A modified peer rating system to recognise rating skill as a learning outcome

Cheung‐Blunden, Violet; Khan, Saera R.

doi:10.1080/02602938.2017.1280721

Cited by 8 publications

(3 citation statements)

References 34 publications

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“…Followed by prerequisite for mastery of learning material (46.57%), learning skill (46.26%), and physical and socio-emotional environment (26.42%). Improving the quality of learning activities regarding the prerequisite of mastery of the above learning materials gives the meaning that the group approach model can be used to improve the quality of student learning activities that lead to mastery learning materials optimum / thorough (mastery learning) (Cheung-Blunden & Khan, 2018;Ning, 2018;Wang, Yang, Culpepper, & Douglas, 2018). In relation to complete learning, learning activities that lead to the prerequisite of mastery of learning, materials are extremely important to the students as they will be immediately related to higher mastery of the material either in one subject or in other related subjects.…”

Section: Resultsmentioning

confidence: 99%

Model based group approach (MBGA); an alternative approach for improving the quality of student learning in Universities

Taufik¹,

Ifdil²,

Fadli³

et al. 2020

JIK

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This research is driven by the phenomenon of the poor quality of learning activities of new students in universities. This study tries to investigate the strength through the work of Model-Based Group Approach to enhance the quality of student learning activities. This research is a quasi-experimental research involved 206 students of Universitas Negeri Padang. The instrument used is IAKB (Activation Instrument Learning Activity) and analysis of research data using T-Test. The result from this research shows that there is an improvement of learning activity quality before and after application of the model that is 13.68 to 57.10. This shows a gain of 43.42%. Based on the results of research that has been done can be concluded that the development of this model is useful to improve the quality of student learning activities.

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Section: Resultsmentioning

confidence: 99%

Model based group approach (MBGA); an alternative approach for improving the quality of student learning in Universities

Taufik¹,

Ifdil²,

Fadli³

et al. 2020

JIK

View full text Add to dashboard Cite

show abstract

“…This allows students to do various ways so that their expectations can be achieved. This can be observed when students have difficulty fulfilling the task load (Cheung-Blunden & Khan, 2018;Ning, 2018;Stoll et al, 2017). However, excessive expectations of learning outcomes and pressure to excel in school can damage self-esteem and accelerate depressive symptoms over a long period.…”

Section: Impact Of Self-expectation and Worriness In Learningmentioning

confidence: 99%

Students’ study pressures during the Covid-19 global pandemic: exploration of the effects of workload, self-expectation, grade worriness and despondency on college students in Indonesia

et al. 2022

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Pressure during the learning process is a common thing experienced by students. At some points, this pressure will be beneficial in increasing fighting power and motivation, but on the other hand, high-pressure conditions will affect students' mental health. This condition was also experienced when students entered the learning phase during the Covid-19 pandemic. Although several studies have revealed the effectiveness of distance learning during the pandemic, this study aims to reveal causal factors of learning pressure conditions during the pandemic such that it can trigger the emergence of academic stress. This study involved 750 students spread throughout Indonesia. Data gathering was through the use of a questionnaire with indicators developed from existing measuring tools. Data analysis using Structural Equation Model-Partial Least Square (SEM-PLS) with Model Measurement Analysis (MMA) indicate loading, Cronbach Alpha, composite reliability, Average Variance Extracted (AVE) in fit conditions, and Structural Model testing also demonstrated valid condition and fit. The analysis shows a positive relationship between the predictors of the structural model consisting of self-expectation, despondency, grade worriness, and workload, which impact student learning pressures during the pandemic. There is an effect of workload mediation on the relationship between self-expectation and learning pressure. In reducing and controlling student learning pressures during a pandemic, it is necessary to consider these factors in learning activities.

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“…However, assessment in measuring student achievement, especially in skills, is still lacking, especially in TVET [7]. According to the interviews conducted, the assessment approach utilised was restricted to traditional assessment, and the concept is likewise new to the majority of educators [8]. This issue has an impact on the learning outcomes that students are expected to achieve in terms of knowledge, skills, and competencies [9].…”

Section: Introductionmentioning

confidence: 99%

An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA

et al. 2022

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Technical and vocational education and training (TVET) assessments give precise feedback on whether students have successfully attained learning outcomes. It can improve teaching quality and empower students, educators, and stakeholders to take action. Only a few studies have attempted to review the literature on this topic systematically. The PRISMA (preferred reporting items for systematic reviews and meta-analysis) criteria are used to guide this systematic review, which uses the following three key databases: Web of Science (WoS), Scopus, and Google Scholar. A thorough search of the electronic database utilising keywords and search strings yielded 78 publications published between 2015 and 2021, with 29 studies related to the topic highlighted. The Mixed Methods Appraisal Tool is used to evaluate all of the chosen articles (MMAT). The findings reveal that students’ learning outcomes are frequently examined utilising a competency-based assessment technique in TVET. Competence is used to assess students’ learning results, and it is advised that student competency development be prioritised.

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A modified peer rating system to recognise rating skill as a learning outcome

Cited by 8 publications

References 34 publications

Model based group approach (MBGA); an alternative approach for improving the quality of student learning in Universities

Model based group approach (MBGA); an alternative approach for improving the quality of student learning in Universities

Students’ study pressures during the Covid-19 global pandemic: exploration of the effects of workload, self-expectation, grade worriness and despondency on college students in Indonesia

An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA

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