ABSTRACT
Resumen Las pruebas internacionales de aplicación masiva permiten evaluar los aportes de los factores individuales, familiares, institucionales y nacionales al logro educativo de los estudiantes expresado en su desempeño. En este contexto, el propósito de este estudio fue proponer y evaluar un modelo de efectos centrado en el procesamiento cognitivo esencial e incidental de las actividades académicas, de acuerdo con el desempeño en las pruebas de matemáticas en estudiantes de sexto grado de 15 países (y el estado de Nuevo León de México) que participaron en el Tercer Estudio Regional Comparativo y Explicativo (TERCE). Se formuló un modelo de ecuaciones estructurales en el que se calcularon índices de procesamiento esencial (control atencional, memoria de trabajo y supervisión familiar) y procesamiento incidental (violencia percibida, uso de ocio de la computadora -videojuegos, redes sociales, reproducción de contenidos, etcétera), con base en los ítems o preguntas utilizados en el TERCE. Los índices se diseñaron y obtuvieron según el Modelo de Rasch de la Teoría de Respuesta al Ítem (TRI). El modelo planteado afecta el desempeño en la prueba en 24 puntos. La variable con mayor tamaño de efecto es el uso de ocio de computadoras en el hogar. Los resultados se discuten a la luz de las hipótesis cognitivas sobre la distribución de recursos de atención y la de entrenamiento para entender el rol de las tecnologías de la información en el proceso formativo.
Abstract International tests of massive application allow evaluating how individual, institutional, national, and family factors contribute to students' educational achievement through their performance. Consequently, education evaluation is based on the paradigm of general and specific competencies for life. One of these general competencies is the capacity to solve mathematical problems and apply logical thinking to problem-solving. In order to evaluate this general competence, standardized tests have been developed. Among these tests, the Third Regional Comparative and Explanatory Study (TERCE) in 2013 evaluated the mathematical and other areas' academic performance of children in the third and sixth grade. The TERCE Mathematics evaluation allows researchers to capture the students' academic performance in five domains: numeric, geometric, measurement, statistics, and variation, as well as their cognitive performance in objects and elements recognition and simple and complex problem-solving. In addition, to evaluate these eight dimensions, the TERCE test also asks for information regarding academic context, family environment, and teachers, among others. Despite this information, in Colombia and in general, the evaluation of the socioeconomic context over academic performance has been studied mainly considering the schools' characteristics, families' economic levels, and public expenses. Therefore, there is little evidence of the effects of psycho-pedagogical and psychological factors on academic performance. Psycho-pedagogical models emphasize the dependence of the superior processes on perceptual and attentional processes and the need for activities that demand deep processing and active involvement with information before, during, and after classes. Thus, attending simultaneously to different elements affects the development of cognitive control functions, which leads to low academic achievement and performance. Frequently, students face academic activities in different scenarios where the attentional system should divide its resources between several stimulus sources. Activities in which the attentional system focuses are "essential processing", and those not related to the main academic activity are called "incidental processing". Consequently, increasing the sources of incidental processing would decrease the attentional resources devoted to the essential processing of educational activities producing low academic performance. In this context, the study proposes and evaluates an effects model focused on essential and incidental cognitive processing of academic activities. The information was captured on the mathematics performance of sixth-grade students from 15 countries (and the state of Nuevo León de México) participating in the Third Regional Comparative and Explanatory Study (TERCE). A Structural Equations model was formulated using indices of Essential Processing (Attentional Control, Working Memory, and Family Supervision) and Incidental Processing (Perceived Violence, Leisure use of the computer, and incidental processing) based on the items or questions used in the TERCE. The indices were designed based on the Item Response Theory (IRT) model. Findings show that the proposed model affects the performance in the test by 24 points. Higher scores in essential processing produce higher scores in the mathematics component of the TERCE test. Family supervision of academic activity is the single element with the highest impact on academic performance (3.020); on the other hand, attentional control (7.48) and working memory (4.295) also impact academic performance positively. Regarding the incidental processing variables, lower levels of perceived violence (1.680), less noise and distractor in class (2.130), and higher use of computers at home for leisure activities (5.851) have the most significant impacts on academic performance. The results are discussed considering the cognitive hypotheses on the distribution of attention resources and the training hypothesis to understand information technologies' role in the academic processes. Suggestions for further research focus on the inclusion of items with a higher theoretical background that allows researchers to evaluate the impact of essential and incidental processing on academic performance using items specially designed with that goal to get more conclusive and robust results.
ABSTRACT
The mixed evaluation system uses the network platform as a carrier to construct a dynamic evaluation model that spans time and space between online and offline, between individuals and teams. Mixed evaluation system of physiology was performed for two years, and the process evaluation and the summative evaluation in the mixed evaluation system showed a good correlation, and the students' learning ability and learning effect showed consistency with the evaluation results. Practice has proved that the mixed evaluation system not only optimizes the traditional evaluation system, but also fully expands the five principles of formative evaluation; however, while reflecting the advantages of the network platform, it also exposes the defects of insufficient supervision of the network platform. Thus, we should further improve the mixed evaluation system of physiology.
ABSTRACT
Background: Over the years medical education has evolved in the system of education, teaching and evaluation. It is the evaluation system that has the most insightful impact on learning. This study aimed to assess the use of taxonomy of verbs in medical physiology question papers as a tool for written examination for summative evaluation of I year medical students. Methods: Retrospective analysis of I MBBS undergraduate question papers of revised scheme Rajiv Gandhi University of health sciences, Bangalore from the year 2006- 2014 was done. Questions were analyzed individually for the use of taxonomy of verbs in each question, marks allotted for each, and type of cognition analyzed from each question. The data was classified using a modification of Bloom’s hierarchy of cognitive learning (level I, II, III). Results: Majority (45%) of the questions in the papers had no use of verbs. There was variability in the distribution of marks on various chapters of Physiology across the years. Comprehension and knowledge component of the cognitive domain were maximally assessed in the written examination. Conclusions: Examination and evaluation though a source of anxiety for the undergraduate medical students, it is essential to stimulate their cognitive skills by teaching and enhance the evaluation of mental and reasoning skills. It could be more facilitated by proper framing of questions by adequate usage of verbs.
ABSTRACT
Course examination and evaluation of accomplishment is a very important part in the course of talent cultivation.Examination model combining formative evaluation and summative evaluation was applied in histology and embryology course by teaching and research section of histology and embryology in Chongqing Medical University.Formative evaluation use several indicators including class learning,class testing,homework,web-based learning and comprehensive learning to evaluate learning attitudes,levels and ability of student.More than 90％ students agreed with new examination evaluating system.This examination improvement was recognized by teachers since it strengthen students' ability of open learning and lifelong learning as well as provided teachers with lots of experiences.
ABSTRACT
Student evaluation is an important part of the teaching process.The Children's Hos-pital of Chongqing Medical University focused on the characteristics of individual child's growth and overall development according to the own condition and integrated formative assessment and summa-tive evaluation in the classroom teaching and clinical internship process. All the measures mentioned above not only help promote students' learning interests,master of knowledge and clinical skills but also exert positive effect on the improvement of teaching level.
ABSTRACT
A new method of evaluating learning, combining the 2 categories of knowledge/skills and attitude, has been introduced into the course on preventive medicine and community health. The goal was to improve student attitudes towards learning. In this article, our five years' experience from 1989 to 1993 is reported and follows a previous similar study from 1986 to 1988. This time, the records of 3 of 490 students were judged to be inadequate for promotion to the next grade. Although one-half of the students agreed with this method of evaluation, 15 % disagreed. The usefulness ofthis new method is discussed, based on our results.