Continuous Learning Process Assessment Model

Abstract Process capability maturity modeling elaborated by the Software Engineering community became applicable for any process-oriented activity assessment and improvement. The purpose of this paper is to contribute to the solution of learning improvement problem based on process quality attributes modeling approach. Twodimensional Learning process model is developed based on R. Marzano taxonomy of learning objectives and on the staged Learning process maturity model. The consciousness as a learning process quality characteristic is introduced

Multidimensional Science Education on Performance Assessment Comprehensively with Collaborative Project Learning Based Model: Philosophy Perspective

Competency-based learning requires an assessment instrument capable of comprehensively measuring learning objectives in the cognitive, psychomotor and affective domains. Therefore, an alternative assessment model based on performance is needed. The purpose of writing this article was to find out whether it is possible to comprehensively assess performance based on collaborative project learning in multidimensional science education from a philosophical perspective through literature study. Performance appraisal is a continuous assessment process through the process of collecting various activity-based information as an object of assessment in various ways and tools. Based on the results and discussion of the literature review, performance assessment is a continuous assessment process using various strategies and methods (multi-methods) where in this article the author combined collaborative project-based learning methods. Project based learning provides opportunities for students to explore content and learning experiences using various ways that are meaningful to themselves and to conduct experiments collaboratively by combining various interrelated subjects. Exploration of authentic and complex problems based on tasks that have been designed to produce joint work for reporting project results. Collaborative project learning between subjects is essentially a learning system that allows students to actively seek, explore, and discover concepts and principles authentically by involving various groups as assessors through self-assessment and Peer Assessment. The comprehensive performance appraisal process is a multidimensional process and information is obtained from the assessment process on aspects of cognitive skills, attitudes, critical thinking, process skills and products as an integral part of the learning process by empowering students and educators

Performance assessment model for academic libraries: the Covenant University Library example

The study explores performance assessment models in academic libraries and show-cases the practical experiences at the Covenant University Library. The paper which is based on an observational study of the researchers’ daily work experiences and review of literature identified constraints to performance assessment in academic libraries and has attempted to give solutions. The paper concludes that academic libraries should overcome constraints and imbibe the culture of performance assessment that involves a continuous and periodic process of fine-tuning critical management and functional processes, either reactively or proactively through deliberately designed parameters (indicators). It extrapolated from the unique experiences of the Centre for Learning Resources, Covenant University to construct a model (Lib-PERFQUAL) for libraries around the world. This is a model that comprises all indicators necessary to maintain continuous relevance and achieve utmost efficienc

An Assessment Model for Service-Learning: Comprehensive Case Studies of Impact on Faculty, Students, Community, and Institution

A comprehensive case study model of assessment developed at Portland State University responds to the need to measure the impact of service learning on four constituencies (student, faculty, community, an institution). The case studies blend quantitative and qualitative measures in order to determine the most effective and practical tools to measure service-learning impact and to provide feedback for continuous improvement of practice. Insights from the design process and preliminary results have potential value for institution\u27s with similar agendas for service learning and community partnerships

Lessons learned while conducting educational program assessment

Assessment, accountability, and strategic planning are all processes that are included in accreditation for colleges and universities. For most colleges and universities, starting the reaffirmation process means identifying current assessment practices and reports from academic units and programs. This paper discusses the lessons learned during a successful completion of the reaffirmation process with a regional accreditation entity. The authors will present a model that includes an understanding of strategic planning, inclusion of faculty at all levels and affirms continuous learning and involvement in a dynamic process. Also included in the paper are additional tips and observations found useful by the authors and that could be useful to the reader

Training Based on the Participants’ Activeness to Improve Teachers’ Understanding toward Authentic Assessment in Elementary School

Problems that occur in the implementation of 2013 Curriculum is the lack of understanding in the learning process assessment and learning outcomes. The concept of thorough learning takes longer time, it also requires teachers understanding to the ability of the student individually. Teachers also do not fully understand the concept of authentic and continuous assessment. The aim of this study is to improve the classroom teachers’ understanding toward authentic assessment with training model based on participants’ activeness. This research used Classroom Action Research approach with two cycles. The techniques of collecting data are questionnaires (self-assessment), interviews, and portfolios. The data were analyzed using triangulation with consideration to the three types of data. The result showed an improvement in the teachers' understanding on authentic assessment. This is indicated by the improvement of the average from pretest to posttest in the cycle 1 is 9.25 and cycle 1 to cycle 2 is 13.19

Never Mind the Gap: Formative Assessment Confronted with Dewey’s and Gadamer’s Concept of Experience

The notion of “closing the learning gap” is widely used in the conceptualisation of formative assessment. It builds on an unarticulated assumption that students' learning can and should be controlled towards predefined outcomes. This article discusses this control assumption in the light of the concept of the American philosopher John Dewey and the German philosopher Hans‐Georg Gadamer. Their conceptualisation challenges the idea of learning as a linear and controllable process that results in stable and predictable outcomes. Using the concept of experience, we argue that learning follows a continuous circular movement where previous experiences condition future interpretations and that every experience changes the subject. This process of change is both unpredictable and diverse and requires that attention is paid to the uniqueness of each situation and to students as subjects. Following the discussion, we propose a model for considering the extensiveness and rigidity of formative assessment practices and that authors pay attention to whether they conceptualise formative assessment in a way that promotes student and teacher “gap closing” and control.publishedVersio

THE EFFECT OF ASSESSMENT FOR LEARNING IN IMPROVING NON-NATIVE ADULTS PERFORMANCE IN MALAY LANGUAGE

Assessment for learning is one of the teaching and learning process that has been adopted to improve and accelerate learners’ ability in their learning especially involving modern foreign language. However, the process of learning becomes more productive when Assessment for learning is implemented in an informal approach for non-native adults. Therefore, the study focused on the implementation of an informal assessment for learning in a Malay language course that is being taught as modern foreign language among non-native adult learners in a higher learning institution. Malay as a modern foreign language is still new at piloting stage in Malaysia. As a result, it would be useful to adopt assessment for learning informally for non-native adults acquiring the proficiency in an intense period. So, qualitative approach, an action research methodology has been undertaken as it also equally features of Assessment for learning and in parallel to accelerating adult learners’ proficiency especially at beginners’ level.  Moreover, action research methodology is used to study the effectiveness of Assessment for learning applied among non-native adult learners in the Malay course. The research study involved 30 non-native adult learners in a higher learning institution from January 2014 until December 2017. The instruments used to collect data were by means of feedback, observation and continuous assessments. The data were analyzed in a quantified approach using descriptive research method to measure the frequency of non-native adult learners’ achievement by using Likert scale rating. The main findings of this research revealed how informal Assessment for learning assists non-native adult learners achievements and also benefits trainers in future to adopt and apply such model to support their teaching and elevate non-native adult learners’ achievement in Malay course

THE DEVELOPMENT OF A PREDICTIVE PROBABILITY MODEL FOR EFFECTIVE CONTINUOUS LEARNING AND IMPROVEMENT

It is important for organizations to understand the factors responsible for establishing sustainable continuous improvement (CI) capabilities. This study uses learning curves as the basis to examine learning obtained by team members doing work with and without the application of fundamental aspects of the Toyota Production System. The results are used to develop an effective model to guide organizational activities towards achieving the ability to continuous improve in a sustainable fashion. This research examines the effect of standardization and waste elimination activities supported by systematic problem solving on team member learning at the work interface and system performance. The results indicate the application of Standard Work principles and elimination of formally defined waste using the systematic 8-step problem solving process positively impacts team member learning and performance, providing the foundation for continuous improvement Compared to their untreated counterparts, treated teams exhibited increased, more uniformly distributed, and more sustained learning rates as well as improved productivity as defined by decreased total throughput time and wait time. This was accompanied by reduced defect rates and a significant decrease in mental and physical team member burden. A major outcome of this research has been the creation of a predictive probability model to guide sustainable CI development using a simplified assessment tool aimed at identifying essential organizational states required to support sustainable CI development