The impact of continuous assessment on the final results a case study: College of Medicine, King Khalid University

In higher education, besides final examination, students’ performance will also be measured throughout 14 weeks of lecture that contains tests, projects, quizzes and assignments as their continuous assessment. In UiTM, the continuous assessment for statistical subject is in range of 40% to 60% that contributes to their performance. This percentage is considered high and students cannot neglect this factor if they want to get good grades. With this belief, the effect of continuous assessment as mediating variable to determine relationship between final examination performance and students’ classroom participation throughout one semester in UiTM Kuala Terengganu among Diploma of Computer Science (CS110) students and Bachelor of Business Computing (CS244) students from Faculty of Computer Science and Mathematics who undertook a statistics course will be studied. Positive correlation was reported indicating that there exists positive relationship between classroom attendance and final examination grades. Students then were grouped into two groups according to the ‘80% rule’. Furthermore, Sobel Test indicates that there exists mediating effect of continuous assessment between class attendance and final mark. As a conclusion, participation and understanding the lecture in a statistics class is an important indicator that contributes to their performance. Keywords: Student performance, Learning statistics, Continuous assessment, Correlation, Mediating variable

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“…Continuous assessment has an impact on both the student's results and their methodologies of learning. (Rezigalla et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Continuous Assesment as a Mediating Variable Between Class Attendance and Students’ Performance

Noh

Hassanuddin

Yusoff

et al. 2019

e-AJ

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“…How do these attributes impact on the students final results? Rezigalla et al (2014) conducted a research titled: The impact of continuous assessment on final results, a case study of college of medicine, King Khalid University. The aim was to study the effect of continuous assessment on final result of students.…”

Section: Introductionmentioning

confidence: 99%

Predicting students’ final grades for regulating the supervision of academic activities: A model of continuous assessment practices, teaching effectiveness and students’ personal studies

Agbonkpolo¹,

Mamah²,

Oyamendan³

2020

AJATEL

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The study was conducted to determine the predictive strength of a model of continuous assessment practices, teaching effectiveness and students’ personal studies for predicting students’ final grades. Thus the study investigated the influence of continuous assessment practices, teaching effectiveness, and students’ personal studies on the test scores of some selected junior secondary school students in Health and Physical Education in Egor Local Government Area of Edo State. Three null hypotheses were formulated to guide the study. The hypotheses were tested at 0.05 level of significance. The population of the study was 4,042 while the sample size was 200 randomly selected from JSS III in Egor LGA of Edo State. The instrument used for data collection was the questionnaire with reliability co-efficient of 0.89. Data collected were analyzed using the Pearson Product Moment Correlation Statistics and the multiple regression statistics. The major findings of this study were are as follows: The multiple regression coefficient of prediction of students’ final grade with ratings of continuous assessment practices, teaching effectiveness and students’ personal studies is significant (R = 0.65, p ≤ 0.00). The net regression coefficient of prediction of students examination grades with ratings of continuous assessment practices is positive and significant (B = 0.54, p ≤ 0.00). The net regression coefficient of prediction of students final grades with ratings of students personal studies is positive and significant (B = 0.31, P ≤ 0.00). The net regression coefficient of prediction of students’ final grades with ratings of teaching effectiveness is positive and significant at 0.05 alpha level (B = 0.46, p ≤ 0.00). It was, therefore, recommended that the ministry of education and school administrators adopt the use of this scientific model to predict students’ final grades, for regulating the supervision of teaching and learning process for optimization of students’ academic achievement.

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“…The main purpose of assessment is to enhance the learning of the students and its impact on learning of the students. [1][2][3] The practice of medicine is very complex, composite and multifaceted process; the knowledge, skills, attitude, competence and performance are the key attributes of it. It is noticed that competence may not predict performance, so the performance-based assessment (PBA) at the work place in multiple context and settings, an essential component of the assessment must be the part of students' assessment process.…”

Section: Introductionmentioning

confidence: 99%

“…3,4 PBA based tools focus on "Does" level of Miller's Triangle Model of assessment and assess the ability and capacity of healthcare professionals to practice safely and securely in different settings and context. [1][2][3] The several tools have been developed to assess the performance of students at "Does" level like mini-Clinical Evaluation Exercise (mini-CEX), Directly Observed Procedure Skills (DOPS), 360 degree or Multi Source Feedback (MSF), Portfolio. [5][6][7][8][9][10][11] The objective of this study was to get feedback of the participant faculty members for training workshop on "Performance Based Assessment".…”

Section: Introductionmentioning

confidence: 99%

Training workshop on performance-based assessment: feedback of the participants faculty

Piryani

2019

J Chitwan Med Coll

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Background: Performance-based assessment (PBA) concentrate on “Does” level of Miller’s Triangle Model of assessment and assess the ability of healthcare professionals to practice safely in different situations and context. It is essential to train faculty members how to conduct PBA. Methods: One-day training workshop on PBA was organized at Liaquat University of Medical & Health Sciences Jamshoro, Sindh Pakistan in November 08, 2017 with objective “participants learn to apply PBA tools in practice”. There were two sessions of training; session one covered basics, levels and tools of assessment and blueprinting for assessment and session two PBA and its tools. Tutorial, brainstorming and activity based small group work were methods utilized for the training. Feedback of the participants was taken on semi-structured questionnaire. Descriptive analysis was done using SPSS. Results: Twenty-two participants selected from basic, clinical, and dental sciences and nursing faculty. The participants rated workshop on scale of 1-10 (1=poor, 10=excellent) for usefulness of training (8.64 ± 1.62), content of training (8.27 ± 1.52), relevance of training & content (8.59 ± 1.40), facilitation of training (8.77 ± 1.34) and overall (8.77 ± 1.38). After training participants were very confident in developing blueprint for assessment (3.91±0.61), using mini-CEX (3.64±0.58), and confident using DOPS (3.63±0.73), MSF (3.55±0.74) and Portfolio (3.68±0.84). More than one third of the participants recommended to arrange more training workshop on different aspects of medical education. Conclusions: It was observed from feedback that participants realize the importance of PBA training and stress to have trainings for various aspects of health profession education.

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The impact of continuous assessment on the final results a case study: College of Medicine, King Khalid University

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Continuous Assesment as a Mediating Variable Between Class Attendance and Students’ Performance

Continuous Assesment as a Mediating Variable Between Class Attendance and Students’ Performance

Predicting students’ final grades for regulating the supervision of academic activities: A model of continuous assessment practices, teaching effectiveness and students’ personal studies

Training workshop on performance-based assessment: feedback of the participants faculty

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