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This study investigates the formative assessment of student academic achievements within the context of mobile learning (m-learning) environments. As mobile technologies continue to reshape educational practices, understanding how to effectively implement formative assessment strategies in these dynamic digital spaces is essential. The study explores various approaches and methodologies for conducting formative assessments tailored specifi- cally for m-learning environments. These include the integration of mobile applications to deliver interactive quizzes, exercises, and simulations that engage learners actively and provide immediate feedback. Additionally, the research examines the use of adaptive formative assessments, which utilize mobile technology to personalize assessment content and pacing according to individual learner needs and progress. The study also examines the role of m-learning analytics in formative assessment, allowing educators to gather real-time data on student interactions and performance to guide instructional decisions. Furthermore, the study explores innovative practices such as gamified formative assessments, which incorporate elements like badges or leaderboards to enhance motivation and engagement among learners. By synthesizing existing literature and empirical studies, this study contributes to advancing the understanding of effective formative assessment practices in m-learning environments. It offers valuable insights for educators, curriculum designers, and policymakers who aim to enhance student learning and achievement in digital-age education. [ABSTRACT FROM AUTHOR]

The research aims to analyze empirical data concerning the competencies essential in the field of mining work, aligning them with industry needs, and assess the outcomes of the analysis in relation to the implementation of Mining Vocational Education and its curriculum, focusing on relevance to industry standards. The Delphi technique method was employed for this research, with participants including experts invited to the FGD forum, mining student alumni, students from the Faculty of Engineering at UNP, and representatives from the industry. Data collection utilized questionnaires and direct interviews. The research results substantiate the necessity for technical and managerial competencies, as well as other essential soft skills. It is emphasized that lecturers must possess teaching competence along with expertise in their respective fields. Additionally, industry collaboration with the educational sector is imperative. The findings underscore the need for the development of a Relevant Competence-Based Curriculum (MBKM), encompassing curriculum design, industry-aligned learning activities, tools for MBKM implementation, and effective socialization of MBKM. Notably, only 46.3% of students graduated on time, with 77.1% securing employment. Language proficiency was identified as a challenge, with 30.4% facing difficulties due to foreign language skills. Personality aspects were deemed crucial by 93% of companies, and the research indicated a high demand for practical learning experiences, particularly in the laboratory setting, at 85%. The overall Learning Experience Assessment yielded a score of 78%. [ABSTRACT FROM AUTHOR]

The aim of the research is to develop an MBKM-based assessment model for electrical circuit courses according to industry needs by using an expert system to provide recommendations in determining implementation policies on campus. The aspects assessed are the validity, practicality and effectiveness of the model. The instruments used are observation sheets, interview guides and questionnaires for students, lecturers and industry. And also use tests to measure student learning outcomes. The research population at the Faculty of Engineering, Padang State University, sample selection using a purposive sampling technique was 55 students and 5 lecturers, and industry instructors. Descriptive data analysis techniques to measure the validity, practicality and effectiveness of the model. And also the test uses Structural Equation Modeling (SEM) using the SMART PLS application. The findings from the needs analysis of an expert system-based assessment model are that the results are very much needed. In line with the results of observations and interviews, it shows that there are still problems that occur in learning activities, assessment and MBKM, which requires the development of assessment models. Meanwhile, the results of expert validation produce data models, questions and websites (usability), information quality, information quality or interaction quality that are proven to be valid. Likewise, the practicality of the lecturers' and students' responses proved to be practical. For student learning outcomes, the average student learning outcomes are classified as good. These findings were novelty by using CAT technology, expert systems, MBKM, holistic assessment, and student assessment needs in industry. The suggestion for this research is to be able to add the latest technology to the MBKM assessment. [ABSTRACT FROM AUTHOR]