Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education – Barbara E. Walvoord

Klimoski, Victor J.

doi:10.1111/j.1467-9647.2006.00283_1.x

Cited by 2 publications

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“…One of the goals of education is to obtain quality learning outcomes for its graduates (Trigwell & Prosser, 1991), learning outcomes are descriptions of knowledge, skills, or special expertise acquired in the learning process (Kennedy et al, 2007;Sudjana & Rivai, 2001), also defined as changes in behavior that tend to persist in the cognitive, affective and psychomotor domains within a certain time cognitive abilities which include knowledge, memory, understanding, explaining, summarizing, applying, describing, determining, organizing, assessing, affective abilities which include accepting, provide responses and psychomotor abilities which include productive, technical, physical, social and intellectual skills (Bloom, 1956;Schooley, 1986), standards that must be known by students in the learning process or the values obtained as a result of a material (Klimoski, 2006;Schooley, 1986), skills, information, understanding and attitudes obtained from learning outcomes (Lindgren, 2009). Various definitions of learning outcomes from several studies are still debated by several experts in the field of Education and Education research, this is due to the great contribution of experts in defining the concepts of Education (Prøitz, 2010).…”

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confidence: 99%

Learning Outcomes of Islamic Religious Education in Various Studies in Indonesia: Correlation Meta-Analysis and Systematic Literature Review

Latuconsina

2023

INT J INSTRUCTION

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The learning outcomes of Islamic religious education can be in the form of knowledge of Islamic teachings, the ability to read and write the Qur'an, the ability to worship according to religious guidance, and an understanding of morals and morals in accordance with Islamic teachings. Islamic religious education is a compulsory subject in Indonesia from elementary school to university. This study aims to prove the impact of various studies in improving learning outcomes of Islamic religious education and to identify, study, evaluate, and interpret aspects of the study. This type of research is mixed methods designs with an Exploratory Sequential approach. The research variables consist of learning outcomes of Islamic religious education as the independent variable and various studies as the dependent variable. Data were obtained from online databases, namely Google Scholar and Dimensions, which were selected using specific criteria. Quantitative data analysis with correlation meta-analysis assisted by R Studio and qualitative analysis with Systematic Literature Review assisted by NVivo. The results showed that there was a positive and significant correlation between learning outcomes for Islamic religious education with various studies and n bias. The most important components in learning Islamic religious education are learning methods and attitudes, and cognitive and learning media that must be considered to achieve learning goals.

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Section: Introductionmentioning

confidence: 99%

Learning Outcomes of Islamic Religious Education in Various Studies in Indonesia: Correlation Meta-Analysis and Systematic Literature Review

Latuconsina

2023

INT J INSTRUCTION

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“…It persuades to organize learners to compete at the workplace with their competencies of the 21 st century. It is the main tool in judging the increase in student learning and its applicability (Klimoski, 2006). However, this process requires vigilant and systematic assembling of students' enriched learning shreds of evidence (Palomba & Banta, 1999).…”

Section: Introductionmentioning

confidence: 99%

Learning Approaches Related to Perception of Assessment in Students at Higher Education Level

Jaffar

Anwar

Shah

2020

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The students' perception of classroom assessment impacts their approaches towards learning. Therefore, it is a demand for Higher education institutions to reassess their assessment procedures to face the challenges posed by the changing world, and to increase the competencies of the students for their workplaces in the future. The present study aims to correlate students’ learning approaches and their perception of assessment task at higher education level, using canonical analysis. The sample consisted of 468 master level students, selected randomly, of 10 general universities of Khyber Pakhtunkhwa, Pakistan. Results showed that students relied on surface strategies, leading to cramming, which was allied with a high degree of authenticity of assessment. Alternate assessment strategies like peer and self-assessment can encourage conceptual learning in students and turn will help them become competent at the workplace.

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Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education – Barbara E. Walvoord

Abstract: Reviewsinterested in how well your students are doing as in whether you know how well your students are doing.

Cited by 2 publications

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Learning Outcomes of Islamic Religious Education in Various Studies in Indonesia: Correlation Meta-Analysis and Systematic Literature Review

Learning Outcomes of Islamic Religious Education in Various Studies in Indonesia: Correlation Meta-Analysis and Systematic Literature Review

Learning Approaches Related to Perception of Assessment in Students at Higher Education Level

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