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Interest in the gender gap in the physical sciences has been ongoing for a number of years. This study aimed to explore differences in gender based on self-perception. The use of a post-examination survey was used to examine the role of gender in grade perception in chemistry courses over a several-year period. This included courses for non-science majors, health science majors, and traditional chemistry courses for science majors. Self-reported data was collected after the completion of examinations and analyzed to explore the connection between gender and the student's postdiction (a prediction after the completion of the examination) of their examination score as it related to the Kruger-Dunning effect. While male and female students followed the same general patterns, it was found that for most students, male students tended to predict higher scores than female students while seeing little difference in actual performance. The lowest performing students (those scoring less than 50% on examinations) showed little difference in the accuracy of their postdictions based on gender. [ABSTRACT FROM AUTHOR]

This research aims to collect previous research which focuses on group counseling and student anxiety in facing exams. Student anxiety when facing exams is a complex problem. Apart from the problem of student anxiety at school, other problems can also concern the environment around students. Regarding this problem, it is necessary to implement group counseling by guidance and counseling teachers to avoid cases of student anxiety when facing exams. Generally, student anxiety in facing exams occurs due to two factors, namely internal and external factors. Where internal factors come from the student, while external factors come from outside the student, such as the family environment, society and the student's relationships. This research aims to review several research articles examining the effectiveness of group counseling to reduce student anxiety when taking exams. The method used in this research is a literature review indexed by Sinta. Which aims to collect, analyze and seek general views about the effectiveness of group counseling in reducing students' anxiety when facing exams at school. The research results showed that the seven articles analyzed with a focus on discussing group counseling gave positive results and revealed that group counseling using various approaches was effective in reducing students' anxiety when facing exams. It is hoped that the results of this research can be utilized by guidance and counseling teachers and future researchers.

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

Grammar teaching plays an important role in language learning. However, traditional teaching methods limit students' understanding of grammar rules, and therefore more innovative, studentcentered approaches are required. In this study, the methods teachers use in teaching grammar and the types of exams they prefer will be examined, and solution strategies will be developed for the difficulties encountered in this process. The main purpose of the research is to examine the effects of the constructivist model and the contributions of modern measurement-evaluation methods to student success. In this study, qualitative research methods were used and it was carried out within the framework of phenomenological design. Semi-structured interviews were conducted in the data collection process and the data obtained from these interviews were analyzed with content analysis. The participants consisted of teachers with professional experience between 1-6 years, 7 of whom were female and 7 of whom were male. The interview form was started with 12 questions and was reduced to 9 questions as a result of the pilot application. The obtained data reveal the preferences of teachers about grammar teaching and exam types and the development strategies suggested in this process. Teachers use different exam types such as multiple choice, open-ended, performance assessment and portfolio to measure students' grammar level. In grammar teaching, studentcentered, innovative methods are preferred; creative and interactive approaches such as story writing, guided discussions, song-poem analyses are used. Teachers recommend the use of technology-supported materials, the use of digital platforms, the increase of peer interaction, and the more effective use of portfolios and performance-based assessments. Recommendations for the study are that the use of digital tools should be increased, the use of materials related to real life in classroom activities should be encouraged, game-based learning applications should be increased, and group work should be supported. Such strategies can help students develop their language skills more effectively. [ABSTRACT FROM AUTHOR]

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

The leaky pipeline remains a persistent challenge to achieving gender diversity in the economics career. In this study, we contribute to the existing literature by investigating gender differences in academic performance in economics in Brazil in two distinct stages: undergraduate studies and graduate admission exams. We use individual-level data from the national admission exam for economics graduate programs (ANPEC exam) and undergraduate records from the University of São Paulo. Women are less likely to rank among the top 100 ANPEC applicants and perform worse than men in all exam subjects. Meanwhile, we find consistent evidence that female students perform similarly to their male counterparts in undergraduate courses with comparable content to those evaluated on the ANPEC exam. Since the students taking the ANPEC exam were exposed to the same higher education program, after controlling for observable characteristics, we can relate the differences in performance to the exam itself rather than to differences in learning abilities. While we cannot identify the source of the performance gap, as the ANPEC exam and undergraduate grading system vary in terms of stakes, grading scheme, risk, and competitiveness (all of which can potentially affect women and men differently), we argue that our evidence suggests the need to reconsider admission exam designs to address the leaky pipeline in economics.

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

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

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

Acetaminophen is one of the most used analgesic agent for the relief of acute and chronic pain in humans. Equine analgesia poses a common challenge to clinicians, so acetaminophen could be considered as an alternative to common non-steroidal anti-inflammatory drugs used in horses. The purpose of this research was to observe the safety of treatment with acetaminophen, and it was carried out at the USAMV Cluj-Napoca. In order to initiate treatment with acetaminophen, a dose of 20 mg/kg was administered orally, once every 12 hours, for a period of 14 days, in two horses of approximately 500 kg, aged 16 and 17 years, from Lipizzan breed. We administered the commercial product Paracetamol Terapia, containing 500 mg acetaminophen each tablet, for human use. The horses in this study were monitored throughout the treatment, from a clinical point of view, and complementary examinations were made (the gastric mucosa was monitored with gastroscopy). The haematological analyses were performed with the Abacus Junior Vet5, and for the biochemical analyses a Skyla vb1+ analyser was use. In this study during the treatment, no significant haematological or biochemical changes were observed after acetaminophen administration. [ABSTRACT FROM AUTHOR]

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

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

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

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

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

There is an increasing concern regarding the potential misuse of ChatGPT-4 in compromising the integrity of examinations and assignments. This study aims to examine the capabilities of ChatGPT-4 in critical thinking abilities, whether it poses a threat to examinations and assignments in higher education, and create a discussion agenda on this issue. ChatGPT-4 was asked to generate, answer, and criticize questions in tourism marketing, tourism management, tourism economics, tourist guidance, and gastronomy. The answers were evaluated according to universal critical thinking standards. The findings obtained from this study showed that ChatGPT-4 had commendable competence in several critical thinking standards and could produce human-like texts. However, there are certain domains that might be improved to comply more effectively with the expectations and norms of academia. Educators were recommended to use comprehensive approaches that combine technological and educational techniques to address the issue of cheating enabled by tools, such as ChatGPT-4, during assessment and exam processes.

Background: ChatGPT is among the most popular large language models (LLMs), exhibiting proficiency in various standardized tests, including multiple-choice medical board examinations. However, its performance on otolaryngology–head and neck surgery (OHNS) certification examinations and open-ended medical board certification examinations has not been reported. Objective: We aimed to evaluate the performance of ChatGPT on OHNS board examinations and propose a novel method to assess an AI model's performance on open-ended medical board examination questions. Methods: Twenty-one open-ended questions were adopted from the Royal College of Physicians and Surgeons of Canada's sample examination to query ChatGPT on April 11, 2023, with and without prompts. A new model, named Concordance, Validity, Safety, Competency (CVSC), was developed to evaluate its performance. Results: In an open-ended question assessment, ChatGPT achieved a passing mark (an average of 75% across 3 trials) in the attempts and demonstrated higher accuracy with prompts. The model demonstrated high concordance (92.06%) and satisfactory validity. While demonstrating considerable consistency in regenerating answers, it often provided only partially correct responses. Notably, concerning features such as hallucinations and self-conflicting answers were observed. Conclusions: ChatGPT achieved a passing score in the sample examination and demonstrated the potential to pass the OHNS certification examination of the Royal College of Physicians and Surgeons of Canada. Some concerns remain due to its hallucinations, which could pose risks to patient safety. Further adjustments are necessary to yield safer and more accurate answers for clinical implementation. [ABSTRACT FROM AUTHOR]

To assess the utility of wearable cameras in medical examinations, we created a physician-view video-based examination question and explanation, and the survey results indicated that these cameras can enhance the evaluation and educational capabilities of medical examinations. [ABSTRACT FROM AUTHOR]

Background: With the increasing application of large language models like ChatGPT in various industries, its potential in the medical domain, especially in standardized examinations, has become a focal point of research. Objective: The aim of this study is to assess the clinical performance of ChatGPT, focusing on its accuracy and reliability in the Chinese National Medical Licensing Examination (CNMLE). Methods: The CNMLE 2022 question set, consisting of 500 single-answer multiple choices questions, were reclassified into 15 medical subspecialties. Each question was tested 8 to 12 times in Chinese on the OpenAI platform from April 24 to May 15, 2023. Three key factors were considered: the version of GPT-3.5 and 4.0, the prompt's designation of system roles tailored to medical subspecialties, and repetition for coherence. A passing accuracy threshold was established as 60%. The χ 2 tests and κ values were employed to evaluate the model's accuracy and consistency. Results: GPT-4.0 achieved a passing accuracy of 72.7%, which was significantly higher than that of GPT-3.5 (54%; P <.001). The variability rate of repeated responses from GPT-4.0 was lower than that of GPT-3.5 (9% vs 19.5%; P <.001). However, both models showed relatively good response coherence, with κ values of 0.778 and 0.610, respectively. System roles numerically increased accuracy for both GPT-4.0 (0.3%‐3.7%) and GPT-3.5 (1.3%‐4.5%), and reduced variability by 1.7% and 1.8%, respectively (P >.05). In subgroup analysis, ChatGPT achieved comparable accuracy among different question types (P >.05). GPT-4.0 surpassed the accuracy threshold in 14 of 15 subspecialties, while GPT-3.5 did so in 7 of 15 on the first response. Conclusions: GPT-4.0 passed the CNMLE and outperformed GPT-3.5 in key areas such as accuracy, consistency, and medical subspecialty expertise. Adding a system role insignificantly enhanced the model's reliability and answer coherence. GPT-4.0 showed promising potential in medical education and clinical practice, meriting further study. [ABSTRACT FROM AUTHOR]

Background: The rapid evolution of ChatGPT has generated substantial interest and led to extensive discussions in both public and academic domains, particularly in the context of medical education. Objective: This study aimed to evaluate ChatGPT's performance in a pulmonology examination through a comparative analysis with that of third-year medical students. Methods: In this cross-sectional study, we conducted a comparative analysis with 2 distinct groups. The first group comprised 244 third-year medical students who had previously taken our institution's 2020 pulmonology examination, which was conducted in French. The second group involved ChatGPT-3.5 in 2 separate sets of conversations: without contextualization (V1) and with contextualization (V2). In both V1 and V2, ChatGPT received the same set of questions administered to the students. Results: V1 demonstrated exceptional proficiency in radiology, microbiology, and thoracic surgery, surpassing the majority of medical students in these domains. However, it faced challenges in pathology, pharmacology, and clinical pneumology. In contrast, V2 consistently delivered more accurate responses across various question categories, regardless of the specialization. ChatGPT exhibited suboptimal performance in multiple choice questions compared to medical students. V2 excelled in responding to structured open-ended questions. Both ChatGPT conversations, particularly V2, outperformed students in addressing questions of low and intermediate difficulty. Interestingly, students showcased enhanced proficiency when confronted with highly challenging questions. V1 fell short of passing the examination. Conversely, V2 successfully achieved examination success, outperforming 139 (62.1%) medical students. Conclusions: While ChatGPT has access to a comprehensive web-based data set, its performance closely mirrors that of an average medical student. Outcomes are influenced by question format, item complexity, and contextual nuances. The model faces challenges in medical contexts requiring information synthesis, advanced analytical aptitude, and clinical judgment, as well as in non-English language assessments and when confronted with data outside mainstream internet sources. [ABSTRACT FROM AUTHOR]

Background: Artificial intelligence models can learn from medical literature and clinical cases and generate answers that rival human experts. However, challenges remain in the analysis of complex data containing images and diagrams. Objective: This study aims to assess the answering capabilities and accuracy of ChatGPT-4 Vision (GPT-4V) for a set of 100 questions, including image-based questions, from the 2023 otolaryngology board certification examination. Methods: Answers to 100 questions from the 2023 otolaryngology board certification examination, including image-based questions, were generated using GPT-4V. The accuracy rate was evaluated using different prompts, and the presence of images, clinical area of the questions, and variations in the answer content were examined. Results: The accuracy rate for text-only input was, on average, 24.7% but improved to 47.3% with the addition of English translation and prompts (P <.001). The average nonresponse rate for text-only input was 46.3%; this decreased to 2.7% with the addition of English translation and prompts (P <.001). The accuracy rate was lower for image-based questions than for text-only questions across all types of input, with a relatively high nonresponse rate. General questions and questions from the fields of head and neck allergies and nasal allergies had relatively high accuracy rates, which increased with the addition of translation and prompts. In terms of content, questions related to anatomy had the highest accuracy rate. For all content types, the addition of translation and prompts increased the accuracy rate. As for the performance based on image-based questions, the average of correct answer rate with text-only input was 30.4%, and that with text-plus-image input was 41.3% (P =.02). Conclusions: Examination of artificial intelligence's answering capabilities for the otolaryngology board certification examination improves our understanding of its potential and limitations in this field. Although the improvement was noted with the addition of translation and prompts, the accuracy rate for image-based questions was lower than that for text-based questions, suggesting room for improvement in GPT-4V at this stage. Furthermore, text-plus-image input answers a higher rate in image-based questions. Our findings imply the usefulness and potential of GPT-4V in medicine; however, future consideration of safe use methods is needed. [ABSTRACT FROM AUTHOR]

Background: Previous research applying large language models (LLMs) to medicine was focused on text-based information. Recently, multimodal variants of LLMs acquired the capability of recognizing images. Objective: We aim to evaluate the image recognition capability of generative pretrained transformer (GPT)-4V, a recent multimodal LLM developed by OpenAI, in the medical field by testing how visual information affects its performance to answer questions in the 117th Japanese National Medical Licensing Examination. Methods: We focused on 108 questions that had 1 or more images as part of a question and presented GPT-4V with the same questions under two conditions: (1) with both the question text and associated images and (2) with the question text only. We then compared the difference in accuracy between the 2 conditions using the exact McNemar test. Results: Among the 108 questions with images, GPT-4V's accuracy was 68% (73/108) when presented with images and 72% (78/108) when presented without images (P =.36). For the 2 question categories, clinical and general, the accuracies with and those without images were 71% (70/98) versus 78% (76/98; P =.21) and 30% (3/10) versus 20% (2/10; P ≥.99), respectively. Conclusions: The additional information from the images did not significantly improve the performance of GPT-4V in the Japanese National Medical Licensing Examination. [ABSTRACT FROM AUTHOR]

Background: The relationship between educational outcomes and the use of web-based clinical knowledge support systems in teaching hospitals remains unknown in Japan. A previous study on this topic could have been affected by recall bias because of the use of a self-reported questionnaire. Objective: We aimed to explore the relationship between the use of the Wolters Kluwer UpToDate clinical knowledge support system in teaching hospitals and residents' General Medicine In-Training Examination (GM-ITE) scores. In this study, we objectively evaluated the relationship between the total number of UpToDate hospital use logs and the GM-ITE scores. Methods: This nationwide cross-sectional study included postgraduate year–1 and –2 residents who had taken the examination in the 2020 academic year. Hospital-level information was obtained from published web pages, and UpToDate hospital use logs were provided by Wolters Kluwer. We evaluated the relationship between the total number of UpToDate hospital use logs and residents' GM-ITE scores. We analyzed 215 teaching hospitals with at least 5 GM-ITE examinees and hospital use logs from 2017 to 2019. Results: The study population consisted of 3013 residents from 215 teaching hospitals with at least 5 GM-ITE examinees and web-based resource use log data from 2017 to 2019. High-use hospital residents had significantly higher GM-ITE scores than low-use hospital residents (mean 26.9, SD 2.0 vs mean 26.2, SD 2.3; P =.009; Cohen d =0.35, 95% CI 0.08-0.62). The GM-ITE scores were significantly correlated with the total number of hospital use logs (Pearson r =0.28; P <.001). The multilevel analysis revealed a positive association between the total number of logs divided by the number of hospital physicians and the GM-ITE scores (estimated coefficient=0.36, 95% CI 0.14-0.59; P =.001). Conclusions: The findings suggest that the development of residents' clinical reasoning abilities through UpToDate is associated with high GM-ITE scores. Thus, higher use of UpToDate may lead physicians and residents in high-use hospitals to increase the implementation of evidence-based medicine, leading to high educational outcomes. [ABSTRACT FROM AUTHOR]

The UK Government sought to respond to lockdowns and lost learning during the coronavirus disease (COVID-19) pandemic in multiple ways, including replacing cancelled examinations and compensating for lost learning through a National Tutoring Programme. In the case of the former, the system failed to realise the demands of equity by privileging wealthier students and beating a path back to a flawed ‘normality.’ In the case of the latter, while the idea of providing targeted, high quality small group and one on one tutoring to the most in-need students was well-conceived, implementation was a failure - particularly following its contracting out to a large outsourcing company. These two cases demonstrate that English education policy is adherent to a neoliberal conception of education equity, and that attempts to address inequalities are constrained, backfire, or both.

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

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

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

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

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

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

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

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

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

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

The UK Government sought to respond to lockdowns and lost learning during the coronavirus disease (COVID-19) pandemic in multiple ways, including replacing cancelled examinations and compensating for lost learning through a National Tutoring Programme. In the case of the former, the system failed to realise the demands of equity by privileging wealthier students and beating a path back to a flawed ‘normality.’ In the case of the latter, while the idea of providing targeted, high quality small group and one on one tutoring to the most in-need students was well-conceived, implementation was a failure - particularly following its contracting out to a large outsourcing company. These two cases demonstrate that English education policy is adherent to a neoliberal conception of education equity, and that attempts to address inequalities are constrained, backfire, or both.

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

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

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

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

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

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

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

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

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