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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="school based assessment"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 33487</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: school based assessment</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33487</span> Identifying Understanding Expectations of School Administrators Regarding School Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Izazol%20Binti%20Idris"> Izazol Binti Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify the understanding expectations of school administrators concerning school assessment. The researcher utilized a qualitative descriptive study on 19 administrators from three secondary schools in the North Kinta district. The respondents had been interviewed on their understanding expectations of school assessment using the focus group discussion method. Overall findings showed that the administrators’ understanding expectations of school assessment was weak; especially in terms of content focus, articulation across age and grade, transparency and fairness, as well as the pedagogical implications. Findings from interviews indicated that administrators explained their understanding expectations of school assessment from the aspect of school management, and not from the aspect of instructional leadership or specifically as assessment leaders. The study implications from the administrators’ understanding expectations may hint at the difficulty of the administrators to function as assessment leaders, in order to reduce their focus as manager, and move towards their primary role in the process of teaching and learning. The administrator, as assessment leaders, would be able to reach assessment goals via collaboration in identifying and listing teacher assessment competencies, how to construct assessment capacity, how to interpret assessment correctly, the use of assessment and how to use assessment information to communicate confidently and effectively to the public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20leaders" title="assessment leaders">assessment leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20goals" title=" assessment goals"> assessment goals</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding%20expectation%20of%20assessment" title=" understanding expectation of assessment"> understanding expectation of assessment</a> </p> <a href="https://publications.waset.org/abstracts/36759/identifying-understanding-expectations-of-school-administrators-regarding-school-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36759.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33486</span> School Based Assessment Issues in Selected Malaysian Primary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nur%20Amalina%20Dayana%20Abd%20Aziz">Nur Amalina Dayana Abd Aziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment is an integral part of teaching and learning in any syllabus in the world. Recently, a new assessment system, School-Based Assessment (SBA) was introduced and implemented in the Malaysian education system to promote a more holistic, integrated and balanced assessment system. This effort is part of the reformation made in the Government Transformation Plan (GTP) to produce a world-class human capital as we are reaching and achieving the Vision 2020 in the near future. However, this new change has raised awareness and concerns from teachers, students, parents and non-profit organizations on how the new assessment is to be implemented and how it is affecting the students and teachers particularly. Therefore, this paper aims to investigate the issues that teachers face in implementing SBA in primary schools, the measures taken to address the issues and to propose ways of managing school-based assessment. Five national primary schools focusing in the urban areas in the Selangor state are chosen for this study to carry out. Data for the study will be gathered from interviews with teachers from each school, surveys and classrooms observation will be conducted in each school, and relevant documents are collected from the selected schools. The findings of this study will present the current issues that teachers from various types of national primary schools are facing and what actions they took to overcome the problems in carrying out SBA. Suggestions on how to better manage school-based assessment for teachers are also provided in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=managing%20change" title=" managing change"> managing change</a>, <a href="https://publications.waset.org/abstracts/search?q=school-based%20assessment" title=" school-based assessment "> school-based assessment </a> </p> <a href="https://publications.waset.org/abstracts/37883/school-based-assessment-issues-in-selected-malaysian-primary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33485</span> Alignment between Understanding and Assessment Practice among Secondary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte%20Moh">Eftah Bte Moh</a>, <a href="https://publications.waset.org/abstracts/search?q=Hj%20Abdullah%20Izazol%20Binti%20Idris"> Hj Abdullah Izazol Binti Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd.%20Aziz%20Bin%20Abd.%20Shukor"> Abd. Aziz Bin Abd. Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to identify the alignment of understanding and assessment practices among secondary school teachers. The study was carried out using quantitative descriptive study. The sample consisted of 164 teachers who taught Form 1 and 2 from 11 secondary schools in the district of North Kinta, Perak, Malaysia. Data were obtained from 164 respondents who answered Expectation Alignment Understanding and Practices of School Assessment (PEKDAPS) questionnaire. The data were analysed using SPSS 17.0 +. The Cronbach alpha value obtained through PEKDAPS questionnaire pilot study was 0.86. The results showed that teachers' performance in PEKDAPS based on the mean value was less than 3, which means that perfect alignment does not occur between the understanding and practices of school assessment. Two major PEKDAPS sub-constructs of articulation across grade and age and usability of the system were higher than the moderate alignment of the understanding and practices of school assessment (Min=2.0). The content was focused on PEKDAPs sub-constructs which showed lower than the moderate alignment of the understanding and practices of school assessment (Min=2.0). Another two PEKDAPS sub-constructs of transparency and fairness and the pedagogical implications showed moderate alignment (2.0). The implications of the study is that teachers need to fully understand the importance of alignment among components of assessment, learning and teaching and learning objectives as strategies to achieve quality assessment process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20based%20assessment" title="school based assessment">school based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=alignment" title=" alignment"> alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding" title=" understanding"> understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20practices" title=" assessment practices"> assessment practices</a> </p> <a href="https://publications.waset.org/abstracts/15941/alignment-between-understanding-and-assessment-practice-among-secondary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33484</span> Impact of Tablet Based Learning on Continuous Assessment (ESPRIT Smart School Framework)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Attia">Mehdi Attia</a>, <a href="https://publications.waset.org/abstracts/search?q=Sana%20Ben%20Fadhel"> Sana Ben Fadhel</a>, <a href="https://publications.waset.org/abstracts/search?q=Lamjed%20Bettaieb"> Lamjed Bettaieb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile technology has become a part of our daily lives and assist learners (despite their level and age) in their leaning process using various apparatus and mobile devices (laptop, tablets, etc.). This paper presents a new learning framework based on tablets. This solution has been developed and tested in ESPRIT “Ecole Supérieure Privée d’Igénieurie et de Technologies”, a Tunisian school of engineering. This application is named ESSF: Esprit Smart School Framework. In this work, the main features of the proposed solution are listed, particularly its impact on the learners’ evaluation process. Learner’s assessment has always been a critical component of the learning process as it measures students’ knowledge. However, traditional evaluation methods in which the learner is evaluated once or twice each year cannot reflect his real level. This is why a continuous assessment (CA) process becomes necessary. In this context we have proved that ESSF offers many important features that enhance and facilitate the implementation of the CA process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=continuous%20assessment" title="continuous assessment">continuous assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tablet%20based%20learning" title=" tablet based learning"> tablet based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20school" title=" smart school"> smart school</a>, <a href="https://publications.waset.org/abstracts/search?q=ESSF" title=" ESSF"> ESSF</a> </p> <a href="https://publications.waset.org/abstracts/38431/impact-of-tablet-based-learning-on-continuous-assessment-esprit-smart-school-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33483</span> Role of Special Training Centers (STC) in Right to Education Act Challenges And Remedies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anshu%20Radha%20Aggarwal">Anshu Radha Aggarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As per the Right to Education Act (RTE), 2009, every child in the age group of 6-14 years shall be admitted in a neighborhood school. All the Out of School Children identified have to be enrolled / mainstreamed in to age appropriate class and there-after be provided special training. This paper addresses issues emerging from provisions in the RTE Act that specifically refer to the enrolment of out-of school children into age appropriate classes and the requirement to provide special trainings that will enable this to take place. In the context of RTE Act, the Out-of-School Children are first enrolled in the formal school and then they are provided with Special Training through NRSTCs (Long Term / Short term basis). These centers are functioning in formal school campus itself. This paper specifies the role of special training centers (STC). It presents a re-envisioning of assessment that recognizes two principal functions of assessment, assessment for learning and assessment of learning, instead of the more familiar categories of formative, diagnostic, summative, and evaluative assessment. The use of these two functions of assessment highlights and emphasizes the role of special training centers (STC) to assess their level for giving them appropriate special training and to evaluate their improvement in learning level. Challenge of problem faced by teachers to do diagnostic assessment, including its place in the sequence of assessment procedures appropriate in identifying and addressing individual children’s learning difficulties are solved by special training centers (STC). It is important that assessment is used to identify children with learning difficulties at the earliest possible stage so that appropriate support and intervention can be put in place. So appropriate challenges with tools are presented here for their assessment at entry level and at completion level of primary children by special training centers (STC). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=right%20to%20education" title="right to education">right to education</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=out%20of%20school%20children" title=" out of school children"> out of school children</a> </p> <a href="https://publications.waset.org/abstracts/32882/role-of-special-training-centers-stc-in-right-to-education-act-challenges-and-remedies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33482</span> The Influence of Mathematic Learning Outcomes towards Physics Ability in Senior High School through Authentic Assessment System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aida%20Nurul%20Safitri">Aida Nurul Safitri</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosita%20Sari"> Rosita Sari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physics is science, which in its learning there are some product such as theory, fact, concept, law and formula. So that to understand physics lesson students not only need a theory or concept but also mathematical calculation to solve physics problem through formula or equation. This is can be taken from mathematics lesson which obtained by students. This research is to know the influence of mathematics learning outcomes towards physics ability in Senior High School through authentic assessment system. Based on the researches have been discussed, is obtained that mathematic lesson have an important role in physics learning but it according to one aspect only, namely cognitive aspect. In Indonesia, curriculum of 2013 reinforces displacement in the assessment, from assessment through test (measuring the competence of knowledge based on the result) toward authentic assessment (measuring the competence of attitudes, skills, and knowledge based on the process and results). In other researches are mentioned that authentic assessment system give positive responses for students to improve their motivation and increase the physics learning in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment" title="authentic assessment">authentic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20of%202013" title=" curriculum of 2013"> curriculum of 2013</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic" title=" mathematic"> mathematic</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/39581/the-influence-of-mathematic-learning-outcomes-towards-physics-ability-in-senior-high-school-through-authentic-assessment-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33481</span> Efficacy of Self-Assessment in Written Production among High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoko%20Suganuma%20Oi">Yoko Suganuma Oi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study is to find the efficacy of high school student self-assessment of written production. It aimed to explore the following two research questions: 1)How is topic development of their written production improved after student self-assessment and teacher feedback? 2)Does the consistency between student self-assessment and teacher assessment develop after student self-assessment and teacher feedback? The data came from the written production of 82 Japanese high school students aged from 16 to 18 years old, an American English teacher and one Japanese English teacher. Students were asked to write English compositions, about 150 words, for thirty minutes without using dictionaries. It was conducted twice at intervals of two months. Students were supposed to assess their own compositions by themselves. Teachers also assessed students’ compositions using the same assessment sheet. The results showed that both teachers and students assessed the second compositions higher than the first compositions. However, there was not the development of the consistency in coherence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=topic%20development" title=" topic development"> topic development</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school%20students" title=" high school students "> high school students </a> </p> <a href="https://publications.waset.org/abstracts/25069/efficacy-of-self-assessment-in-written-production-among-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25069.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">502</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33480</span> The Development of an Integrity Cultivating Module in School-Based Assessment among Malaysian Teachers: A Research Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a>, <a href="https://publications.waset.org/abstracts/search?q=Norazilawati%20Binti%20Abdullah"> Norazilawati Binti Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahimah%20Adam"> Rahimah Adam</a>, <a href="https://publications.waset.org/abstracts/search?q=Othman%20Bin%20Lebar"> Othman Bin Lebar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The competency and integrity required for better understanding and practice of School-based Assessment (PBS) comes not only from the process, but also in providing the support or ‘scaffolding’ for teachers to recognize the student as a learner, improve their self-assessment skills, understanding of the daily teaching plan and its constructive alignment of the curriculum, pedagogy and assessment. The cultivation of integrity in PBS among the teachers is geared towards encouraging them to become committed and dedicated in implementing assessments in a serious, efficient manner, thus moving away from the usual teacher-focused approach to the student-focused approach. The teachers show their integrity via their professional commitment, responsibility and actions. The module based on the cultivation of integrity in PBS among Malaysian teachers aims to broaden the guidance support for teachers (embedded in the training), which consists of various domains to enable better evaluation of complex assessment tasks and the construction of suitable instrument for measuring the relevant cognitive, affective and psychomotor domains to describe the students’ achievement. The instrument for integrity cultivation in PBS has been developed and validated for measuring the effectiveness of the module constructed. This module is targeted towards assisting the staff in the Education Ministry, especially the principal trainers, teachers, headmasters and education officers to acquire effective intervention for improving the PBS assessors’ integrity and competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school-based%20assessment" title="school-based assessment">school-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20competency%20integrity%20cultivation" title=" assessment competency integrity cultivation"> assessment competency integrity cultivation</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20commitment" title=" professional commitment"> professional commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=module" title=" module"> module</a> </p> <a href="https://publications.waset.org/abstracts/40997/the-development-of-an-integrity-cultivating-module-in-school-based-assessment-among-malaysian-teachers-a-research-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">410</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33479</span> Model of Monitoring and Evaluation of Student’s Learning Achievement: Application of Value-Added Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jatuphum%20Ketchatturat">Jatuphum Ketchatturat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Value-added assessment has been used for developing the model of monitoring and evaluation of student's learning achievement. The steps of model development consist of 1) study and analyisis of the school and the district report system of student achievement and progress, 2) collecting the data of student achievement to develop the value added indicator, 3) developing the system of value-added assessment by participatory action research approach, 4) putting the system of value-added assessment into the educational district of secondary school, 5) determining the quality of the developed system of value-added assessment. The components of the developed model consist of 1) the database of value-added assessment of student's learning achievement, 2) the process of monitoring and evaluation the student's learning achievement, and 3) the reporting system of value-added assessment of student's learning achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title="learning achievement">learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring%20and%20evaluation" title=" monitoring and evaluation"> monitoring and evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=value-added%20assessment" title=" value-added assessment"> value-added assessment</a> </p> <a href="https://publications.waset.org/abstracts/12155/model-of-monitoring-and-evaluation-of-students-learning-achievement-application-of-value-added-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33478</span> Music Aptitude and School Readiness in Indonesian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diella%20Gracia%20Martauli">Diella Gracia Martauli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (<em>M </em>= 6.10, <em>SD </em>= 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (<em>r </em>= 0.196, <em>p </em>= 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BSRA" title="BSRA">BSRA</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20aptitude" title=" music aptitude"> music aptitude</a>, <a href="https://publications.waset.org/abstracts/search?q=PMMA" title=" PMMA"> PMMA</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a> </p> <a href="https://publications.waset.org/abstracts/108912/music-aptitude-and-school-readiness-in-indonesian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33477</span> Identifying Teachers’ Perception of Integrity in School-Based Assessment Practice: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor">Abd Aziz Bin Abd Shukor</a>, <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Binti%20Moh%20Hj%20Abdullah"> Eftah Binti Moh Hj Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This case study aims to identify teachers’ perception as regards integrity in School-Ba sed Assessment (PBS) practice. This descriptive study involved 9 teachers from 4 secondary schools in 3 districts in the state of Perak. The respondents had undergone an integrity in PBS Practice interview using a focused group discussion method. The overall findings showed that the teachers believed that integrity in PBS practice could be achieved by adjusting the teaching methods align with learning objectives and the students’ characteristics. Many teachers, parents and student did not understand the best practice of PBS. This would affect the integrity in PBS practice. Teachers did not emphasis the principles and ethics. Their integrity as an innovative public servant may also be affected with the frequently changing assessment system, lack of training and no prior action research. The analysis of findings showed that the teachers viewed that organizational integrity involving the integrity of PBS was difficult to be implemented based on the expectations determined by Malaysia Ministry of Education (KPM). A few elements which assisted in the achievement of PBS integrity were the training, students’ understanding, the parents’ understanding of PBS, environment (involving human resources such as support and appreciation and non-human resources such as technology infrastructure readiness and media). The implications of this study show that teachers, as the PBS implementers, have a strong influence on the integrity of PBS. However, the transformation of behavior involving PBS integrity among teachers requires the stabilisation of support and infrastructure in order to enable the teachers to implement PBS in an ethical manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20integrity" title="assessment integrity">assessment integrity</a>, <a href="https://publications.waset.org/abstracts/search?q=integrity" title=" integrity"> integrity</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=school-based%20assessment" title=" school-based assessment"> school-based assessment</a> </p> <a href="https://publications.waset.org/abstracts/41309/identifying-teachers-perception-of-integrity-in-school-based-assessment-practice-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41309.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">349</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33476</span> A Study of Variables Affecting on a Quality Assessment of Mathematics Subject in Thailand by Using Value Added Analysis on TIMSS 2011</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruangdech%20Sirikit">Ruangdech Sirikit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were to study the variables affecting the quality assessment of mathematics subject in Thailand by using value-added analysis on TIMSS 2011. The data used in this research is the secondary data from the 2011 Trends in International Mathematics and Science Study (TIMSS), collected from 6,124 students in 172 schools from Thailand, studying only mathematics subjects. The data were based on 14 assessment tests of knowledge in mathematics. There were 3 steps of data analysis: 1) To analyze descriptive statistics 2) To estimate competency of students from the assessment of their mathematics proficiency by using MULTILOG program; 3) analyze value added in the model of quality assessment using Value-Added Model with Hierarchical Linear Modeling (HLM) and 2 levels of analysis. The research results were as follows: 1. Student level variables that had significant effects on the competency of students at .01 levels were Parental care, Resources at home, Enjoyment of learning mathematics and Extrinsic motivation in learning mathematics. Variable that had significant effects on the competency of students at .05 levels were Education of parents and self-confident in learning mathematics. 2. School level variable that had significant effects on competency of students at .01 levels was Extra large school. Variable that had significant effects on competency of students at .05 levels was medium school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20assessment" title="quality assessment">quality assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=value-added%20model" title=" value-added model"> value-added model</a>, <a href="https://publications.waset.org/abstracts/search?q=TIMSS" title=" TIMSS"> TIMSS</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand "> Thailand </a> </p> <a href="https://publications.waset.org/abstracts/27349/a-study-of-variables-affecting-on-a-quality-assessment-of-mathematics-subject-in-thailand-by-using-value-added-analysis-on-timss-2011" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27349.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33475</span> Simo-syl: A Computer-Based Tool to Identify Language Fragilities in Italian Pre-Schoolers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marinella%20Majorano">Marinella Majorano</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachele%20Ferrari"> Rachele Ferrari</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamara%20Bastianello"> Tamara Bastianello</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recent technological advance allows for applying innovative and multimedia screen-based assessment tools to test children's language and early literacy skills, monitor their growth over the preschool years, and test their readiness for primary school. Several are the advantages that a computer-based assessment tool offers with respect to paper-based tools. Firstly, computer-based tools which provide the use of games, videos, and audio may be more motivating and engaging for children, especially for those with language difficulties. Secondly, computer-based assessments are generally less time-consuming than traditional paper-based assessments: this makes them less demanding for children and provides clinicians and researchers, but also teachers, with the opportunity to test children multiple times over the same school year and, thus, to monitor their language growth more systematically. Finally, while paper-based tools require offline coding, computer-based tools sometimes allow obtaining automatically calculated scores, thus producing less subjective evaluations of the assessed skills and provide immediate feedback. Nonetheless, using computer-based assessment tools to test meta-phonological and language skills in children is not yet common practice in Italy. The present contribution aims to estimate the internal consistency of a computer-based assessment (i.e., the Simo-syl assessment). Sixty-three Italian pre-schoolers aged between 4;10 and 5;9 years were tested at the beginning of the last year of the preschool through paper-based standardised tools in their lexical (Peabody Picture Vocabulary Test), morpho-syntactical (Grammar Repetition Test for Children), meta-phonological (Meta-Phonological skills Evaluation test), and phono-articulatory skills (non-word repetition). The same children were tested through Simo-syl assessment on their phonological and meta-phonological skills (e.g., recognise syllables and vowels and read syllables and words). The internal consistency of the computer-based tool was acceptable (Cronbach's alpha = .799). Children's scores obtained in the paper-based assessment and scores obtained in each task of the computer-based assessment were correlated. Significant and positive correlations emerged between all the tasks of the computer-based assessment and the scores obtained in the CMF (r = .287 - .311, p < .05) and in the correct sentences in the RCGB (r = .360 - .481, p < .01); non-word repetition standardised test significantly correlates with the reading tasks only (r = .329 - .350, p < .05). Further tasks should be included in the current version of Simo-syl to have a comprehensive and multi-dimensional approach when assessing children. However, such a tool represents a good chance for the teachers to early identifying language-related problems even in the school environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-based" title=" computer-based"> computer-based</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20identification" title=" early identification"> early identification</a>, <a href="https://publications.waset.org/abstracts/search?q=language-related%20skills" title=" language-related skills"> language-related skills</a> </p> <a href="https://publications.waset.org/abstracts/141497/simo-syl-a-computer-based-tool-to-identify-language-fragilities-in-italian-pre-schoolers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141497.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33474</span> Adolescent Social Anxiety, School Satisfaction, and School Absenteeism; Findings from Young-HUNT3 and Norwegian National Education Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malik%20D.%20Halidu">Malik D. Halidu</a>, <a href="https://publications.waset.org/abstracts/search?q=Cathrine%20F.%20Moe"> Cathrine F. Moe</a>, <a href="https://publications.waset.org/abstracts/search?q=Tommy%20Haugan"> Tommy Haugan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The demand for effective school-based interventions in shaping adolescents' unmet mental health needs is growing. Grounding in the functional contextualism approach, this study investigates the role of school satisfaction (SS) in serving as a buffer to school absenteeism (SAB) among adolescents experiencing social anxiety (SA). Methods: A unique and large population-based sample of adolescents (upper secondary school pupils; n= 1864) from the Young-HUNT 3 survey dataset merged with the national educational registry from Norway. Moderation regression analysis was performed using Stata 17. Results: We find a statistically significant moderating role of school satisfaction on the relationship between social anxiety and school absenteeism (β=-0.109,p<0.01) among upper secondary school pupils. Among socially anxious adolescents associated with a higher perceived quality of school life, it functions as a buffer by reducing the positive relationship between SA and SAB. But, there was no statistically significant difference between social anxiety and school absenteeism for adolescents with low school satisfaction. Conclusion: Overall, the study's hypothesis model was statistically supported and contributes to the discourse that school satisfaction as a target of school-based interventions can effectively improve school outcomes (e.g., reduced absenteeism) among socially anxious pupils. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title="social anxiety">social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20satisfaction" title=" school satisfaction"> school satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20absenteeism" title=" school absenteeism"> school absenteeism</a>, <a href="https://publications.waset.org/abstracts/search?q=Norwegian%20adolescent" title=" Norwegian adolescent"> Norwegian adolescent</a> </p> <a href="https://publications.waset.org/abstracts/168077/adolescent-social-anxiety-school-satisfaction-and-school-absenteeism-findings-from-young-hunt3-and-norwegian-national-education-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33473</span> Navigating the Integration of AI in High School Assessment: Strategic Implementation and Ethical Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loren%20Clarke">Loren Clarke</a>, <a href="https://publications.waset.org/abstracts/search?q=Katie%20Reed"> Katie Reed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of artificial intelligence (AI) in high school education assessment offers transformative potential, providing more personalized, timely, and accurate evaluations of student performance. However, the successful adoption of AI-driven assessment systems requires robust change management strategies to navigate the complexities and resistance that often accompany such technological shifts. This presentation explores effective methods for implementing AI in high school assessment, emphasizing the need for strategic planning and stakeholder engagement. Focusing on a case study of a Victorian high school, it will examine the practical steps taken to integrate AI into teaching and learning. This school has developed innovative processes to support academic integrity and foster authentic cogeneration with AI, ensuring that the technology is used ethically and effectively. By creating comprehensive professional development programs for teachers and maintaining transparent communication with students and parents, the school has successfully aligned AI technologies with their existing curricula and assessment frameworks. The session will highlight how AI has enhanced both formative and summative assessments, providing real-time feedback that supports differentiated instruction and fosters a more personalized learning experience. Participants will learn about best practices for managing the integration of AI in high school settings while maintaining a focus on equity and student-centered learning. This presentation aims to equip high school educators with the insights and tools needed to effectively manage the integration of AI in assessment, ultimately improving educational outcomes and preparing students for future success. Methodologies: The research is a case study of a Victorian high school to examine AI integration in assessments, focusing on practical implementation steps, ethical practices, and change management strategies to enhance personalized learning and assessment. Outcomes: This research explores AI integration in high school assessments, focusing on personalized evaluations, ethical use, and change management. A Victorian school case study highlights best practices to enhance assessments and improve student outcomes. Main Contributions: This research contributes by outlining effective AI integration in assessments, showcasing a Victorian school's implementation, and providing best practices for ethical use, change management, and enhancing personalized learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title=" curriculum design"> curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ai%20in%20education" title=" ai in education"> ai in education</a> </p> <a href="https://publications.waset.org/abstracts/189375/navigating-the-integration-of-ai-in-high-school-assessment-strategic-implementation-and-ethical-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189375.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">21</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33472</span> Assessment of Psychomotor Development of Preschool Children: A Review of Eight Psychomotor Developmental Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Viola%20Huba%C4%8Dov%C3%A1%20Pirov%C3%A1">Viola Hubačová Pirová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assessment of psychomotor development allows us to identify children with motor delays, helps us to monitor progress in time and prepare suitable intervention programs. The foundation of psychomotor development lies in pre-school age and is crucial for child´s further cognitive and social development. Many assessment tools of psychomotor development have been developed over the years. Some of them are easy screening tools; others are more complex and sophisticated. The purpose of this review is to describe the history of psychomotor assessment, specify preschool children´s psychomotor evaluation and review eight psychomotor development assessment tools for preschool children (Denver II., DEMOST-PRE, TGMD -2/3, BOT-2, MABC-2, PDMS-2, KTK, MOT 4-6). The selection of test depends on purpose and context in which is the assessment planned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20of%20psychomotor%20development" title="assessment of psychomotor development">assessment of psychomotor development</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomotor%20development" title=" psychomotor development"> psychomotor development</a>, <a href="https://publications.waset.org/abstracts/search?q=review%20of%20assessment%20tools" title=" review of assessment tools"> review of assessment tools</a> </p> <a href="https://publications.waset.org/abstracts/129813/assessment-of-psychomotor-development-of-preschool-children-a-review-of-eight-psychomotor-developmental-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129813.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33471</span> Learning Based on Computer Science Unplugged in Computer Science Education: Design, Development, and Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eiko%20Takaoka">Eiko Takaoka</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoshiyuki%20Fukushima"> Yoshiyuki Fukushima</a>, <a href="https://publications.waset.org/abstracts/search?q=Koichiro%20Hirose"> Koichiro Hirose</a>, <a href="https://publications.waset.org/abstracts/search?q=Tadashi%20Hasegawa"> Tadashi Hasegawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although all high school students in Japan are required to learn informatics, many of them do not learn this topic sufficiently. In response to this situation, we propose a support package for high school informatics classes. To examine what students learned and if they sufficiently understood the context of the lessons, a questionnaire survey was distributed to 186 students. We analyzed the results of the questionnaire and determined the weakest units, which were “basic computer configuration” and “memory and secondary storage”. We then developed a package for teaching these units. We propose that our package be applied in high school classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20unplugged" title="computer science unplugged">computer science unplugged</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20outreach" title=" computer science outreach"> computer science outreach</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school%20curriculum" title=" high school curriculum"> high school curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20evaluation" title=" experimental evaluation"> experimental evaluation</a> </p> <a href="https://publications.waset.org/abstracts/6381/learning-based-on-computer-science-unplugged-in-computer-science-education-design-development-and-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6381.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33470</span> Effect of Oral-Written Mode of Assessing Senior Secondary School Two English Language Students’ Achievement in Descriptive Essay</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwabukola%20Oluwaseyi%20Oduntan">Oluwabukola Oluwaseyi Oduntan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The English Language plays a central and strategic role in the school system because almost all the school subjects are taught using the English language. However, students’ achievement in this subject at senior secondary school is not encouraging. Therefore, this study examined the effects of oral-written mode of assessment on senior secondary school students’ achievement in a descriptive essay. It also examined the moderating effects of students’ gender and class on students’ achievement in a descriptive essay. The study adopted a pretest-posttest, control group, quasi-experimental design with a 2x2x3 factorial matrix. The participant consisted of 140 Senior Secondary II students drawn from four intact classes from four schools randomly selected from four Local Government Areas randomly selected from Oyo town in Oyo State. Two schools were assigned each to the treatment group and the control group. The following instruments were used for the study: Descriptive Essay Achievement Test (r = 0.78); Descriptive Achievement Test Marking Scheme; Check List of Oral-Written Assessment and Teachers’ Instructional Guide on Descriptive Essay (r = 0.81). Seven null hypotheses guided the study and tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance, Estimated Marginal Means and Scheffe post-hoc test. The result revealed that treatment had a significant main effect on students’ achievement in descriptive essay (F(1,127) = 25.407, P < .05, η2 = .167). Students exposed to oral-written assessment had a higher achievement scores ((x ) ̅= 36.15) than those exposed to written assessment ((x ) ̅= 28.55). There was no significant main effect of gender on students’ achievement in descriptive essay (F₍₁, ₁₂₇₎ = .349, P > .05, η2 = .003). The result also revealed that the effects of class was not significant on students’ students’ achievement in descriptive essay (F₍₁, ₁₂₇₎ = .679, P > .05, η2 = .006). Oral-written mode of assessment enhanced students’ achievement in a descriptive essay. It is, therefore, recommended that teachers and curriculum developers should adopt the use of oral-written assessment for better improvement of students’ achievement in a descriptive essay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class" title="class">class</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=oral-written%20assessment" title=" oral-written assessment"> oral-written assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20assessment" title=" written assessment"> written assessment</a> </p> <a href="https://publications.waset.org/abstracts/92996/effect-of-oral-written-mode-of-assessing-senior-secondary-school-two-english-language-students-achievement-in-descriptive-essay" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92996.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33469</span> What Constitutes Pre-School Mathematics and How It Look Like in the Classroom?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chako%20G.%20Chako">Chako G. Chako</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study reports on an ongoing research that explores pre-school mathematics. Participants in the study includes three pre-school teachers and their pre-school learners from one school in Gaborone. The school was purposefully selected based on its performance in Botswana’s 2019 national examinations. Specifically, the study is interested on teachers’ explanations of mathematics concepts embedded in pre-school mathematics tasks. The interest on explanations was informed by the view that suggests that, the mathematics learners get to learn, resides in teachers’ explanations. Recently, Botswana’s basic education has integrated pre-school education into the mainstream public primary school education. This move is part of the government’s drive to elevate Botswana to a knowledge-based-economy. It is believed that provision of pre-school education to all Batswana children will contribute immensely towards a knowledge-based-economy. Since pre-school is now a new phenomenon in our education, there is limited research at this level of education in Botswana. In particular, there is limited knowledge about what and how the teaching is conducted in Pre-Schools in Botswana. Hence, the study seeks to gain insight into what constitutes mathematics in tasks that learners are given, and how concepts are made accessible to Pre-school learners. The research question of interest for this study is stated as: What is the nature Pre-school teachers’ explanations of mathematics concepts embedded in tasks given to learners. Casting some light into what and how pre-school mathematics tasks are enacted is critical for policy and Pre-school teacher professional development. The sociocultural perspective framed the research. Adler and Rhonda’s (2014) notion of exemplification and explanatory communication are used to analyze tasks given to learners and teachers’ explanations respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom" title="classroom">classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=explanation" title=" explanation"> explanation</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school" title=" pre-school"> pre-school</a>, <a href="https://publications.waset.org/abstracts/search?q=tasks" title=" tasks"> tasks</a> </p> <a href="https://publications.waset.org/abstracts/124362/what-constitutes-pre-school-mathematics-and-how-it-look-like-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124362.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33468</span> Teachers’ Reactions, Learning, Organizational Support, and Use of Lesson Study for Transformative Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melaku%20Takele%20Abate">Melaku Takele Abate</a>, <a href="https://publications.waset.org/abstracts/search?q=Abbi%20Lemma%20Wodajo"> Abbi Lemma Wodajo</a>, <a href="https://publications.waset.org/abstracts/search?q=Adula%20Bekele%20Hunde"> Adula Bekele Hunde</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at exploring mathematics teachers' reactions, learning, school leaders’ support, and use of the Lesson Study for Transformative Assessment (LSforTA) program ideas in practice. The LSforTA program was new, and therefore, a local and grounded approach was needed to examine teachers’ knowledge and skills acquired using LSforTA. So, a design-based research approach was selected to evaluate and refine the LSforTA approach. The results showed that LSforTA increased teachers' knowledge and use of different levels of mathematics assessment tasks. The program positively affected teachers' practices of transformative assessment and enhanced their knowledge and skills in assessing students in a transformative way. The paper concludes how the LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20assessment" title="classroom assessment">classroom assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback%20practices" title=" feedback practices"> feedback practices</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title=" lesson study"> lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=design-based%20research" title=" design-based research"> design-based research</a> </p> <a href="https://publications.waset.org/abstracts/182062/teachers-reactions-learning-organizational-support-and-use-of-lesson-study-for-transformative-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182062.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33467</span> The School Based Support Program: An Evaluation of a Comprehensive School Reform Initiative in the State of Qatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abu-Tineh">Abdullah Abu-Tineh</a>, <a href="https://publications.waset.org/abstracts/search?q=Youmen%20Chaaban"> Youmen Chaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the development of a professional development (PD) model for teacher growth and learning that is embedded into the school context. The School based Support Program (SBSP), designed for the Qatari context, targets the practices, knowledge and skills of both school leadership and teachers in an attempt to improve student learning outcomes. Key aspects of the model include the development of learning communities among teachers, strong leadership that supports school improvement activities, and the use of research-based PD to improve teacher practices and student achievement. This paper further presents findings from an evaluation of this PD program. Based on an adaptation of Guskey’s evaluation of PD models, 100 teachers at the participating schools were selected for classroom observations and 40 took part in in-depth interviews to examine changed classroom practices. The impact of the PD program on student learning was also examined. Teachers’ practices and their students’ achievement in English, Arabic, mathematics and science were measured at the beginning and at the end of the intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=initiative" title="initiative">initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20based%20support%20Program%20%28SBSP%29" title=" school based support Program (SBSP)"> school based support Program (SBSP)</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20reform" title=" school reform"> school reform</a> </p> <a href="https://publications.waset.org/abstracts/40262/the-school-based-support-program-an-evaluation-of-a-comprehensive-school-reform-initiative-in-the-state-of-qatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40262.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">496</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33466</span> Indicators for Success of Obesity Reduction Programs in Adolescents; Body Composition and Body Mass Index: Evaluating a School-Based Health Promotion Project in Iran after 12 Weeks of Intervention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeid%20Doaei">Saeid Doaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Obesity in adolescence is a primary risk factor for obesity in adulthood. The objective of this study was the assessment of the effect of a comprehensive lifestyle intervention on different anthropometric indices in 12 to 16 years old boy adolescents. Methods: 96 adolescent boys of two schools of District 5 of Tehran have participated in this study. The schools were randomly assigned as intervention school (n=53) and control school (n=43). The height and weight of students were measured with a calibrated tape line and digital scale respectively and their BMI were calculated. The amounts of body fat percent (BF) and body muscle (BM) percent were determined by Bio Impedance Analyzer (BIA) considering the age, gender and height of students at baseline and after intervention. The intervention was implemented in the intervention school, according to the Ottawa charter principles. Results: 12 weeks of intervention decreased body fat percent in the intervention group in comparison with the control group (decreased by 1.81 % in the intervention group and increased by .39 % in the control group, P < .01). However, weight, BMI and BM did not change significantly. Conclusion: The result of this study showed that the implementation of comprehensive intervention in obese adolescents may improve the body composition, although these changes may not be reflected in BMI. It is possible that BMI is not a good indicator in assessment of the success of obesity management intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=obesity" title="obesity">obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood" title=" childhood"> childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=BMI" title=" BMI"> BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=nutrition" title=" nutrition"> nutrition</a> </p> <a href="https://publications.waset.org/abstracts/71017/indicators-for-success-of-obesity-reduction-programs-in-adolescents-body-composition-and-body-mass-index-evaluating-a-school-based-health-promotion-project-in-iran-after-12-weeks-of-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71017.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33465</span> An Investigation into the Role of School Social Workers and Psychologists with Children Experiencing Special Educational Needs in Libya </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelbasit%20Gadour">Abdelbasit Gadour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the function of schools’ psychosocial services within Libyan mainstream schools in relation to children’s special educational needs (SEN). This is with the aim to examine the role of school social workers and psychologists in the assessment procedure of children with special educational needs. A semi-structured interview was used in this study, with 21 professionals working in the schools’ psychosocial services, of whom thirteen were school social workers (SSWs) and eight were school psychologists (SPs). The results of the interviews with SSWs and SPs provided insights into how SEN children are identified, assessed, and dealt with by school professionals. It appears from the results that what constitutes a problem has not changed significantly, and the link between learning difficulties and behavioral difficulties is also evident from this study. Children with behavior difficulties are more likely to be referred to school psychosocial services than children with learning difficulties. Yet, it is not clear from the interviews with SSWs and SPs whether children are excluded merely because of their behavior problems. Instead, they would surely be expelled from the school if they failed academically. Furthermore, the interviews with SSWs and SPs yield a rather unusual source accountable for children’s SEN; school-related difficulties were a major factor in which almost all participants attributed children’s learning and behavior problems to teachers’ deficiencies, followed by school lack of resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychologist" title="psychologist">psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20workers" title=" social workers"> social workers</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/130946/an-investigation-into-the-role-of-school-social-workers-and-psychologists-with-children-experiencing-special-educational-needs-in-libya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130946.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33464</span> Collaborative Managerial Practices of Heads of Educational Institutions: Principals and Students Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Ahmed">Nasir Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was designed to explore the managerial practices of secondary school principals in collaboration with different school stakeholder’s i.e. Teachers, students and school councils. The population of the study comprised 41 principals of government secondary schools, 249 Secondary school teachers (SSTs), 3360 students of 10th class and 300 members of the school councils of government secondary schools (both boys and girls) in Wazirabad, Pakistan. 50 percentage principals, 40 percentage SSTs, 3 percentage students and 15% members of the school councils were taken as a sample of the study. Data was collected through different four-questionnaire design on a ﬁve point rating scale. The questionnaires for teachers, students, and school councils were developed to see their involvement in school management. The questionnaire for the secondary school principals was designed to ﬁnd out to see their perceptions about the involvement of these stakeholders in school’s management. The results of the students indicated that, the remaining stakeholders were not cooperating with the school management. It was recommended that all the stakeholders be provided equal opportunities to take an active part in the school management. This may be based on a formal mechanism for the collaborative efforts of all the stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20stakeholders" title=" school stakeholders"> school stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20councils" title=" school councils"> school councils</a>, <a href="https://publications.waset.org/abstracts/search?q=managerial%20practices" title=" managerial practices"> managerial practices</a> </p> <a href="https://publications.waset.org/abstracts/38092/collaborative-managerial-practices-of-heads-of-educational-institutions-principals-and-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33463</span> The Analysis of Gizmos Online Program as Mathematics Diagnostic Program: A Story from an Indonesian Private School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shofiayuningtyas%20Luftiani">Shofiayuningtyas Luftiani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Some private schools in Indonesia started integrating the online program Gizmos in the teaching-learning process. Gizmos was developed to supplement the existing curriculum by integrating it into the instructional programs. The program has some features using an inquiry-based simulation, in which students conduct exploration by using a worksheet while teachers use the teacher guidelines to direct and assess students’ performance In this study, the discussion about Gizmos highlights its features as the assessment media of mathematics learning for secondary school students. The discussion is based on the case study and literature review from the Indonesian context. The purpose of applying Gizmos as an assessment media refers to the diagnostic assessment. As a part of the diagnostic assessment, the teachers review the student exploration sheet, analyze particularly in the students’ difficulties and consider findings in planning future learning process. This assessment becomes important since the teacher needs the data about students’ persistent weaknesses. Additionally, this program also helps to build student’ understanding by its interactive simulation. Currently, the assessment over-emphasizes the students’ answers in the worksheet based on the provided answer keys while students perform their skill in translating the question, doing the simulation and answering the question. Whereas, the assessment should involve the multiple perspectives and sources of students’ performance since teacher should adjust the instructional programs with the complexity of students’ learning needs and styles. Consequently, the approach to improving the assessment components is selected to challenge the current assessment. The purpose of this challenge is to involve not only the cognitive diagnosis but also the analysis of skills and error. Concerning the selected setting for this diagnostic assessment that develops the combination of cognitive diagnosis, skills analysis and error analysis, the teachers should create an assessment rubric. The rubric plays the important role as the guide to provide a set of criteria for the assessment. Without the precise rubric, the teacher potentially ineffectively documents and follows up the data about students at risk of failure. Furthermore, the teachers who employ the program of Gizmos as the diagnostic assessment might encounter some obstacles. Based on the condition of assessment in the selected setting, the obstacles involve the time constrain, the reluctance of higher teaching burden and the students’ behavior. Consequently, the teacher who chooses the Gizmos with those approaches has to plan, implement and evaluate the assessment. The main point of this assessment is not in the result of students’ worksheet. However, the diagnostic assessment has the two-stage process; the process to prompt and effectively follow-up both individual weaknesses and those of the learning process. Ultimately, the discussion of Gizmos as the media of the diagnostic assessment refers to the effort to improve the mathematical learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20assessment" title="diagnostic assessment">diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Gizmos%20online%20program" title=" Gizmos online program"> Gizmos online program</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20analysis" title=" skills analysis"> skills analysis</a> </p> <a href="https://publications.waset.org/abstracts/58332/the-analysis-of-gizmos-online-program-as-mathematics-diagnostic-program-a-story-from-an-indonesian-private-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33462</span> An E-Assessment Website to Implement Hierarchical Aggregate Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Lesage">M. Lesage</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Ra%C3%AEche"> G. Raîche</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Riopel"> M. Riopel</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Fortin"> F. Fortin</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Sebkhi"> D. Sebkhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes a Web server implementation of the hierarchical aggregate assessment process in the field of education. This process describes itself as a field of teamwork assessment where teams can have multiple levels of hierarchy and supervision. This process is applied everywhere and is part of the management, education, assessment and computer science fields. The E-Assessment website named “Cluster” records in its database the students, the course material, the teams and the hierarchical relationships between the students. For the present research, the hierarchical relationships are team member, team leader and group administrator appointments. The group administrators have the responsibility to supervise team leaders. The experimentation of the application has been performed by high school students in geology courses and Canadian army cadets for navigation patrols in teams. This research extends the work of Nance that uses a hierarchical aggregation process similar as the one implemented in the “Cluster” application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-assessment" title=" e-assessment"> e-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork%20assessment" title=" teamwork assessment"> teamwork assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20aggregate%20assessment" title=" hierarchical aggregate assessment"> hierarchical aggregate assessment</a> </p> <a href="https://publications.waset.org/abstracts/2666/an-e-assessment-website-to-implement-hierarchical-aggregate-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33461</span> Competence on Learning Delivery Modes and Performance of Physical Education Teachers in Senior High Schools in Davao</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juvanie%20C.%20Lapesigue">Juvanie C. Lapesigue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Worldwide school closures result from a significant public health crisis that has affected the nation and the entire world. It has affected students, educators, educational organizations globally, and many other aspects of society. Academic institutions worldwide teach students using diverse approaches of various learning delivery modes. This paper investigates the competence and performance of physical education teachers using various learning delivery modes, including Distance learning, Blended Learning, and Homeschooling during online distance education. To identify the Gap between their age generation using various learning delivery that affects teachers' preparation for distance learning and evaluates how these modalities impact teachers’ competence and performance in the case of a pandemic. The respondents were the Senior High School teachers of the Department of Education who taught in Davao City before and during the pandemic. Purposive sampling was utilized on 61 Senior High School Teachers in Davao City Philippines. The result indicated that teaching performance based on pedagogy and assessment has significantly affected teaching performance in teaching physical education, particularly those Non-PE teachers teaching physical education subjects. It should be supplied with enhancement training workshops to help them be more successful in preparation in terms of teaching pedagogy and assessment in the following norm. Hence, a proposed unique training design for non-P.E. Teachers has been created to improve the teachers’ performance in terms of pedagogy and assessment in teaching P.E subjects in various learning delivery modes in the next normal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20delivery%20modes" title=" learning delivery modes"> learning delivery modes</a>, <a href="https://publications.waset.org/abstracts/search?q=P.E%20teachers" title=" P.E teachers"> P.E teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20competence" title=" teaching competence"> teaching competence</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance"> teaching performance</a> </p> <a href="https://publications.waset.org/abstracts/161646/competence-on-learning-delivery-modes-and-performance-of-physical-education-teachers-in-senior-high-schools-in-davao" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33460</span> Intercultural Competency for Teachers at the Public Multicultural Alternative School for Immigrants and Multicultural Family Student’s School Maladjustment in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiseob%20Chung">Kiseob Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyeonmin%20Kang"> Hyeonmin Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore what is intercultural competency needed for teacher through their experience at the public multicultural alternative school. The public alternative multicultural school is an accredited school for immigrants or students from multicultural families who have experienced school maladjustment at public school. This school has self-regulation in curriculum and function of bridge to public school by helping their adaptation. In particular, this study answers the following questions: What are the most difficulties for teacher at the multicultural alternative school in comparison to public school? What competencies are required for teacher at the multicultural alternative school? Which competencies in cognitive, emotional and practical area should be more required in order for teacher to communicate with student effectively (successfully) in class and other activities in school? What is the background of that we called these competencies especially as ‘intercultural’? This study focuses to clarify teacher’s competency to help immigrants of students from multicultural background to adjust to school life with the term of intercultural competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competency%20for%20teacher" title="intercultural competency for teacher">intercultural competency for teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20alternative%20school" title=" multicultural alternative school"> multicultural alternative school</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20students" title=" multicultural students"> multicultural students</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20maladjustment" title=" school maladjustment"> school maladjustment</a> </p> <a href="https://publications.waset.org/abstracts/34200/intercultural-competency-for-teachers-at-the-public-multicultural-alternative-school-for-immigrants-and-multicultural-family-students-school-maladjustment-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34200.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33459</span> Development a Fine Motor and Executive Function Assessment (FiM&EF) for Assessing School Aged Children with Attention Deficit/Hyperactivity Disorder (AD/HD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Negar%20Miri-Lavasani">Negar Miri-Lavasani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Children with Attention-deficit/hyperactivity disorder (ADHD) show fine motor skills difficulties, and it is controversial whether this difficulty is based on problems in their fine motor skills or their executive function impairments. Objectives of Study: The Fine Motor and Executive Function assessment tool (FiM&EF) was developed to answer the question, ‘Do the fine motor skill deficits in children with ADHD come from their fine motor problems or is it caused by their executive function problems?’. This paper describes the development of a new assessment of Fine Motor and Executive Function (FiM &EF) needed by primary school students with ADHD aged 6-12 years with ADHD. Methods: A study on the content validity established through a survey of a panel of nine experts is explained in detail. Findings: Most the experts agreed such an assessment was needed and two items were deleted as a result of experts’ feedback. Relevance to Clinical Practice: Distinguishing the main reason of fine motor problem in these children could help the clinician for their therapy plans. Knowledge on the influence of executive functioning on fine motor ability in selected age children with ADHD would provide a clearer clinical picture of the fine motor capabilities and executive function for these children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20ADHD" title="children with ADHD">children with ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=fine%20motor" title=" fine motor"> fine motor</a>, <a href="https://publications.waset.org/abstracts/search?q=test" title=" test"> test</a> </p> <a href="https://publications.waset.org/abstracts/77892/development-a-fine-motor-and-executive-function-assessment-fimef-for-assessing-school-aged-children-with-attention-deficithyperactivity-disorder-adhd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77892.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33458</span> Students’ Perceptions of Well-Being and School-Based Well-Being Programs and Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Madden">Amanda Madden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research was to identify students understanding of well-being and perceptions of the effective components of school-based well-being programs they have participated in during their time in secondary school. With one in four adolescents suffering from some form of mental health disorder, which has the potential to directly impact their academic ability, schools have moved towards a more holistic approach to education, resulting in the growth of school-based well-being programs. There is limited research on the effectiveness of school-based well-being programs, with fewer studies examining students’ perspectives on their well-being. A mixed-method design was utilized, framed by a social constructivist methodology. Quantitative data was collected through a researcher-developed self-report survey, and qualitative data were collected through one-on-one interviews and a semi-structured focus group undertaken with Year 12 students from three independent co-educational schools in Western Australia. Preliminary findings indicate that participants have experienced a minimal impact, either positively or negatively, on their well-being from school-based well-being programs. The data detailed that adolescents consider happiness, positive attitude, good physical health, balance, emotional fulfillment and confidence components of well-being. The findings also highlighted sports, positive family relationships, positive friendships, and pets positively enhanced well-being. This research suggests that researchers and educational leaders should consider students’ understanding of well-being in the development of school-based well-being assessments and interventions. Students are the recipients of school-based well-being programs and are best placed to inform what they will and will not respond to in the determination of appropriate well-being content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title="wellbeing">wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20based%20wellbeing" title=" school based wellbeing"> school based wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing%20interventions" title=" wellbeing interventions"> wellbeing interventions</a> </p> <a href="https://publications.waset.org/abstracts/168528/students-perceptions-of-well-being-and-school-based-well-being-programs-and-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20based%20assessment&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20based%20assessment&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=school%20based%20assessment&page=4">4</a></li> <li class="page-item"><a class="page-link" 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