Academic literature on the topic 'Interpreting students' ability to self-assess'
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Journal articles on the topic "Interpreting students' ability to self-assess"
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Zhang, Yifei, and Xiaodan Liu. "Self-assessment of Consecutive Interpreting by MTI Interpreting Students." Education, Language and Sociology Research 2, no. 4 (October 11, 2021): p10. http://dx.doi.org/10.22158/elsr.v2n4p10.
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Assessing the quality of interpreting practice and conducting targeted training is the key to improving interpreting ability of MTI student interpreters. By reviewing literature on interpreting assessment and self-assessment, the research has decided the parameters for self-assessment of consecutive interpreting practice, developed a self-assessment form and conducted self-assessment of MTI interpreting students for fifteen weeks. Research results show that students have developed awareness of autonomous quality monitoring and improved their overall interpreting ability.
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Watkins, David, and Sally Kemp. "Anonymity of Response to Self-Evaluations: Are We Misinterpreting Self-Concept Research?" Psychological Reports 79, no. 3_suppl (December 1996): 1187–94. http://dx.doi.org/10.2466/pr0.1996.79.3f.1187.
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This study investigated the possible effect of anonymity of response on the self-esteem of 289 12- and 13-yr.-old Hong Kong Chinese students in secondary school. Responses to the Self-description Questionnaire-1 by anonymous or non-anonymous groups differed according to the ability band of the students but not their gender. The higher the ability band, the higher was the tendency to report higher self-esteem in the anonymous condition. It is argued that researchers of self-concept may need to consider the implications of anonymity. In particular, the possibility of an interaction between anonymity and ability groups may well need to be taken into account when interpreting research into the influence of ability grouping on self-esteem.
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Zhang, Tongtong, and Zhiwei Wu. "The Impact of Consecutive Interpreting Training on the L2 Listening Competence Enhancement." English Language Teaching 10, no. 1 (December 20, 2016): 72. http://dx.doi.org/10.5539/elt.v10n1p72.
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In recent years, a growing number of people have taken up interpreting training, with the intention of not only developing interpreting skills, but improving language proficiency as well. The present study sets out to investigate the impact of English-Chinese consecutive interpreting (CI) training on the enhancement of the second language (L2, English) listening competence. An empirical study was conducted on 50 interpreting student beginners to assess the effect of two different interpreting training modes on students’ English listening ability. The study indicates that CI training can enhance students’ L2 listening competence, specifically intensive listening skill and selective listening skill, but to a varying extent. Active listening, when trained as a stand-alone rather than a built-in component in the curriculum, contributes more to improving students’ listening ability. In view of this, pedagogical implications for interpreting training and L2 listening teaching are discussed.
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Zheng, Shaohui, and Chaoqun Deng. "A Study of Blended Teaching Practice of Business Interpreting Based on Objective Problem Orientation." Journal of Language Teaching and Research 13, no. 5 (September 1, 2022): 1038–47. http://dx.doi.org/10.17507/jltr.1305.17.
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Aiming to help cultivate students’ independent thinking and problem-solving ability, in accordance with the current situation and characteristics of Business Interpreting teaching in China, this paper proposes a blended online and offline teaching mode of Business Interpreting based on “objective problem orientation” with the help of the MOOC platform. Combined with scientific and reasonable formative assessment in teaching according to their aptitude, students are motivated to make full use of fragmented time to improve the efficiency of online and offline learning. Through pushing, discussing and solving five types of objective problems before class, in class and after class, students are asked to make more self-evaluation, peer evaluation on their simulating interpreting practice and teachers give more constructive advice in class and after class to help students further improve their practical interpreting skills. The results of the teaching experiment and the course satisfaction survey show that the proposed teaching mode can help to improve students’ interpreting skills, practical ability and the ability to solve cross-cultural problems, which provides an effective experimental reference for the future course enhancement of Business Interpreting. It is hoped that this mode can also provide a new perspective for the development and research of interpreting teaching in the post-epidemic era.
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Hay, Ian, Adrian F. Ashman, and Christina E. van Kraayenoord. "Self-concept test generalisability: Self-description questionnaire- I and the perception of ability scale for students." Australian Educational and Developmental Psychologist 15, no. 1 (May 1998): 70–80. http://dx.doi.org/10.1017/s0816512200027863.
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AbstractThe validity of standardised ossessment instruments and their normative data is a significant issue in school psychology. Consequently, this study of 515 coeducational Queensland Year 5 students investigated the generalisability and robustness of the norms of two contemporary self-concept instruments, the Self-Description Questionnaire-I (SDQ-I; Marsh, 1988) and the Perception of Ability Scale for Students (PASS; Boersma & Chapman, 1992). Both tests have received praise for their theoretical construct but have been criticised for the regionalisation of their norming populations.The results of this study demonstrated that the Queensland students had higher mean PASS self-concept scores than the North American students used in the norming of all the PASS scales. For the SDQ- I, a similar distribution pattern was shown for Queensland students and SDQ-I norming sample, with the exception of small variability with Reading and Mothematics self-concepts scales. Issues associated with interpreting and reporting of assessment results and with the assessment responsibilities of educational psychologists and counsellors are discussed.
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Blasco Mayor, Maria Jesus. "L2 proficiency as predictor of aptitude for interpreting." Translation and Interpreting Studies 10, no. 1 (June 15, 2015): 108–32. http://dx.doi.org/10.1075/tis.10.1.06bla.
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This study reports findings from an experiment that was conducted to investigate language proficiency as an indicator of future interpreting performance. The initial assumption was that Spanish undergraduate translation and interpreting students had an insufficient command of L2 skills to start interpreter training. We hypothesized that an intensive teaching module on L2 phonology and listening comprehension would improve their academic performance in interpreting. Several tests were used to evaluate participant L2 listening comprehension (TOEFL), L2 reading comprehension (TOEFL), L2 grammar (TOEFL), and L1 verbal fluency (WAIS-III). Only those related to L2 are reported here. A consecutive interpreting test was given at the end of the first interpretation module. The students’ self-perception regarding L2 issues was assessed using two questionnaires and an interview. The results suggest that L2 listening comprehension training aided in consecutive interpreting performance. Language proficiency was also found to correlate with interpreting scores. A base level of L2 proficiency for interpreting training is suggested. We conclude that L2 listening comprehension proficiency has a significant effect on undergraduate students’ interpreting ability and is therefore a suitable predictor for interpreting aptitude. Consequently, L2 listening skills should be included in the interpreting program curriculum, preferably before interpretation classes start.
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Wachira, Serah Wanjiru, Anne Kagure Karani, Samuel Kimani, and Irene Gacheri Mageto. "Reflective abilities of nursing students: A thematic analysis of reflection journals." Journal of Nursing Education and Practice 12, no. 5 (December 10, 2021): 1. http://dx.doi.org/10.5430/jnep.v12n5p1.
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Objective: Reflective writing is consistently linked to improved clinical decision-making. However, analyzing the journals to evaluate the reflective abilities of nursing students is scanty locally. This study aimed to assess the reflective skills of undergraduate nursing students.Methods: A qualitative thematic content analysis using the Lasater Clinical Judgment Evaluation Rubric was used to assess the reflective abilities of 33 undergraduate nursing students in 138 journal entries. Guided by Gibb's reflective model, the students documented their experiences during a clinical attachment at a National Referral Hospital in Kenya between February and August 2018. Data coding and thematic linking were done using NVIVO version 11. Results: Reflective abilities differed across gender and to some extent across years of study. Most participants were more likely to notice the deviation from the norm, whether patient-related or health care environment-related. Moreover, they demonstrated the ability to respond to the situation, self-evaluate, and develop action plans for future encounters. However, the majority struggled with interpreting findings.Conclusions: Gender differences exist in the way nursing students reflect. Most nursing students focus on describing the situation rather than developing solutions. There is, however, an indication of developing reflective abilities across the year of study.
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Royani, Ida, and Heni Arwida. "Critical Reading for Self-Critical Writing." Syntax Literate ; Jurnal Ilmiah Indonesia 6, no. 2 (December 20, 2021): 1252. http://dx.doi.org/10.36418/syntax-literate.v6i2.5111.
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This study aims at exploring students’ critical reading strategies and explaining how their critical reading encounters critical writing. It is due to students were lack of confidence in their ability to challenge the arguments and evidence put forward by respected academics author. The qualitative design was established by Gay and Airasian (2012) by delivering open and closed ended questions through Google forms and analyzing corpus based on students’ proposal text. Then, it had been analyzed by using cyclical steps; reading, describing, clarifying and interpreting. Based on the data, firstly, it has been revealed that students’ critical reading strategies mostly established are making connections, contextualizing and making applications and identifying problems and creating annotations. Students were rarely to challenge author’s assumptions, translate ideas into visuals and evaluate arguments. Secondly, their reading activity also reflected their critical reading, in other words, students state their purpose of writing, define key terms, and manage references on their work. Based on this, it can be figured out that students’ critical writing were relied on superficial argument development and format-based writing which performed a shallow writing.
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Khan, Abbaas, and Paul Lockwood. "Pre-registration UK diagnostic radiography student ability and confidence in interpretation of chest X-rays." Radiography Open 7, no. 1 (December 31, 2021): 1–13. http://dx.doi.org/10.7577/radopen.4529.
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Introduction Chest X-rays are the most frequently requested X-ray imaging in English hospitals. This study aimed to assess final year UK radiography student’s confidence and ability in image interpretation of chest X-rays.
Methods Thirty-three diagnostic radiography students were invited to assess their confidence and ability in interpreting chest x-rays from a bank of n=10 cases using multiple choice answers. Data analysis included 2x2 contingency tables, Kappa for inter-rater reliability, a Likert scale of confidence for each case, and questions to assess individual interpretation skills and ways to increase the learning of the subject.
Results Twenty-three students participated in the study. The pooled accuracy achieved was 61% (95% CI 38.4-77.7; k=0.22). The degree of confidence and ability varied depending upon the student and the conditions observed. High confidence was noted with COVID-19 (n=12/23; 52%), lung metastasis (n=14/23; 61%), and pneumothorax (n=13/23; 57%). Low confidence was noted with conditions of consolidation (n=8/23; 35%), haemothorax (n=8/23; 35%), and surgical emphysema (n=8/23; 35%). From the sample n=11 (48%), participants stated they felt they had the knowledge to interpret chest X-rays required for a newly qualified radiographer.
Conclusion The results demonstrated final year radiography student’s confidence and ability in image interpretation of chest X-rays. Student feedback indicated a preference for learning support through university lectures, online study resources, and time spent with reporting radiographers on clinical practice to improve ability and confidence in interpreting chest X-rays.
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Lim, Kyung Choon. "Simulation-based Clinical Judgment and Performance Ability for Tracheal Suction in Nursing Students." Journal of Korean Academic Society of Nursing Education 23, no. 3 (August 31, 2017): 330–40. http://dx.doi.org/10.5977/jkasne.2017.23.3.330.
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Purpose: This study was conducted to explore the relationship between simulation-based clinical judgment and performance ability for tracheal suction in nursing students. Methods: With a convenience sampling, 207 nursing students participated in this descriptive study. Lasater clinical judgment rubric was used for self-reported clinical judgment in addition to observe the skill of tracheal suction using a checklist. Data were analyzed by descriptive statistics, t-test and Pearson's correlation coefficients using the SPSS/WIN 22. Results: A scenario with pneumonia patient was developed to observe the skill of tracheal suction during simulation-based practices. Then self-reported clinical judgment was scored. The mean score of total sum of clinical judgment, total mean of clinical judgment, and performance skill were $36.44{pm}4.82$, $13.44{pm}1.71$, and $42.32{pm}5.05$, respectively. Statistically, students having good skills in suction showed significant differences in clinical judgment of interpreting (p=.031) compared to students having fair skills. Conclusion: The results of this study show that a structured debriefing method utilizing Lasater clinical judgment rubric is helpful. Also, simulation-based practice related to adult nursing in the respiratory system was useful for increasing the core basic skills among nursing students.
Book chapters on the topic "Interpreting students' ability to self-assess"
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White, C., J. T. Fitzgerald, W. K. Davis, L. D. Gruppen, G. Regehr, M. A. McQuillan, M. L. Barclay, T. J. Bergstrom, K. R. Chamberlain, and A. J. Zweifler. "Medical Students’ Ability to Self Assess Knowledge and Skill Levels: Findings from One Class of Seniors." In Advances in Medical Education, 395–96. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_119.
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Navaitienė, Julita, and Eglė Stasiūnaitienė. "The Goal of the Universal Design for Learning: Development of All to Expert Learners." In Inclusive Learning and Educational Equity, 23–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_2.
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AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.
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Jackson, G. Tanner, and Danielle S. McNamara. "Applying NLP Metrics to Students’ Self-Explanations." In Applied Natural Language Processing, 261–75. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-741-8.ch015.
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Intelligent Tutoring Systems (ITSs) are becoming an increasingly common method for students to engage with and learn course material. ITSs are designed to provide students with one-on-one learning that is tailored to their own pace and needs. These systems can adapt to each users’ individual knowledge and ability level to provide the most pedagogically effective learning environment. Tutoring systems have been designed that cover a variety of topics, including both well-defined and ill-defined domains. ITSs have seen great success within well-defined domains, where the topic itself provides only a limited set of responses. For example, in the domain of algebra, there is a limited set of possible actions that can be performed to solve for an unknown variable. Knowing this complete set of actions allows the tutoring system to predict all possible responses from the user. In contrast, ill-defined domains are more abstract and open ended. Reading comprehension is an ill-defined, open ended domain that can incorporate text from any subject, and involve numerous processes and problems for the learner. The number of associations that learners can make with a given text (e.g., based on personal memories, previous courses, ideas within different parts of the same text, etc.) is virtually infinite. These associations make it almost impossible to predict how a user will respond to a text. In addition to working with more abstract concepts, ITSs within ill-defined domains often have the added challenge of interpreting natural language user input. Incorporating natural language allows learners to use their own words and ideas as they interact with the content; however, this also increases the ambiguity of the interaction and decreases the system’s ability to build a precise model of the learner. Building an accurate learner model is essential for the system to adapt the interaction in a pedagogically appropriate manner.
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Gu, Yulong, Zornitsa Kalibatseva, Xu Song, and Sreelekha Prakash. "University Students’ Ability to Assess Misinformation About COVID-19." In MEDINFO 2021: One World, One Health – Global Partnership for Digital Innovation. IOS Press, 2022. http://dx.doi.org/10.3233/shti220299.
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In a university student survey on COVID-19 information assessment, 66% participants identified the falsehood of all misinformation statements and 66% provided web page URLs that are adequate in supporting statement accuracy assessment. The most cited web resources were government websites (43%) and media reports (30%). Those who identified misinformation falsehood were more likely to have higher GPA and liberal-leaning political views, and to implement evidence-based COVID prevention measures including mask-wearing and not self-medicating on (hydroxy-)chloroquine.
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Fox, Raymond. "The Matrix of Modeling, Mentoring, and Mirroring." In The Use of Self. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780190616144.003.0009.
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The critical role of the teacher is laying the paradigmatic groundwork for students’ learning to be professional. Teachers manifest in their comportment the intellectual, affective, and ethical bases of professional expertise. Their very conduct, enhanced by knowledge, embodies the essential message about how to be a helper. Three interwoven processes—modeling, mentoring, and mirroring—form the basis for professional education. They are converging and commingling processes, not independent elements in learning, as described here for intelligibility’s sake; they are multidirectional in influence and spiral back on each other, comprising a wholesome and fulfilling professional educational venture. Each individual mode is important in and of itself, but their interrelationship is the compelling element. Modeling is a complex process involving observation, imitation, and identification by students of the teacher. It occurs whether or not you intend it or not. Many of the same skills and conditions that promote client growth promote student growth. Strive to create an ambiance that engages students. Seek to engross them at a level that allows them to take the concepts they learn, as well as the examples you provide, whether tacitly or explicitly, from seeing you practice with them in class, and transfer them to their contact with clients. The words you utter, the actions you take, the manner in which you conduct the class are carefully observed and considered by students. They attend to your preparation, enthusiasm, and relatedness as lived lessons about how to deliver these same attributes and functions with clients. They observe your unspoken feedback—how your tone and facial expression reveal whether you are attuned and on the right track. In your interaction with students, whether consciously or not, you continually display your own competence in your discipline. Students observe how you practice what you preach in your dealings with them, with colleagues, with syllabus material, nascent ideas, and theories. They inevitably appraise your ability to facilitate communication, manage dilemmas, encourage mutuality, and foster cooperation in working associations with others. They assess your patience, availability, and skill.
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McGurgan, Maggie, and Holly Greer. "Learning Disability." In Oxford Assess and Progress: Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199665662.003.0020.
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Intellectual disability is defined by the World Health Organization (WHO) as: ‘a significantly reduced ability to understand new or complex information and to learn and apply new skills (impaired intelligence) resulting in a reduced ability to cope independently (impaired social functioning)’, and begins before adulthood, with a lasting effect on development. People with an intellectual disability can develop any of the mental illnesses common to the general population; however, they are up to three times more likely to develop a mental illness. This predisposition to psychiatric illness can occur due to a variety of reasons, including associated genetic syndromes, brain injury, and sensory impairments. People with an intellectual disability are also more likely to have negative psychosocial experiences, such as deprivation, abuse, separation/loss events, low self-esteem, and financial disadvantage, and consequently the ensuing effects of these can affect their mental health. The psychiatric assessment of a person with an intellectual disability broadly covers the same as that of the general population; however, a different approach at times is needed to adapt to the individual’s communication skills. It may be necessary to complete history taking from a family member or carer, and an MSE may even have to be completed solely on observable behaviours. It is also more pertinent to focus on any co-existing medical conditions, such as epilepsy which is present in 25–30% of people with an intellectual disability. The WHO states that the true prevalence of intellectual disability is close to 3%. The vast majority of these people (85%) have mild intellectual disability defined as an IQ of 50–69 points. Many of these people can and do access mainstream services (with or without additional support). In whichever service you work, doctors and medical students will encounter people with intellectual disabilities, and an awareness of their needs is essential.
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Bastida, Juan Pablo Martínez, Olena Havrylenko, and Andrey Chukhray. "Information Technologies for Learning Principles of Fault-Tolerant Systems." In Automated Systems in the Aviation and Aerospace Industries, 331–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7709-6.ch012.
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In this chapter, the authors present a methodology for developing a model-tracing cognitive tutor. The methodology is based on Bayesian probabilistic networks for generating pedagogical interventions. The presented probabilistic model increases fidelity assessment due to its ability of independently diagnosing the degree of mastery for every knowledge component involved in students' actions; fidelity assessment in education is the ability to represent students' cognitive states as close as possible for analysis and evaluation. The cognitive tutor was developed to promote a self-regulated learning approach with an open learner model. The open learner model let students change the learning flow by changing the assigned tasks. The authors explain in detail the structural construction and employed algorithms for developing a model-tracing cognitive tutor in the domain of fault-tolerant systems. Preliminary results and future work are also discussed to assess effectiveness of the proposed approach and its implication in actual educational programs.
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Thompson, Amy, and Donna Glenn Wake. "Enabling Literacy and Empowering Learners." In Empowering Learners With Mobile Open-Access Learning Initiatives, 31–57. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2122-8.ch003.
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This research study examined the experiences of struggling readers and the teacher education candidates who supported them in a remedial reading clinical setting. Students in the study used open-ended tablet applications to support their own literacy development and to communicate their literacy knowledge and skill levels. The iPad applications positioned the students as curators of their own literacy content and promoted their ability to self-assess and reflect on their own growth and development. Students were empowered to represent and document their experiences in multiple modes and in their own voice. Their experiences could then be shared with parents. Similarly, candidates involved in tutoring the students were also involved in using the apps to promote their own growth and development as teachers of struggling readers. The candidates tutoring the students faced some challenges in managing the young readers' workflows and work with the apps; however, the insights they gained allowed them to truly understand the abilities of young learners, even those labeled as “struggling.”
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Guptan, Vinitha, Ratneswary Rasiah, and Jason James Turner. "Integrating Service Learning Into Higher Education Curriculum." In Research Anthology on Service Learning and Community Engagement Teaching Practices, 334–53. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3877-0.ch019.
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This study aims to assess the effectiveness of integrating service learning into the business curriculum of a higher education provider to enhance learners' competencies and reflective learning. Founded on the educational theories of constructivism and social learning, this research consolidates and takes research forward in the understanding of how transforming the business curriculum by integrating service learning through teacher-learner partnerships enhances a students' ability for reflective learning. Using a self-administered questionnaire-based survey with 256 respondents, the data were analysed using variance based PLS-SEM to reveal that service learning had a significant positive influence on reflective learning and on student competency development. The results indicate the positive impact that team-based service learning through teacher-learner partnerships had on the learners' experience. These findings offer some interesting insight for educators, researchers, and policy makers as a means to enhance the learning experience of students in tertiary education in Malaysia.
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Peed, Tracy Ann, and Helena Stevens. "The Culturally Connected School Counselor." In Research Anthology on Navigating School Counseling in the 21st Century, 417–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch023.
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The aim of this chapter is to facilitate knowledge, skills, and dispositions related to cultural awareness and multicultural competence for professional school counselors (PSCs) who serve various stakeholders in K-12 schools (students, teachers, administrators, staff, caregivers, and community members). While reading the chapter, PSCs with assess their own self-awareness and understanding related to their own multifaceted cultural identities and consider cultural intersections with, and differences from, those they serve. As a result of this exploration, they will be better able to plan culturally alert interventions at a myriad of levels with; individuals, small groups, classrooms, and school wide. Furthermore, by developing a keen social justice lens they will increase their ability to recognize oppression in K-12 school; be better equipped to facilitate dialogue between various groups; plan culturally aware interventions with students, staff, and community; and engage in advocacy on various levels (individual, system, and public arenas) to create systemic change.
Conference papers on the topic "Interpreting students' ability to self-assess"
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Seely, Brian J., Karl M. Kapp, Larraine A. Kapka, and Steven Wendel. "Enhancing Interpretation of Learned Concepts Through an Online Tensile Strength Simulation." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70445.
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This NSF funded project was a collaborative research effort that focused on the development and implementation of an open source, online virtual tensile strength testing simulation. The simulation was designed to emphasize the equations used as part of tensile testing rather than solely on the use of the tensile testing equipment. The resulting simulator was utilized by engineering technology and engineering students in higher education as well as pre-engineering high school students in the Project Lead The Way network. The research tested whether or not an online learning simulation can be effective for tensile testing instruction. The developed simulation was designed to focus on and exploit concepts to enhance student ability of interpreting the resultant stress-strain curve by applying mathematical concepts of graphing, predicting and applied knowledge of material properties. Further, the open source tool was developed with a prepare, practice, perform framework allowing students with different knowledge sets to choose the most appropriate level of scaffolding to match their comfort level, enhancing self-efficacy. Analysis of the gathered results of each learner for the pre- and post-test showed a significant improvement after the experience, the pre-test mean score was 53.16 points, while the post-test mean was 72.42 (out of 80), suggesting the online learning simulation had a positive effect on learning. This project has since expanded tensile testing to include hardness and impact testing. Final results will be presented for all three testing methods using both high school and college students as test subjects comparing pre- and post-test results.
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Esser, Ilona, Kristina Hochreuther, Amelie Reichwald, Katja Sanen, Bjoern Paape, Iwona Kiereta, and Christoph Maus. "An Analysis of Learners’ Self-Assessments in Comparison With Their Actual Performances in the Subject of Economics." In Organizations at Innovation and Digital Transformation Roundabout: Conference Proceedings. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.13.
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This study compares vocational college learners’ selfassessments of their abilities and their performances with their actual examination results. Until now, the ability to self-assess has principally only been addressed in the primary school sector. However, it is of central importance specifically in the vocational college sector, where the focus is on career choice. We hypothesize that 1. Students with a lower level of education self-assess themselves more incorrectly or they overestimate their abili-ties and that 2. Female students self-assess themselves more realistically than male students do. Our hypotheses are tested and confirmed in different vocational colleges and classes. This study, then, is an important first contribution to indicating the risk of an inappropriate career choice particularly for weaker students. Furthermore, our study can provide a starting point for examining whether the focus on support and assistance for female students in their career choices mean that appropriate measures in the planning of school and educational careers for male students have been neglected.
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Podviaznikova, Daria Dmitrievna, and Tatiana Aleksandrovna Kurako. "The development of self-esteem in primary school age." In II Сollection of articles. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21833.
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This article discusses the development of self-esteem in primary school age, its changes and factors of self-esteem in students from the first to fourth grades. The article gives the concept of self-esteem. The authors note that the primary school teacher should take into account the psychological, individual and differentiated approach to learning. Self-assessment of a junior schoolchild is an unstable phenomenon and becomes differentiated. This is manifested in the emergence of the emotional orientation of the general self-esteem and the child's ability to self-assess.
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Osman, Zahir. "Antecedents of Intention to Further Study Using Online Distance Learning among Online Distance Learning Students." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9069.
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The online distance learning (ODL) market has become very competitive with the emergence of new ODL higher education institutions. Further, many traditional universities are switching from face-to-face classes to ODL systems for some of their programs. Therefore, it is very challenging for the ODL institutions to ensure their students remain with them if the students want to continue their studies to a higher level. This study aims to assess the direct and indirect influence of perceived social ability, perceived usefulness, and self-management learning on attitude and intention. The Technology Acceptance Model theory was adopted to clearly define the probability of current ODL’s students will stay with their current ODL institutions if they intend to further their study. 421 responses were used in data analysis and Smartpls 3.0 was employed to investigate the direct and indirect relationship among the constructs. The study’s statistical results have demonstrated that perceived social ability, perceived usefulness, and self-management learning has positive and significant direct influence on attitude and indirect influence on intention. Likewise, an attitude has a positive and significant direct influence on intention. Therefore, this study is vital to draw attention to the factors influencing ODL students’ intention to study further using online distance learning.
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Souza, Maurício, Renata Moreira, and Eduardo Figueiredo. "Playing the Project: Incorporating Gamification into Project-based Approaches for Software Engineering Education." In XXVII Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/wei.2019.6618.
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In Software Engineering higher education, besides learning theory and acquiring technical skills, students need to develop the ability to apply, evolve, and practice those skills throughout their lifetime. From 2016 to 2018, we had been adapting an introductory Software Engineering course from a theory-oriented course to a more practical experience for students. Therefore, the goal of this paper is to describe our experience incorporating Project-based Learning (PBL) principles and gamification elements in practical assignments for SE education. To achieve this goal, we present the structure of PBL projects we have been using and how we adapted game elements to the context of SE education in order to create a gamified course. Based on our experience, we defined 17 guidelines that instructors may follow when defining a practical assignment for SE education. While PBL was helpful to create a practice-oriented teaching experience, gamification was not only useful in improving the engagement of students, but also in creating a roadmap of activities and a structure for students to self-assess their progress in the project.
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Diago-Santamaria, María Paz, Marisol Andrades-Rodríguez, Jesús María Aransay-Azofra, José Ángel Llorente-Adán, Purificación Ruiz-Flaño, Purificación Ruiz-Flaño, and Noemi Solange Lana-Renault-Monreal. "Aplicación y evaluación de metodologías activas de enseñanza-aprendizaje que faciliten la adquisición de competencias relacionadas con los Sistemas de Información Geográfica en los programas de Grado y Máster de la Universidad de La Rioja." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12008.
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In recent decades, the use of information systems has become widespread, thanks to greater data availability, as well as the improvement of the power and capacity of computer systems and programs. Specifically, the management of geographical data through the so-called Geographic Information Systems (GIS) has brought about a revolution in the ability to obtain information and advanced science. In this work, a list of the Undergraduate and Master's subjects of the University of La Rioja in which active GIS teaching methodologies are applied has been identified. A self-evaluation survey has been designed and carried out that has allowed us to assess the starting point of the knowledge about GIS that students have. Likewise, in these subjects a novel didactic material created for GIS learning is being used and its structure responds precisely to the level of use and demand of GIS and geographic data in general and in particular of university students. With the results obtained, the efficiency of the methodology designed for learning can be analyzed
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Lucio-Ramirez, CA, CA Trevino-Alanis, AK Gomez-Gutierrez, ML Turrubiates-Corolla, JL Valencia-Castro, and SL Olivares-Olivares. "FIRST AID MATTERS: DEVELOPING INTERPROFESSIONAL COMPETENCIES BY REMOTE LEARNING." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7118.
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First aid training is a fundamental requirement for healthcare programs. For Tec21, there is a week dedicated to educating students in this topic. The COVID-19 pandemic forced the faculty team to redesign the First Aid Week from face-to-face training into a remote learning practice. The purpose was to assess the perceived value of competencies learning, considering first aid emergency skills and interprofessional working. The method was mixed: quantitative with pre-test and post-test (Cronbach alpha 0.93 and 0.97) and qualitative analysis. The difference between expectations (pre-test) vs. achievements(post-test) was analyzed with Expectation Confirmation Theory (Olivares et al., 2019), which classifies results as positive confirmation (+DC), confirmation (C), and negative confirmation (-DC). A total of 253 students participated from Physician and Surgeon, Nutrition and Wellness, Dentistry, Psychology, and Biosciences. Twelve items were related to accident preventive teaching, basic life support, psychological first aid, role designation, and teamwork communication. Day one was about introduction and prevention. On day two, students learned about triage and self-directed group simulation. Third day included a CPR practice (using a DIY mannequin). On day four, students had lectures on psychological first aid and a role-playing activity with peers and instructors. Results indicated +DC on both competencies. Knowledge in practice was 3.34 (±1.13) (pre-test) and 4.84 (±0.57) (post-test) with a p-value of <.0001. Ethical practice and reflection were 4.40 (±0.46) (pre-test) and 4.15 (±0.62) (post-test) with a p-value of 0.025. Interprofessional working was 4.53 (±0.52) (pre-test) and 4.77 (±0.49) (post-test) with a pvalue of <.0001. The most common feedback from students was that they learned how to respond in an emergency. Interprofessional Healthcare Education promotes collaboration to enhance the quality of patient care. The distance teaching format was not a barrier to learning. The lack of commercial mannequins was replaced with low-cost simulation activity from home. This innovative immersive week helped students learn about first aid and increase their ability to respond to basic emergencies. Keywords: First aid, remote learning, competencies learning, interprofessional and remote training
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Taguba, Korina Kaye, Matthew Keough, Adrian Bravo, and Jeffrey Wardell. "Assessment of Impaired Control Over Cannabis Consumption: Psychometric Properties of the Impaired Control Scale-Cannabis (ICS-C)." In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.07.
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Background: Impaired control over substance use is a construct that is central to addiction and appears to play an early role in the development of addictive behaviors. The Impaired Control Scale (ICS) was developed to measure impaired control over alcohol, which has been associated with problem drinking and alcohol-related problems in young adults. However, there is relatively less research regarding impaired control over cannabis, and currently there is a lack of a comprehensive and valid scale that specifically measures this construct. This study addresses this gap in the literature by introducing the Impaired Control Scale-Cannabis (ICS-C), an adaptation of the ICS designed to measure impaired control over cannabis. We conducted a preliminary examination of the factor structure, reliability, and validity of the ICS-C. Methods: An online survey was administered to introductory psychology students (N=362; 63% women; 66% White, mean age=19.91) at two Canadian Universities who reported using cannabis at least once in the past month (average frequency = 9.34 days; SD = 9.60). All participants completed the ICS and ICS-C along with measures of cannabis use and problems, including the Impaired Control subscale of the Marijuana Consequences Questionnaire (MACQ-IC). A subset of participants completed additional measures of impulsivity and self-regulation. Results: An exploratory factor analysis (EFA, with an oblique rotation) of the 25 items of the ICS-C yielded 3 factors, one of which was comprised solely of reverse keyed items (despite reverse coding items prior to the EFA). These items were trimmed from the measure and the EFA was rerun. Two factors emerged: Attempted Control (i.e., frequency of attempts to control cannabis use) and a factor comprised of items assessing both Failed Control (i.e., unsuccessful attempts in limiting cannabis use) and Perceived Control (i.e., beliefs about the ability to control cannabis use in the future). Given that the Failed and Perceived Control items unexpectedly loaded on the same factor, suggesting high redundancy in the concepts of Failed and Perceived control, the items assessing Perceived Control were dropped from subsequent analyses. The final solution consisted of two factors, Attempted Control (alpha=0.96) and Failed control (alpha=0.88). High correlations between the MACQ-IC and ICS-C Attempted Control (r=0.42, p<.001) and Failed Control (r=0.67, p<.001) scales provided evidence for convergent validity. Weaker correlations between ICS (alcohol version) and ICS-C Attempted Control (r=0.36, p<.001) and Failed Control (r=0.34, p<.001) scales supported discriminant validity. Concurrent validity was demonstrated based on the moderate and statistically significant correlations of the ICS-C Failed Control subscale and frequency of cannabis use (r=0.47, p<.001) and grams of cannabis used (r=0.44, p<.001). Additional evidence for concurrent and discriminant validity were also found in the patterns of correlations between the ICS-C subscales and measures of impulsivity and self-regulation. Conclusions: ICS-C is a promising tool that can be used to assess impaired control over cannabis in young adults. Future research should confirm the factor structure of the ICS-C and examine its utility to screen for impaired control in the context of prevention and early intervention for cannabis-related problems.