and summarize the peculiarities of preparing international students for taking an objective structured practical (clinical) examination (OSP(C)E-2) in the “Hygiene and Ecology, Healthcare Organization” station, in the context of combined (distance and in-person) learning.
Informational data on training organization systems, filling of training platforms, video hosting, and messengers, the results of intermediate controls of students’ knowledge during the exam (3rd year) and final module control (6th year), and final graduation control (OSP(C)E-2) are used as research material.
The method of pedagogical analysis and observation, situational analysis, comparative method, content analysis, and methods of variable statistics, including the non-parametric coefficient of Spearman’s rank correlation, Wilcoxon’s T-test (dependent samples), Kendall’s correlation coefficient, were used in the study.
The content of suggested informational resources was analyzed, and the structure of preparational steps for the final exam and organization of learning in the combined form of education were evaluated.
The effectiveness of the proposed measures was proven by the results of the “Hygiene and Ecology, Healthcare Organization” station of the OSP(C)E-2 examination taken by international students. An analysis of the results of the mixed (online and in-person) administration of the OSP(C)E-2 examination by international students showed a 100% pass rate.
The developed steps have helped to make students resilient and to ease the stressful aspects of the transition to distance learning for English-speaking students during the periods of strict containment measures of the coronavirus disease pandemic and safety measures in wartime conditions.
According to all calculated indices using a sufficient set of variable statistics methods, no significant difference in the results between students of online and offline forms of attestation was found. According to Wilcoxon’s W-test (unrelated samples), the difference was not statistically significant; according to Kendall’s correlation coefficient, no correlation was found, as well as according to Spearman’s rank correlation coefficient.
These achievements stand as proven evidence of the effectiveness of the aforementioned teaching methods and approaches in the combined learning format during these challenging times.
Como resultado de la pandemia de COVID-19 y el comienzo de una invasión militar a gran escala, las oportunidades para realizar formación fuera de línea en la universidad de medicina han disminuido significativamente. Esto hizo necesario encontrar mecanismos para asegurar la continuidad de la educación médica de los estudiantes en todas las disciplinas en general y en “Higiene y Ecología” en particular. Otro nuevo desafío fue la introducción de una nueva forma de exámenes finales para graduados universitarios, que también requirió que estudiantes y profesores se concentraran en prepararse para este formato de control de conocimientos. Esto definió los objetivos de este estudio para analizar y resumir las peculiaridades de la preparación de estudiantes internacionales para tomar un examen práctico (clínico) estructurado objetivo (OSP(C)E-2) en la estación «Higiene y Ecología, Organización de la Salud», en el contexto de aprendizaje combinado (a distancia y presencial).
Datos informativos sobre los sistemas de organización de la formación, llenado de plataformas de formación, alojamiento de vídeos y mensajería, los resultados de los controles intermedios de conocimientos de los estudiantes durante el examen (3° año) y el control final del módulo (6° año), y el control final de graduación (OSP(C)E-2) se utilizan como material de investigación.
En el estudio se utilizaron los métodos de análisis y observación pedagógicos, análisis situacional, método comparativo, análisis de contenido y métodos de estadística de variables, incluido el coeficiente no paramétrico de correlación de rangos de Spearman, la prueba T de Wilcoxon (muestras dependientes) y el coeficiente de correlación de Kendall
Se analizó el contenido de los recursos informativos sugeridos y se evaluó la estructura de los pasos de preparación para el examen final y la organización del aprendizaje en la forma combinada de educación.
La eficacia de las medidas propuestas quedó demostrada por los resultados del examen OSP(C)E-2 realizado por estudiantes internacionales en la sección «Higiene y ecología, organización sanitaria». Un análisis de los resultados de la administración mixta (en línea y presencial) del examen OSP(C)E-2 por parte de estudiantes internacionales arrojó una tasa de aprobación del 100%.
Las medidas desarrolladas han ayudado a que los estudiantes sean resilientes y a aliviar los aspectos estresantes de la transición al aprendizaje a distancia para los estudiantes de habla inglesa durante los períodos de estrictas medidas de contención de la pandemia de la enfermedad del coronavirus y medidas de seguridad en condiciones de guerra.
Según todos los índices calculados utilizando un conjunto suficiente de métodos estadísticos variables, no se encontraron diferencias significativas en los resultados entre los estudiantes de las formas de certificación en línea y fuera de línea. Según la prueba W de Wilcoxon (muestras no relacionadas), la diferencia no fue estadísticamente significativa; según el coeficiente de correlación de Kendall no se encontró correlación, así como según el coeficiente de correlación de rangos de Spearman.
Estos logros constituyen una evidencia comprobada de la eficacia de los métodos y enfoques de enseñanza antes mencionados en el formato de aprendizaje combinado durante estos tiempos difíciles.
This article examines how much 'complex knowledge' is assessed during a university degree and the extent to which a student has the opportunity to develop this. We conceptualise complex knowledge as ...any type of assessment that requires students to create and evaluate knowledge, and for which they may receive formative feedback. Such activities are associated with developing higher-order cognition, a set of skills that is poorly understood in the context of modular degree structures. The study analysed the foundational documents of 1135 modules between 1999 and 2018, and looked for the proportion of complex knowledge being assessed, as well as the weight assigned to the final examination and the number of internal assessments per module. Findings show a clear increase in the frequency of assessments involving complex knowledge over time in both Science and HSSC (humanities, social sciences, commerce) subject groups. Complex knowledge was also more prevalent in second- and third-year modules. We argue that more attention needs to be devoted to the quality of assessment in terms of its potential for enabling students to develop higher-order cognition. The study opens up important conversations about the appropriate amount of higher-order learning that a university graduate should experience.
PurposeThis report describes the essential steps in the development, implementation, evaluation and quality assurance of the written part of the Swiss Federal Licensing Examination for Human Medicine ...(FLE) and the insights gained since its introduction in 2011. MethodsBased on existing scientific evidence, international expertise, and experience gained from previous examinations, the FLE is developed by experts from all five medical faculties in Switzerland with the support of the Institute for Medical Education and is held simultaneously at five locations. The exam organisers document and review every examination held and continuously optimise the processes; they have summarised the results in this report. ResultsThe essential steps comprise the development, revision and translation of questions; construction of the exam and production of materials; candidate preparation; implementation and analysis. The quality assurance measures consist of guideline coherence in the development of the questions and implementation of the exam, revision processes, construction of the exam based on the national blueprint, multiphase review of the translations and exam material, and statistical analysis of the exam and the comments from candidates. The intensive collaboration, especially on the part of representatives from all the participating faculties and a central coordination unit, which provides methodological support throughout and oversees the analysis of the exam, has proven successful. Successfully completed examinations and reliable results in the eleven examinations so far implemented represent the outcomes of the quality assurance measures. Significant insights in recent years are the importance of appreciating the work of those involved and the central organisation of exam development, thus ensuring the long-term success of the process. ConclusionCommon guidelines and workshops, quality assurance measures accompanied by the continuous improvement of all processes, and appreciation of everyone involved, are essential to carrying out such an examination at a high-quality level in the long term.
Purpose: The aim of this research paper is to show that Final examination pressure causes anxiety in all students, including students of a private middle school in Yogyakarta. The anxiety of students ...facing the final examinations is directly related to self-efficacy and peer support.
Methodology: This study uses scales to determine anxiety levels preceding final exams, self-efficacy levels, and peer support levels. These scales will be filled in with data given by 9th grade students of LI Private Junior High. The research subjects consisted of 234 9th grade students enrolled in one of Yogyakarta’s private middle schools.
Results: Based on the results, this research shows that Self-efficacy and peer support both combined have a significant relation to the anxiety preceding final exams faced by 9th grade students of ‘LI’ private middle school in Yogyakarta with F = 10,644 and a significance level of 0,000 (p<0,01).
Implications: Therefore, peer support has an effect on anxiety only when applied in tandem with self-efficacy.
In Hungary, Geography final examinations can be taken in ten foreign languages too. This linguistic diversity is one of the less-known, rarely mentioned values of our public education system, ...allowing students of bilingual and nationality secondary school programmes to take certain subject exams – like Geography – in foreign languages. Since the introduction of the two-tier Matura examination system, the subject has been one of the most popular choices in foreign language too as such examinations have been held in almost all exam periods. However, changes in the subject’s prestige and the Matura itself are also clearly reflected. The study provides a detailed analysis of intermediate and advanced Geography final exams by language use and discusses factors influencing the spatial distribution and temporal changes of exam numbers. This study is justified not only by the two-tier system’s more than fifteen years of history but by the recent changes of the national curriculum, exam structure and requirements as well.
Medical training programs are witnessing immense disruptions worldwide due to the ongoing COVID-19 pandemic. Keeping in mind the trainees' future prospects, it is important to provide continuity of ...teaching and timely certification assessments. Overcoming the obstacles to routine functioning presented by SARS-CoV-2 spread, we recently conducted the DM Neurology exit examination in a hybrid virtual format. We created a curated case repository with history and clinical examination findings followed by structured questions that could be built upon for case discussions. The external examiners assessed the candidates virtually through a video conferencing platform. The end results were well accepted by all key stake holders. The concerns, logistics and experience of conducting the DM Neurology exit exam in a virtual format are summarized here.
Value added of schools in Serbia Teodorovic, Jelena; Jaksic, Ivana; Milin, Vladeta
Zbornik Instituta za pedagoška istraživanja/Zbornik - Institut za pedagoška istraživanja,
2020, Letnik:
52, Številka:
1
Journal Article
Odprti dostop
Value added (VA) is one of the measures to assess the quality of school work;
when calculating this value, the individual characteristics of students are
statistically equalised in order to focus on ...the factors that are under the
jurisdiction of the educational system. The basic value of VA is seen in
providing as fair information as possible about the contribution of teachers
and / or schools to student achievement. In this paper, we investigate the
value added of schools in Serbia. We have set the following research goals:
(1) examining the contribution of students? individual characteristics on
student achievement in seven subjects, (2) establishing the connection
between the student achievement and the expected VA, (3) examining the
representation of school groups selected by the expected student achievement
and VA and (4) determining the variability of VA of subjects in a particular
school. The study was conducted on the sample of 125 elementary schools,
with participation of 5065 8th grade students and 5021 parents of these
students. Data on student variables were collected through a questionnaire,
and from student achievement from the 2011 TIMSS and 2015 final exam
databases. Hierarchical modelling was used for the analyses. The results,
among other things, show that the expected student achievement and VA are
unrelated for most schools, that most schools have both negative VA and
below-average expected achievement, and that VA varies between school
subjects. The limitations of this study are also given, as well as the
implications that the obtained data have on educational policy in Serbia.
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