Educational Assessment - Science topic

Respected Professor,

I agreed with your explanation with Bloom taxonomy - cognitive process terms, So higher order thinking stages (evaluate, create) will helpful to innovative wonders.

Can we get the past thought process of scientific people, if we go by revised order of Bloom taxonomy (top to bottom)? By doing so, we can understand their lower order of thinking (remember, understand), which will enrich the pathway of innovation as well as the initial needs of process.

Kindly reply to sir,

One of the objectives of the educational institution is to spread, develop and continuously improve education, and to establish high-level scientific, cultural, professional and social bases. Educational institutions must move towards being flexible organizations, to be able to respond quickly to change, and to build best practices in a rich and sustainable knowledge environment.

¡Los invitamos a participar!

At a minimum the work should be paraphrased even if it is open book, or the internet is allowed. Using the internet is not much different than looking up answers in the text (except it is easy in the sense of physically finding answers, actually looking in a textbook, or going to library to do the actual search for the materials to be used requires more work). Requiring proper references is I think important. Not sure what can be done to curb the use of technology. I think going back to the days of oral quizzes, nothing on the desk, no notes, books or access to the internet. You can learn by searching for answers, but only if you read what you find or try to understand what you found. There is a solution, no technology in the classroom and homework is done on certain days of the week in class. Three days of lecture, two days of working on assignments. And require all homework done outside of class to be handwritten, this forces the students to copy by hand whatever they found and forces them to read it at the same time, and include references in the homework. Of course making them write more or to go deep would force them to learn. In other words they have to verify what they are saying backing it up with more than one reference. This is done in colleges and graduate school, so if the work is easy to do, then require them to do more and show how they came to that conclusion. For example, anyone can use a calculator, now show me your work. If you want to use someone else's work, does it mean its correct? Prove that is it.

Yes, you can do that, but it is not so simple. Firstly you must carefully weigh the pros and cons. Students come first. In addition, made a good point.

I mentioned in my paper it is due to impurities probably, as illustrated in the figures, after a while (elimination of impurities), Acid Yellow 17 (a dye) with negative removal efficiencies had positive removal efficiencies.

Cognitive Sense Analysis then Emphasis outlook Concern Subject Matters...

Hello Margaret,

By non-item based, do mean holistic appraisals, or do you mean some score that is perhaps a composite of scores of multiple products (like a portfolio), or perhaps do you mean student grades, which typically reflect some ad--hoc composite of homework, quizzes, exams, and extended project(s) performance?

There are two conceptual hurdles I can see when trying to assert that some distribution (of said scores) is somehow preferable to that of another:

1. The implication that, in educational settings, outcomes ought to reflect a normal distribution; and

2. The corollary presumption that successful instruction can never yield little or no distribution in learner performance on some task. (This was the key goal of champions of the "mastery learning" movement, like Bloom, who argued that, given sufficient time and appropriate instruction, the vast majority of learners could adequately master just about any school-based skill.)

It's certainly fair game to ask the question, does score "X" differentiate among groups known to be different on some relevant attribute? As well, it's certainly fair game to ask, has the distribution of performance scores changed over time? (Educators would certainly hope that the answer to this question is more often "Yes" than "No, not so much!")

Apologies if I've misunderstood your query, but perhaps you could elaborate if that was the case.

Good luck with your work.

Check https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5178055/

Brain-Based Learning emphasizes on the learning opportunities that are compatible to brain's structure and functioning. Similarly, Brain-compatible or brain-based assessment underlines the use of such assessment tools that can measure students' actual potentials without restricting assessment to a single evidence of learning by paper pencil test. Such practices are antagonistic to brain functioning that threaten students from school, learning and exams.

In 1998, book titled Student Assessment That Works: A Practical Approach identified distinguishing marks of high school brain-based assessment.

—These include:-

◦Collaboration of students, teachers, and parents

◦ Authentic assessment practices

◦Reminders about what is valued within a variety of cultures

◦Conflict resolution opportunities for small-group assessment

◦Rubrics that define expectations and provide guidelines.

Considering these areas, teacher can assess students by using brain-friendly ways of assessment.

Thanks to Dr. Hassan Alomari who handle all the issue' sides. I want to add one easy thing which has a great effect: you must have the art of smiling as Dr. Sandra Richards

Dear Dr. Pavithra Raghava ,

Pl. See this link:

https://buros.org/competency-standards-student-assessment-educational-administrators

Dear Dr. Asyikin Jane ,

https://journals.sagepub.com/doi/abs/10.1177/0734282910394976?journalCode=jpaa

Student assessment for the teacher is considered the first course as a true mirror of the teacher’s performance and the quality of the courses, but the student must be aware of and understand the evaluation culture and be fair and honest in performing that task.

I think that determining the degree of cognitive complexity of the average level of fourth-grade reading depends on several things, including: the economic and social level of the country, the nature of the curricula offered to students, the level of teacher performance, as well as the educational environment.

This paper is very useful for you:

The American Psychological Association (APA) has issued clear standards for psychological and educational tests. So, I agree with Dr. Marius Babici .

and this link maybe assist you too:

https://www.registerednursing.org/nclex-rn-practice-test-questions/

Dear Dr. Seema Mahato ,

This link is very useful for you about CA:

https://www.betterevaluation.org/en/plan/approach/contribution_analysis

Hi,

in the context of a pre-post test research where two measurements are taken from the same individual at different times, the assumption of independence of observations is violated: the pre and post group are related to each other, since they come from the same subjects. Using ANCOVA you would be comparing the two means (pre vs post) as if they were two completely separate groups, independent from each other. Therefore, the correct approach involves using a repeated measures test, which works on the variations of the individuals. Since you also have a between-subjects factor (intervention group), I suggest using the two-way mixed ANOVA, which includes a within-subjects factor (time), a between-subjects one (group) and the interaction (time*group) to test whether the effect of a factor is dependent on the value of the other (i.e. the longitudinal trend is different between groups).

Please keep in mind that there are many other assumptions that must be met in order to run this analysis, more information here: https://statistics.laerd.com/spss-tutorials/two-way-repeated-measures-anova-using-spss-statistics.php

I agree with Tylor Burrows .

Hello

Giambalvo, O., Bartolomei, G., & Gattuso, L. (2019). Teaching statistics in a multidisciplinary context: an experimentation in an Italian high school.

ingrid

There are So many journals just see the attached file

Here you go.

Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: what can be done?. Assessment & evaluation in higher education, 33(3), 301-314.

These figures are the figures currently (June 2018) appearing in Wikipedia for the University of the Witwatersrand.

Take your choice of which of the following to believe!

8th Bloomberg Billionaire Ranking (2014)

24th Times Higher Education Alma Mater Index (2013)

139th Tredence-Emerging Global Employability University Ranking (2013)

149th Center for World University Rankings (2015)

201st-300th Academic Ranking of World Universities (2015)

251st-300th Times Higher Education World University Rankings (2108)

316th University Ranking by Academic Performance (2016/7)

318th QS World University Rankings (2014/5)

These figures are the oneds currently (June 2018) appearing in Wikipedia for the University of the Witwatersrand.

EFA can be conducted to make an empirical assessment of the dimensionality of the study scale items. Normally, most factors are correlated with many variables, making interpretation difficult.

Dimensionality can be investigated by looking at the loading of each scale item on the factors. The test of unidimensionality is that each summated scale should consist of items loading highly on single factor . If a summed scale is proposed to have multiple dimensions, each dimension should be reflected by a separate factor.

EFA is also a data reduction technique as items with low and ambiguous loading can be dropped from further analysis. Generally, factor loading below 0.4 are considered low, and the associated items should be dropped, whereas factor loading of 0.5 or greater are considered practically significant. Also, any item loading on more than one factor, that is, with a loading score equal to or greater than 0.5 on more than one factor must be dropped from the analysis since cross loading variables makes interpreting the factor difficult.

Then, factor loading and communalities need to be investigated. The communality of a variable represents how much it explains the variance in the factor solution communalities less than 0.5 are too low so such variables can be deleted as they have insufficient contribution to the variance.

Thus items must be eliminated if (a) loadings were less than 0.5 (b) loadings were greater than 0.5 for more than one factor (c) communality was less than 0.4.

maybe its work:

HAND BOOK OF Psychoeducational Assessment {Ability, Achievement,and Behavior in Children} by: jac j. W. Andrews

In fact, sometimes this data is only available offline, but you would have seek official permission to access these data in schools and Ministries of Educations in the respective countries or regions.

Best regards,

Debra

In higher learning institutions like Universities, people must be recruited, hired, trained & promoted on merit without discrimination with regard to race, color, gender, age, religion, national & ethnic origin, disability, marital status, or sexual orientation.

You could say "Which type of reading strategy results in the most improvement of ability among readers?"

Or "Which type of the reading strategy allows readers to improve their ability most?"

Note that the proper verb form is "strategies are" and "strategy is."

Dear Angelo, Cronbach's Coefficient Alpha gives a measure of internal reliability which, in general terms of the meaning, is computed based on the mean scores of the inter-item correlations. Thus, the higher these correlations the higher the Coefficient Alpha. Furthermore, higher scores of Alpha indicate that all items in the scale perceived highly similar to each other by the respondents. In some cases, this can also be interpreted as  evidence for construct validity. On the other hand, in experimental studies, in contrast to cross-sectional design studies, there is always an intervention which may cause to change participants' perceptions regarding outcome variables (e.g., optimism, attitudes), and this, in turn, may reduce the inter-item correlations due to the possible effects of intervention on participants' perceptions. In fact, this is frequently observed in social psychology studies in which bogus negative/positive feedback is given to respondents. Therefore, I strongly suggest that you should consider how the intervention that you used in your study changed participants perceptions regarding outcome variable(s).  Furthermore, you should also investigate whether the changes of participants' perceptions in the group level may significantly contribute to variance of outcome variable(s). 

Altay Eren

Do you find useful the Critical Reflective Questionnaire by Kember?

I agree with the suggestion of Shi-Bin Wang,  that perhaps the most interesting inferences can be gained through multivariable logistic regression analysis.  As recommended, begin with a clear statement of your research question which will then allow you to state your testable hypotheses.  from that point the most appropriate analytic method should be clear.  One important aspect to your query to be aware of is the necessity to assure reliability and validity of your measurements of the dependent and independent variables used in your study.

Thank you all

Dear Ms. Miriam Lopez,

My dissertation dealt with this topic, if you still need info bout it.

Kind Regards,

Link:

Hello! I find  Woodrow (2006) and Yim and Yu (2011) which were among the texts recommended by Reza Biara useful. Both publications developed scales which you can adopt but you may also adapt the scales by   selecting  variables  which may be suitable for your purpose. All the best.

Do a cohort analysis. Look at group performances before an intervention and compare with group performances after or during intervention. Control for various intervening variables (categorical or interval types). Follow individuals (as mentioned in a previous answer). Hopefully you can have some intermediate time points with data (e.g., beginning, midway, end of intervention or semester). Draw spaghetti plots. Use appropriate methodologies (e.g., generalized linear models). Several papers I have placed on ResearchGate demonstrate a lot of this. Longitudinal studies are very powerful and easy for decision-makers to understand. Good luck.

There are many factors that go into a teacher evaluation which don't specifically involve the language that is spoken. Non-verbal activities and responses on the part of the teacher and student are just two. It also depends on the methods being used and if the principal is simply following a lesson plan. Having said that, to get a complete picture I believe the person doing the evaluation should be or have experience as a world language (foreign language) teacher. While having credentials in the specific language is a benefit, the key is that a world language teacher be evaluated by another current or former teacher of world languages. Since the teaching of world languages is being reduced or cut completely by school districts, an evaluation instrument can be developed to use for all teachers. Remember, a principal doesn't have expertise in all core subjects either. In terms of your question, professional development and quality can be determined many ways. I do know the question you asked is a very current and relevant one.

Our writing course requires multiple writing assignments and different types of writing (research paper, journal article summary, research critique, professional letters. etc.) with the goal of teaching different writing styles. The more students actually write, the more proficient they become.

Regarding internet resources, the Purdue Owl site, "Online Writing Lab" by Purdue University, is an excellent learning resource for students and we make use of it quite often. It is very helpful and contains a wide variety of writing topics.

https://owl.english.purdue.edu/owl/ 

Thanks a lot for the suggestion 

Hi All,

Yes a agree with reducing size or number of student in class in order to get good achievements as many studies showed. Reducing class size to increase student achievement is an approach that has been tried, debated, and analyzed for several decades. The premise seems logical: with fewer students to teach, teachers can get better performance from each of them.

Some researchers have not found a connection between smaller classes and higher student achievement, but most of the research shows that when class size reduction programs are well-designed and implemented in the primary grades (K-3), student achievement rises as class size drops.

That means there are strong correction between the class size and performance of students. For more see the reference below

You might be interested into the enclosed article; best regards, MV

Case Studies do promote critical thinking. you may view the article added

The main difficulty with qualitative assessments (from my view) is the time taken to carry them out and analyse information gained from them. 

I believe they are immensely valuable in some circumstances due to the rich information they provide and would allow for differences in the education systems, values and cultures from each country to be accounted for within the assessments.

Would it be beneficial to see the level of improvement in systems (including quantitative and qualitative measures) relative to previous years so view the assessment as a linear process rather than a snapshot comparing different scores? Then continual improvement is the focus rather than just getting high scores?

However due to the time (and therefore cost) taken to implement is this going to be something which is included?  Do we need to think about what these assessments are used for- are they used to compare success or to improve educational practices?

None that I'm aware of.  The reason is that the idea of student voice is appealing, based as it is on the notion of democratic classrooms in which students and teachers work together for a common goal.  Who would dare to challenge this idea?

My sense, however, is that students don't want such responsibility.  Perhaps, as various scholars have argued, they have been conditioned by the educational system to leave the teacher in charge.  But I doubt this.  Most students understand that teachers actually have very little control over anything.  Curriculum?  No.  Testing?  No.  Homework?  No. 

Moreover, the commodification of education, along with the influence of neoliberalism, has removed all but faint vestiges of teacher autonomy.  Students have accepted their role as consumers, demoting teachers to the role of clerks.  To appease our consumers and to avoid the discomfort of pervasive differences in student performance, we have facilitated grade inflation and the dumbing down of curricula.

I doubt that your inferential statistics are inaccurate. If your descriptive statistics show only a "degree of progress," then it is highly likely that you small sample size is not enough to make this statistically significant. In general, it is very difficult to find significant differences in samples with N = 20, due to the "lack of power."

The other thing you could do is to video-tape the lessons so the teachers can evaluate their own performance afterwards. This has a great impact on people.

Hope this helps your research!

Best regards,

Carolina

Hi Muhammad,

I've looked over what others have provided and hopefully add to what you now have. 

In the broadest sense you can approach self-report scale development and validation from two approaches; exploratory or confirmatory.

If the scale you are developing is based on well established/grounded theory then you're best to go with a confirmatory study using a Structural Equation Modelling approach such as Confirmatory Factor Analysis (CFA). Basically you create your scale items in reference to the theoretical construct you wish to measure. You would want to have your scale looked over by a panel of "experts" to check for face/content validity, maybe run a pilot study, and then deploy your scale. You can analyse the data using AMOS or SAS. AMOS has a nice visual GUI interface, but SAS handles coding better (that's my opinion). In CFA you set your model (theory) up in advanced ( a priori) and try and "fit" the data to your predefined model. Your data either fits or it doesn't, although there is some room for debate on that, but not much. So the stakes are high if you come up with nothing. If your data fits you have establish evidence that your theoretical construct has quantifiable psychometric properties. You are also providing evidence for the grounded theory. This is interesting work if you are passionate about scale design, and Structural Equation Modelling.

If you are not starting from grounded theory, you should approach your scale design using Exploratory Factor Analysis. Which is a lot easier than CFA, but you are not likely to establish any evidence for construct validity. If you find something worthwhile in your EFA study, then you would run multiple studies (at least one) to formulate your grounded theory, and the run a CFA. 

Just a word of caution on before you start planning, you CAN'T run both CFA and EFA in the same study. To do so is not rigorous scholarship and unethical in my opinion.

On my profile you can find the references to some of the scales I have worked on. Have a look at Sun's  Educational Stress Scale for Adolescents. There are several articles that describe the scale development from start to multinational/multilingual normative studies. It is a good example of EFA and CFA for scale development on the same scale in different studies, and starting from a less grounded theoretical, construct.

You can also look at my Attitudes Towards Acculturative Behaviour Scale for an example of scale development from grounded theory using CFA. I have provided a link to a dissertation with this scale that you could use a guide or example of what's involved and with plenty of detail. 

I hope this helps, and please read what my colleagues above have provided, as it will give you the best insight into what is involved and how committed you will need to be. My golden rule is that if there is already a scale to measure what you want to, use that first! There's no need to reinvent the wheel.

Here I did few experiments with a blended learning model:

I think you are trying to estimate total number of items needed, like 50 vs 75 vs 100 items?  It depends on the level of reliability you are trying to achieve (or IRT SEM if using IRT).  Since reliability is easily calculated from P and Rpbis values, if you have past data or even any sense of what those might be, you can estimate the reliability based from different sets of item statistics.  For example, take stats from 50 items, calculate reliability, then take a list of stats from 75 items, calculate reliability...

There was a good article a few years ago by Mark Raymond et al from American Registry of Radiologic Technicians.  They started with 200 items and deleted random blocks of 20 to see how much the reliability dropped, as a way to find an ideal number of items.  A decently empirical way of answering your question but they had a full data set to work with.  If you have real data, I recommend that methodology.

I think they might have discussed it in The Handbook of Test Development too.

As to what level of reliability is sufficient for your purposes, that's another issue.  In the I/O psych field, they attack it by looking at predictive error in regression models cause by reliability, and back-calculate the reliability needed to get their desired level of error.  For school exams, I think the old standby of 0.70 reliability is probably sufficient but 0.80-0.90 would be desirable.

There're several ways of doing GT, with a large variety of epistemological positions, and a large variety of methodological ways of analyzing your interviews. 

You can analyse the recordings with a lot of different methodologies: content analysis, phenomenological listening, structural analysis... It depends on how you consider these datas, what you are interested in, etc. "Line by line" is not the only way of analyzing. 

When you have recorded, you can write the interviews, or just listen to them several times, depending on your methodological choices. 

One question is what would be the effect of recording on the people you interview. If the datas are much richer without recording, it can be better. 

Emailing your notes to them can be very interesting, especially in an "intersubjective" epistemology. 

But sending your analyses, can be interesting too, whatever is your methodology. 

Hi Michelle, I may not be able to help, but I'm afraid that your question sounds so panicked that I can't figure out enough of a frame or direction to even potentially offer help. Can you elaborate the purpose of the prospectus, the goal of the research and the term CIA is not one I am familiar with.

Council on Child and Adolescent Health

 

Traditional pediatric care is often based on the assumption that parents have the basic knowledge and resources to provide a nurturing, safe environment and to provide for the emotional, physical, developmental, and health care needs of their infants and young children. Unfortunately, many families have insufficient knowledge of parenting skills and an inadequate support system of friends, extended family, or professionals to help with these vital tasks. Home-visitation programs offer an effective mechanism to ensure ongoing parental education, social support, and linkage with public and private community services. This statement reviews the history and current research on home-visitation programs and provides recommendations about the pediatrician's role in supporting and using home visitation.

Home visitation for parents is a widespread early-intervention strategy in most industrialized nations other than the United States. In most countries, home health visiting is free, voluntary, not income-related, and embedded in comprehensive maternal and child health systems. Although a causative link has not been demonstrated conclusively, countries with extensive home visitor programs generally have lower infant mortality than does the United States. This is despite per capita health spending in the United States that far exceeds expenditures in other industrialized countries.1 Denmark established home visiting by law in 1937 after a pilot program was successful in lowering infant mortality. France provides free prenatal care and home visits by midwives or nurses to provide education about smoking, nutrition, alcohol and other drug use, housing, and other health-related issues. In England, every prospective mother is visited at home at least once before birth, with six more visits typically occurring before the child is 5 years of age.2 In the United States, home-visitation services have been perceived by many as too costly and unnecessary for all new families.

Home-visitation programs began in the United States in the late 19th century. Public health nurses and social workers provided in-home education and health care to women and children, primarily in poor urban environments.3,4 At the beginning of the 20th century, the New York City Health Department implemented a home visitor program, using student nurses to instruct mothers about breastfeeding and hygiene. This program reduced the high mortality rate of inner-city infants from summer diarrhea when previous efforts of private agencies had failed.5 In the late 20th century, as funding for public health nurses has declined relative to the need, home-visitation programs have focused on families with special problems such as premature or low-birth-weight infants, children with developmental delay, teenage parents, and families at risk for child abuse or neglect.6

Almost 20 years ago, Dr C Henry Kempe suggested that to ensure the right of every child to comprehensive care, every pregnant woman be assigned a home health visitor who would work with the family until the child began school.7 Insurance companies declined to pay for this service because of a lack of empirical evidence to support its effectiveness. Kempe continued to advocate home visiting vigorously, suggesting that it could play a major role in the prevention of child abuse. He reiterated these ideas in the 1978 Abraham Jacobi Award Address.8 In 1980, the American Academy of Pediatrics held a conference on home visitation. The conferees were unable to find sufficient research on home visitation to recommend it as national policy.4

In the 1992 Jacobi Award Address, Sia9 renewed Kempe's arguments, citing additional information about the effectiveness of health-related home-visitation programs in Hawaii in improving health and social outcomes for children. The publication in 1988 of Schorr's book, Within Our Reach: Breaking the Cycle of Disadvantage,10 encouraged Sia and other advocates in Hawaii to move ahead with the first statewide home-visitation program. Begun in 1993, this program currently is the subject of two rigorously designed outcome studies and has stimulated research and development of similar programs in other states.11

For more plz read at following link.

Regards

There are quite a few measures of math anxiety and of variations on math self-efficacy (confidence, etc.). Most, however, were designed with children in mind. Some target adolescents or college students. It occurs to me that it would be pretty easy to adapt one of the latter for people completing teacher training. I'm attaching copies of a few such measures, along with the basic references. (I do not have those articles, however; you'll need to obtain them elsewhere.)

There may not be a "self-efficacy for teaching math" scale; this could become a major piece of your project. But their confidence vs. anxiety about math in general should be pretty predictive. There also are teacher self-efficacy scales, though I don't know much of anything about them. For example:

Teacher efficacy: A construct validation.

Gibson, Sherri; Dembo, Myron H.

Journal of Educational Psychology, Vol 76(4), Aug 1984, 569-582.

Hi! I'm working on quality assurance in higher education institution...could you be more specific. Allow me to define some terms so you can tell me exactly what you are working on:

Assessment

Assessment is a technically designed process for evaluating student learning outcomes and or improving student learning and development as well as teaching effectiveness.

It implies the evaluation of the core activities of the HEIs (qualitative and quantitative evidence of educational activities and research outcomes).

Institutional Assessment or Program Assessment

Institutional Assessment or Program Assessment is the process of the systematic gathering, quantifying, and using of information in view of judging the instructional effectiveness and the curricular adequacy of a HEI as a whole (institutional assessment) or of its program (program assessment).

Assessment is necessary in order to validate a formal accreditation decision, but it does not necessarily lead to accreditation outcome.

Audit

Audit is the process of reviewing an institution or a program that is primarily focused on its accountability, and determining if the stated aims and objectives (in terms of curriculum, staff, infrastructure, etc.)

Institutional Audit/Institutional Review

Institutional Audit/Institutional Review is an evidence-based process carried out through peer review that investigates the procedures and the mechanisms by which an institution ensures its QA and quality enhancement. When it specifically addresses the final responsibility for the management of quality and standards that rests with an institution as a whole, the process is called an institutional review.

Dear Tanja,

Wonderful study that I really hope I would be able to read when it has been thoroughly completed.

I have served on departmental plagiarism committees and at plagiarism hearings. Universities do carry out punitive consequences for plagiarism. The legal office may impose temporary or permanent expulsion from the University which will prevent the student from registering at any university in the future, and/or a fine, and/or community work.

Work-based learning refers to learning from the company/workplace during an internship or on-the-job training as a student and in addition to or in conjunction with classroom learning while workplace learning refers to learning acquired as an employee of a company. Please see the attach link.

A Nice Question  Best Tools for Rubric design You Should Learn and Search More About It An other Best Tool For The regarding Cognitive abilities Are Bloom's Taxonomy...

Thanx

Hello Aditi, Previous responses have given all the international list of books . Here is the list of books by Indian authors. Some of them are available online.

List of Books written by Indian Authors in Medical Education

1.Verma K, D’Monte B, Adkoli BV, Nayar U, (eds). Inquiry Driven Strategies for innovation in Medical Education. New Delhi: AIIMS, 1991.

2.Verma K, Nayar U, Adkoli BV (eds). Inquiry Driven Strategies for innovation in Medical Education: Curricular Reforms. New Delhi: AIIMS, 1995.

3.Khosla PK, Angra SK, Talwar D. (eds.) Community Ophthalmology – An Indian Perspective, New Delhi: Current Scientific Literature, 1992

4.Khosla PK, Garg SP, Talwar D. (eds.) Assessment  Strategies in Ophthalmology. New Delhi : Ideal Impression, 1993

5.Sethuraman K.R, Objective Structured Clinical Examination, Jaypee Brothers, New Delhi, 1993

6.Sharma SD, Kacker SK, Adkoli BV  India.  In: Sajid AW, Mc Guire CH et al (eds).  International Handbook of Medical Education. Westport, Connecticut. London: Greenwood Press, 1994, pp207-230. [Though this is a book chapter, this is a position paper, useful for in tracing  early development of  medical education in India. ]

7.Rita Sood et al (eds). Assessment in Medical Education –Trends and Tools, K.L.Wig Centre for Medical Education and Technology, All India Institute of Medical Sciences, New Delhi, 1995. [This is very good primer to understand basic concepts in assessment.  pdf version available: Contact person Dr Rita Sood ritasood@gmail.com ]

8.Srinivasa D.K., Ananthakrishnan N, Sethuraman K.R, Santosh Kumar. (eds.) Medical Education: Principles & Practice, (Revised Edition),  National Teacher Training Centre, Jawaharlal Institute of Medical Education and Research, (JIPMER), Pondicherry, First edition 1995. Revised edition is available.

9.Ananthakrishnan N, Sethuraman K.R, Santosh Kumar. (eds.) Medical Education: Principles & Practice , Volume II –Trainers’ Manual, National Teacher Training Centre, Jawaharlal Institute of Medical Education and Research, (JIPMER), Pondicherry, 1997 [Sr No. 8 and 9 are excellent compendium of content of the NTTC Courses conducted by  NTTC, JIPMER Pondicherry]

10.Sethuraman K.R. (ed) Developing Clinical Skills – Proceedings of a Workshop. JIPMER, Pondicherry, 1995 [ A useful collection of clinical skills categorized systematically]

11.Bali R.K. (ed) Faculty Resource Development for Dental Education in Health Sciences, Asian Pacific Dental Federation: Commission on Dental Education, 1997 [This is useful book for dental profession educators]

12.Sethuraman K.R. Trick or Treat. The Society of EQUIP, Pondicherry, 2000 [Interesting reading on medical ethics]

13.Sood R. (ed) Postgraduate Training – Key Issues,  Indian College of Physicians, Academic Wing of Association of Physicians of India, New Delhi, 2002 [Recommended for PG Teachers]

14.Shekar K.S., Srinivas D.K. (eds.) What is not taught in Medical Colleges! Rajiv Gandhi University of Health Sciences, Bangalore.2011 Contact person: rguhsjps@gmail.com [A must read book for all those interested in a holistic approach to medical education]

15.Singh T., Anshu (eds.) Principles of Assessment in Medical Education 2012 New Delhi Jaypee Brothers Medical Publishers (P) Ltd. [Excellent resource for assessment in medical education]

16.Singh T., Gupta P., Singh D.(eds.)  Principles of Medical Education, Fourth edition IAP National Publication House, Gwalior, JAYPEE Brothers, 2013 [Excellent primer in medical education, reads well]

17.Bhuiyan P.S.,Rege N.N., Supe A.N. (eds) The Art of teaching medical students. 2nd Edn. 2002. Medical Education Technology Cell, Seth G.S. Medical College & K.E. M. Hospital, Parel, Mumbai. [Latest edition of this book is expected soon. Contact person: Dr Pritha Bhuiyan,drprithabhuiyan@yahoo.com ]

 18.Basic Workshop On Medical Education Technology by Medical Education Unit – a complilation for basic course workshop

Hopethis will help you.

 

These may be helpful to you. Good luck in your research.

You can use Level 2 - Skill Acquisition of the ADDIE model. See the attached link for selecting your type of instrument for such evaluation.

Best regards,

Debra

Dear Mbei Lissouck

In my opinion every modern teaching methods, can be helpful. Please find enclosed an interesting article as PDF file. I can recommend an interesting book that covers your area of interest.

Caroline Baillie and Ivan Moore (ed.) (2004) Effective Learning and Teaching in Engineering, London, New York, RoutledgeFalmer.

If you get one you will not go wrong.

Best regards,

Andrija.

I think the more qualified the teacher is, the higher the students' achievement can be. When the teacher knows different teaching methods and is knowledgeable, is aware of his/ her students' socio-affective features, etc, the students can succeed more in their learning.

You may want to consider Rasch analysis for item analysis on assessments. It is critical that there are common question items to anchor the assessment over the 5 year period, as this then allows for year on year comparisons. This paper may be a useful starting point for this analytical technique, and from the Southern African region:

Dear Kelvin, thanks a lot for all your valueable comments and suggestions, these helped a lot! Further thanks for the papers!

ps. I also inlcuded in my final models the cluster means of SES on L2 and L3. The results are stable. 

Christoph  

Absolutely Yes.

Within the “DU Techniques multimedia” course, we have a very active pedagogy where evaluation is also participatory. Indeed we:

- Evaluate only what is necessary to allow to express creativity and decrease the "penalty" effect.

- Evaluate in a spiral cycle of production : inductive learning, then production, then collective criticism, then change and finally evaluation. Students are free to integrate the remarks made by the group to enhance their productions. This method improves motivation, incentive to push "further" its work and develops a critical spirit of group. We are in the Exchange and interpersonal interaction, source of wealth.

- The feedback is very common, each production being corrected in class in a collaborative manner. The student learns to assess and develops its own criteria of quality. We remind that the feedback is one of the main levers of student success as shown in the meta-analysis of John Hattie (http://visible-learning.org).

The confusion between Computer Science and ICT skills means that ICT is often delivered by non-specialists. Meanwhile, the continuing strong employer demand for IT professionals reduces the supply of well-qualified potential teachers. These factors conspire to mean that ICT/Computing teachers are under-valued and under-qualified. There is a desperate need for teacher training in Computer Science.

Standardized test are tests given in a broad spectrum, it is not necessary based on what has been covered in the curriculum by a teacher. Because of the way standardized tests are structured, it tests only an aspect of assessment areas. Test of knowledge, test of skills, mastery of knowledge and application of skills in performance tasks are not all covered in the structure of standardized tests. The only area that is tested is knowledge of skills, which in my opinion is not a true test of a student’s competence.

With regards to your specific area of interest, “summative assessment and how well individual improvement is reflected.” First and foremost summative assessments are evaluative in nature, summarizing what the student has learned (Tomlinson and McTighe, 2006) and a final grade reported, after a series of on-going assessments have been administered to reinforce knowledge and reteach or adjust instruction for understanding.

What you need to record dynamic or static performance of students is formative and interim assessments. Formative assessments are on going assessments such as questions asked during lessons and instructions in class, pop quizzes, quick tests, tickets out of door, oral questions, concept maps, portfolio reviews, peer response groups, observations etc. These assessments or tests are usually not for grading but for instructional purpose, they could be either formal or informal.

Interim assessments are like mid term assessments that provide you with data on the students’ progress. This assessment is like summative assessment the difference being that the grades are not for public consumption but administrative purpose in order to make changes in instruction and instructional materials, unlike summative assessments that is final for placement, parents or the general public to show school rating.

If what you are looking for is to measure on going performance of students to reflect individual improvement then you are better of using multiple formative assessments that test knowledge, skills, mastery of knowledge, portfolios, oral presentations, experiments and application of skills in performance tasks. The collection of data from formative assessments and interim assessments can give you a true reflection of the individual’s improvement based on the data collected you can decide if the students progression is towards the desired learning goals.

Standardized assessment are summative assessments are laden with biases that do not provide a true comprehensive ability of a student as formative assessments do.

Dear Irene

I am not sure if I understand your question, but if you mean how to know if you have ceiling or floor effect then you must to check the Graphs of the items an test ICC's and I think that the skewness results will be useful.

good luck

Kipidap Bro Hisham!!

Dear Dominic,

In our research experiences we used:

1)      “Portfolio” compiled by students at matriculation and at graduation

2)      “Progress test” compiled by students at the end of every academic year

3)       “Graduation rate”

4)      “Level of competences” perceived by graduates

Greetings

Angelo

To my naïve way of thinking there are two general  approaches to undergraduate admission—selective and open.

Selective schools employ their own set of standards to guide admission decisions. Their criteria might include SAT or ACT scores, rigor of secondary school curriculum, GPA, essay, etc.  Some are highly selective, while others align along a descending continuum. Their processes are a mix of art and science as even with their standards a few students are assigned to some remedial work.

The open schools normally require only a high school diploma or GED certificate to secure admission. They open their doors to aspiring students who would have been otherwise be  shutout.  They also increase their tuition revenue, which helps to balance the budget.  It is not, however, a win-win. Many students must take remedial coursework before they work on their degrees. Is there an ethical challenge accompanying the institution’s financial gain?  Open admission institutions tend to have relatively low retention and graduation rates when compare to the selective.

For a look a graduate admission, you might want to review:

Inside Graduate Admissions

Merit, Diversity, and Faculty Gatekeeping

By Julie R. Posselt

Publication: January 2016

Pat

I am not familiar with your system of education, but I think we all experience some disconnect in pedagogic objectives and preparing students for sitting national exams. The question is how do you close the gap. The use of technology can help to bring some closure in providing students with more stimulating materials and interactive learning activities to include quizzes with immediate feedback. The latter give students a sense of encouragement and motivation to do better and better, which builds their confidence for later on when they sit the national exams.

Many thanks,

Debra

No one so far has mentioned the "CIPP" model by Daniel Stufflebeam.  This is:

C= Context

I= Inputs

P= Process

P= Product

This is used in program evaluation and is very helpful in establishing models for quality evaluation in education.  Look for it, there is a lot of free references out there.

Hi, 

forced joice means to fix the items to the corresponding latent variable as it is in the original scale. if the the indicess give you high scores then you adopt the model.

in EFA, there is a forced option for the number of factors, but has nothing to do with how the items will load