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—The objective of this study is to evaluate student performance using fuzzy set theory in Islamic Finance online course. This study focuses on selecting best individual among 30 students that registered for Islamic Bank Management course. The variables that involved in this study are online quiz marks, online assignment marks and online self-learning time. The outcome of the fuzzy set analysis was compared with final examination data. The methodology of this study involving converting real data to fuzzy set, intersection calculation, decision analysis using maximizing approach. Result of fuzzy set shows the best individual score is 0.9. This student selected as best candidate for student performance in online learning with considering three variables namely online quizzes, online assignment and online self-learning hour. The comparison with final examination marks shows a good agreement with fuzzy set theory that concluded best individual from fuzzy set theory exhibits highest performance during final examination. The main finding of this study can help educators to predict the best performer in online learning class. In the same time, finding of this study can act as guideline to advise students in achieving their desired grade for online learning course.

The paper introduces the online teaching mode of automobile theory course, which is based on the Chaoxing course platform, the interaction between teachers and students by QQ group classroom platform, and online supervision of final examination in Tencent meeting. The paper explores and practices the course online teaching. This online teaching practice not only improves students’ autonomous learning ability, but also achieves the teaching effect required by the syllabus in teaching methods, academic performance and management mode.

This research was conducted on students of the UPBJJ UT Medan Open University who focused on the PGSD UT students of the Pandan Tapteng Study group. Based on data analysis and research hypothesis testing carried out in Class A and B semester nine UT students registration period 2020.1 it can be concluded as follows: Student learning outcomes using conventional learning in final semester UT students obtained an average value of 71.43. Student learning outcomes using the online module in the final semester students obtained an average value of 80.24. There is a significant effect of using the online module on UT student learning outcomes at the level of passing the final exam.

Tujuan dari penelitian ini adalah untuk memperoleh informasi tentang prosedur penggunaan formulir aplikasi Google serta respon dari pendidik dan peserta didik terhadap penggunaannya. Penelitian ini menggunakan metode analisis deskriptif dengan teknik pengumpulan data seperti kuesioner dan studi dokumentasi. Subjek dalam penelitian ini adalah pendidik dan peserta didik Madrasah Ibtidaiyah Al Hidayah Domas Trowulan Mojokerto. Hasil yang diperoleh adalah prosedur menggunakan Google Form yaitu: proses perencanaan, proses pembuatan, proses pendistribusian tautan dan sosialisasi instruksi untuk digunakan. Data respons pendidik menunjukkan bahwa Google Form dapat digunakan sebagai alternatif untuk melakukan evaluasi. Ini dibuktikan dengan hasil bahwa 100% guru sebagai peserta memiliki minat untuk melakukan evaluasi melalui Formulir Google. Alasan ketertarikan terdiri dari 4 faktor, yaitu, 66% kemudahan, 77% kecepatan, 77% kepraktisan, dan efisiensi 88%. Bahkan minat siswa dalam menggunakan Google Formulir dalam pelaksanaan Ujian Akhir Madrasah adalah 74%.

Many tertiary language courses have some online components as part of their blended learning initiatives. These online activities could be part of assessments, and online quizzes/tests can be used as preparation for the demanding final written examination. This study attempts to shed some light on the effects of online tests on final examination performance. Results obtained from beginners’ Japanese language students at a tertiary institute were examined by conducting three-way comparisons amongst the average scores and average number of attempts of the online tests, and the final examination score in order to ascertain the relationship between the number of attempts of online tests and the online test scores and the final examination scores. The results indicated that the number of attempts of quizzes cannot be used as an indicator of possible good final examination score, although the contents of quizzes and the final examination were closely related. In addition, although the online quizzes were created as preparation for the final examination, even the quiz average score cannot be the direct indicator for a successful final examination score.

A change in teaching delivery at a large Australian university, from two semesters to three trimesters, was the occasion for using more formative assessment in a core first-year mathematics unit. This study compared evidence about learning outcomes for two cohorts in adjacent years. Cohort 1 was the last taught over a semester, and Cohort 2 the first taught over a trimester. There was no change in overall workload, and no change in the unit's total teaching hours, syllabus or materials. Assessments were changed for class tests during the teaching period by giving Cohort 2 access to unlimited practice and computer-assisted feedback on the questions in the test database, followed by doing the tests under examination conditions. For Cohort 2, a written assignment was also added, focused on giving a clear solution to a mathematics problem, and awareness of the need for appropriate evidence, both background and internal to the problem. Learning outcomes were compared using closely comparable tasks from the final examinations, and examining students' answers in the examination scripts. Outcomes were assessed by a method derived from the solo taxonomy, which afforded a common scale to measure the quality of learning outcomes observable in final examination scripts. Results on separate tasks, plus those for a composite score, favoured Cohort 2. The effect size for the composite score was 0.457. This indicates that the unlimited practice with computer feedback for class tests, and the writing assignment, were functioning as intended in promoting learning with understanding. References S. Bengmark, H. Thunberg, and T. M. Winberg. Success-factors in transition to university mathematics. Int. J. Math. Ed. Sci. Tech., 48(7):988–1001, 2017. doi:10.1080/0020739X.2017.1310311. J. B. Biggs and K. F. Collis. Evaluating the quality of learning: The SOLO taxonomy. Academic Press, New York, 1981. URL https://www.elsevier.com/books/evaluating-the-quality-of-learning/biggs/978-0-12-097552-5. A. Bowen-James. Perceptions of learning environments among tertiary mathematics students. Sc.Ed.D. Thesis. Curtin University of Technology, 2002. H. Chick, J. M. Watson, and K. F. Collis. Using the solo taxonomy for error analysis in mathematics. Res. Math. Ed. Aust., 1(1):34–47, 1988. M. R. Freislich. A comparison between the effects of Keller Plan instruction and traditional teaching methods on the structure of learning outcomes among tertiary mathematics students. Sc.Ed.D. Thesis. Curtin University of Technology, 1997. M. R. Freislich. The effects of Keller Plan instruction on the achievement and attitudes of tertiary mathematics students. Proc. Int. Conf. Teach. Math., Istanbul. 2006. M. Gill and M. Greenow. How effective is feedback in computer-aided assessment? Learn. Media Tech., 33(3):207–220, 2008. doi:10.1080/17439880802324145. J. Hannah, A. James, and P. Williams. Does computer-aided formative assessment improve learning outcomes? Int. J. Math. Ed. Sci. Tech., 45(2):269–281, 2014. doi:10.1080/0020739X.2013.822583. D. Harris and M. Pampaka. \T1\textquoteleft they [the lecturers] have to get through a certain amount in an hour\T1\textquoteright : first year students\T1\textquoteright problems with service mathematics lectures. Teach. Math. App., 35(3):144–158, 2016. doi:10.1093/teamat/hrw013. S. Higgins and M. Katsipataki. Communicating comparative findings from meta-analysis in educational research: some examples and suggestions. Int. J. Math.. Res. Meth. Ed., 39(3):237–254, 2016. doi:10.1080/1743727X.2016.1166486. P. W. Hillock and R. N. Khan. A support learning programme for first-year mathematics. Int. J. Math. Ed. Sci. Tech., 50(7):24–29, 2019. doi:10.1080/0020739X.2019.1656830. A. Hodge, J. C. Richardson, and C. S. York. The impact of a web-based homework tool in university algebra courses on student learning and strategies. J. Online Learn. Teach., 5(4):618–629, 2009. URL https://jolt.merlot.org/vol5no4/hodge_1209.htm. D. Holton and D. Clarke. Scaffolding and metacognition. Int. J. Math. Ed. Sci. Tech., 37(2):127–143, 2006. doi:10.1080/00207390500285818. A. H. Jonsdottir, A. Bjornsdottir, and G. Stefansson. Difference in learning among students doing pen-and-paper homework compared to web-based homework in an introductory statistics course. J. Stat. Ed., 25(1):12–20, 2017. doi:10.1080/10691898.2017.1291289. M. McAlinden and A. Noyes. Mathematics in the disciplines at the transition to university. Teach. Math. App., 38(2):61–73, 2019. doi:10.1093/teamat/hry004. J. Nicholas, L. Poladian, J. Mack, and R. Wilson. Mathematics preparation for university: entry pathways and their effect on performance in first year mathematics and science subjects. Int. J. Innov. Sci. Math. Ed., 23(1):37–51, 2015. https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/8488. M. I. Nunez-Pena, R. Bono, and M. Suarez-Pellicioni. Feedback on students' performance: a possible way of reducing the negative effect of math anxiety in higher education. Int. J. Ed. Res., 70(1):80–87, 2015. doi:10.1016/j.ijer.2015.02.005. J. T. E. Richardson. Student learning in higher education: a commentary. Ed. Psych. Rev., 29(1):353–362, 2017. doi:10.1007/s10648-017-9410-x. L. J. Rylands and D. Shearman. Mathematics learning support and engagement in first year engineering. Int. J. Math. Ed. Sci. Tech., 49(8):1133–1147, 2018. doi:10.1080/0020739X.2018.1447699. K. A. Seaton. Efficacy and efficiency in formative assessment: an informed reflection on the value of partial marking. Int. J. Math. Ed. Sci. Tech., 44(7):963–971, 2013. doi:10.1080/0020739X.2013.831490. D. Wood, J. S. Bruner, and G. Ross. The role of tutoring in problem solving. J. Child Psychol. Psych., 17(1):89–100, 1976. doi:10.1111/j.1469-7610.1976.tb00381.x. L. Zetterqvist. Applied problems and use of technology in an aligned way in basic courses in probability and statistics for engineering students—a way to enhance understanding and increase motivation. Teach. Math. App., 36(2):108–122, 2017. doi:10.1093/teamat/hrx004.

Introduction. The current long-term decline in the level of Russian school mathematics education is confirmed by the international research, the results of the international mathematical Olympiads for schoolchildren, the results of school final exams and university admission tests, and the unsatisfactory quality of training of first-year students. Teachers-mathematicians and many scientists tend to associate the lack of students’ mathematical knowledge with the introduction of the Unified State Exam (USE or EGE - high school final and university entrance exam taken upon completion of the 11 th form) in Russia. The aims of the present research are the following: to identify the patterns in inter-annual changes in the assignments of the EGE in mathematics and to discuss the content and results of this exam for the last 15 years through the example of school graduates’ certification in the Omsk region. Methodology and research methods . The research was carried out on the basis of a systematic approach, using statistical and comparative retrospective analysis methods. Results and scientific novelty . The authors of the current publication examined the dynamics of transformation of the content of the final school exam in mathematics after the introduction of the EGE, evolution/involution of the tasks included in the exam and the influence of these processes and the proposed control and measuring materials (KIMs) on the quality of mathematical knowledge of potential university students. The attention of the authors was focused primarily on the assignments of the EGE, which require detailed, informed solutions and answers (the assignments, which were combined in tests before 2015 under the title “Part C”). The comparison of similar tasks at the traditional final examination at secondary school in 2000 and the written entrance examination of one of the Omsk universities of the same year with the assignments of the specialised EGE-2019 allowed the authors to reveal strong negative tendencies in mathematical training of schoolchildren. The graduates of general education institutions demonstrate the same modest gains in the EGE algebraic tasks from year to year. Although, the tasks are permanently simplified and do not differ in variety. On the contrary, geometric tasks are brought to a high-level, and, therefore, such tasks are not well solved by examinees. However, due to the non-linear rating scale, it is not necessary to do these tasks, as well as some other tasks involving a detailed solution. Without completing such tasks, it is now quite feasible for many students to get the certain number of points to enroll in the university, where the specialised EGE in mathematics is accepted as an entrance exam. But even a significant reduction of the level of assessment of satisfactory knowledge without good teachers, a carefully designed school curriculum and quality textbooks do not give rural school graduates a chance to obtain higher education and move up the social ladder. Practical significance . The results of this research can be used by the authors of KIMs to change and update the assignments of the Unified State Exam, and also by school teachers, lecturers at the courses and methodologists to change the focus of training.

Assessment as a process of collecting and discussing information from diverse sources to develop an understanding of what learners can do with their knowledge is crucial in education. This paper critically compares two methods of assessment, formative feedback and final examination. The two methods of assessment discussed in this paper are aimed at helping teachers and students meet the essential in education since they determine if the objectives of education.

Development of Final Examination applications based on computer for Mathematics subjects for grade X Accounting students at SMK Negeri 1 Samarinda even semester 2018/2019. Data collected by the method of observation, interviews, literature studies, documentation and questionnaires. Data analysis techniques using descriptive qualitative analysis techniques and quantitative analysis. The results of this study are: 1) Development of Final Examination applications based on computer using the Microsoft Visual Basic 6.0 programming language, and for databases using Microsoft Access 2013 with features replacing answers, running time, and random number questions. 2) The feasibility test given to 2 media validation experts obtained a percentage value of 81.07% in the good category, for the results of the program testing questionnaire given to CBT experts 94.78% in the very good category, for the results of the program testing questionnaire given to 2 Math teachers got a percentage value of 84% with a very good category, and for the results of the questionnaire testing program given to 34 students obtained a percentage value of 84.67% in user testing with excellent category results, it can be concluded that the application of the Final Semester Examination based on computer is in accordance with its purpose which is to facilitate users both teachers and students as users in the implementation of Mathematics test exams in class X Accounting students in SMK.

The English language is the medium of instruction and knowledge deliverance in Universiti Teknologi MARA (UiTM). This study looks into whether or not English writing skills affect the students’ performance in answering Higher Order Thinking Skills (HOTS) in the final examination of Molecular Biology (BIO615). The samples comprised BSc (Hons) Biology students from two consecutive semesters in two of UiTM campuses (UiTM Shah Alam and UiTM Jengka). Mean percentage between students answering the December 2015 and June 2016 final examinations in the respective campus was obtained and correlated with marks obtained in English for Academic Writing course (ELC550). The results demonstrated a weak correlation between students’ achievement in ELC550 and their ability in answering HOTS questions in BIO615 final examination in UiTM Shah Alam. In contrast, in UiTM Jengka, the moderate correlation was shown in Semester Sept-Jan 2015. The results of this study are hoped to assist biology educators in crafting appropriate and effective teaching approaches, especially in teaching complicated subjects as well as in strengthening English language proficiency. Keywords: Higher Order Thinking Skills; Molecular Biology; English Proficiency; Bloom’s Taxonomy. eISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI:https://doi.org/10.21834/ebpj.v5iSI1.2314

This paper describes the students’ performance in terms of the cognitive domain for non-laboratory embedded courses and laboratory embedded courses. The study sample consisted of the students enrolled in the non-laboratory embedded courses (Hydraulics and Soil Mechanics) and laboratory embedded courses (Basic Hydraulics and Basic Soil Mechanics) for Diploma in Civil Engineering programme. The cognitive assessment based on the level of cognitive of Bloom's Taxonomy which composes of knowledge, comprehension, application, analysis, synthesis, and evaluation. Methods of cognitive assessment for non-laboratory embedded courses differ from laboratory embedded courses. The cognitive assessment for non-laboratory embedded courses comes from 60% of the final exam, 30% of the test, and 10% of the assignment. Meanwhile, the cognitive assessment for laboratory embedded course is only through 60% of the final exam. The other evaluations for this course are 30% of practical tests (psychomotor domain) and 10% of laboratory observation (affective domain). Since the assessment methods are different, this study was carried out to evaluate the students' performance on the cognitive domain for both courses. The percentage of students’ marks in the coursework and final exam were analysed using a descriptive statistic to measure the students’ performance. The results revealed that the students who through non-laboratory embedded-courses scored a good result in final examination compared to laboratory embedded-courses. Hence, the findings of this study might help educators identifying the reliable and effective assessment method to improve the achievement of learning outcomes. https://doi.org/10.26803/ijlter.19.4.13

The Corona pandemic in Indonesia forced the learning system into a drastic change into online learning. Many campuses that were previously quite comfortable with face-to-face learning were forced to be helpless because they had never prepared a backup plan when something unexpected happened, one of which was when the campus was forced to not be able to face-to-face. If the learning system continues to be done online, it might cause the quality of learners to decrease dramatically compared to face-to-face learning. Moreover, the courses that must be filtered include theories and practice courses. Most assignments given to students are not seriously done because of a lack of significant evaluation and supervision. The Faculty of Computer Science, Santo Thomas Catholic University, Medan supports this government policy by implementing online learning using the Zoom application for face-to-face and Edmodo for supplementary lecture material for online learning media. In one semester apart from studying there is a test period which is the Midterm Examination (UTS) and Final Examination Semester (UAS) where the current leadership must wisely determine the type and nature of the exams to be conducted online. To find out the effectiveness of the form of exam questions in online implementation, a Multi-Attribute Utility Theory (MAUT) method was conducted, the test results found that online learning with Zoom and Edmodo was very effective for theoretical courses with a value of 0.88, then the results of this calculation it is recommended that online tests be conducted in the form of theories such as multiple-choice, essay and analysis

In many rural Indian schools, English is a second language for teachers and students. Intelligent tutoring systems have good potential because they enable students to learn at their own pace, in an exploratory manner. This paper describes a 3-year longitudinal study of 2123 Indian students who used the intelligent tutoring system, AmritaITS. The aim of the study was to use the students’ interaction logs with AmritaITS to: (1) predict student performance, in English and Mathematics subjects, via summative and formative assessments, (2) predict students who may be at risk of failing the final examination and (3) screen students who may have reading difficulties. The prediction models for summative assessments were significantly improved by formative assessments scores, along with AmritaITS logs. The receiver operating characteristic (ROC) curve showed that students at risk of failing a class could be identified early, with high sensitivity and specificity. The models also provide recommendations for the amount of time required for students to use the system, and reach the appropriate grade level. Finally, the models demonstrated promise in identifying students who might be at risk of suffering from reading difficulties.

Math courses graded on homework, tests, and a final examination can result in students putting together enough partial credit to pass the class without gaining a reasonable mastery of the course co...

This paper examines the comparative academic performances of male and female students at tertiary level education in Bangladesh. Using cross section data of 8,985 students from five private universities in Bangladesh located around Chittagong zone, the study finds that the average scores of female students are slightly higher than their male counterparts. Examining the final examination grades of 3,447 female and 5,538 male students, the paper observes the evidence of heteroskedastic partition in academic scores among the groups. Both the ordinary least-squares (OLS) and generalized least-squares (GLS) approaches have been employed to check the validity of the results. Descriptive and inferential measures have been used to explain the factors affecting the students’ academic performance. The results suggest a general improvement in the performance of the students over time. Interaction between age and gender has been examined to serve expository purpose. Empirical investigation lends support in favor of such interaction. The paper also finds the variation in academic scores with regard to the difficulty of subjects studied. Findings of the paper may be useful to explain the source of heterogeneity in labor market returns to education in Bangladesh examined by Asadullah (2006).

The main function of Ideological and political theory course in Colleges and universities is to carry out ideological and political education and moral education to help students establish a good world outlook, outlook on life and values. The main purpose of this paper is to combine VR technology with ideological and political theory course in Colleges and universities. The data of this experiment is from our school to select economics class 1, economics class 2, financial management class 1, and financial management class 2. The average score of Ideological and political theory course in the final examination of last semester of the four classes is close to and close to each other, and 50 people are selected as samples. They were randomly divided into two groups: VR teaching group (economics class 1: A1, financial management class 1: B1) and general teaching group (economics class 2: A2, financial management class 2: B2). VR teaching group lasted for one month, VR ideological and political theory class classroom teaching, ordinary teaching group or traditional teaching. One month later, the four groups of students were tested for ideological and political theory. Before and after the experiment, group A1 and group B1 were investigated: the learning attitude and classroom state of Ideological and political theory course. The experimental results show that: after VR classroom learning, the proportion of A1 and B2 groups who like to think about political theory class increased by 8.2% and 8.14%. The proportion of A1 and B1 aversion to ideological and political theory courses decreased to 1.2% and 3.54%. After VR classroom teaching, the average score of Ideological and political theory course in A1 and B1 groups was 13.81 and 9.68 points higher than that of A2 and B2 groups, and the scores were increased by 19.7% and 13.5%. VR classroom teaching can stimulate students' interest in learning; promote the understanding of knowledge, as well as the establishment of emotional attitude and values.

This paper investigates and considers factors which affect the success in solving a stand-alone geometrical problem by 182 students of the 7th and 8th grade of elementary school. The starting point for consideration is a geometrical task from the National Secondary School Leaving Exam in Croatia (State Matura), utilising elementary- level geometry concepts. The task was presented as a textual problem, as a textual problem with an appropriate drawing, and as a task “wearing” a context. After data processing, the key factors affecting the process of problem solving were singled out: visualisation skills, detection and connection of concepts, symbolic notations, and problem-solving culture. The obtained results are the base of suggestions for changes in the geometry teaching – learning process.

Education is a very important aspect of the life of the nation and state especially in helping the progress of the nation and state. Education is also one of the benchmarks in assessing the level of development of the country and improving welfare and improving people's lives. Madrasah Tsanawiyah (MTs) is a formal education school at the level of junior high schools where the management is carried out by the Ministry of Religion. Madrasah Tsanawiyah Al Muawanah is one of the schools that has the goal of producing quality graduates, the problem faced is the difficulty in determining who will be chosen as the best graduate because of the many students who excel and fierce competition between students with subjective nature. To overcome these problems, a decision support system application was designed for the selection of the best graduates using the Simple Additive Weighting (SAW) Method, where this method is often also known as the weighted sum method. The basic concept of SAW is to find a weighted sum of performance ratings for each alternative on all attributes. The criteria used include the average value of the National Standard Madrasah Final Examination, the average value of the National Standard School Examination, the average value of the National Examination, and the average value of report cards. The results of this application can facilitate the school in determining the best graduates based on predetermined criteria. Keywords: Application, Decision Support System, SAW, Best Graduates.

Penelitian ini bertujuan mengetahui komposisi soal ujian akhir siswa kelas 6 Kulliyatul Muallimin al-Islamiyah (KMI) kelompok mata pelajaran Dirasah Islamiyah di pondok modern Tazakka Batang dilihat dari tingkat kemampuan berpikir menurut taksonomi Bloom dan mengetahui karakteristik Higher Order Thinking Skill (HOTS) yang terdapat pada soal ujian akhir kelompok mata pelajaran Dirasah Islamiyah tersebut. Penelitian ini merupakan penelitian kualitatif deskriptif analitik. Pengumpulan data dilakukan menggunakan wawancara dan dokumentasi. Keabsahan data diuji menggunakan teknik triangulasi yang meliputi triangulasi sumber dan teknik, dan analisis data dilakukan melalui transcript, coding, dan verification. Hasil penelitian menunjukan: 1) Komposisi soal ujian akhir siswa kelas 6 KMI kelompok mata pelajaran Dirasah Islamiyah (Tauhid, Fiqih dan Tarikh Islam) dilihat dari tingkat kemampuan berpikir menurut taksonomi Bloom yang dominan adalah soal yang termasuk dalam kategori tingkat berpikir mengingat dan memahami. (C1 dan C2). Ada sebagian kecil soal yang memuat kemampuan berpikir mengaplikasikan, menganalisis dan mengevaluasi (C3, C4 dan C5) dan tidak ada butir soal yang memuat kemampuan berpikir mencipta (C6). 2) Soal ujian mata pelajaran Tauhid, Fiqih dan Tarikh Islam dalam Ujian Akhir siswa kelas 6 KMI di Pondok Modern Tazakka disusun tidak berdasarkan kepada pertimbangan karakteristik soal Higher Order Thinking Skill (HOTS). Namun, setelah penulis analisis, ada sebagian soal kelompok mata pelajaran Dirasah Islamiyah tersebut yang memiliki beberapa karakteristik HOTS. Soal yang paling banyak memenuhi karaketeristik HOTS adalah soal ujian mata pelajaran Fiqih, disusul Tauhid dan Sejarah Islam.

Higher order thinking skills is important to apply in learning, particularly in making questions tested to studernts. Higher order thinking skills is a cognitive process which encompasses; analysis, evaluation, and create. In accordance with the 2013 curriculum, the questions made for the high school level must achieve the stage of create of the cognitive process. This research found that the teachers’questions did not include evaluation and create of the cognitive process.

The National Examination in Indonesia has been abolished since 2020. Hence, the Indonesian junior high schools makes its final examination items for the 9th-grade, and from the results, the school determines students' graduation. The final examination has an important role and significant value in making decisions about students' graduation. Therefore, this study is aimed to analyze the Online Final Examination items in one of the public junior high schools in Bandung. The sample was 234 students in grade 9 using their mathematics examination tests, comprising 20 multiple-choice items with 4 options, while the data processing used Winsteps software with the Rasch modeling technique. Subsequently, the Rasch model results showed an acceptable person separation statistic of 1.54 and sufficient person reliability at 0.74. The item separation statistics was in a good category at 4.59, while the item reliability at 0.95 was excellent. Although four online final examination items were in the fit category, 16 were good and capable of dividing students according to their abilities. The result also provided very detailed data about the quality of the items and the ability of each grade 9 student. Since each test item is included in the fit category, this study contributes information on preparing and analyzing the Online Final Examination to teachers..

Metacognition—the processes whereby learners assess and monitor their progress in learning (metacognitive monitoring, MM) and use these judgements of learning to make choices about what to study in the future (metacognitive control, MC)—has been shown to be beneficial to learning. However, effective learning also relies on metacognitive knowledge (MK)—that is, students’ knowledge about effective study strategies and how to employ them. Few students receive explicit in-class instruction on these topics. Here, we explore if an online instructional guide, which includes information about evidence-based study strategies, example questions for self-testing, and a study calendar to help regulate timing of studying can effectively teach MK to improve performance. While it is unclear if the online instructional guide was related to increases in MK, MM, and MC, we did observe benefits to student performance, particularly in highly anxious students on high-stake assessments such as the final examination. Future research should seek to understand how students were engaging with the guide and how the nature of the engagement impacted their study strategies.Il a été montré que la métacognition – les processus par lesquels les apprenants et les apprenantes évaluent et suivent leurs progrès en apprentissage (surveillance métacognitive) et utilisent ces jugements d’apprentissage pour faire des choix concernant ce qu’ils veulent étudier à l’avenir (contrôle métacognitif) – est bénéfique à l’apprentissage. Toutefois, l’apprentissage efficace s’appuie également sur la connaissance métacognitive, c’est-à-dire sur le fait que les étudiants et les étudiantes connaissent les stratégies d’études efficaces et savent les employer. Peu d’étudiants et d’étudiantes reçoivent des directives explicites en classe sur ces sujets. Dans cet article, nous tentons de voir si un guide d’instruction en ligne, qui comprend des informations sur des stratégies d’études fondées sur des données probantes, des questions pour effectuer des auto-évaluations, ainsi qu’un calendrier d’apprentissage pour régulariser l’emploi du temps des études, peut effectivement enseigner la connaissance métacognitive afin d’améliorer les résultats.Bien qu’il ne soit pas clair si le guide d’instruction en ligne était relié aux augmentations en matière de connaissance métacognitive, de surveillance métacognitive et de contrôle métacognitif, nous avons toutefois observé des avantages dans les résultats des étudiants et des étudiantes, en particulier parmi ceux et celles qui souffrent fortement d’anxiété quand ils et elles doivent faire des travaux importants tels que les examens finaux. Des recherches futures devraient chercher à comprendre comment les étudiants et les étudiantes avaient utilisé le guide et comment la nature de leur engagement avait affecté leurs stratégies d’études.

Over six years we developed our first-year programming course, delivered through scheduled lectures and assessed by practical tests and a final examination, into a mastery learning-oriented course. In this study we provide an in-depth view of how successive adjustments to the course resulted in changes in student behaviour impacting task completion, final grades and activity patterns. Data from this period involving over 1300 students is presented and augmented with student feedback. Our results show that the successive move to a fully-fledged mastery model resulted in an overall decreasing task completion with longer periods of inactivity. Interventions to increase student engagement with the course were only partly successful. In this paper we present a long-term study to highlight opportunities and challenges when shifting to a mastery learning model.

This paper investigates the learning effect of a developed coursework for an engineering acoustics course offered to fourth year and postgraduate engineering students at the University of Auckland, New Zealand. The coursework incorporated practical active-learning activities and was developed to help students gain understanding of complex concepts related to the room-acoustics measurement and analysis and also introduce students to some of the practical tasks that are typical of a practising acoustical engineer in New Zealand. The learning effect of the coursework was measured by comparing students' performance in two quizzes that were run before and after students worked on the coursework. Students' performance on the final examination was also analyzed. An analysis of the common mistakes made by students in the assignment report was also conducted. Overall, the analysis suggests that the coursework generally improved the students' understanding of the material that it covered.

The present study aims to find out Language and Work Education achievement gap among secondary students, minority students and other-than minority students at Lalgola block, Murshidabad. The descriptive survey design was adopted and simple random sampling is used for the study. The population of the study consist of class 9 students of Lalgola block. 300 students were requested to provide their last year final examination marks on researcher prepare format of academic achievement. This study identifies the phenomena related to language and work education achievement gap among total students, minority students and other-than minority students with regards to gender and types of school. Demographic factors influence on achievement gap was reported by inferential statistical techniques. Results and finding shows that there is no significant difference in Language group subject’s achievement among students with respect to their gender. There is a significant difference in Language group subject’s achievement among Minority Students with respect to their gender. There is no significant difference in Language group subject’s achievement among other than minority students with respect to their gender. There is a significant difference in Language group subject’s achievement among students with respect to types of school. There is a significant difference in Language group subject’s achievement among minority students with respect to types of school. There is no significant difference in Language group subject’s achievement among other than minority students with respect to the types of school. There is a significant difference in work education achievement among students with respect to their gender. There is a significant difference in work education achievement among minority students with respect to their gender. There is a significant difference in work education achievement among other than minority students with respect to their gender. There is a significant difference in work education achievement among students with respect to types of school. There is a significant difference in work education achievement among minority students with respect to types of school. There is no significant difference in work education achievement among other than minority students with respect to types of school.

The purpose of this study was to determine the quality of the reading final examination in SMA N8 Medan grade eleventh in terms of reliability, level difficulty, discrimination power and level of distractor. This research is qualitative-quantitative research. The subject of research are the grade XI of SMA N8 Medan. Data is analyzed by ANATES program version 4.0.9. The analysis shows that: (1) items of multiple choice question that can be said as valid are 14 items ( 56%), while the invalid items amounted to 11 items ( 44%). (2) Items mutiple choice question can said as reliable because it equal 0,90 so it can said reliable. (3) items of multiple choice questions that categorized easy are 3 items (12%), satisfactory category 7 ( 28%) difficult category 2 (8%) and the other calculate categorized very easy 3 items (12%) and very difficult 3 (12%). (4) items of multiple choice questions that categorized poor are 12 items (48%),average category are 2 items (8%), good items category 1 items (4%) and excellent items are 8 items (32%).

Proof has a prominent place in the linear algebra curriculum, teaching and learning but in first-year courses it continues to be challenging for both instructors and students. While an introduction to new concepts through definitions and theorems adds to the complexity of the course, proof remains the number one hurdle for many students. How do students view proof in linear algebra? Do they distinguish argumentation and proof, and if so how? are among many questions that are still unanswered. Although research on proof in mathematics education is increasing, systematic studies on proof in linear algebra are still scarce. In this study, we examined responses to a set of interview questions on proof by a group of 16 first-year undergraduate students shortly after their final examination. This paper opens the case for a pedagogy of proof in linear algebra and examines students’ reactions to, and voices on, proof in a first-year course in linear algebra. In particular, it addresses areas such as student views on understanding of proof, the purpose of a proof, and when and how proofs communicate to them. We employed Tall’s Three Worlds as well as Harel’s intellectual need to analyse the data. Although, these models are often applied to what students construct, we argue they can also be applied to how students perceive proofs. The results revealed that understanding a proof in order to gain personal conviction was a major concern of students.

This research aime s to describe the characteristic of UAS items theme 1 at the fourth grade of Primary School in Paramasan bawah village according to the item difficulties and discrimination. The sample of this research was 37 students who took the final examination year academic 2018/2019. The objects of this research were question items and the answer sheet of the final exam that obtained from 3 different schools in Paramasan Bawah village . The data analysis technique used in this research was empirical analysis helped by Bilog and Iteman program application. This analysis used to know the characteristic of items based on the Item Response Theory and Classical Test Theory . The result of this research showed the characteristic of UAS items, according to item response theory, 30 items had a good discrimination and 33 items had a good item difficulty , while according to Classical Test Theory: 15 items had a good discrimination and 27 items had a good item difficulty. Keywords : Characteristics of items , item difficulties, discrimination

Narotama University has two classes for employee class. They are Class B and Class C. Class B get classic learning. On the other hand, Class C get classic learning and e-learning, it is called as Elina. This research is quasi experimental. The author tests the scores in the business English course on the midterm, final exam, assignments, attendance and total scores for the semester using the t-test method. The result is that there is no significant difference between mixed learning classes and classical learning classes for total scores and attendance. On the other hand, specifically there are two significant differences. First, in midterm grades, mixed learning classes have lower grades than classical learning classes. Second, in the final examination and assignment grades, mixed learning classes have higher grades than classical learning classes

This study aims to find out reliability and estimating the standard error measurement of the questions which have been designed by the teacher. The data analysis was based on the response of 635 students towards the test instrument of Physics Final Exam of grade XII in six schools, which were located in Bima Regency. Test instrument reliability was analysed by using Iteman 4.3 software. Standard Error Measurement analysis of the six test instruments was done by using Compound Binomial Method, Anova Method and Iteman. Index of test instrument reliability in State Senior High School 1 and State Senior High School 3 is less than 0,7, while the test instrument in State Senior High School 2 Sape, MAN, Muhammadiyah Senior High School and PGRI Senior High School are more than 0,7. Standard error measurement extremely depends on the error, which is caused by the test instrument, in this case, the reliability of some tests. The result of this study shows the teachers' need for training in designing proper test questions.

In a discourse related to teaching writing in second or foreign language classrooms, there is a focus on process writing which seems still new practice in many Nepali classrooms. In this context, this study was conducted to explore secondary level English teachers' practices and challenges of teaching writing. The study adopted qualitative research design. For this, twenty secondary level English teachers from both public and private schools of Sunsari District, Nepal were selected as informants. The data were collected through classroom observation, semi- structured interview and Focused Group Discussion (FGD). First, classroom observation of eight teachers was carried out followed by semi-structured interview. Then, the other twelve teachers were invited for FGD. Analysis of qualitative data uncovered that majority of the teachers adopted product approach to teaching writing with abundant stress on support to students for securing good marks in the final examination. The major challenges revealed behind this situation were large class size, low proficient learners, pressure on course completion, lack of practical training for teachers, and insufficient resources including ICT facility in the classroom contexts.

In the study presented, as we report in this paper, we describe our theoretical and practical consideration to engage first-year pre-service teachers in proving activities in the context of a transition-to-proof course. We investigated how students argued to verify a claim of elementary number theory on entering university and compared the results to their performance in the final examination of the course. Subsequently, we elaborate on the following results: On entering university, students do not seem to be capable of using algebraic variables as a heuristic to engage in reasoning. However, after learning about different kinds of proofs and the symbolic language of mathematics, students give evidence of starting to value mathematical language and of enhancing their proof competencies.

Recount is one of topic taught for the 10th grade students of senior high school include at Senior High School 1 South Tangerang City. And it is certain that the same topic will be taught again at the next level namely at 11th and 12th either just to repeat or to examine the student English knowledge or skill. Thus the students should be capable of recount in order to pass this topic well to achieve passing grade score. However, there are half of the class couldn’t get passing grades in writing recount text. Hence the writer was interested to do mini research to get reality why a half of the class didn’t pass on test of writing recount. Then the writer did the research to 18 participants. The research is by assigning 18 participants to write their activities or experiences that they did during holiday when the 12th grade students were doing the final examination with clear instruction and theme. The result was that most of participants have done many mistakes in using verbs, one of the language features that is along with the recount text is. In writing recount there are still many participants which use present verbs to tell the past activities and experiences. There are two past forms to concern in writing recount, they are linking verbs and action verbs. Linking verbs comprises was, were, saw, heard, etc; while action verbs are like went, looked, ran, sat, visited, sang, etc. Therefore this case must be an important note for every English language teacher in teaching recount. This is very important in order to avoid the mistakes in tenses of the use of both linking verbs and action verbs for the students when they are tasked to a project in composing recount text.

This article summarizes the results of teaching Academic English course to the first year Intermediate level students. The article encompasses the activities for improving the speaking skills of learners. As re- quired in the Academic English curriculum, optimizing the speaking skills of students is of those in macro skills that should be focused and enhanced with the aid of myriads of teaching tools. There were four In- termediate groups with a total of 32 students. Speaking tests were included in the first attestation midterm exam and final examination. Practice has shown that students also need to get rid of the fear of speaking in English, thereby helps to minimize or completely eliminate the fear associated with speaking English, which means constant and confident practice in the learning environment and beyond using various tech- nical tools when studying or teaching English. The subject of the research is the improvement of speech skills among first year students, where students, learning a new vocabulary, train their speech skills during the semester. The study guidelines, various platforms for learning and teaching were used for the research. The study was conducted at one of the higher educational institutions of the city of Almaty, the Inter- national University of Information Technology. The results showed that thirty-two students had better results in the final exam than the midterm exam. Key words: teaching foreign languages, speaking skill, assessment.

The purpose of this study is to investigate the use of an educational game to enhance student learning effectiveness. This study consisted of 56 college students majoring in physical education and recreation management (32 men, 24 women, age M = 21 years, SD = 1.72). Students used the educational computer game “PaGamO” to study the motor learning and development course. Students received rewards based on their individual and group “PaGamO” scores. Regression analysis indicated that “PaGamO” score was a significant (p < 0.01) predictor of multiple choice (MC) score in the final examination, there was a medium positive correlation (β = 0.354). The R2 suggests that 12.6% of MC score was explained by “PaGamO” score. Quantitative and qualitative mixed-method approach was used to gain insights into students’ perceptions and experiences of the educational game. The top three statements of a modified questionnaire from Riemer and Schrader (2015) are: (1) “In my opinion, the use of ‘PaGamO’ enables me to better prepare for the final examination” (M = 5.04, SD = 1.41), (2) “In my opinion, the use of ‘PaGamO’ enables me to understand learning contents” (M = 4.8, SD = 1.19), (3) “In my opinion, the use of ‘PaGamO’ allows me to apply knowledge” (M = 4.75, SD = 1.08). The top three motives to play “PaGamO” were “fun,” “self-learning,” and “want to get a higher grade in the final examination.” By using gamification as a tool for learning and studying, students did find “PaGamO” effective for their learning experience. Both intrinsic and extrinsic participation motives are reasons why students play “PaGamO.” Furthermore, due to its convenience, using mobile devices to play “PaGamO” is more popular than using computers and tablet devices. In conclusion, the combination of gamification and traditional learning methods can enhance students’ learning outcomes.

The purpose of this paper is to describe the instruction in specific information literacy skills, in several different languages, for final examination pupils, which has taken place during 2005. This instruction is part of a structure or matrix for information literacy instruction and training, for pupils aged between 11 and 18 years of age, which has been developed in the School Library and Information Centre at the Kalsbeek College, Woerden, the Netherlands.

The research aim is to know how is the conceptual understanding of mathematics lesson with classical guidance tutorial as a final examination preparation on grade 6 Lentera Harapan Elementary School- Tomohon. The research was done by descriptive methods, with two (2) classes of Grade 6 students Lentera Harapan Elementary School- Tomohon. Data was collected through interviews and tests. Data analysis by using percentage of 40% students can get 6.5 KKM score (a minimum completeness criteria). This researches shows that in general student conceptual understanding of mathematics lesson is not satisfying. This is visible from 40% students of Grade 6 can understood the mathematics concept and 60% still struggling with the concept. The researcher discovered that there were misconception on fraction and memorizing on the units of length, time, weight and temperature and how to convert it on difference unit. Key words: Understanding, concept, mathematics

Since 2008, traditional lectures have begun to break the wall of universities and brought a completely disruptive change in higher education. The emergence of this change has been led by an open, informal, cooperative, linked, autonomous and self-directed learning model, which is called a massive open online course (MOOC). Then the development of MOOC has further spawned a new disruptive learning model, namely blended learning. Existing research shows that blended teaching is not only widely accepted by college students, but also deeply loved by them. Compared with traditional one, blended learning has changed the teaching and learning relationship, so the learning performance evaluation standard has to be changed as well. Some evaluation systems are no longer competent. By taking a blended course namely Business Ethics and CSR as an example, this paper explores the relationship between students' online learning behavior and their final grade. It was done by tracking their online learning data and on ZhiHuiShu.com (a Chinese online learning platform) for three semesters. This study found that students' online learning behaviors, such as completion rate for watching online videos, chapter test grades after watching the videos, students' usual grades and performances of participating live classes have significant correlation with the students' final examination performances.

Problem solving is the ability to understand the environment, identify complex problems, and review related information to develop, evaluate strategies and implement solutions to build the desired outcome. Mathematics boosts problem solving skills and, in Higher Education, all scientific degree programs deliver at least one module in Mathematics that should develop students’ problem solving skills. Mathematics Modules of the Biotechnology Bachelor Degree and of the Strategic Science Bachelor and Master Degrees at the University of Turin use innovative digital technologies, like the Advanced Computing Environment Maple, and methodologies to facilitate the learning of Mathematics and the development of problem solving skills. At the beginning of the courses, students must learn how to use Maple through dedicated lab sessions to solve contextualized problems related to their future careers. Moreover, for the final examination, students must study, present and discuss a science-based problem solved with Maple. In this paper, we investigated how the use of Maple enabled students to develop problem solving skills. We examined 110 students’ submissions through a rubric that analyzes different dimensions: comprehension, resolution strategy identified, solution process, representation, argument, use of Maple. Dimensions are correlated with module attendance, involvement, exam marks. A qualitative analysis was also performed. The research shows that the adopted approach is useful and effective: students’ scores are high and submissions indicate the presence of problem solving skills. Problem solving labs with Maple should be introduced, in connection with other disciplines, to facilitate analysis of data, visualization, communication, and deep understanding of concepts.

Traditional lecture and active learning methods of teaching a university course are compared. The particular course is university calculus. The lecture method was applied to two sections of calculus. The active learning method was applied to two other sections. In all cases students were given an examination near the beginning of the course and a final examination at the end of the course. The score averages for the active learning method were higher than for the lecture method. The distribution of scores for the lecture method were non-normal multimodal in the first and final examinations. The distribution for the active learning method went from non-normal multimodal in the first examination to unimodal normal in the final examination. A new undeceivable nature evidence-based method is presented for measuring teaching efficacy by probability distribution. Supplementary Information The online version contains supplementary material available at 10.1007/s43545-021-00154-1.

This study aims to develop and improve the quality of learning by developing flipped classroom learning design that is easy to understand, easy to use by following the flow and digital-based media so that learners can quickly understand the learning material and helping to understand the learning. To describe the result of research from the improvement of learning design of flipped classroom based on digital media, this research utilised a descriptive method, with a purposive sampling technique that studied active students in Early Childhood Teacher Education Program (henceforth-ECTE Program). Data from students’ final examination scores, questionnaires, interviews were analyzed using quantitative and qualitative approach. The final products were a flipped classroom software along with its digital-based classroom design. As the participants perceived the software as ‘quick to understand’ and ‘easy to use’, it is hoped that the software can be widely used not only in ECTE programs but also in other.

Students in Engineering, Computer science and Information systems often experience problems when writing the final examination theses. This paper reports on two cases, applying different strategies, with the ambitions to improve the students’ possibilities to write, evaluate and verbally present scientific reports. The first strategy presented concerns using a specific course and the second strategy involves a revision of an entire programme. Using constructive alignment and curriculum theory the two strategies are compared with the purpose of extrapolating specific and general guidelines for how to incorporate scientific communication components in engineering programmes.

International audience; Students who failed the final examination in the secondary school in France (known as baccalauréat or baccalaureate) can improve their scores by passing a remedial test. This test consists of two oral examinations in two subjects of the student's choice. Students announce their choice on the day of the remedial test. Additionally, the secondary education system in France is quite complex. There exist several types of baccalaureate consisting of various streams. Depending upon the stream students belong to, they have different subjects allowed to be taken during the remedial test and different coefficients associated with each of them. In this context, it becomes difficult to estimate the number of professors of each subject required for the examination. Thereby, the general practice of remedial test organization is to mobilize a large number of professors. In this paper, we present BacAnalytics-a tool that was developed to assist the rectorate of secondary schools with the organization of remedial tests for the baccalaureate. Given profiles of students and their choices of subjects for previous years, this tool builds a predictive model and estimates the number of required professors for the current year. In the paper, we present the architecture of the tool, analyze its performance, and describe its usage by the rectorate of the Academy of Nancy-Metz in Grand Est region of France in the years 2018 and 2019. BacAnalytics achieves almost 100% of prediction accuracy with approximately 25% of redundancy and was awarded a French national prize Impulsions 2018.

All Estonia's upper-secondary school students have three mandatory final state examinations - in mathematics, Estonian language and foreign language. We used data obtained from one school in order to predict student's final examination scores based on previous grades and demographic data. Our aim was to find most important factors that contribute positively to final results and vice versa. Machine learning package Weka was used to build predictive models and with all tested attribute sets we got accuracy over 80% on classification. On continuous models we got mean absolute error close or less to 10, when range of test result was 0-100 points. Most of our attributes were subject grades on scale 1-5, and therefore, as we limited our testing sample with one school only, it gave interesting insights into how some subjects and teachers do contribute to final test results. And, surprisingly, it turned out, that for some test result, most significant predictor was negatively correlated to the result. It means that having bad grades in some subjects was a good predictor of success in final test. Besides being a useful tool for students who want to estimate possible test results beforehand, it is also a useful tool for measuring teachers' contributions and relationships between different subjects.

This study conducts a data-driven statistic analysis for comparatively examining early programmers' academic performance and learning behavior between a SPOC blended teaching class and a traditional teaching class in an introductory C programming course. Teaching activities in the experimental class are implemented by a SPOC blended supporting tool -"rainy class", while the control group implements traditional classroom teaching. Both the two groups are required to complete assigned labs in the automatic assessment system-the online judge, and log data in terms of students' learning procedure is collected. Group analysis is employed to verify whether the two group differ in academic performance and learning behavior. The results show significant difference between the two groups on certain indicators. The findings confirm that the middle-lower programming foundation students in SPOC blended teaching class are positively regarding better academic performance, learning efforts and are able to obtain good achievements during the tests. Then, correlation analysis is conducted in the SPOC blended learning group to explore the impact of the performance in "rainy classroom" on students' academic performance and learning behavior. Conclusions show that effective "rainy classroom" engagement is positively correlated to students' final examination score and meanwhile promotes early programmers' performance in the overall online learning process.

PurposeSelf-efficacy has been argued theoretically and shown empirically to be an essential construct for students’ improved learning outcomes. However, there is a dearth of studies on its causal effects on performance in mathematics among university students. Meanwhile, it will be erroneous to assume that results from other fields of studies generalize to mathematics learning due to the task-specificity of the construct. As such, attempts are made in the present study to provide evidence for a causal relationship between self-efficacy and performance with a focus on engineering students following a mathematics course at a Norwegian university.MethodThe adopted research design in the present study is a survey type in which collected data from first-year university students are analyzed using structural equation modeling with weighted least square mean and variance adjusted (WLSMV) estimator. Data were generated using mainly questionnaires, a test of prior mathematics knowledge, and the students’ final examination scores in the course. The causal effect of self-efficacy was discerned from disturbance effects on performance by using an innovative instrumental variable approach to structural equation modeling.ResultsThe findings confirmed a significant direct effect of the prior mathematics knowledge test (β = 0.52, SE = 0.01, p < 0.001) on self-efficacy, a significant direct effect (β = 0.43, SE = 0.19, p = 0.02) of self-efficacy on performance, and a substantial mediating effect (β = 0.22, SE = 0.10, p = 0.03) of self-efficacy between a prior mathematics knowledge test and performance. Prior mathematics knowledge and self-efficacy explained 30% variance of the performance. These findings are interpreted to be substantial evidence for the causal effect of self-efficacy on students’ performance in an introductory mathematics course.ConclusionThe findings of the present study provide empirically supports for designing self-efficacy interventions as proxies to improve students’ performance in university mathematics. Further, the findings of the present study confirm some postulates of Bandura’s agentic social cognitive theory.

Readiness is an important factor that every person must have in order to be able to carry out activities thoroughly and optimally. Students must have readiness in facing the final exam. This study aims to determine the effect of student participation in tutoring on student readiness in facing the final exam. The research was conducted at Public High School Cibinong. The research method used was ex post facto. The population of this study was all students of class XI in Public High School Cibinong. The sample used in this study was 70 XI students majoring in Natural Sciences who were taken by proportional random sampling. After testing the prerequisites, the research data is normally distributed and homogeneous. The results of the hypothesis test conducted using the Smith-Satterthwaite formula in the data two weeks before the test obtained the Smith-Satterthwaite t value of 0.47. This means that there is an effect of student participation in tutoring on readiness to face biology final exam test. In the data taken one day before the assessment the Smith-Satterthwaite t value was obtained 0.85 which means that there was no influence of student participation in tutoring on the readiness to face the final examination of the biology.

Based on the course orientation of Hotel English, this chapter puts forward a detailed reform plan for it from the perspective of the constructivist learning theory in order to improve student’s learning effect of it. This plan perfectly combines Task-Based Language Teaching (TBLT) with the “flipped classroom” teaching model and majorly falls into the following three parts: firstly, building “flipped classroom” teaching model focusing on “online task + offline task,” in which the content of online task is the professional knowledge of hotel industry, while offline task refers to relevant task-formed drillings, including oral practices in class and comprehensive assignments after class; secondly, applying a teaching design combining online learning with offline drilling, under which the teaching procedure is approximately as follows: online learning before class (students)—offline guidance in class (teacher)—offline drilling in and after class (students)—online interaction after class (between teacher and students); thirdly, establishing “oral + written” test model for final examination and putting emphasis on student’s daily performance. Subsequently, the realization of this plan reveals that it works well in teaching practice and can enhance the students’ professional language ability in the hotel world effectively.

This study is an attempt to report the varying profiles of Complexity, Accuracy, and Fluency (CAF) in students’ writing. In practice, the written performance of 22 Iranian freshman students at university was analysed. Having taught the writing skills during a semester, the researcher collected and analysed the final written performance of test takers through CAF rubrics to report their final examination writing profiles. Results of the study revealed that the relative contribution of each feature could to some extent assist to inform understandings of the problematic areas in written performance. In sum, the findings of this study may corroborate the very idea of using analytic measures to determine objective writing assessment. The wider discussion of this study refers to using Cognitive Diagnostic Assessment (CDA) in the written performance of students as a complement to the CAF profile analysis as a way of determining the processes, strategies, and knowledge students possess and activate in producing their exam-based writing scripts.