Relevant bibliographies by topics / Self-rating of students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Self-rating of students'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Self-rating of students"

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EERMAN ASLANOGLU, Aslihan, Ismail KARAKAYA, and Mehmet SATA. "Evaluation of University Students’ Rating Behaviors in Self and Peer Rating Process via Many Facet Rasch Model." Eurasian Journal of Educational Research 20, no. 89 (October 26, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.89.2.

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Hagborg, Winston J. "The Child Rating Scale and its Use with Middle School-Age Students." Psychological Reports 87, no. 2 (October 2000): 381–88. http://dx.doi.org/10.2466/pr0.2000.87.2.381.

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The Child Rating Scale is a socioemotional self-report rating scale design for elementary school children. This study examined the Child Rating Scale with a middle school-age sample (Grades 5 to 8) of 240 students. The Child Rating Scale's four scales have shown moderate to high coefficients alpha. Factor analysis yielded the 4 underlying factors consistent with the current subscales. Supportive convergent validity was found based on the Child Rating Scale subscales' predicted association with the Self-perception Profile for Children and the Psychological Sense of School Membership–Brief. Consistent with current research, decline over grades in rule compliance/acting out and school interest was documented as well as the expected mean sex differences on these two subscales. Possible areas of study are indicated, and the present study's limitations are described. The Child Rating Scale seems to be a promising self-report measure for middle school-age youth.
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Sulasiwi, Intan Febry, Supriyono Koes Handayanto, and Wartono Wartono. "Development of self-rating scale instrument of self-directed learning skills for high school students." Jurnal Penelitian dan Evaluasi Pendidikan 23, no. 1 (June 29, 2019): 1–11. http://dx.doi.org/10.21831/pep.v23i1.18130.

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This study aims to develop a valid and reliable self-rating scale instrument for measuring Self-Directed Learning (SDL) skills. This DDI study follows the steps of Hinkin’s development (1995) which consists of five stages: creating an item pool, expert conclusion, implementation, confirmatory factor analysis, and reliability analysis. The self-rating scale developed in this study consisted of sixty statements accompanied by a 1-5 Likert scale. Based on the factors analysis, 16 items were still in the draft and 44 items were declared valid and reliable. Five factors that are determined are: awareness (8 items, α = 0.717), learning strategies (9 items, α = 0.806), and learning activities (7 items, α = 0.777), evaluation (8 items, α = 0.790), and interpersonal skills (12 items, α = 0.907). The reliability coefficient (Cronbach Alpha) of the self-rating scale is α = 0.933, with the required reliability criteria is 0.5. On a scale conversion of 1-100, the student’s highest score of SDL skills is 93, and the lowest score SDL skills are 31 (SD = 20.334).
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Ng, Enoch, and Lisa M. Guirguis. "Self-assessment and observer rating of empathetic communication in pharmacy students." Eureka 2, no. 1 (May 6, 2011): 10. http://dx.doi.org/10.29173/eureka10293.

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Nicholas Hamid, P., and Christopher Cheng. "SELF-ESTEEM, AND SELF-CONCEPT CLARITY IN CHINESE STUDENTS." Social Behavior and Personality: an international journal 23, no. 3 (January 1, 1995): 273–84. http://dx.doi.org/10.2224/sbp.1995.23.3.273.

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Critical self-framing factors and salient self-referent attributes were examined for their usefulness in predicting global self-esteem. On twelve attributes 186 Hong Kong Chinese students rated their self-view, the importance of each attribute, and their certainty of possessing each attribute. Self-rating was related to self-esteem in a simple unitary manner. Importance of attribute contributed little to the analysis while certainty was related to self-esteem only for students with strongly positive self-views. A pattern of difference in emphasis for high and low self-esteem students on social attributes was clearly distinguishable. The results are discussed in terms of their cultural implications and strategy for maintaining self-esteem.
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R., Hemalatha, and B. S. Shakuntala. "USING MULTIPLE ASSESSORS TO EVALUATE CORE COMPETENCIES OF NURSING STUDENTS: A 360° EVALUATION APPROACH." Journal of Health and Allied Sciences NU 03, no. 03 (September 2013): 013–17. http://dx.doi.org/10.1055/s-0040-1703669.

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AbstractTraditional student evaluations have always been by the teaching faculty with less or no input from the nurses, patients, peers or even student's self. The objective of our study was to use 360 degree feedback in the evaluation of core competencies of final year nursing students and compare the ratings of RN, patients, peers and self rating of student. 374 final year students of selected nursing colleges in Bangalore and Tumkur were enrolled for the study. Patients, RN, peers and students themselves completed evaluator-specific evaluations in the first week of clinical period by using a validated 3 point rating scale of 40 items for both the peer and self and 21 and 20 items for the patients and RN respectively. Mean scores were tallied for each domain and for the total scale. Agreement between the raters was done using Pearson's correlation coefficient. A total of 1496 evaluations were completed for 374 samples. The mean item score ranged from 4.86 to 5.17 across all competency domains. The overall mean rating score for self, peer, client and RN was 43.7(SD 3.16), 43.6 (SD 2.34), 20.6 (SD 1.65) and 20.2 (SD 1.83) respectively. The self and peer ratings of the students were higher than the ratings of RN's and patients. None of the students were at the novice level. The Pearson's correlation coefficient between peer and self evaluation was statistically significant(r=0.28; p at 0.01 level). There was a weak but statistically significant positive relationship between peer and RN evaluation(r=0.11; p at 0.05 level). As different raters rated the students differently there was no significant relationship between self, patient, and RN ratings. This study finds potential value in the use of 360 degree evaluation of nursing students in both the hospital and community settings.
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Oswalt, Jill. "Students’ Self-Perceptions of Knowledge and Skills Pre and Post Externship." Perspectives on Administration and Supervision 23, no. 3 (October 2013): 110–20. http://dx.doi.org/10.1044/aas23.3.110.

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Student self-rating and self-reflection are often used as part of a formative assessment in Communication Sciences and Disorders (CSD) graduate programs. This article focuses on the use of a rating scale assessing speech-language pathology graduate students’ self-perception of their readiness for school and medical externships utilizing a survey format. Students completed a pre and post survey during their culminating externship experiences reflecting their perceived level of required assistance and independence with disorder groups and processes. The results of this project will be discussed with the information benefiting graduate programs in planning curriculum, assessing externship experiences, and providing a tool for student focus on perceived areas of need during the externship and at the initiation of the Clinical Fellowship (CF).
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Frydenberg, Erica, and Vicki McKenzie. "Self-assessment and instructor assessment: Contribution to supervision in a brief counselling skills training program." Journal of Psychologists and Counsellors in Schools 2 (November 1992): 17–25. http://dx.doi.org/10.1017/s1037291100002235.

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Whilst there are many critical elements in the teaching of micro-counselling skills, feedback is an essential component of an effective training program. This paper describes supervision linked to a program of instruction. More particularly it examines the relative merit and contribution of utilising both instructor rating and self-rating as a means of providing educative feedback during the process of supervision in a brief counselling training program. Instructor rating and self-rating measures were taken on two occasions, first at the commencement of a six-week training program and secondly at the completion of the course. It was found that instructor rating was consistently lower than self-rating, but both reflected an improvement in counselling skills acquisition. Students indicated an ability to be self-critical after a period of counselling training to the extent that instructor rating matched more closely self-rating, after the second interview.
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Edwards, Glen D., Art W. Bangert, Gregory Cooch, Naotaka Shinfuku, Tao Chen, Yongyi Bi, and Paula Rappe. "THE IMPACT OF SIBLING STATUS ON CHINESE COLLEGE STUDENTS' QUALITY OF LIFE." Social Behavior and Personality: an international journal 33, no. 3 (January 1, 2005): 227–42. http://dx.doi.org/10.2224/sbp.2005.33.3.227.

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The World Health Organization Quality of Life-100 (WHOQOL-100, Power, Harper, Bullinger, & WHO1QLG), the Self-Rating Anxiety Scale (Zhang, 1993), and the Self-Rating Depression Scale (Zhang, 1993) were used to determine whether Chinese college students from only child and sibling child families rated perceptions of their quality of life differently. Small to moderate significant differences were found when comparing only students to sibling students on the WHOQOL-100 with no significant differences on measures of anxiety and depression. These results suggest that only students do not differ greatly from sibling students in terms of their overall perceptions of their quality of life. A unique characteristic of this study was that it targeted older college students born after implementation of the one-child-per-family policy in China. Also, self-rating instruments were used to gain a greater holistic understanding of the emotional well-being, physical state and social functioning of students. Several psychosocial and economic reasons, including methodological issues related to this study's findings, were discussed.
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Субботина, I. Subbotina, Майер, Aleksey Mayer, Ромашина, and Svetlana Romashina. "Students’ Independent Work Facilitation." Socio-Humanitarian Research and Technology 4, no. 1 (March 17, 2015): 3–9. http://dx.doi.org/10.12737/10316.

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Facilitation pedagogy potential has been revealed in this paper based on material related to students’ independent work management in a higher education institution. Teacher’s facilitation influence realization directions, allowing transfer students’ independent activity from tutor maintenance to controlled independent work and then to self-checking with use of mark and rating estimates system, have been shown.
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Dissertations / Theses on the topic "Self-rating of students"

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Li, Pun Wai-yin Helen. "Self-concept and its relationship with intelligence, school achievement, teachers' rating and peers' rating of primary schoolpupils in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782661.

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Anderson, Rebecca Sue. "Exploring alternative assessment : a democratic approach to student self-assessment in a reading methods class /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165437/.

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Abney, Paul C. "A Study of the Relationship Between the Levels of Self-Awareness within Students Enrolled in Counseling Practicum and the Measurements of Their Counseling Effectiveness." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3272/.

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Counselor self-awareness is considered an important aspect of counseling effectiveness according to the American Counseling Association and the American Psychological Association and in numerous studies and articles within the counseling literature. With the effort to improve the effectiveness of counseling practicum students comes the need to understand the relationship between effectiveness ratings and the levels of counselor self-awareness. Gestalt Therapy literature, and the development of the Personal Orientation Inventory (Shostrom, 1963) provided the working definition of self-awareness in this study. Research and evaluation are means for improving the correlation between students' characteristics in counselor training programs and their effectiveness as perceived by faculty and doctoral supervisors. The purpose of this study was to determine the effects of practicum students' ages and their levels of self-awareness upon counseling effectiveness as measured by faculty and doctoral supervisors in a university clinic setting. Twenty-nine students who were enrolled in four practicum classes were administered the Personal Orientation Instrument. Four faculty supervisors and eight doctoral supervisors were administered the Counselor Effectiveness Rating Scale (Myrick & Kelley, 1971). The instruments were administered in the tenth week of the counseling practicum semester. Analyses of the data revealed a statistically significant interaction between the older practicum students' levels of self-awareness and their counselor effectiveness as rated by the more experienced faculty supervisors. Further analyses of the data revealed that there was a statistically significant main effect between the practicum students' age groups and their counselor effectiveness as rated by the less experienced doctoral supervisors.
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Li, Fung-yee, and 李鳳儀. "Implementing student self-assessment in a secondary four writing classof a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944863.

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Chan, Chi-keung Andy, and 陳志強. "Implementation of peer and self-assessment in secondary three mathematics lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44374975.

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Ho, Wan In. "An inquiry into the learners' perceptions of integrating self- and peer- evaluation into student assessment in English oral class." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2310712.

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Li, Guan-ying, and 李冠穎. "Criteria-referenced self-assessment in CSL writing classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367813.

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The purpose of this study was to investigate the effect of the implementation of criteria-referenced self-assessment in students’ learning in argumentative writing especially for students learning Chinese as a second language (CSL). Participants were 4 year-8 students in an international school in Hong Kong. Follow-up interview was also conducted to investigate students’ perspectives of self-assessment. Findings include the changes of students’ writing performance in argumentative essays based on the comparison of pre-test and post-test in the aspects of the 3 metafunctions of language: ideational, interpersonal and textual defined by M.A.K. Halliday. The result suggests that integrating criteria-referenced self-assessment in CSL writing classes can improve students’ writing performance and enhance their understanding of marking criteria for argumentative essay. 本文透過準實驗性研究的設計，以香港一所國際學校4位8年級學生為研究對象，了解透過量表自評在中文第二語言寫作教學中的實施，是否能夠提升學生在議論文寫作的表現。本文根據系統功能語言學對於語言元功能的分類，分析學生前後測寫作的表現。結果發現，經過一個月的量表自評實驗，學生的寫作表現在語言的概念功能、人際功能以及語篇功能三個方面均產生變化。此外，透過實驗後的跟進訪談發現，量表自評使得學生對於議論文寫作的評估標準有了更清楚的認識，同時也能夠將這樣的認識體現在對於議論文寫作的評斷當中。
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Yuen, Hon-ming Jacky, and 袁漢明. "Implementing peer assessment and self-assessment in a Hong Kong classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944966.

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Nielsen, Ingrid, and mikewood@deakin edu au. "Situational and dispositional indicators of performance: Competing models in education." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.112422.

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The attainment of high grades on the Victorian Certificate of Education (VCE) is critical to the future study and employment prospects of many Australian adolescents. Thus it is important to understand the factors that contribute to performance in the VCE. The aims of this study were twofold: the main aim was to test competing models of academic performance, subsuming a range of situational and dispositional variables based on a) self-efficacy theory, b) target and purpose goals, c) cognitive skills and self-regulatory strategies, and d) positive psychology. These models were each tested in terms of English performance and mathematics performance as these units contribute proportionally the most to overall VCE scores. In order to study whether pressures peculiar to the VCE impact on performance, the competing models were tested in a sample of Victorian students prior to the VCE (year 10) and then during the VCE (year 11). A preliminary study was conducted in order to develop and test four scales required for use in the major study, using an independent sample of 302 year nine students. The results indicated that these new scales were psychometrically reliable and valid. Three-hundred and seven Australian students participated in the year 10 and 11 study. These students were successively asked to provide their final years 9, 10 and 11 English and mathematics grades at times one, three and five and to complete a series of questionnaires at times two and four. Results of the year 10 study indicated that models based on self-efficacy theory were the best predictors of both English and mathematics performance, with high past grades, high self-efficacy and low anxiety contributing most to performance. While the year 10 self-efficacy models, target goal models, positive psychology models, self-regulatory models and cognitive skill based models were each robust in the sample in year 11, a substantial increase in explained variance was observed from year 10 to year 11 in the purpose goal models. Results indicated that students’ mastery goals and their performance-approach goals became substantially more predictive in the VCE than they were prior to the VCE. This result can be taken to suggest that these students responded in very instrumental ways to the pressures, and importance, of their VCE. An integrated model based on a combination of the variables from the competing models was also tested in the VCE. Results showed that these models were comparable, both in English and mathematics, to the self-efficacy models, but explained less variance than the purpose goal models. Thus in terms of parsimony the integrated models were not preferred. The implications of these results in terms of teaching practices and school counseling practices are discussed. It is recommended that students be encouraged to maintain a positive outlook in relation to their schoolwork and that they be encouraged to set their VCE goals in terms of a combination of self-referenced (mastery) and other-referenced (performance-approach) goals.
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Ghosh, Sanjukta. "Peer feedback and self review in ESL writing of Chinese students." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883845.

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Books on the topic "Self-rating of students"

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Higher Education Research and Development Society of Australasia., ed. Implementing student self assessment. 2nd ed. Campbelltown, N.S.W: Higher Education Research and Development Society of Australasia, 1991.

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Boud, David. Implementing student self-assessment. Kensington, N.S.W: Higher Education Research and Development Society of Australasia, 1986.

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Rudinger, Georg, and Katharina Hörsch. Self-Assessment an Hochschulen: Von der Studienfachwahl zur Profilbildung. Göttingen: V&R Unipress, 2009.

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Race, Philip. A briefing on self, peer & group assessment. York: Learning and Teaching Support Network, 2001.

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Winter, Felix. Schüler lernen Selbstbewertung: Ein Weg zur Veränderung der Leistungsbeurteilung und des Lernens. Frankfurt am Main: P. Lang, 1991.

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Holmes, Tim. Action planning in schools and colleges. (S.l.): Tim Holmes & Associates, 1994.

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Enhancing learning through self assessment. London: Kogan Page, 1995.

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Gregory, Kathleen. Self-assessment and goal setting. 2nd ed. Bloomington, IN: Solution Tree Press, 2011.

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Brouër, Birgit. Selbstbeurteilung in selbstorganisationsoffenen Lernumgebungen: Entwicklung eines Modells der Selbstbeurteilung und evidenzbasierter Impulse für die Förderung der Selbstbeurteilung in der Praxis. Bad Heilbrunn: Verlag Julius Klinkhardt, 2014.

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Gregory, Kathleen. Self-assessment and goal-setting: For use in middle and secondary school classrooms. Melville, BC: Connections, 2000.

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Book chapters on the topic "Self-rating of students"

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Galluccio, Carla, Rosa Fabbricatore, and Daniela Caso. "Exploring the intention to walk: a study on undergraduate students using item response theory and theory of planned behaviour." In Proceedings e report, 153–58. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.30.

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Physical activity is one of the most basic human functions, and it is an important foundation of health throughout life. Physical activity apports benefit on both physical and mental health, reducing the risk of several diseases and lowering stress reactions, anxiety and depression. More specifically, physical activity is defined as "any bodily movement produced by skeletal muscles that require energy expenditure" (World Health Organization), including in this definition several activities. Among them, walking has been shown to improve physical and mental well-being in every age group. Despite that, insufficient walking among university students has been increasingly reported, requiring walking promotion intervention. In order to do this, dividing students based on their intention to walk might be useful since the intention is considered as the best predictor of behaviour. In this work, we carried out a study on university students' intention to walk and some of its predictors by exploiting Item Response Theory (IRT) models. In particular, we inspected the predictors of intention by mean of Rating Scale Graded Response Model (RS-GRM). Then we used the Latent Class IRT model to divide students according to their intention to walk, including predictors' scores as covariates. We chose the intention's predictors according to an extension of the Theory of Planned Behaviour (TPB), with both classic and additional variables. The formers are attitude toward behaviour, subjective norms, and perceived behavioural control, whereas we used risk perception, self-efficacy, anticipation, self-identity and anticipated regret as additional variables. Data was collected administrating a self-report questionnaire to undergraduate students enrolled in the Psychology course at Federico II University of Naples.
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Bijlsma, Hannah. "The Quality of Student Perception Questionnaires: A Systematic Review." In Student Feedback on Teaching in Schools, 47–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_4.

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AbstractStudent perceptions of teaching are promising for measuring the quality of teaching in primary and secondary education. However, generating valid and reliable measurements when using a student perception questionnaire (SPQ) is not self-evident. Many authors have pointed to issues that need to be taken into account when developing, selecting, and using an SPQ in order to generate valid and reliable scores. In this study, 22 SPQs that met the inclusion criteria used in the literature search were systematically evaluated by two reviewers. The reviewers were most positive about the theoretical basis of the SPQs and about the quality of the SPQ materials. According to their evaluation, most SPQs also had acceptable reliability and construct validity. However, norm information about the quality rating measures was often lacking and few sampling specifications were provided. Information about the features of the SPQs, if available, was also often not presented in an accessible way by the instrument developers (e.g., in a user manual), making it difficult for potential SPQ users to obtain an overview of the qualities of available SPQs in order to decide which SPQs best fit their own context and intended use. It is suggested to create an international database of SPQs and to develop a standardized evaluation framework to evaluate the SPQ qualities in order to provide potential users with the information they need to make a well-informed choice of an SPQ.
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Cotter, Matthew, and Don Hinkelman. "Video assessment module: self, peer, and teacher post-performance assessment for learning." In CALL and complexity – short papers from EUROCALL 2019, 94–99. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.992.

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Assessing student presentations can be made more reliable with video-recording and post-performance rating. Further, self assessment and peer assessment can aid in the learning process by students when using specific, easy-to-understand rubrics. A ten-year action research study involved video-recorded performance assessment tasks using a free, open-source Moodle module developed by Sapporo Gakuin University. The Video Assessment Module (VAM) allowed teachers to video record English presentations and upload them to the module for students for self and peer assessment on specific rubrics using qualitative and quantitative criteria. When compared to paper rubrics, the VAM reduced teacher management time and students could use out-of-class time to assess asynchronously without time pressure. Results showed that there was a higher difference in teacher variance for self assessment when compared to teacher variance with peer assessment. Qualitative and quantitative results reported value in using the tool by both students and teachers. This study also showed that students can be trained to use online rubrics to score presentations efficiently, giving further validity for using and developing online modules for video assessment.
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Fratter, Ivana, and Luisa Marigo. "Il sillabo interattivo." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/019.

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The project aims to present the results of an experimental research study conducted during the academic years 2015-2016, 2016-2017 at the University of Padova Language Centre (CLA). The objectives of this study are to examine the results of the proposal to integrate self-evaluation and entrance evaluation aimed at foreign incoming students enrolled at our University. In the first phase an initial review of the placement test results carried out at the CLA combined with an examination of language certificates presented by the students has raised some critical issues related to incongruous data among the various tests/certifications. Other situations have shown different results regarding language skills within the same test, which has reinforced the decision to also introduce a system of self-assessment to grant greater autonomy and responsibility to the students when choosing their class. To this end, in the second phase, two different self-assessment tools have been assigned to the students with the attempt to answer the questions whether students can be good “self-assessors” and if self-assessment tools based on Common European Framework of Reference (CEFR) “can do” descriptors and on the Syllabus adopted in our language Centre can be used as reliable diagnostic tools in an academic environment in which learners are expected to have some experience with self-rating. The results have shown that the self-assessment instruments we used may function as a placement tools, but that this is true especially in the case of learners who are familiar with self-assessment and with the teacher’s guidance. The third phase, described in detail in this contribution, is to overcome the previously emerging critical issues by providing an interactive guided syllabus, since it effectively integrates evaluation and self-assessment and actively engages the student in choosing the proper language level through online activities.
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Baker, Abu, Furqan Iqbal, Mahnoor Laila, and Annas Waheed. "Psychology With Mahnoor App." In Advances in Medical Technologies and Clinical Practice, 214–31. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2521-0.ch010.

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One in four people in the world will be affected by mental or neurological disorders at some point in their lives. Around 450 million people currently suffer from such conditions, placing mental disorders among the leading causes of ill-health and disability worldwide, according to the World Health Organization. Keeping in mind the above facts, Self Assessment Psychology Dictionary and Notes app has been designed and developed to educate psychology students and psychological patients. With the help of this application the user can do different physiological tests like Hads Mood, Internet Addiction Test, The Robertson Emotional Distress Scale, Beck Anxiety Inventory and Zung Self-Rating Anxiety Scale. The application has a smart algorithm that calculates the result on the basis of the user inputs. The application also generates the certificate for the user to share and use it for further treatment. The application provides detail information about psychology and psychologist. Apart from that, the application has a psychology dictionary of psychology-related topics.
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Aksiutina, Tatyana, and Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.

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With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.
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Conference papers on the topic "Self-rating of students"

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ALONCEVA, A. I., and V. V. KRUZHILIN. "THE CORRELATION OF MOTIVATION OF EDUCATIONAL ACTIVITIES WITH SELF-RATING OF STUDENTS." In CHALLENGES AND QUESTIONS MODERN SCIENCE part 2. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/pivsn-03-2019-33.

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2

DeBartolo, Elizabeth A., Margaret B. Bailey, Sheryl A. Gillow, William Scorse, and Richard Liccion. "An Evaluation of the Effectiveness of Traveling Engineering Activity Kits in Pre-College Classrooms." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12871.

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The focus of this paper is assessment of the effectiveness of Traveling Engineering Activity Kits (TEAK) in engaging pre-college students in engineering-related activities. This includes a discussion of the challenges in assessing such a brief interaction with groups of middle school students with widely varying backgrounds as well as a discussion of how past assessment has led to modifications in TEAK activities. Program assessment has evolved from pre- and post-visit quizzes on technical content and interest in engineering to instructor observation of student engagement during TEAK visits relative to engagement during a typical class period. Initial results from pre- and post-visit quizzes showed that the vast majority of students self-reported an increased interest in engineering but that the percentage of students showing an increased understanding of engineering topics was highly dependent on the background of the students. Students who did well on the pre-visit quizzes would show less improvement after a TEAK visit, because their initial level of knowledge was higher. In the present model of rating levels of student engagement during TEAK visits, results seem much more promising, with teachers indicating that, during TEAK activities, their students are more engaged and ask more and better questions than during a typical class.
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