Analisis Sikap Mahasiswa Terhadap Hasil Belajar Materi Kuliah Statistik Probabilitas

Research to describe whether the results of the assessment in the affective domain affect student learning outcomes on the subject matter of Probability Statistics. One of the assessments of the affective domain is attitude assessment. The research approach is a quantitative research with an analysis of the research subject of 100 students who have taught the Probability Statistics course. This research was conducted using an instrument in the form of an attitude scale questionnaire based on a Likert scale consisting of 22 questions with answers to questions including: Always (SL) points 5, Often (SR) points 4, Sometimes (K) points 3, Rarely (JR) point 2, and Never (TP) point 1 which is based on the attitude scale instrument grid in the form of a checklist. The indicators measured on the attitude scale are interest, curiosity, attention in learning and self-confidence. The method of analysis in the form of a correlation survey is to see the influence of the affective domain on student learning outcomes. From the results of the research, it is known that the effect of learning outcomes based on student attitudes is the most prominent due to the interest and confidence of students who are in charge of the Probability Statistics course. For curiosity and attention in learning do not have a direct effect on learning outcomes

Division of Undergraduate Education Honors College Institute for Engaged Learning University College Program Review and Assessment Committee (PRAC) Annual Report 2020-2021

The Division of Undergraduate Education (DUE) at IUPUI has a comprehensive range of programs, services, and policies designed to enhance student learning, academic achievement, and persistence. The focus on continuously improving student academic achievement and persistence has made a strong commitment to assessment and evaluation, an integral aspect of the DUE strategic plan. Assessing programs designed to enhance student educational outcomes during the first-year of college requires careful conceptualization of the processes and relationships involved before choosing measures and evaluation designs. As such, the DUE assessment strategy includes a three-phase approach to assessment including needs, process, and outcome assessment. In addition, we employ mix-method approaches that involve a combination of qualitative and quantitative methods as well as indirect and direct measures of student learning

Peningkatan Hasil Belajar Siswa pada Pembelajaran Matematika Menggunakan Media Realita di Kelas V SD

: This study aims to improve student learning outcomes at a fraction multiplication using reality material media in fifth grade of SDN 68 West Pontianak. The method used is descriptive quantitative approach. The subjects were researchers and fifth grade students of SDN 68 at second semester with 46 students. Techniques of data collection consisted of direct observation and measurement techniques. Implementation of this class action performed 2 cycles. The results of this research is the ability of researchers to in doing the learning at cycle 1 is an assessment of researchers ability to prepare lesson plans with an average of 3.24 and the second cycle at 3.76. The researchers ability in doing the learning in cycle 1 with average of 3.56 and cycle 2 at 3,82. The result of using reality material media is the student can increase the learning in cycle 1 with average 71,30 with 60.86% mastery learning at cycle 2 with average 90.43 with 100%masterylearning

Division of Undergraduate Education Honors College Institute for Engaged Learning University College Program Review and Assessment Committee (PRAC) Annual Report 2019-2020

The Division of Undergraduate Education (DUE) at IUPUI has a comprehensive range of programs, services, and policies designed to enhance student learning, academic achievement, and persistence. The focus on continuously improving student academic achievement and persistence has made a strong commitment to assessment and evaluation, an integral aspect of the DUE strategic plan. Assessing programs designed to enhance student educational outcomes during the first-year of college requires careful conceptualization of the processes and relationships involved before choosing measures and evaluation designs. As such, the DUE assessment strategy includes a three-phase approach to assessment including needs, process, and outcome assessment. In addition, we employ mix-method approaches that involve a combination of qualitative and quantitative methods as well as indirect and direct measures of student learning

Division of Undergraduate Education Honors College Institute for Engaged Learning University College Program Review and Assessment Committee (PRAC) Annual Report 2018-2019

The Division of Undergraduate Education (DUE) at IUPUI has a comprehensive range of programs, services, and policies designed to enhance student learning, academic achievement, and persistence. The focus on continuously improving student academic achievement and persistence has made a strong commitment to assessment and evaluation, an integral aspect of the DUE strategic plan. Assessing programs designed to enhance student educational outcomes during the first-year of college requires careful conceptualization of the processes and relationships involved before choosing measures and evaluation designs. As such, the DUE assessment strategy includes a three-phase approach to assessment including needs, process, and outcome assessment. In addition, we employ mix-method approaches that involve a combination of qualitative and quantitative methods as well as indirect and direct measures of student learning

Influencing mathematics students' academic success through online intervention: A case study

Open distance learning (ODL), by the definition, subscribes to the limited direct engagement of the students with the learning institution. The University of South Africa, Western Cape, has placed key emphasis on providing an array of electronic support platforms to assist students with their needs in quantitative literacy skills. Consequently, as a part of this additional learning support, an online environment was designed in which the students, enrolled for various mathematics modules, were able to access an array of educational resources. Findings from similar studies suggest, that the utilisation of employment of additional learning support could show a positive effect on students’ academic achievement in distance learning. Therefore, a quasi-experimental research study was conducted to investigate this supposition by comparing the assessment outcomes among various student groups subjected to the additional learning support interventions. It has been found that online intervention might affect the success rate of the students, however, not necessarily in a simple or in the anticipated way

Design and Implementation of Performance Metrics for Evaluation of Assessments Data

The objective of this paper is to design performance metrics and respective formulas to quantitatively evaluate the achievement of set objectives and expected outcomes both at the course and program levels. Evaluation is defined as one or more processes for interpreting the data acquired through the assessment processes in order to determine how well the set objectives and outcomes are being attained. Even though assessment processes for accreditation are well documented but existence of an evaluation process is assumed. This paper focuses on evaluation process to provide insights and techniques for data interpretation. It gives a complete evaluation process from the data collection through various assessment methods, performance metrics, to the presentations in the form of tables and graphs. Authors hope that the articulated description of evaluation formulas will help convergence to high quality standard in evaluation process

Impact of California's Transitional Kindergarten Program, 2013-14

Transitional kindergarten (TK)—the first year of a two-year kindergarten program for California children who turn 5 between September 2 and December 2—is intended to better prepare young five-year-olds for kindergarten and ensure a strong start to their educational career. To determine whether this goal is being achieved, American Institutes for Research (AIR) is conducting an evaluation of the impact of TK in California. The goal of this study is to measure the success of the program by determining the impact of TK on students' readiness for kindergarten in several areas. Using a rigorous regression discontinuity (RD) research design,1 we compared language, literacy, mathematics, executive function, and social-emotional skills at kindergarten entry for students who attended TK and for students who did not attend TK. Overall, we found that TK had a positive impact on students' kindergarten readiness in several domains, controlling for students' age differences. These effects are over and above the experiences children in the comparison group had the year before kindergarten, which for more than 80 percent was some type of preschool program

A Tripartite Framework for Leadership Evaluation

The Tripartite Framework for Leadership Evaluation provides a comprehensive examination of the leadership evaluation landscape and makes key recommendations about how the field of leadership evaluation should proceed. The chief concern addressed by this working paper is the use of student outcome data as a measurement of leadership effectiveness. A second concern in our work with urban leaders is the absence or surface treatment of race and equity in nearly all evaluation instruments or processes. Finally, we call for an overhaul of the conventional cycle of inquiry, which is based largely on needs analysis and leader deficits, and incomplete use of evidence to support recurring short cycles within the larger yearly cycle of inquiry