A Bibliometric Analysis Performance Assessment of Science Education on Science Process Skills

Sudirman Sudirman, Agus Ramdani, Aris Doyan, Yunita Arian Sani Anwar, Joni Rokhmat, Sukarso Sukarso

Abstract

This study aims to determine a comprehensive performance assessment of science education using peer assessment and self-assessment to measure scientific process skills. The method of writing article through a literature review that was published from 2010 to 2022, descriptive qualitative and bibliometric analysis was used by the Perish 8 and VOS Viewer software, from 1000 articles sourced from journals, books, conferences, proceedings, and other literature that have been screened on Google Scholar and Scopus databases by the Publish and Perish 8 software. Found 340 articles sourced from journals and only 127 articles indexed by  Scopus, consisting of  64 articles on Q1, 47 articles on Q2, 12 Articles on Q3 and four articles on Q4 to be used as references for further analysis as a literature review to write this articles. The results of the bibliometric study qualitatively found that a comprehensive assessment of performance on science process skills can be assessed through peer assessment and self-assessment. Further analysis with the VOS Viewer application found a relationship between peer assessment and self-assessment of student science process skills.

10.22178/pos.93-4


Keywords


performance assessment; science education; scientific process skills

Full Text:

PDF


References


Mohan, K., Bergner, Y., & Halpin, P. (2020). Predicting Group Performance Using Process Data in a Collaborative Assessment. Technology, Knowledge and Learning, 25(2), 367–388. doi: 10.1007/s10758-020-09439-5

Wulf, G., Shea, C., & Lewthwaite, R. (2010). Motor skill learning and performance: a review of influential factors. Medical Education, 44(1), 75–84. doi: 10.1111/j.1365-2923.2009.03421.x

Strijbos, J.-W. (2011). Assessment of (Computer-Supported) Collaborative Learning. IEEE Transactions on Learning Technologies, 4(1), 59–73. doi: 10.1109/tlt.2010.37

Suggate, S., & Lenhard, W. (2022). Mental imagery skill predicts adults’ reading performance. Learning and Instruction, 80, 101633. doi: 10.1016/j.learninstruc.2022.101633

Keyuravong, S. (n.d.). The Implementation of an Online Collaborative Project. Innovation in Language Learning and Teaching. doi: 10.1057/9781137449757.0008

Crook, C. (2022). CSsCL: the performance of collaborative learning. International Journal of Computer-Supported Collaborative Learning, 17(1), 169–183. doi: 10.1007/s11412-022-09364-y

Jiang, D.-Y., Hu, L.-S., & Shi, P. (2015). Performance assessment of switched control systems based on tensor space approach. International Journal of Adaptive Control and Signal Processing, 30(4), 634–663. doi: 10.1002/acs.2633

Goncalves, Z., Bennett, T., Murray-Chandler, L., & Hall, C. (2018). Inquiry Scholars Collaborative: Growing a Culture of Assessment. New Directions for Teaching and Learning, 2018(155), 105–112. doi: 10.1002/tl.20309

Byrnes, K. G., & Kearney, D. E. (2020). Assessment of Surgical Skill and Performance Variability. JAMA Surgery, 155(12), 1175. doi: 10.1001/jamasurg.2020.3781

Miyazoe, T. (2021). Students’ Evaluation of Performance-Centred Blended Learning Assessment in Japan: Can-Do and Cannot-Do Notions. Blended Learning: Re-Thinking and Re-Defining the Learning Process, 203–213. doi: 10.1007/978-3-030-80504-3_17

Coelho, C. A. S. (2013). Comparative skill assessment of consensus and physically based tercile probability seasonal precipitation forecasts for Brazil. Meteorological Applications, 20(2), 236–245. doi: 10.1002/met.1407

Chen, C.-M., Chen, L.-C., & Horng, W.-J. (2019). A collaborative reading annotation system with formative assessment and feedback mechanisms to promote digital reading performance. Interactive Learning Environments, 29(5), 848–865. doi: 10.1080/10494820.2019.1636091

Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344–348. doi: 10.1016/j.learninstruc.2009.08.005

Harsch, C., Seyferth, S., & Villa Larenas, S. (2021). Evaluating a collaborative and responsive project to develop language assessment literacy. Language Learning in Higher Education, 11(2), 311–342. doi: 10.1515/cercles-2021-2020

Aschemann, R. (2013). Beyond consensus - improving collaborative planning and management. Impact Assessment and Project Appraisal, 31(3), 239–239. doi: 10.1080/14615517.2012.750782

Tugut, N., & Golbasi, Z. (2015). Sexuality Assessment Knowledge, Attitude, and Skill of Nursing Students: An Experimental Study with Control Group. International Journal of Nursing Knowledge, 28(3), 123–130. doi: 10.1111/2047-3095.12127

Wang, P., Infurna, F. J., & Schaefer, S. Y. (2020). Predicting Motor Skill Learning in Older Adults Using Visuospatial Performance. Journal of Motor Learning and Development, 8(1), 38–51. doi: 10.1123/jmld.2018-0017

Wang, Y., & Liao, H.-C. (2017). Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups. Symmetry, 9(8), 141. doi: 10.3390/sym9080141

Eakin, T. (2017). Assessment of motor skill task performance with a task progress-weighted error measure. Mathematical Biosciences, 290, 41–48. doi: 10.1016/j.mbs.2017.06.002

White, L. N. (2008). Aligning the performance assessment process. Library Performance and Service Competition, 29–37. doi: 10.1016/b978-1-84334-314-1.50002-5

Huang, W., Cheng, J., & Yang, Y. (2019). Rolling Bearing Performance Degradation Assessment Based on Convolutional Sparse Combination Learning. IEEE Access, 7, 17834–17846. doi: 10.1109/access.2019.2893277

Park, S., & Caldwell, G. E. (2022). Muscle synergies are modified with improved task performance in skill learning. Human Movement Science, 83, 102946. doi: 10.1016/j.humov.2022.102946

Hayashi, Y. (2020). Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance. International Journal of Computer-Supported Collaborative Learning, 15(4), 469–498. doi: 10.1007/s11412-020-09333-3

Weiss, D. M., & Belland, B. R. (2016). Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core Standards. Interdisciplinary Journal of Problem-Based Learning, 10(2). doi: 10.7771/1541-5015.1663

Peter-Cookey, M. A., & Janyam, K. (2017). Skill performance in informal economy workers: Multilevel perceptual assessment. Kasetsart Journal of Social Sciences. doi: 10.1016/j.kjss.2017.11.003

Mohiudddin, K., Rasool, A. M., Mohd, M. S., & Mohammad, R. H. (2019). Skill-Centered Assessment in an Academic Course: A Formative Approach to Evaluate Student Performance and Make Continuous Quality Improvements in Pedagogy. International Journal of Emerging Technologies in Learning (IJET), 14(11), 92. doi: 10.3991/ijet.v14i11.10275

Davis, P. T., & Lewis, B. D. (2018). The Process Assessment Model. Project Management Capability Assessment, 23–32. doi: 10.1201/9781351032261-3

Jeremić, Z., Jovanović, J., Gašević, D., & Hatala, M. (2009). Project-Based Collaborative Learning Environment with Context-Aware Educational Services. Learning in the Synergy of Multiple Disciplines, 441–446. doi: 10.1007/978-3-642-04636-0_42

Lin, P.-C., Hou, H.-T., & Chang, K.-E. (2020). The development of a collaborative problem solving environment that integrates a scaffolding mind tool and simulation-based learning: an analysis of learners’ performance and their cognitive process in discussion. Interactive Learning Environments, 30(7), 1273–1290. doi: 10.1080/10494820.2020.1719163

Kuhn, D., Capon, N., & Lai, H. (2020). Talking about group (but not individual) process aids group performance. International Journal of Computer-Supported Collaborative Learning, 15(2), 179–192. doi: 10.1007/s11412-020-09321-7

Yoon, J., & Brice, L. (2011). Water Project: Computer-Supported Collaborative E-Learning Model for Integrating Science and Social Studies. Contemporary Educational Technology, 2(3). doi: 10.30935/cedtech/6057

Kalayci, S. (2015). Students’ Attitudes Towards Collaborative Tools in A Virtual Learning Environment. Educational Process: International Journal, 4(1–2), 71–86. doi: 10.12973/edupij.2015.412.6


Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2023 Sudirman, Agus Ramdani, Aris Doyan, Yunita Arian Sani Anwar, Joni Rokhmat, Sukarso

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.