Evaluation and Testing in Nursing Education

In recent years, MOOC, SPOC and other online teaching modes have attracted widespread attention. Online teaching platforms such as Tencent Classroom and MOOC of Chinese universities have emerged in an endless stream. During the 2020 outbreak of COVID-19, schools at all levels actively engaged in online teaching. The problems and challenges faced in the course of this teaching process will push the research hotspots of modern educational technology to construct the online teaching model that meets the needs of colleges and universities in the context of "Internet + Education". This study collected the evaluation and feedback of college students from different universities and different majors on online teaching mode and teaching platform, conducted a quantitative study of SPSS samples, and analyzed the influence of learners' and teachers' participation on online teaching effect. Results show that: there is a positive correlation between learners' attitude towards online teaching and the effect of online teaching, and between learners' participation and the effect of online teaching. There is also a positive correlation between teacher’s participation and effect of online teaching. There is no clear correlation between learners' use of equipment and online teaching effectiveness. Through the interview, learners reported low self-evaluation in online learning, and there are some problems in the teaching process, such as lack of teaching experience, poor platform interaction ability, and low supervision ability of managers. This study argues that in the development of online teaching, learners' and platform users' sense of experience and teachers' participation should be further improved and perfected.

This article examines the relationship between test administration tools and item types. It firstly examines the difference in the test administration tools such as paper-based test, computer-based test, and web-based test, in particular, dealing with speaking test. The difference is relevant to item or task types. Based on the considerations of Bachman and Palmer (1996) and Chapelle and Douglas (2006) on test development, and Weir's (2005) definition of context validity, the application of computer technologies to test administration needs to be considered an important construct affecting test takers' performance. To investigate the item type difference among current speaking tests and its relationship with computer technology in administrating the tests, twelve test takers, five proctors, and two computer lab administrator participated in the phone interview and e-mail survey. Six popular speaking tests (TSE, PELT, IELTS, MATE, iBT TOEFL, ESPT) were selected to be analyzed. The data were analyzed in terms of item types, computer technology use, and test-takers perceptions. The implication is suggested for students, teachers, and language testers.

In 2004 national educational standards for chemistry were implemented in Germany. While the standards describe different competencies to be reached after grade 10, no compulsory contents are defined. The contents are defined by the different German states individually. This means that there are no defined common topics taught in all states that can be used for test items for the evaluation of the standards. As a result, two different types of test items are developed based on a model of competence. One type of items contains chemical content information that can be used to solve the task. The other type of items does not contain this information. The two types of items have different advantages and disadvantages; the first type are more dependent on the reading ability of the students, but their use leads to a fairer test across the different states, whereas the second type are more related to chemical content knowledge but are less fair. The two types of items are compared according to the item difficulty, correlations to reading skills, intelligence and chemical content knowledge. The results of this study can be generalized to other assessments using a similar design.

Computers have had a tremendous impact on assessment practices over the past half century. Advances in computer technology have substantially influenced the ways in which tests are made, administered, scored, and reported to examinees. These changes are particularly evident in computer-based testing, where the use of computers has allowed test developers to re-envision what test items look like and how they are scored. By integrating technology into assessments, it is increasingly possible to create test items that can sample as broad or as narrow a range of behaviors as needed while preserving a great deal of fidelity to the construct of interest. In this article we review and illustrate some of the current technological developments in computer-based testing, focusing on novel item formats and automated scoring methodologies. Our review indicates that a number of technological innovations in performance assessment are increasingly being researched and implemented by testing programs. In some cases, complex psychometric and operational issues have successfully been dealt with, but a variety of substantial measurement concerns associated with novel item types and other technological aspects impede more widespread use. Given emerging research, however, there appears to be vast potential for expanding the use of more computerized constructed-response type items in a variety of testing contexts.

Background: Online learning became a popular mode of education in the recent Corona Virus Disease-2019 (COVID-19) pandemic. For medical field in India, online mode of learning and assessment is novel. Aims and Objectives: This study aims at determining the attitude of students, identifying unacknowledged problems and their possible solutions associated with online learning, and to explore the future scope of online learning and assessment for medical education in India. Materials and Methods: The study population consisted of 199 medical students who had taken continuous six months of online learning and assessment in the 2020 COVID-19 pandemic period over varzious platforms such as Google Classroom, Zoom Meet, Cisco Webex etc. A questionnaire was made on Google form and distributed through online platforms, and students’ responses with informed consent were collected and analyzed. Responses were in form of Likert scale that ranged from “Strongly agree” to “Strongly disagree.” Results: About 41.4% of participants agreed that online learning and assessments save time and resources. About 78.3% of students agreed that technical errors make it difficult to continue online classes. About 78.3% of students agree that responsibility of learning is on students. About 77.7% of students agreed that academic integrity and honesty are vital in online assessment. Conclusion: If online classes can be improved by solving technical errors, better infrastructure, and faculty training, it may be continued as a supplement to classroom education for lectures, but not for practicals.

The traditional online teaching adopts the single architecture to develop and implement the system, which facilitates the data sharing and testing of the system. However, due to the increasing complexity of the system's business functions, the system based on monolithic architecture has become increasingly complex, its scalability has deteriorated, and its concurrency performance has decreased. Based on these problems, this paper puts forward combining microservice architecture and online teaching platform, using microservice architecture independent deployment, concurrent performance characteristics such as high technology selection and flexible, the complex business function is divided into several small service module, solve the challenges faced by the traditional system, at the same time improve the efficiency of the use of online teaching platform and students' learning autonomy, The system function design, architecture design, safety design and so on are expounded to build an efficient and perfect online teaching platform.

Higher education has undergone a massive change due to the COVID-19 pandemic worldwide. Many higher education institutions were unprepared for the disruptive effects of the pandemic but the adoption of online teaching and learning platforms was fast and successful for most of them. This sudden change brought new challenges and constraints as well as novel opportunities and perspectives into higher education in general and teacher training programs in particular. In order to provide deep insights into prospective teachers’ experiences with online learning mode, this longitudinal case study aimed to compare the initial perceptions of the participants of online education with those elicited nineteen months after the start of the pandemic. Given that the initial views can be misleading, it is assumed that a comparison between the initial and latter views of online learning would be well-founded, which would have sound implications for the future of online teaching and learning platforms for the post-COVID times. Nine undergraduate students studying in the 96-436x department of a private university in Nicosia participated in the current study. The data were elicited via reflective essays to be analyzed qualitatively. Overall, the results indicated that online mode of instruction and learning was not favored in the beginning of the pandemic since all the themes emerged were negative. However, the analysis of the latter data indicated that the participants’ views changed for the better dramatically. Hence, the results have a few implications for the future of higher education

Simulation is a cornerstone of nursing education today because simulation allows nursing faculty the opportunity to expose students to real-life clinical scenarios of varied complexity and acuity in an environment where there is no risk of injury to patients or students. One of the pillars of utilizing simulation technology in nursing education is engaging in thorough debriefing. The debrief process serves as both a formative assessment of student’s clinical performance as well as an opportunity for students to apply theoretical nursing knowledge to clinical scenarios that he, she, or they may encounter in professional practice (Bonnel et al., 2019). However, with the multi-tasking required to implement and operate a simulated scenario, nursing faculty can miss details of an individual student’s performance which hinders the faculty’s ability to provide detailed feedback to the student. A thorough debrief experience allows students to engage in self-evaluation through reflection to identify his, her, or their growth opportunities, and faculty must be able to provide thorough feedback to facilitate that reflection process for students (Alhaj & Mussallam, 2018). SIM-Capture is a simulation tool provided by Leardal Medical that, when integrated into a Leardal simulation system, records all student actions in simulated scenarios to provide detailed, real-time feedback regarding the student’s performance. The integration of this technology may be a key tool for nursing faculty as a means of accurately recording student’s clinical performance in simulation in order to inform the subsequent debrief process in order to maximize student learning in the simulation environment.

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Online teaching plays an important role in modern education, and online teaching platforms have gradually become an important direction for the modernization of university education. Limited by technical factors, traditional online teaching platforms have problems such as small user capacity, poor carrying capacity, and poor stability. Therefore, to meet students’ diversified online learning needs, in this paper, a new online teaching platform is designed based on artificial intelligence technology, and it can carry more concurrent users and meet the teaching needs of colleges and universities to the greatest extent in the online learning environment where there are many students.

With the proliferation of the fifth generation (5G) communication technology, another boom of online education will come, and reshape our traditional learning model. Inspired by the literature on online education platform, this paper establishes a model for the factors affecting the acceptance of online education platform among college students based on the theory of planned behavior (TPB), and put forward several hypotheses on the influence of multiple factors over the acceptance. Then, a scientific questionnaire was designed and distributed online to college students. The survey data were subject to descriptive analysis and correlation analysis. The results show that college students have considered online education platforms an important learning tool; the acceptance of online education platform among college students is positively affected by such factors as personal value, course satisfaction, teacher quality, social influence, and self-efficacy. The research results provide a good reference for the development of online education in China.

Online education is a new educational pattern relying on netwok, Which adds flexibility and availability, regards of time, place, or pace of learning. Best of all, with online education, we can stick to our jobs and at the same time study and absorb the latest knowledge. AI, big data and 5G are the scinetific technology which lead the online education industry to decelop into a richer ecosystem and make Online education promote its advantages. In the second half of 2020, the COVID-19 pandemic in China has been under control, and China's online education will face both opportunities and challenges. This paper mainly adopts the method of questionnaire survey analysis, SPSS 20.0 statistical software and PLS to analyze the influencing factors of China's online education in the post-epidemic era. Finding that the education level, income level, education level and the purpose of the education have positive effect on online education, the education cost of online education has the reverse effect, the lower the price of online education, the larger the quantity of online education that will be demanded. At the same time, this paper finds that when students spend more time in online classes and the fewer exams they pass, the more students spend on online education platforms. According to the results, some countermeasures and suggestions are put forward.

Online assessment is an evaluation of a person's abilities, behaviors, and characteristics conducted over the Internet by use of available web technologies such as Learning Management Systems (LMS). Online assessments support a variety of question types and provide tailored feedback useful in improving learning and academic achievement of the learners. Online teaching and assessment had not been popular in some parts of the world, prior the COVID-19 pandemic. However with the pandemic, learning was taken online necessitating the need to make a move towards the computerization of assessment. In Kenya, this was done in a hurry without training learners on how to handle both online learning and assessment. As a result many students were apprehensive of these processes and were resisting the shift. This study provides University of Kabianga second year students’ perspective on formative online assessment. Study was based on the Constructivist Theory of learning which holds that, learners construct knowledge and learn best when engaged in learning experiences rather than passively receiving information. Only an experience can facilitate students to construct their own knowledge. Students in this study were exposed to online assessment for the first time and their perception and satisfaction was given in a feedback survey tool emended in the LMS. Analysis of students’ feedback indicated that they were satisfied and preferred online assessment to the face-to-face written assessments. Keywords: Online Assessment, Perception, Formative Assessment DOI: 10.7176/JEP/13-32-09 Publication date: November 30 th 2022

Background: The occurrence of the COVID-19 pandemic necessitated a swift transition from traditional face-to-face education to online learning modalities. This study investigates the impact of this transition on student performance in Anatomy and Histology tests at Fatima Jinnah Medical University, Lahore, aiming to assess the effectiveness of digital learning environments compared to conventional classroom settings. Method: A cross-sectional study design was employed to evaluate the performance of second-year MBBS students in Anatomy and Histology examinations under both traditional and online instructional methods. Data was collected on test scores and attendance rates to analyze the differences in educational outcomes between the two teaching methods. Results: The analysis showed that students achieved higher average test scores in the online assessments (67.5%) than in the traditional face-to-face method (53.7%), despite a slight decrease in attendance rates in the online set-up. Moreover, there was a noticeable variation in the distribution of high achievers and failure rates between the two assessment methodologies, indicating a complex relationship between assessment modality and student performance. Conclusions: The study emphasizes the potential of online education in enhancing student performance, highlighting the need for educational institutions to adapt and refine their teaching strategies in the wake of pandemic-induced challenges. These findings contribute to the discussion on the efficacy of online versus traditional education, suggesting that digital learning environments can effectively complement or even exceed conventional educational methods under certain conditions. Keywords: COVID-19, Online Education, Traditional Education, Medical Education, Histology Examination, Evaluation Strategies, Online Learning.

With the rapid development of network information technology and its wide application in various fields, the practical teaching link of college entrepreneurship education must be closely integrated with modern information technology, from content and form to better adapt to the information age. Development needs. Entrepreneurship education in colleges and universities can not only deepen the reform of higher education, but also provide an important platform for cultivating compound talents with innovative entrepreneurship. The construction of virtual network platform system for entrepreneurship education in colleges has the advantages of openness, unity and sharing. It integrates various business resources to provide students with better and convenient personalized services and the other entrepreneurship. The limitations of the educational network platform. This platform uses the popular B/S structure model, three-layer model design, and applies Microsoft's latest .NET technology platform and joint programming language to focus on the analysis, design, development and implementation process of college entrepreneurship education system. Online teaching platforms in Europe and the United States have already formed scale and achieved great success, such as WEBCT, Blackboard, Virtual-U and other well-known online teaching platforms. Online teaching platforms started late in China, such as Aopeng Education Platform, 4A Online Teaching Platform, and Universal Online Education Platform, etc., but the overall status quo is still in the primary stage of tracking foreign models and development, sharing, network operation efficiency, interaction, Source code, details, and other related factors, as well as the high costs and irreversible factors involved in entrepreneurship education and practical training, these have seriously affected the cultivation of practical teaching and practical ability in innovative entrepreneurship education in universities, which is difficult to meet the innovative type Selection of top talents. The Notice on the Establishment of a National Virtual Simulation Experiment Teaching Center issued by the Ministry of Education in 2013 requires that universities and colleges should actively develop and apply virtual simulation experiment teaching platforms to promote the employment and entrepreneurship of college graduates and provide strong support for the cultivation of entrepreneurial talent. Based on the analysis of the current demand for entrepreneurship education in domestic universities, this paper focuses on the analysis, design, development and implementation of virtual entrepreneurship education platform systems in universities based on the complete software development process, three-tier model design, and programming language under the most popular B / S model the study.