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首页> 外文会议>UPI International Conference on Technical and Vocational Education and Training >Application of Formative Evaluation with Instructor Directional Feedback to Improve Students Learning Outcomes on Thermodynamics Subject
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Application of Formative Evaluation with Instructor Directional Feedback to Improve Students Learning Outcomes on Thermodynamics Subject

机译：形成性评估与教练定向反馈的应用，以改善热力学主题学习学习成果的研究

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摘要

The purpose of this research is to show the result of formative assessment application to improve students learning outcomes in Thermodynamics Major, Department of Mechanical Engineering Education, Faculty of Engineering, State University of Padang. The type of research is action research. The results are: (1) the first cycle, the learning activities has not been successful because the percentage of students who pass the passing grade is only 56% of the total number of students. It called success if at least 75% student in the class reach a passing grade. It is need for restoration and improvement for the feedback of formative assessment application in the second cycle. (2) The second cycle showed that the learning activities have been successful because the percentage of students who have reached the complete mastery learning is 85.3% of the total number of students. Therefore, the study was discontinued in the next cycle. This means the application of formative assessment with Instructor Directional Feedback can improve student learning outcomes on thermodynamics.
机译：本研究的目的是展示形成性评估申请的结果，以改善州立大学州立大学工程学院机械工程教育系热力学专业学生学习成果。研究类型是行动研究。结果是：（1）第一个周期，学习活动尚未成功，因为通过级别的学生的百分比只占学生总数的56％。如果课堂上至少有75％的学生达到过度等级，它叫成功。需要恢复和改进第二个循环中形成性评估应用的反馈。 （2）第二个周期表明，学习活动取得了成功，因为已经达到了完全掌握学习的学生的百分比是学生总数的85.3％。因此，该研究在下一个循环中停止了。这意味着形成形成性评估与教练定向反馈可以改善热力学学生学习结果。

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