Utilization of Alternative Assessment in the Virtual Classroom in Trinidad and Tobago: A Study about Teacher’s Perception | Chapter 4 | An Overview of Literature, Language and Education Research Vol. 4

This cross-sectional survey research sought to investigate teachers’ perceptions about the use of alternative assessments in the virtual classroom. The population selected for this study was teachers from five (5) schools in Trinidad and Tobago. Many teachers were overwhelmed by the shift to the virtual classroom because up to the start of the pandemic, they were not the major drivers of change within the education system. In this new century society is located within the 4th Industrial Revolution, where society is driven by technology, data, and the knowledge economy. Purposeful sampling was used to select the twenty participants and the instrument used was a questionnaire comprising closed and open-ended items. The findings revealed that teachers are aware of alternative assessment and they utilized some alternative assessment strategies during the pandemic. Teachers acknowledged the need for them to develop additional competencies and be provided with the necessary resources to effectively utilize alternative assessments. They suggested that more professional development workshops should be conducted in schools and that teacher training institutions consider revising their approach to the teaching of student assessment. The findings of this study address the need for more focus to be placed on the way in which teacher training institutions prepare trainees, especially in the area of assessment. Improvement in this area would ensure that there is a greater level of assessment literacy among teachers. Further research should be conducted to determine if alternative assessment is being used as face-to-face/in-person teaching has resumed.

 

 

Author (s) Details

 

Linda Superville
Tlokweng College of Education, Botswana.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v4/2142

Digital Leadership Characteristics: A Systematic Literature Review | Chapter 4 | Information Management and Technology: The Proceedings of the 10 th International Conference on Business and Management Dynamics (ICBMD), Edition 1

Digital leadership is crucial for modern organisations as it enables leaders to effectively leverage technology and innovation, driving organisational agility, fostering a culture of collaboration, and ensuring competitiveness in an increasingly digital marketplace. As the use of digital technology continues to grow, the need for effective digital leadership has become increasingly important. Therefore, digital leaders must not only understand the latest technological advancements, but also possess the necessary skills and competencies to effectively lead and manage their teams through the digital transformation process. The aim of this study is to evaluate the characteristics identified by other scholars when describing digital leadership. For this purpose, a systematic literature review based on Web of Science, EBSCO, Google Scholar, and Scopus databases has been conducted to further identify, select, and critically appraise prior research pertaining to digital leadership characteristics. To analyse and synthetize the qualitative data, the content analysis method was used to review 20 publications covering digital leadership in a broad range of fields. The inclusion criteria involved articles that outlined the characteristics and competencies of digital leaders, written in English, published during the period 2015 to 2022 and also relevant scholarly articles. All those that did not meet these characteristics were excluded.  The key findings revealed that there were 11 commonly used digital leadership characteristics, namely having a global vision, having deep knowledge, being a natural collaborator, being inquisitive, being empowering, having a customer focus, being agile, being creative, being prepared to take risks, and being adaptable and able to foster innovation. Understanding and cultivating these digital leadership characteristics can empower leaders of the organisations to effectively harness the power of technology, inspire their teams, and lead their organisations towards sustainable digital success.

 

Author (s) Details

 

Thembi Mashinini
Graduate School of Business leadership (SBL), University of South Africa, Pretoria, South Africa.

 

Tebogo Sethibe
Agricultural Research council (ARC), Graduate School of business Leadership (SBL), University of South Africa, Pretoria, South Africa.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49238-37-4/CH4

Chemistry Teachers Can Develop Natural Science Competences by Using Chemical Models: From Pupils as Model Assemblers to Pupils as Creators of Self-Made Models | Chapter 6 | Research Highlights in Language, Literature and Education Vol. 8

 In this research, distinguished emphasis is likely to complex competencies not only their acquisition, but preferably how pupils evolve them. For this purpose, a learning approach has been grown, called education by self-generating chemical models. Pupils gain individually on their own models, that are made from surely accessible, low-cost fabrics.The study involved first- old age secondary school-pupils, defined as self-inventors of paper- and -wire models (exploratory group) and assemblers of commercial models (named the control group). The research results indicate the correctness of the delineated assumption of the taller performance of model self-engine converting energy in designing and developing deeper self-information, as well as in getting a number of generic and physical science competences. The molecules substitute appeared as lines shapes and structures, which undergraduates represented by forging paper or plasticine models in the shape of spheres, known as wire models.Based on the results of mathematical processing of the dossier, we have found out what self-creation of models (as an creative approach) leads to better understanding and to subsequently maintained knowledge for the student. Additionally, it should be emphasized that pupils who self-create models as opposed to those the one just put the models together, often grown numerous difficult skills in the areas of logical, practical ability, mathematical ability, and critical thinking abilities. The information that was gained thus was also better understood.

Author(s) Details:

Darinka Sikošek,
Department of Biology, Faculty of Natural Science and Mathematics, Chair of Chemical Education, University of Maribor, Slovenia.

Mateja Žuželj,
Compulsory School, Osnovna Sola Mirana Jarca Crnomelj, Crnomelj, Slovenia.

Please see the link here: https://stm.bookpi.org/RHLLE-V8/article/view/11561

Handbook for OSCE OSPE Assessment in Obstetrics and Gynecology | Book Publisher International

 An OSCE/OSPE is a form of objective test used in the medical and paramedical fields. It is designed to assess knowledge, clinical or procedural expertise, and competency in a variety of similar abilities. It is a method to learning and assessment that is both practical and effective. In India, the undergraduate and postgraduate medical science curriculum has recently been restructured into a competency-based programme. In this curriculum, OSCE and OSCPE make up a large part of the assessment technique.

This is the first book of its sort in our country, and we wrote it with the goal of offering a guide for undergraduate and postgraduate obstetrics and gynaecology students. The chapters describe in detail the usual questions and responses that are asked at the stations, as well as the stages of procedure that are anticipated to be presented at OSCE/ OSCPE stations. It also includes a list of frequently asked questions at grand vivas (table viva voce).

Author(s) Details

Neema Acharya
Department of Obstetrics and Gynecology, JNMC, DMIMSU, WARDHA, India.

View Book:- https://stm.bookpi.org/HOOAOG/article/view/5250

Identifying Competencies for Training: A Case Study on Physiotherapy Course at Kenya Medical Training College, Nairobi | Chapter 8 | New Visions in Science and Technology Vol. 10

 Background: Kenyan-trained physiotherapists progressed from masseurs to Kenya Registered Physiotherapists. The current Kenya Medical Training College offers diploma-level training as a result of the rapid development of paramedical training programmes (KMTC). To prevent, manage, and offer effective therapeutic and rehabilitative treatments for the entire community, physiotherapists should acquire clinical competencies to deal with current health concerns.

The following objectives were created in order to tackle the study's problem: To identify the competencies that physiotherapists gained during their training at the Kenya Medical Training College in Nairobi, and to outline the competencies that need to be learned during training in order to be competent in hospital and community settings.

Descriptive educational research was used as the design.

Physiotherapists in Kenya's Ministry of Health, Kenya Medical Training College, and public and private hospitals

Physiotherapy graduates, KMTC academics, public and private practitioners, and Ministry of Health administrators made up a random sample of 30 responses.

The competencies recognised by the participants in the first round were clustered, and the second round of questionnaires was created. A common set of clinical competences for training was produced from the second round of questions.

The answer rate was a perfect 100 percent. When participants repeatedly selected all of the domains of clinical competence that should be included in the curriculum, a consensus was reached. Research (86.6 percent), physiotherapy standards (86.6 percent), community-based rehabilitation (83.3 percent), counselling of patients and relatives (80 percent), emergency and disaster management (80 percent), communication (80 percent), medical legal issues and professional ethics were all rated 'Very Useful' by the participants (70 percent ).

Conclusion: Physiotherapists must be trained to work in both community and hospital settings.

Recommendations: KMTC should use a modified Delphi technique to identify areas of expertise for educating health professionals. Health workers should be prepared to function in both community and hospital settings, according to the courses developed.

Author(S) Details

Gladys J. Mengich
School of Public Health, Biomedical Sciences and Technology, Department of Health Professions Education, Masinde Muliro University of Science & Technology P.O. Box 190 - 50100, Kakamega, Kenya.

Sabella J. Kiprono
Department of Medical Laboratory Science, Masinde Muliro University of science and Technology, P.O.Box 190 – 50100, Kakamega, Kenya.

View Book:- https://stm.bookpi.org/NVST-V10/article/view/4889