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Rising tuition rates across colleges and universities contribute to the mounting financial strain on students. In response to rising costs, literature details that students seek to bolster their financial security by working additional hours per week, consequently leading to less available time. Previous studies have focused on the negative associations with GPA but not with in-class points. We observed this relationship within a 77-student 200-level genetics course and associated lab. Students working 20+ hours per week (59.7% of students) fared significantly worse on exams. These students scored significantly fewer total class points (p = 0.0089), exam points (p = 0.0255, p = 0.0028, p = 0.0311), and were more likely to incur a failed assignment sooner during the class than their counterparts (p = 0.0025). We observed these trends again in a 34-student 400-level immunology validation cohort (p = 0.0032). These findings represent the first quantitative analysis of employment vs. numerical biology exam and course scores. They are an important step toward identifying and treating the underlying factors associated with reduced STEM performance, retention, and well-being, and represent a forewarning of an approaching higher education crisis as institutions seek to retain and support underrepresented students. [ABSTRACT FROM AUTHOR]

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Portfolio assessment is a method used by teachers to evaluate their students’ academic performance by giving them several assignments and/or projects to work on during the semester. This is one alternative to exams which are an assessment tool seldom questioned for its validity and efficacy. This study seeks to scrutinize both of the mentioned methods of assessment and determine which is more accurate and viable to be adopted in tertiary education. A cohort of sixty 20–22-year-old university students in the College of Engineering at the American University of Sharjah participated in this study. They were required to complete a questionnaire comprising 12 questions concerning the academic, mental health, and professional benefits that students can enjoy as a result of being tested by means of portfolio assessment instead of exams. The research question is as follows: Is portfolio assessment a generally more viable method of evaluating university students’ academic performance than exams in terms of the potential academic, mental health, and professional benefits which such an assessment affords students? Overall, portfolio assessment was found to be a much more appropriate method of assessing university students than exams. The results of the study have implications for university professors, education experts, and examiners.

In this paper, the attitude of the students towards learning of fundamentals of electrical engineering and their professor is considered. For this purpose, a survey of first-year students studying this subject was conducted. The survey was conducted on two generations of students from the academic year 2020/2021 during the COVID-19 pandemic and 2022/2023 generation after the pandemic. Our goal is to see students’ opinion about the teaching process and the professor and determine if there is a difference in the students' opinion. It should be noted that during the COVID-19 the teaching took place online, and after the COVID-19 with physical presence. Students during the COVID-19 period gave lower ratings for their professors and found the colloquiums more difficult, expressing less satisfaction with the lectures and exercises. Their colloquium results were also worse. Additionally, final exam results showed that a higher percentage of students from academic years with physical presence passed the exams. [ABSTRACT FROM AUTHOR]

Portfolio assessment is a method used by teachers to evaluate their students' academic performance by giving them several assignments and/or projects to work on during the semester. This is one alternative to exams which are an assessment tool seldom questioned for its validity and efficacy. This study seeks to scrutinize both of the mentioned methods of assessment and determine which is more accurate and viable to be adopted in tertiary education. A cohort of sixty 20–22-year-old university students in the College of Engineering at the American University of Sharjah participated in this study. They were required to complete a questionnaire comprising 12 questions concerning the academic, mental health, and professional benefits that students can enjoy as a result of being tested by means of portfolio assessment instead of exams. The research question is as follows: Is portfolio assessment a generally more viable method of evaluating university students' academic performance than exams in terms of the potential academic, mental health, and professional benefits which such an assessment affords students? Overall, portfolio assessment was found to be a much more appropriate method of assessing university students than exams. The results of the study have implications for university professors, education experts, and examiners. [ABSTRACT FROM AUTHOR]

Stress is an important factor affecting human behavior, with recent works in the literature distinguishing it as either productive or destructive. The present study investigated how the primary emotion of stress is correlated with engagement, focus, interest, excitement, and relaxation during university students' examination processes. Given that examinations are highly stressful processes, twenty-six postgraduate students participated in a four-phase experiment (rest, written examination, oral examination, and rest) conducted at the International Hellenic University (IHU) using a modified Trier protocol. Network analysis with a focus on centralities was employed for data processing. The results highlight the important role of stress in the examination process; correlate stress with other emotions, such as interest, engagement, enthusiasm, relaxation, and concentration; and, finally, suggest ways to control and creatively utilize stress. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While recent research has examined cross-national curriculum and teacher preparation for second language writing, little research has investigated the influences of the pandemic and other social changes in preparing teachers to teach writing. The purpose of the study was to understand the preparation of teachers to teach writing, the factors that influenced pedagogical practices, and the changes over a five-year period during political and social changes in Hong Kong. Interviews with university professors indicated that there was limited time devoted to writing both at the university level and in primary and secondary schools. Instructors modelled process and genre approaches with the preservice and practising teacher, noting there was an increased focus on prewriting strategies in schools; however, there was little emphasis on providing feedback or revising texts. Language policies and exam pressure continued to influence writing instruction. However, signs of changing writing practices included teachers taking up process writing and formative assessment; a focus on the 21st century skills including technology use learned through the pandemic; and preservice teachers adopting more critical stances. [ABSTRACT FROM AUTHOR]

Student self-assessment surveys were utilized to look at student study habits in several areas. Both self-reported study time and study methods were explored. Surveys were given to students after they received their graded exams. In a comparison with the federal definition for a credit hour (2 hours outside of class for each hour spent in class), it was found that most students study less than the minimum recommended study time. Little difference in reported study hours was seen between high-performing students and low-performing students (who reported the highest amount of study time). When broken into methods of study, higher-performing students reported higher percentages of time in active study methods (e.g., attempting practice problems), while lower-performing students spent more time in more passive study methods (e.g., reviewing lecture notes). Additionally, students were asked to analyze why they lost points on examinations in a number of different categories. Lower-performing students were able to recognize the reasons for their performance (attributing much of their performance to reasons such as not understanding terms or concepts) but were not able to use it to improve future performance. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Stress is an important factor affecting human behavior, with recent works in the literature distinguishing it as either productive or destructive. The present study investigated how the primary emotion of stress is correlated with engagement, focus, interest, excitement, and relaxation during university students’ examination processes. Given that examinations are highly stressful processes, twenty-six postgraduate students participated in a four-phase experiment (rest, written examination, oral examination, and rest) conducted at the International Hellenic University (IHU) using a modified Trier protocol. Network analysis with a focus on centralities was employed for data processing. The results highlight the important role of stress in the examination process; correlate stress with other emotions, such as interest, engagement, enthusiasm, relaxation, and concentration; and, finally, suggest ways to control and creatively utilize stress.

ABSTRACTThe biology education literature includes compelling assertions that unfamiliar problems are especially useful for revealing students’ true understanding of biology. However, there is only limited evidence that such novel problems have different cognitive requirements than more familiar problems. Here, we sought additional evidence by using chatbots based on large language models as models of biology students. For human physiology and cell biology, we developed sets of realistic and hypothetical problems matched to the same lesson learning objectives (LLOs). Problems were considered hypothetical if (i) known biological entities (molecules and organs) were given atypical or counterfactual properties (redefinition) or (ii) fictitious biological entities were introduced (invention). Several chatbots scored significantly worse on hypothetical problems than on realistic problems, with scores declining by an average of 13%. Among hypothetical questions, redefinition questions appeared especially difficult, with many chatbots scoring as if guessing randomly. These results suggest that, for a given LLO, hypothetical problems may have different cognitive demands than realistic problems and may more accurately reveal students’ ability to apply biology core concepts to diverse contexts. The Test Question Templates (TQT) framework, which explicitly connects LLOs with examples of assessment questions, can help educators generate problems that are challenging (due to their novelty), yet fair (due to their alignment with pre-specified LLOs). Finally, ChatGPT’s rapid improvement toward expert-level answers suggests that future educators cannot reasonably expect to ignore or outwit chatbots but must do what we can to make assessments fair and equitable.

Distance learning online has become an increasingly popular option for students to obtain a professional degree, and the attractiveness of online courses has multiplied post-Covid (Adzima, 2020). However, many questions have arisen regarding students’ academic achievement and integrity while in an online setting. The purpose of this study was to examine students’ performance in several different levels of Spanish classes using proctored exams as compared to their performance on non-proctored exams. We found no difference in proctored vs. non-proctored test scores in upper-level Spanish courses; however, students in the entry-level Spanish course performed significantly better overall in non-proctored tests. Our results suggest that it is better for students in beginner courses to take all assessments with a proctor in a classroom setting in order to ensure proper acquisition takes place and that academic integrity is maintained. [ABSTRACT FROM AUTHOR]

Copyright of Tourism & Management Studies is the property of Escola Superior de Gestao, Hotelaria e Turismo, Universidade do Algarve and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Every year, a large number of teachers are hired and posted in various government schools through government exams. Teachers are tracked manually from the time they are hired until the end of their service period, making it difficult to manage and keep track of them. In order to address this issue, we will provide the government with the convenience of managing teachers through a single portal, which will aid in maintaining a clear status of the teachers currently posted. In this project, we intend to create an app that will reduce manual labours. TRAPP's primary goal is to systematically record, store, and update teacher records. TRAPP data is used to conduct online teacher searches. This software allows users to easily find teachers based on their needs. [ABSTRACT FROM AUTHOR]

Although all sections of society experience periods of stress of varying intensity, there is one population that appears to be particularly vulnerable to stress and its harmful effects: students. Many studies attest to the high level of vulnerability experienced by this young and fragile population, exposed to situations that generate tension, doubt, and stress. Studies estimate that one in three young people suffer from somatic and emotional disorders and have difficulty managing their stress. What can be done about this situation? Based on a representative sample of students enrolled at the University of Lille (Northern France), our study aims to more accurately identify stress levels and factors among the student population. To do this, we conducted three surveys: a qualitative survey consisting of interviews (N = 165), a quantitative survey based on a questionnaire (N = 1049) and an immersive survey where students were invited to take part in an initial relaxation session (N = 22). For the interviews, we used the PSS (Perceived Stress Scale) method of Cohen et al. For the questionnaires, we used the self-administered method (questionnaires sent out and returned by email) with the online application "Survio". We have thus tried to better assess the impact of sport and relaxation on student stress and determine the extent to which these activities can significantly reduce stress and its harmful effects on the health of young students. Our results show that the main stress factors are exams and uncertainty about the future. The main symptoms of stress are tachycardia and stomach ache. To manage their stress, students prefer to play sports and to go out with friends. Finally, we show a significant correlation between the practice of relaxation and the reduction in stress levels. [ABSTRACT FROM AUTHOR]

The past ~15 years have seen increasing interest in defining disciplinary core concepts. Within the field of physiology, Michael, McFarland, Modell, and colleagues have published studies that defined physiology core concepts and have elaborated many of these as detailed conceptual frameworks. With such helpful definitions now in place, attention is turning to the related issue of how to maximize student understanding of the core concepts by linking these "big ideas" to concrete student-facing resources for active learning and assessment. Our practitioner-based view begins with the recognition that in many if not most undergraduate physiology courses assessment drives learning. We have therefore linked published conceptual frameworks to Test Question Templates (TQTs), whose structure promotes transparent assessments as well as the active learning needed to prepare for such assessments. We provide examples of conceptual framework-linked TQTs for the physiology core concepts of Homeostasis, Flow Down Gradients, the Cell Membrane, and Cell-Cell Communication. We argue that this deployment of TQTs has at least two distinct benefits for the teaching and learning of core concepts. First, documenting the connections between conceptual frameworks and TQTs may clarify coverage and assessment of the core concepts for both instructors and students. Second, misconceptions about core concepts may be directly targeted and dispelled via thoughtful construction, arrangement, and iteration of TQTs. We propose that the TQT framework or similar approaches may be applied fruitfully to any sufficiently articulated physiology core concept for high school, undergraduate, or graduate students. [ABSTRACT FROM AUTHOR]

Purpose: In the Introduction are outlined some central questions relating to why there has been increased interest toward assessment, evaluation and testing in educational policy in the last 30 years, and what effect this may have had on pedagogy. In the Introduction attention is drawn to the both negative and positive potential that there is in the new emphasising of student assessment. [ABSTRACT FROM AUTHOR]

Academic performance (AP) is a topic of particular interest in the academic context. Attributions for academic success (AAS) have been shown to have a significant impact on AP, and more specifically internal controllable attributions (ICA) are closely linked to academic success. Similarly, positive emotions (PE) have a significant influence on AP and may in turn be influenced by bullying. This study examines the connections between ICA of academic success and AP mediated through PE in late primary and early secondary school students and analyzes the relationships between PE and bullying categories. Students (N = 562, 49.46% female, Mage = 11.6 SD = 1.2) reported on their perceptions of ICA and PE in relation to exams and their relationship with bullying through validated questionnaires. The AP was obtained as the average mark of all subjects in the immediately preceding assessment. First, a multiple linear regression analysis considering ICA and PE as predictor variables was carried out, which showed a significantly positive link between ICA and PE, between ICA and AP, and between PE and AP. Subsequently, using the SPSS macro PROCESS, a simple mediation model was implemented to quantify the effect of ICA on AP through PE in exams, and finally an ANOVA between the categories of bullying and PE was performed. The results showed a significant indirect relationship with a positive predictive relationship for AP. The model shows that PE proves to be a significant mediator between ICA and AP, and it is shown that students disengaged from bullying score higher in PE. [ABSTRACT FROM AUTHOR]

Introduction: In-service exam scores are used by residency programs as a marker for progress and success on board exams. Conference curriculum helps residents prepare for these exams. At our institution, due to resident feedback a change in curriculum was initiated. Our objective was to determine whether assigned Evidence-Based Medicine (EBM) articles and Rosh Review questions were non-inferior to Tintinalli textbook readings. We further hypothesized that the non-textbook assigned curriculum would lead to higher resident satisfaction, greater utilization, and a preference over the old curriculum.Methods: We collected scores from both the allopathic In-training Examination (ITE) and osteopathic Emergency Medicine Residency In-service Exam (RISE) scores taken by our program’s residents from both the 2015-2016 and 2016-2017 residency years. We compared scores pre-curriculum change (pre-CC) to scores post-curriculum change (post-CC). A five-question survey was sent to the residents regarding their satisfaction, preference, and utilization of the two curricula.Results: Resident scores post-CC were shown to be non-inferior to their scores pre-CC for both exams. There was also no significant difference when we compared scores from each class post-CC to their respective class year pre-CC for both exams. Our survey showed significantly more satisfaction, utilization, and preference for this new curriculum among residents.Conclusion: We found question-based learning and Evidence-Based Medicine articles non-inferior to textbook readings. This study provides evidence to support a move away from textbook readings without sacrificing scores on examinations.

This paper analyzes Kenya’s strategy of publicly announcing the National Exam results with all the subject’s personal identifiers in place. As much as Kenya purports to be aware of, and to uphold the rights of individuals, this analysis reveals that the Ministry of Education is the prime violator of data ethics in Kenya. The paper suggests ways to uphold the Basic Rights of Kenyans and on the need to adhere to the Data Protections Act of 2019 as a basic requirement in handling student data both in school and at the institutional level.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The examinations are an essential part of the education system. Therefore, the importance of examinations cannot be dismissed. However, assessments and evaluations affect the program of the study, students, and teachers. These effects cause different types of washback which has been defined as the impact of testing and evaluation on both students and teachers. The negative washback from the examination makes the students study to pass the exams rather than learn the class objectives. On the other hand, positive washback motivates the students to work harder and learn. This study investigates the washback of midterm exams on students’ perception regarding the final exam. A mixed method has been used for conducting this research project. A survey and an interview have been implemented for the data collection. The data have been collected from 108 first-year students in the Departments of English Language Teaching (ELT), Biology Education, Computer Education, Physics Education, and Mathematics Education department in Tishk International University Erbil, Kurdistan. In brief, the examinations determine the type of washback that the students have after exams, either positive or negative. The results showed a positive washback.

Instructors’ interactions can foster knowledge sharing around teaching and the use of research-based instructional strategies (RBIS). Coordinated teaching presents an impetus for instructors’ interactions and creates opportunities for instructional improvement but also potentially limits an instructor’s autonomy. In this study, we sought to characterize the extent of coordination present in introductory undergraduate courses and to understand how departments and instructors implement and experience course coordination. We examined survey data from 3,641 chemistry, mathematics, and physics instructors at three institution types and conducted follow-up interviews with a subset of 24 survey respondents to determine what types of coordination existed, what factors led to coordination, how coordination constrained instruction, and how instructors maintained autonomy within coordinated contexts. We classified three approaches to coordination at both the overall course and course component levels: independent (i.e., not coordinated), collaborative (decision-making by instructor and others), controlled (decision-making by others, not instructor). Two course components, content coverage and textbooks, were highly coordinated. These curricular components were often decided through formal or informal committees, but these decisions were seldom revisited. This limited the ability for instructors to participate in the decision-making process, the level of interactions between instructors, and the pedagogical growth that could have occurred through these conversations. Decision-making around the other two course components, instructional methods and exams, was more likely to be independently determined by the instructors, who valued this autonomy. Participants in the study identified various ways in which collaborative coordination of courses can promote but also inhibit pedagogical growth. Our findings indicate that the benefits of collaborative course coordination can be realized when departments develop coordinated approaches that value each instructor’s autonomy, incorporate shared and ongoing decision-making, and facilitate collaborative interactions and knowledge sharing among instructors.

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The undergraduate medical curriculum is vast and knowledge-intensive, leading to stress in medical students. Stress at the time of exam assessment is seen to be prevalent in medical students across the globe. The stress may be so great as to cause severe physical and psychological harm. Objective: A cross-sectional observational study was undertaken to study the prevalence of exam stress, gender differences in anxiety scores, and coping strategies employed by students using a self-administered questionnaire. Methods: The study consisted of 104 undergraduate medical students at the end of the 5th semester examination in a medical college in North India. Results: 36.5% of students reported >36 anxiety score indicating high levels of stress. Females had significantly higher anxiety scores (35.05 ± 8.62) as compared to males (30.63 ± 9.32) (p=0.014). Hostelers vs. day scholars did not show significant differences in anxiety scores. 37% of students had a panic attack before an exam, 35.6% of students had trouble sleeping the night before the exam. Females were 2.171 times (95% CI 0.950 – 4.961) more likely to have anxiety >36 than males. Listening to music and sleeping were the most frequent coping strategies employed. Students who could alleviate their stress were 3.636 times more likely to have low anxiety. Males were 3.254 times (95% CI 1.233 – 8.585) more likely to have the stress alleviated than females. Conclusion: Medical students experience increased stress during exams which need to be urgently addressed.

The article concerns the opinion on stationary and remote examinations carried out during the COVID-19 pandemic, perceived from the perspective of the assessed students. The study aimed to find out about the students' perspective on remote final and midterm exams at The Maria Grzegorzewska University and to attempt to compare it with the traditional examination. The subject of the research was, among others, the forms of checking knowledge and skills, problems arising during the exams, as well as the way of taking into account the special needs of the examtakers. The students' opinions on the above-mentioned issues and their preferences regarding the examination situation were taken into account. The research used the method of diagnostic survey. The obtained results indicate that students during remote exams declare a higher level of stress related to potential technical problems, and in the case of stationary examinations the problem is chaos, noise and distraction. Regardless of the form of the exam, a similar percentage of students declare that they do not cheat - 73.53% during full-time exams, 68.49% pass fair during remote exams. The most common form of cheating during remote examinations is the use of previously prepared notes (21.85%), and 2.52% use the help of colleagues.

The article concerns the opinion on stationary and remote examinations carried out during a pandemic, perceived from the perspective of examiners. The aim of the study was to find out about the perspective of academic teachers on remote examination at The Maria Grzegorzewska University and to compare it with the traditional, stationary exams. The subject of the research were, inter alia, the forms of checking knowledge and skills used by lecturers, the motivations driving their choice, problems arising during the exams, as well as the way of taking into account the special needs of the examinees. The research used the method of diagnostic survey. The obtained results indicate that, according to the lecturers, the students' independence during remote exams is smaller and the intensity of using unauthorized help by them is greater. Remote exams generate more problems - technical and related to the dishonesty of students. Lecturers hardly recognize and take into account the special educational needs of students during remote exams.

ABSTRACT The article documents faculty experiences with the shift online due to the pandemic and provides recommendations to science, technology, engineering, and mathematics (STEM) instructors. Over 100 faculty members were surveyed on these topics and contrasted with previously reported student experiences. The online shift changed how faculty administered exams, ran courses, and acted to ensure academic integrity. For example, when exams went online, 73% of faculty reported spending more time preventing cheating. Concerning academic integrity and stress, faculty and students agreed with the exception of a few notable disconnects. Students reported greater workloads in online classes, while faculty maintained that the shift online did not change student workloads. Students perceived more online cheating than faculty. Overall, there seems to be a significant disconnect regarding faculty not realizing how much their actions may encourage or discourage cheating. Few faculty (

The coronavirus disease 2019 pandemic posed unique challenges in conducting postgraduate exit exams in psychiatry. Many patients could not travel to the hospital due to lockdown. Patient and student safety were essential considerations. Getting external examiners was a challenge. Instead of actual patients, the exam pattern was modified to utilize case vignettes, case histories, and trained volunteers. The novelty of the experience and shortcomings of conducting postgraduate exit exams without a patient at a tertiary care center is described in this article.

The examinations are an essential part of the education system. Therefore, the importance of examinations cannot be dismissed. However, assessments and evaluations affect the program of the study, students, and teachers. These effects cause different types of washback which has been defined as the impact of testing and evaluation on both students and teachers. The negative washback from the examination makes the students study to pass the exams rather than learn the class objectives. On the other hand, positive washback motivates the students to work harder and learn. This study investigates the washback of midterm exams on students' perception regarding the final exam. A mixed method has been used for conducting this research project. A survey and an interview have been implemented for the data collection. The data have been collected from 108 first-year students in the Departments of English Language Teaching (ELT), Biology Education, Computer Education, Physics Education, and Mathematics Education department in Tishk International University Erbil, Kurdistan. In brief, the examinations determine the type of washback that the students have after exams, either positive or negative. The results showed a positive washback. [ABSTRACT FROM AUTHOR]

Academic performance (AP) is a topic of particular interest in the academic context. Attributions for academic success (AAS) have been shown to have a significant impact on AP, and more specifically internal controllable attributions (ICA) are closely linked to academic success. Similarly, positive emotions (PE) have a significant influence on AP and may in turn be influenced by bullying. This study examines the connections between ICA of academic success and AP mediated through PE in late primary and early secondary school students and analyzes the relationships between PE and bullying categories. Students (N = 562, 49.46% female, Mage = 11.6 SD = 1.2) reported on their perceptions of ICA and PE in relation to exams and their relationship with bullying through validated questionnaires. The AP was obtained as the average mark of all subjects in the immediately preceding assessment. First, a multiple linear regression analysis considering ICA and PE as predictor variables was carried out, which showed a significantly positive link between ICA and PE, between ICA and AP, and between PE and AP. Subsequently, using the SPSS macro PROCESS, a simple mediation model was implemented to quantify the effect of ICA on AP through PE in exams, and finally an ANOVA between the categories of bullying and PE was performed. The results showed a significant indirect relationship with a positive predictive relationship for AP. The model shows that PE proves to be a significant mediator between ICA and AP, and it is shown that students disengaged from bullying score higher in PE.

Although all sections of society experience periods of stress of varying intensity, there is one population that appears to be particularly vulnerable to stress and its harmful effects: students. Many studies attest to the high level of vulnerability experienced by this young and fragile population, exposed to situations that generate tension, doubt, and stress. Studies estimate that one in three young people suffer from somatic and emotional disorders and have difficulty managing their stress. What can be done about this situation? Based on a representative sample of students enrolled at the University of Lille (Northern France), our study aims to more accurately identify stress levels and factors among the student population. To do this, we conducted three surveys: a qualitative survey consisting of interviews (N = 165), a quantitative survey based on a questionnaire (N = 1049) and an immersive survey where students were invited to take part in an initial relaxation session (N = 22). For the interviews, we used the PSS (Perceived Stress Scale) method of Cohen et al. For the questionnaires, we used the self-administered method (questionnaires sent out and returned by email) with the online application “Survio”. We have thus tried to better assess the impact of sport and relaxation on student stress and determine the extent to which these activities can significantly reduce stress and its harmful effects on the health of young students. Our results show that the main stress factors are exams and uncertainty about the future. The main symptoms of stress are tachycardia and stomach ache. To manage their stress, students prefer to play sports and to go out with friends. Finally, we show a significant correlation between the practice of relaxation and the reduction in stress levels.

Objective: Teaching and testing biomedical engineering students at the Technical University in Anatomy prior, during and post COVID pandemic had to be adapted. Methods: The 30 hours of lecture were performed in the lecture hall live using a blackboard or visualizer for the drawings and no PowerPoints during the lectures prior the pandemic. During pandemic, the lecture was recorded using a visualizer and blackboard for the drawings and writings provided to students on Intranet where they could watch the lecture anytime they liked to. After pandemic, the lecture was performed online using a visualizer. Students had permission to make screenshots of the drawings. All students were examined by oral exam. Prior to pandemic on small casks with anatomical specimens, during and post pandemic, the oral exams were performed online, using anatomical images on 90 PowerPoints slides, which were provided to the students' priority for preparing as well as other supporting PowerPoints (total anatomy; 440 slides). Test results were compared prior, during and post pandemic. Teaching and testing were performed by the same person. Results: Students grades were clearly best during pandemic, where students could study with the recorded lecture provided. Worst results were observed prior pandemic. Conclusion: When there is a very strict limit of teaching hours but a large amount of knowledge to be taught, recorded lectures with additional learning documents can lead to satisfying results in oral exams. [ABSTRACT FROM AUTHOR]

To know the level of anxiety towards Mathematics of future teachers before receiving their first mathematics subject, it is applied from the academic year 2012-13 to 2018-19, the Fennema and Sherman (1976) questionnaire. Of the 895 participating students, chosen in an incidental sampling, one in two has high or very high anxiety towards Mathematics with a mean anxiety of 2.99, the maximum difference of Anxiety between courses is 37 hundredths, as well as women have more anxiety about mathematics than men. There are statistically significant differences in anxiety scores between promotions and between groups of the same course and there are not a majority of neutral responses in the items. This study, of seven different promotions of students, provides results that demand that anxiety towards mathematics be considered within the Primary Teacher Degree. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jerash Journal for Research & Studies is the property of Jerash University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An Automated examination system for evaluation and descriptive test is an online based examination system in which exams are conducted online. The primary purpose of this Smart Examination system is to build an automated examination system. There is no need of paper and pen. Here students can write exam using internet or intranet. We will mainly use Machine Learning, Natural language processing (NLP) that generates a descriptive test automatically. The main objectives are analyzing sentence and find the semantic meaning of student answer and compare with actual answer defined by instructor and then assigns final scores. Now compare the automated evaluated score with the manual evaluated score with a specific threshold if threshold is deviated then with use of machine learning algorithm can improve the automated evaluation process. It saves lot of valuable time of teachers, reduce work, and complete the evaluation on time. [ABSTRACT FROM AUTHOR]

Aims: The ongoing COVID-19 pandemic has disrupted and delayed medical and surgical examinations where attendance is required in person. Our article aims to outline the validity of online assessment, the range of benefits to both candidate and assessor, and the challenges to its implementation. In addition, we propose pragmatic suggestions for its introduction into medical assessment. Methods: We reviewed the literature concerning the present status of online medical and surgical assessment to establish the perceived benefits, limitations, and potential problems with this method of assessment. Results: Global experience with online, remote virtual examination has been largely successful with many benefits conferred to the trainee, and both an economic and logistical advantage conferred to the assessor or organization. Advances in online examination software and remote proctoring are overcoming practical caveats including candidate authentication, cheating prevention, cybersecurity, and IT failure. Conclusion: Virtual assessment provides benefits to both trainee and assessor in medical and surgical examinations and may also result in cost savings. Virtual assessment is likely to be increasingly used in the post-COVID world and we present recommendations for the continued adoption of virtual examination. It is, however, currently unable to completely replace clinical assessment of trainees.

Exam proctoring is a hectic task i.e., the monitoring of students’ activities becomes difficult for supervisors in the examination rooms. It is a costly approach that requires much labor. Also, it is a difficult task for supervisors to keep an eye on all students at a time. Automatic exam activities recognition is therefore necessitating and a demanding field of research. In this research work, categorization of students’ activities during the exam is performed using a deep learning approach. A new deep CNN architecture with 46 layers is proposed which contains the characteristics of deep AlexNet and SqueezeNet. The model is engineered first with slight modifications in AlexNet. After then, the squeezed branch-like structure of SqueezeNet is grafted/embedded at two locations in the modified AlexNet architecture. The model is named as L2-GraftNet because of dual grafting blocks. The proposed model is first converted to a pre-trained model by performing its training with SoftMax classifier on the CIFAR-100 dataset. Afterwards, the features of the dataset prepared for exam activities categorization are extracted from the above-mentioned pre-trained model. The extracted features are then fed to the atom search optimization (ASO) approach for features optimization. The optimized features are passed to different variants of SVM and KNN classifiers. The best performance results attained are on the Fine KNN classifier with an accuracy of 93.88%. The satisfactory results prove the robustness of the proposed framework. Also, the proposed categorization provides a base for automated exam proctoring without the need for proctors in the exam halls.

This study sought to find a depiction of innovation made by the principal and teachers at MIN 1 Lebong concerning the madrasah’s final exams academic year 2018/2019, amid the lack of media, by replacing the Computer-based madrasah’s final exams (UAMBK) to Android-based madrasah’s final exams (UAMBA). Thus, it called for an in-depth study to see its implementation. This study employed a qualitative approach. The data were collected through observation, interview, and documentation techniques, and the data were subsequently analyzed using Miles, Haberman, and Saldana’ version of analysis, namely data reduction, data presentation, and drawing conclusion. This study concluded that the implementation of Android-based final exams, or the so-called UAMBA, was considered quite effective and efficient because it had several advantages including saving more budgets, being able to minimize the delay of UAM test packages, minimizing the occurrence of cheating during exams, making it easier for students, and making the exam results capably known quickly because the manual implementation of national exams was costly, wherein it demanded budgets for printing national exam packages and distributing those national exam packages.

ABSTRACT The article documents students’ experiences with the shift online at the onset of the COVID-19 pandemic and provides informed recommendations to STEM instructors regarding academic integrity and student stress. Over 500 students were surveyed on these topics, including an open-ended question. Students experienced more stress and perceived a greater workload in online courses and therefore preferred in-person courses overall. Personal awareness of cheating during online exams is positively correlated with the proportion of cheating a student perceives. Fear of getting caught is the best cheating deterrent while getting a better grade makes cheating most enticing. Randomization of questions and answer choices is perceived as a highly effective tool to reduce cheating and is reported as the least stress-inducing method. Inability to backtrack and time limits cause students the most stress. Students report that multiple choice questions are the least effective question type to discourage cheating and oral exam questions cause the most stress. Use of camera and lockdown browser or being video- and audio- recorded caused the majority of student stress. Yet, nearly 60% agree that the combination of camera and lockdown browser is an effective deterrent. Recommendations: (i) Be transparent regarding academic dishonesty detection methods and penalties. (ii) Use online invigilating tools. (iii) Synchronize exams and (iv) randomize exam questions. (v) Allow backtracking. (vi) Avoid converting in-person exams to online exams; instead, explore new ways of designing exams for the online environment.

University students' study motivation in a particular moment is shaped by contextual factors such as upcoming exams and conflicts between different action tendencies. We investigated how these two contextual factors are related. Based on the theoretical assumption that students' in-the-moment study motivation increases relative to their motivation for other activities as exams approach, we investigated how students' study activities and their experience of motivational action conflicts develop when exams come closer in time. Using the experience sampling method, we tracked the in-situ activities and conflict experience of 134 first-semester university students over one week and a total of 4995 measurement points just before exams. Multilevel logistic regression revealed that the probability to study increased by 13.9% and the probability to experience a motivational conflict decreased by 17.5% each day the exam came closer in time. Multilevel regression showed that motivational conflicts were more intense the closer the exam was in time. Students were generally less likely to experience conflicts while studying and experienced more intense conflicts when the conflicting activity was study related. We discuss that both multiple goals and the temporal distance of relevant events should be considered as relevant contexts shaping the situated motivation of university students. [ABSTRACT FROM AUTHOR]