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Annotated Bibliography
Michael Whitener
School leaders deliver a clear message on the effects of teaching on learning success and encourage the teachers and challenge them to recognize their efficacy. They ensure that regular evaluations of teachers' current work are utilized to reflect on their professional preparation and success and growth strategies. The classroom's physical atmosphere is among the first places that directly affect the pupil's performance. Structure, capital, color, and other information may be involved. These all play a part in deciding if the classroom is conducive to learning. In this paper, the impact of examination and student assessment is discussed, and evaluations are done according to the author's research.
Zheng, M., & Bender, D. (2019). Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance. Medical teacher, 41(1), 75-82.
Computer-based research (CBT) has succeeded in schooling in the health sciences. In 2015, the writers conducted a CBT (ExamSoft) method at a US dental school. The goal of this research, driven by the Technology Acceptation Model (TAM), was (a) to explore student acceptance of ExamSoft; (b) to understand the factors affecting acceptance; and (c) to assess examSoft's effect on learning and exam performance of students. Survey and Focus Group results found that ExamSoft has been adopted as a research method by students and is generally known for its promoting learning ability. Regression analyzes revealed that ExamSoft perceived ease of usage and perceived utility to admit students dramatically. Prior CBT knowledge and program mming expertise could not forecast embracing ExamSoft substantially. In the first year of the program, students indicated that ExamSoft encouraged learning, mainly through prompt and rich input on examination results. t-Tests provided inconsistent findings on students' best success for computerized or paper exams. The research adds to CBT literature and the introduction of the TAM paradigm of schooling in the health sciences. Findings further recommend directions in which health organizations should incorporate CBT as an appraisal and learning mechanism to optimize its potential.
Zakharov, A., Carnoy, M., & Loyalka, P. (2014). Which teaching practices improve student performance on high-stakes exams? Evidence from Russia. International Journal of Educational Development, 36, 13-21.
This journal explores the correlation between student achievement and teaching activities to improve student success in a high stakes college exam – the Russian united states test (USE). In 2010, the data came from a study of 3000 students in three Russian areas. A pupil fixed effects tool was used to estimate advanced and straightforward track mathematics and Russian language instructor activities on student test performance. The author showed that the only activities that favorably impact test results are more subject-specific homework and the most successful assignment ranges across routes. It has been found that teachers in training for such high-level exams are utilizing some forms of instruction rather than others to improve student success. Bishop (1996, 1997) revealed that teachers are more likely to rely on more specific academic skills in Canadian provinces with high school curriculum-based exit assessments.
Grewe, K., & Davis, W. P. (2017). The impact of enrollment in an OER course on student learning outcomes. The International Review of Research in Open and Distributed Learning, 18(4).
Open Educational Tools (OER), particularly in two-year colleges, have been recognized as valid and effective teaching materials in higher education. Given the steady increase in OER availability and usage, comparatively few research on OER effectiveness and student achievement have been performed. This research explored the impact of attendance in an OER course on student academic success in a major community college as part of the preliminary online history course. Analysis of correlations and basic linear regression is done. The findings of this research show a significantly positive moderate association between OER and student output. The research offered a way to perform potential, more comprehensive effectiveness trials.
De Raadt, M. (2012, January). Student-created cheat-sheets in examinations: impact on student outcomes. In Proceedings of the Fourteenth Australasian Computing Education Conference (Vol. 123, pp. 71-76).
The author explains examinations are historically categorized as "openwork" or "closed book" concerning the students' freedom to explore materials. Open-book ratings can have advantages, such as reduced fear, memorization de-emphasis, and reduced cheating. However, open-book tests may still have drawbacks such as limited planning and the need to examine the evidence for time. A new solution encourages students to carry hand-written notes for a 'cheat-sheet.' This analysis method may provide many of the advantages of an open-book examination while addressing some of its limitations. There was no proof that cheat sheets may have an effect, and what remains is inconsistent. This author indicates that students who build and use cheat sheets have done well in an initial programming test, on average. Some features of cheat sheets were found to have to do with superior results, which could be linked to Understanding of the student.
Poon, A., Giroux, S., Eloundou-Enyegue, P., Guimbretière, F., & Dell, N. (2020, June). Baccalauréat Practice Tests in Cameroon: The Impact of SMS-Based Exam Preparation. In Proceedings of the 2020 International Conference on Information and Communication Technologies and Development (pp. 1-12).
In Cameroon no test is more necessary than a bachelor's degree, which offers an avenue for adulthood and further education. We focus on current research focused on realistic assessments to determine how SMS-based tests can help pupils prepare for baccalaureate in their final year of secondary school. Students in 23 schools in Cameroon's capital, Yaoundé, answered questions four days a week nine weeks before the test deadline. We analyzed student reviews and baccalaureate rates across 11 focus groups. We find that students have used our assessments for formative evaluation and for timely selection and inspection of study content. SMS-based quizzes were not individual objects, but were exchanged in student networks, created a distributed learning atmosphere and used for interactive workshops.
References.
De Raadt, M. (2012, January). Student-created cheat-sheets in examinations: impact on student outcomes. In Proceedings of the Fourteenth Australasian Computing Education Conference (Vol. 123, pp. 71-76).
De Raadt, M. (2012, January). Student-created cheat-sheets in examinations: impact on student outcomes. In Proceedings of the Fourteenth Australasian Computing Education Conference (Vol. 123, pp. 71-76).
Grewe, K., & Davis, W. P. (2017). The impact of enrollment in an OER course on student learning outcomes. The International Review of Research in Open and Distributed Learning, 18(4).
Poon, A., Giroux, S., Eloundou-Enyegue, P., Guimbretière, F., & Dell, N. (2020, June). Baccalauréat Practice Tests in Cameroon: The Impact of SMS-Based Exam Preparation. In Proceedings of the 2020 International Conference on Information and Communication Technologies and Development (pp. 1-12).
Zheng, M., & Bender, D. (2019). Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance. Medical teacher, 41(1), 75-82.