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This research aims to gain an overview of the evaluation results and the many challenges to implementing machining competency test certification (CTC) in Vocational High Schools (VHS). The research approach to evaluating this program is a qualitative method using the analysis of Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). The program evaluation design in this study uses the Assessment Evaluability and Performance Monitoring (AEPM) model, which has four evaluation components: Context, Inputs, Activities, and Performance Monitoring. The subjects involved in data collection through the distribution of questionnaires of five VHS in the Special Capital Region of Jakarta. The technique of determining all subjects using the Purposive Sampling technique. The results showed the level of effectiveness of the implementation of the machining CTC program. Some dimensions need to be strengthened, especially for the “less and “very lacking” category. Finally, the approach presented in this research using the AEPM model is a step forward in the analysis of the CTC program. This approach can easily be replicated in other countries with similar aims as this research.

BackgroundCorrect inhaler technique is essential for effective management of airways diseases. Errors in technique remain common amongst patients and healthcare professionals (HCP). UK Inhaler Group (UKIG) has developed an inhaler technique framework and standards document to support competency training of HCPs.1 We developed and validated an online Inhaler Technique Competency Test to offer a standardised and objective method of assessing whether HCP can identify correct/incorrect inhaler technique. The test features device-specific video scenarios aligned with UKIG standards. We aimed to assess the feasibility of this online assessment as an ongoing training and assessment tool.MethodsWe engaged local HCPs to complete the assessment. The test required users to view ten short videos of people using inhalers and identify the embedded errors within. Video device scenarios included pressurised metered-dose inhalers (pMDIs), four different dry powder inhalers (DPIs), and soft mist inhalers (SMIs). Data was analysed over a 6-month pilot, including completion rates, user demographics and scoring.ResultsForty-three users completed the assessment with 88% passing (score ≥69%) on first attempt. Most users worked in hospital settings (65%), followed by community care (23%), general practice (7%), and community pharmacy (2%). Roles included pharmacists (30%), doctors (21%), allied health professionals (21%), nurses (16%), and others (12%). Highest number of errors was found in assessing SMIs, followed by MDIs and then DPIs. Users made half the errors in assessing DPIs compared to SMIs. Users made the most errors in assessing device and dose preparation step, person’s posture, head tilt, mouth seal and the correct inspiratory manoeuvre for the device. Notably, only 26% had attended training in the past year but thirty (70%) of users support patients with inhaler education at least monthly with a third doing it daily. See table 1 for errors made per device assessment.Abstract P121 Table 1Assessing errors made by inhaler deviceConclusionsThe e-inhaler technique competency assessment provides a scalable, standardised, and validated tool for assessing inhaler technique competency online. This tool has potential utility in education, clinical practice, and quality assurance, and may support improved outcomes through better targeted technique training.ReferenceUK Inhaler Group (2019). Inhaler Standards and Competency Document. Available at: https://www.ukinhalergroup.co.uk/

Background/purpose. The purpose of this study was to develop and validate the Learning Leader Competency Test in South Korean university students. Based on the analysis of previous studies, this study defined the concept of learning leader competencies, consisting of cognitive, motivational, and behavioral domains.Materials/methods. A total of 638 university students participated in the study and data were collected via online survey. Exploratory factor analysis was conducted using principal axis factoring and Oblimin rotation. Confirmatory factor analysis was performed using maximum likelihood and goodness indices such as IFI, TLI, CFI and RMSEA. Construct, convergent, discriminant, and cross-validities were tested.Results. The Learning Leader Competency Test consists of 23 items and three factors; knowledge, thinking, and problem solving; learning goal orientation and self-determination; and constructive self-expectation and caring for the community. The test’s reliability (Cronbach’s α = .856) and validity were confirmed.Conclusion. This study defines the concept of learning leader competency and identifies the subcomponents of learning leader competency into the cognitive, motivational, and behavioral domains. This test may be applied in order to determine the extent to which university students

In this article, the authors develop an argument about the global forces that have led to the explosive growth of national educational assessment and international testing. In particular, the authors argue that the international acceptance of testing comes from key ideological forces in the world polity that are associated with the accelerating globalization of national and international cultural, economic, and political structures. As they develop and warrant this argument, the authors also qualify it by pointing out that national adaptations to this larger world culture may vary depending on the presence and capacities of international organizations and regional associations that act to mediate and adapt these changes to conditions in individual countries. In addition, the authors consider the effects of subnational movements in introducing pressures for change that may favor more national assessment. (Contains 1 figure and 19 footnotes.)

Online Nurse Test for Indonesian Nurse Competency (ONT UKNI) is a mobile application that was developed to help increase the success rate of nurse competency test participants. By using this application, users can learn more about the materials tested and conduct try out as a competency test simulation. However, ONT UKNI has not yet passed adequate testing stages, especially in terms of User Interface/User Experience (UI/UX). The Covid-19 pandemic situation presents challenges in the UI/UX testing process. Testing process which is ideally carried out face-to-face with respondents to get further insight, have to be carried out using another approach following the new normal protocol. This study aims to test the usability of UI/UX with an unmoderated remote testing approach on ONT UKNI application using a USE questionnaire. The test was performed using 26 respondents and all were nursing profession students of Universitas Muhammadiyah Yogyakarta. Respondents performed 8 tasks on ONT UKNI and answered set of questionnaire that will be tabulated and analyzed. The results indicate that usefulness, ease of learning, and satisfaction variables get the Very Good category while the ease of use variable gets the Good category. Overall, usability testing using an unmoderated remote testing approach can be carried out and able to provide information about areas where users are satisfied with ONT UKNI application. However, some areas still have room for improvement such as better UI design and implementation of gamification.

Computer-based administration of large-scale assessments makes it possible to collect a rich set of information on test takers, through analysis of the log files recording interactions between the computer interface and the server. This report examines timing and engagement indicators from the Survey of Adult Skills, a product of the Programme for the International Assessment of Adult Competencies (PIAAC), both of which indicate large differences across countries and socio-demographic groups, in the amount of time spent by respondents and their levels of disengagement, which reduce the probability of giving a correct answer and consequently reduces measured performance. Such insights can help policy makers, researchers and educators to better understand respondents’ cognitive strategies and the underlying causes of low and high performance. This, in turn, can help improve the design of assessments and lead to more effective training and learning programmes.

Robert L. Albright served as the eleventh president of Johnson C. Smith University in Charlotte, North Carolina, from 1983-1994.

Background: Mediastinal mass resection and thymectomy are complex and related operations that are core aspects of competency for a general thoracic surgeon. This study aimed to design a combined competency-based medical education assessment instrument for mediastinal mass resection and thymectomy. Methods: A draft instrument was designed by a process of logical analysis by 3 expert thoracic surgeons with expertise in mediastinal surgery. The instrument was then assessed and refined using a modified Delphi process. The Delphi questionnaire was distributed to all members of the Canadian Association of Thoracic Surgeons (n = 132) in 2018-2019. Any items that did not reach inclusion or exclusion thresholds were further reviewed in successive Delphi rounds. The total number of rounds was pre-determined at 2 or 3, with a minimum level of consistency of responses determined as a Cronbach a of at least 0.8. Results: A first version of the competency assessment instrument was developed iteratively over 5 drafts, and it ultimately included 42 steps in 6 categories. This version was reviewed in the first round of the Delphi process, completed by 58 respondents (response rate 43.9%). Respondents represented nearly all Canadian provinces, with a wide range of clinical experience and a high rate of involvement in resident education. A total of 3 rounds of Delphi review were performed. The Cronbach a for the final round was 0.83. Ultimately, 29 items were retained from the original instrument and 2 modified and 3 new items were added. The final instrument has 34 steps in 5 categories. Conclusion: A nationwide consensus was established on the key components of assessing competence to perform mediastinal mass resection and thymectomy. The Thoracic Competency Assessment Tool-Anterior Mediastinum (TCAT-AM) could be used to guide competency-based assessments of thoracic surgeons and trainees, although further evidence of validity should be collected.

Enrich your students and the institution with a high-impact practice Designing and Teaching Undergraduate Capstone Courses is a practical, research-backed guide to creating a course that is valuable for both the student and the school. The book covers the design, administration, and teaching of capstone courses throughout the undergraduate curriculum, guiding departments seeking to add a capstone course, and allowing those who have one to compare it to others in the discipline. The ideas presented in the book are supported by regional and national surveys that help the reader understand what's common, what's exceptional, what works, and what doesn't within capstone courses. The authors also provide additional information specific to different departments across the curriculum, including STEM, social sciences, humanities, fine arts, education, and professional programs. Identified as a high-impact practice by the National Survey of Student Engagement (NSSE) and the Association of American Colleges and Universities' LEAP initiative, capstone courses culminate a student's final college years in a project that integrates and applies what they've learned. The project takes the form of a research paper, a performance, a portfolio, or an exhibit, and is intended to showcase the student's very best work as a graduating senior. This book is a guide to creating for your school or department a capstone course that ties together undergraduate learning in a way that enriches the student and adds value to the college experience. * Understand what makes capstone courses valuable for graduating students * Discover the factors that make a capstone course effective, and compare existing programs, both within academic disciplines and across institutions * Learn administrative and pedagogical techniques that increase the course's success * Examine discipline-specific considerations for design, administration, and instruction Capstones are generally offered in departmental programs, but are becoming increasingly common in general education as well. Faculty and administrators looking to add a capstone course or revive an existing one need to understand what constitutes an effective program. Designing and Teaching Undergraduate Capstone Courses provides an easily digested summary of existing research, and offers expert guidance on making your capstone course successful.

Research has focused predominantly on how teachers affect students' achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students 'self-efficacy in math, and happiness and behavior in class. Students' attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students'attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers 'skills.