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1
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。published_or_final_version
Education
Master
Master of Education
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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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Dyckman, Frances Maria. "Domestic violence education and risk mitigation for prelicensure nursing students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2507.
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The purpose of this project is to develop a domestic violence consciousness raising-education program and a self-administered risk assessment for a population of community college nursing students. When the faculty became aware that attrition rates were rising and that a high number of requests to drop out of nursing school were disproportionately linked to recent incidences of domestic violence, a potential contributing cause of the high drop out rate was revealed.
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Lunga, Carolyne Mande. "Perceptions of being a learner: an investigation into how first year Journalism students at a South African university construct themselves as learners." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020026.
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The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.
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Session, Arazola Nadine. "Anatomy of the social worker." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1911.
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Balam, Esenc Meric Shannon David M. "Professors' teaching effectiveness in relation to self-efficacy beliefs and perceptions of student rating myths." Auburn, Ala., 2006. http://hdl.handle.net/10415/1320.
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Yeung, Ka-wah, and 楊嘉華. "The impact of teaching practice on general and professional self-perceptions: an investigation of Hong Kongstudent teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31237952.
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Kessler, Audrey L. "Awareness, Perception, and Self-Reported Purchasing Behaviors of College Students Regarding Front-of-Package Nutrition Labeling Systems and Symbols." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3100.
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Traditional students enroll in post-secondary institutions during emerging adulthood. College enrollment is increasing and adult weight gain occurs most rapidly during the college-age years, with poor food decisions as a potential contributing factor. The present study examined the awareness, perception, and self-reported purchasing behaviors of college students regarding four front-of-package (FOP) nutrition labeling systems and symbols. Students were sent a 24-question web-based survey, with 908 completed surveys that met the research criteria. There were 888 (98.3%) respondents who recognized at least one of the four presented FOP nutrition labels. There were no significant differences between the groups that recognized one to four of the FOP nutrition labels in their stated likelihood to purchase foods with the specified labels. Students’ awareness of four commercial FOP nutrition labeling systems and symbols on product packaging did not have an impact on their food purchasing behaviors.
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Chan, Kam-wing, and 陳錦榮. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195845X.
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"Teachers' responsibilities in developing pupils' self-concept." Thesis, 2012. http://hdl.handle.net/10210/5623.
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M.Ed.This investigation is part of a group project that was conducted by a research team of the Department of Educational Sciences of the Rand Afrikaans University. The focus of this study is the self-concept development of pupils and the responsibility of teachers in this regard. Aspects of self-concept development are addressed as factors contributing towards the pupils gaining a positive self-concept. Teachers should be aware of the subtle, yet powerful, influence that a positive or a negative self-concept could have on a pupil's development and how this affects the pupil's intellectual, social and personal development. It is the view of the researcher that teachers need to make every effort to assist pupils in developing a positive and healthy self-concept. The methodology used in this study is two-fold: Firstly, it involves literature study on self-concept development. The researcher used this information to support the field of investigation and to make findings based on factual information. Secondly, it involves information derived from questionnaires completed by a number :of teachers in different schools. From the information obtained from the completed questionnaires the researcher was able to ascertain teachers' opinions of their efforts concerning the development of pupils' self-concept. The results of the empirical research indicate that teachers, by making a high input on the various aspects of the development of the pupils' self-concept, consider this as an important responsibility. The following specific findings were made: * The input made by teachers with regard to encouraging pupils to believe in their own abilities was given the highest rating, while their input concerning planning to meet individual needs of learners was on the lower average. There was a significant difference between the ratio male : input and the ratio female : input regarding the encouragment of pupils to believe in their own abilities. Teachers with more than eleven years of teaching experience provide more input in planning to meet the individual needs of the learners. Teachers whose mother tongue is neither English or Afrikaans provide more input in giving positive feedback to pupils. It was noted that teachers' qualifications also play a role in their input concerning positive feedback to pupils. There is a significant relationship between subjects taught and the proportion of input with regard to the various aspects of self-concept development. The study also revealed that teachers are of the opinion that the development of pupils' self-concept is an important aspect of their responsibilities. This is supported by the high proportion of teachers' input in this regard.
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Ellery, Karen. "Student involvement in the assessment process in a first year university geography module : influencing their approach to learning." Thesis, 2001. http://hdl.handle.net/10413/5251.
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The assessment procedures utilised in first year Geography modules at the University of Natal
Durban were critically reviewed. This revealed a rather narrow approach with an emphasis on
summative assessment, limited feedback and a hidden assessment agenda with no student
involvement. It was recognised that this traditional approach encouraged a surface approach to
learning. In order to broaden the range of assessment procedures available to the students and to
improve upon the assessment practice in general, peer and self-assessment exercises were
incorporated into a first year module (Environmental Geography I) during this study. It was felt that
by participating in peer and self-review exercises, students' self-reflective skills could be developed
in order to equip them to become life-long learners. The main aim of the study was to integrate
assessment with learning and to determine whether active involvement in the assessment process
provided insight into the process and positively influenced students' motivation, attitude and
approach to learning.
The study, which was conducted over a two-year period using an action research approach,
revolved mainly around an essay test students wrote a few weeks into the module. During tutorials
prior to the test students were introduced to the skill of essay writing and the concept of criteria by
which essays could be assessed. After the test, using a criteria sheet and model answer, students
were expected to mark (Le. provide both written feedback as well as a grade) both an essay of an
anonymous ' peer' as well as their own test essay. The lecturer subsequently marked the test as well
as the actual assessment done by the students. Quantitative comparisons of student-awarded grades
and lecturer-awarded grades, as well as a qualitative analysis of student and lecturer feedback
during the process, and comments from the evaluations, revealed some general trends from both
iterations:
• Students showed increased insight into the process of self-assessment with practice.
• Good students tended to under-estimate, poor students over-estimate grades.
• Students were critical when marking an anonymous peer.
• Students tended to be less critical when marking themselves.
• Students battled with understanding/implementing certain criteria.
• Students found it hard to separate out content from structure and style in an essay.
• Students generally saw credit and value in the process of self-assessment.
• Students were generally positive about the process of self-assessment
• Students were rely-ctant to engage in the process of self-assessment on a more regular basis • Students felt the feedback comments from the lecturer on the self-assessment were the most
valuable learning exercise.
A large part of the success of the study was that, through integrating assessment in the learning
process, students were able to be more critical of their own work. This in turn should pave the way
for them being able to work in more self-reflective and independent ways in the future.
Furthermore, the study served to open up dialogue with students with respect to our teaching and
their learning. By participating in the peer and self-review process they became more aware of the
"hidden" aspects of the curriculum. Students appear to have acquired an awareness of the value of
criteria in assessment and were able to apply them to some degree in their own context. In general,
students felt they had a beneficial experience in peer and self-assessment.
The study highlighted a number of issues that need addressing. Firstly, there was a large gap
between lecturer expectations in a written answer and what the students felt was acceptable. In
particular, students had problems with being able to discriminate and internalise certain criteria such
as relevance of information' and in general resorted to what has been tenned the 'shotgun '
approach when providing answers. It is recognised that interpretation of such gaps in understanding
have social, cultural and political contexts. Secondly. the actual awarding of grades was an
intimidating process for many students and should be done in a less threatening way in the future.
Thirdly from a personal point of view, it is recognised that it requires not only a high level of
critical reflection but also active engagement and discipline to make necessary changes in an action
research process.
A conceptual framework in which traditional and educational forms of assessment are represented
as two extremes of a continuum of student-lecturer involvement, is presented. This helps to locate
the present study and provides direction for future assessment studies in which student learning is
the central focus.Thesis (M.Ed.)-University of Natal,Durban, 2001.
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"Self-and peer ratings of personality traits: evidence of convergent and discriminant validity among Hong Kong university students." Chinese University of Hong Kong, 1993. http://library.cuhk.edu.hk/record=b5887794.
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Lee, Haekyung 1973. "Students' perceptions of peer and self assessment in a higher education online collaborative learning environment." 2008. http://hdl.handle.net/2152/17877.
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The purpose of the study was to investigate factors that affect students’ perceptions of the use of online peer and self assessment in an online collaborative learning environment, and to explore the impacts of the assessments on the online collaboration of the students. The setting of this study was a university graduate-level online credit course entitled Computer Supported Collaborative Learning (CSCL), in which all course activities were conducted collaboratively through online communications and online peer and self assessment was provided at the end of every group project. Data sources included: face-to-face or online video conferencing interviews with 14 participants; participants’ written reflections; their portfolios; messages that each participant posted to their group online discussion board; and peers’ and self comments on the online peer and self assessment. Data were analyzed using Strauss and Corbin’s (1998) grounded theory approach. Results of the data analysis showed that many factors allowed students to have varied perceptions, attitudes, and feelings in conducting the online peer and self assessment. The factors were grouped into three: learning context, individual differences, and online learning community. Learning context encompassed all parts of the CSCL online course strongly related to the peer and self assessment, including course elements, online assessment system, types of assessment feedback, and graduate school environment. Categories under the factor of individual differences included stringency-leniency in ratings, objectivity of ratings, previous assessment experience, purpose of the assessments, and degree of self-confidence in assessing their own contributions to the group activity. Categories related to the online learning community included group composition, engagement of group members, and sense of community. Additionally, the results revealed the impact of the use of peer and self assessment on the group collaboration in terms of understanding others’ perspectives, reflections on themselves, awareness of the assessments, interpersonal skills for collaboration, accountability, participation, personal criteria for the assessments, level of confidence with the assessments, and group collaboration.text
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"Selfkonsep by studente aan die onderwyskollege vir verdere opleiding." Thesis, 2014. http://hdl.handle.net/10210/12675.
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Ferreira, Lynette. "Selfpersepsie en kursuspersepsie in studente se loopbaankeuse." Thesis, 2014. http://hdl.handle.net/10210/10342.
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M.Ed. (Educational Leadership)One of the most important choices that a student has to make is that of a career. Because of the financial implications, it is of the utmost importance that a student makes the right choice. To be able to do so, the student must know him-/herself and must be aware of the demands of the specific career. The purpose of this study is to determine whether a student's self and career perception have an influence on the successful completion of his/her studies. The point of departure of this study is the perceptual tradition and self-concept theory. This tradition operates on the premise that all behaviour is a function of the individual's perceived world. Each person has a unique system of perceptions about the self and this self-concept generates behaviour and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the self and career perceptions of students and the effect that they may have on successful career choices. The most important findings were: The students all have a positive self-concept as well as a positive perception of the future. They all feel that the economy and politics will not have a negative influence on their future career. Students who have made a successful career choice had a thorough knowledge of their future careers and of their own ability, likes, dislikes and interests whereas students who have made a wrong choice did not have such knowledge at first. The following is recommended: The vocational guidance teacher should guide pupils towards in-depth self-perceptions and career perceptions.
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Robinson, Tracy Ann. "Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term." Thesis, 2006. http://hdl.handle.net/1957/1939.
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Graduation date: 2006Curricular models and teaching techniques that support college students as the primary authors of their writing-across-the-curriculum experiences remain largely unexplored. This thesis addresses that research gap by investigating the use of a start-of-term writing self-assessment and goal-setting questionnaire (STQ) for upper-division undergraduates taking writing-intensive (WI) college courses in their majors. The tool was piloted in 23 WI sections at Oregon State University during winter term 2004. Feedback obtained through an end-of-term writing self-evaluation showed that students who completed the start-of-term questionnaire tended to take the effort seriously, fill out the questionnaire completely, and use the tool for its intended purposes of reflective self-assessment and goal-setting. Students saw the tool as something that could help them with their writing, and study results suggest that its benefits may have been reinforced by students’ end-of-course review of their STQ responses. Feedback from participating instructors indicated that the tool helped with their teaching as well as their students’ learning, and most instructors planned to continue using the STQ beyond the pilot study. Study results also suggest that the questionnaire can serve as a program-level research and assessment tool, providing WI program administrators and policy-makers with new insights on students’ writing needs and goals. Campus-wide use of the STQ may lead to WI program enhancements, generate new ideas for WI instructor training, and support department, college, and institutional writing-curriculum development efforts.
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Mohapi, Mogapi Jeremia. "An evaluation of the impact of alternative assessment methods on the first-year clinical technology students' performance and perceptions in Psychodynamics I." Thesis, 2010. http://hdl.handle.net/10413/9221.
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Assessment is the single most powerful influence on student learning, and if it is not designed well, it can easily undermine the positive academic benefits of our teaching and learning. It is therefore important to regularly review and reflect on our teaching, learning, and assessment, especially, conventional individualistic conceptions of assessment practices taken for granted in institutions of higher learning. The aim of this study was to evaluate whether involving students in assessment practices in higher education would help them acquire some understanding of how assessment and grading work, thereby influencing their approaches to learning.
Self and peer assessment are used in this study as instructional strategies to support student learning, and are integrated into essay-writing, one of the conventional methods of assessment used in an academic course. The objective was to evaluate the impact of self and peer assessment on students’ learning. The study’s rationale was to involve students in the assessment of their own work and work of others in order to improve substantive acquisition of subject knowledge and understanding, thereby improving their academic performance and achievement.
Qualitative data were collected using mainly questionnaires and interviews to solicit students’ perceptions about the impact of self and peer assessment. Quantitative data were used to supplement and complement the questionnaire and interviews methods.
Results showed that in the initial involvement in assessment practice students demonstrated inexperience, uncertainty, and deficiency in assessing. There was observable overmarking and undermarking in self and peer assessment, respectively. However, the research study indicated that there were some academic benefits if students are involved in assessment practice over time. There was an overall approval and appreciation of self and peer assessment by students. Furthermore, self and peer assessment promoted interactive, collaborative and cooperative learning among students as opposed to competitiveness. Given the small-scale nature of this research study, there was limited improvement in the development of assessment skills, but a marked improvement in writing an essay.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
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Ashley, Jesse. "Academic self-concept, academic motivation, perceived support and academic performance of immigrant learners in South African schools." Diss., 2019. http://hdl.handle.net/10500/26837.
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Several children immigrate to South Africa every year and it has been shown that some migrant children experience challenges in their host countries. These challenges have been documented to affect their academic performance in school. A total number of 164 immigrant learners from Gauteng schools, in grade 11 and 12 participated in the study. The study first, determined the positive correlation between academic motivation, academic self-concept and perceived support and academic performance. Second, the study established whether academic motivation, academic self-concept and perceived support would predict academic performance. Third, the study determined whether academic self-concept would mediate the relationship between academic motivation and academic performance. Correlation, regression and mediation analyses were used to address the aims of the study. There was a positive relationship between academic motivation, academic self-concept, perceived support and academic performance. Only academic self-concept predicted academic performance. Academic self-concept significantly mediated the relationship between academic motivation and academic performance. The results from the study demonstrate the importance of psychological factors informing immigrant learners’ academic performance in school.Psychology
M.A. (Psychology)
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Hoffman, Leslie Ann. "An exploration of reflective writing and self-assessments to explain professionalism lapses among medical students." Thesis, 2014. http://hdl.handle.net/1805/5931.
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Indiana University-Purdue University Indianapolis (IUPUI)Background: Recent literature on medical professionalism claims that self-awareness and the ability to reflect upon one’s experiences is a critical component of professionalism; however there is a paucity of empirical evidence to support this claim. This study employed a mixed methods approach to explore the utility of reflective writing and self- and peer assessments in explaining professionalism lapses among medical students. Methods: A retrospective case-control study was conducted using students from Indiana University School of Medicine (IUSM) who had been disciplined for unprofessional behavior between 2006-2013 (case group; n=70). A randomly selected control group (n=230) was used for comparison. Reflective ability was assessed using a validated rubric to score students’ professionalism journals. Mean reflection scores and assessment scores were compared using t-tests. Logistic regression analysis was used to determine the impact of reflection scores and self- and peer assessment scores on the likelihood of having been disciplined for unprofessional behavior. Subsequent qualitative analysis further explored when and how students learned professionalism during their clinical experiences. Results: The study found that students in the case group exhibited lower reflective ability than control students. Furthermore, reflective ability was a significant factor in explaining the odds that a student had been cited for professionalism lapses. There were no differences in self-assessment scores between the two groups, but students in the case group had significantly lower peer assessment scores than control students. Peer assessment scores also had the greatest influence on the odds that a student had been cited for professionalism deficiencies during medical school. Qualitative analysis revealed that students learn professionalism from role models who demonstrated altruism and respect (or lack thereof). Conclusions: These findings suggest that students should be provided with guidance and feedback on their reflective writing to promote higher levels of reflection, which may reduce the number of students who are cited for professionalism lapses. These findings also indicate that peer assessments can be used to provide students with insightful feedback regarding their professional development. Finally, role models have a strong influence on students’ professional development, and therefore must be cognizant of the implicit messages their behaviors convey.
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Lintvelt, Rulene Annemie. "The personal contexts of undergraduate students in social work at UNISA." Diss., 2008. http://hdl.handle.net/10500/794.
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The Department of Social Work at UNISA places the emphasis on developmental social work and trains students according to the Person Centred Approach which emphasises the uniqueness of each client. The question thus arises if this Department is indeed working with their students in a person-centred way, and if students think the Department lives out a person-centred philosophy. Exploring the personal contexts of students would give the Department of Social Work the oppor-tunity to try and find a fit between the personal contexts of students and the national requirements of training.
From a population of 114 fourth level students in Social Work at UNISA, a self-selected sample of 79% emerged. Focus is placed on the students' perceptions of following five areas: (1) the self, (2) family life and family of origin, (3) living and study conditions, (4) UNISA and social work training, (5) social work as future career.Social Work
M.A. Social Science (Mental Health)
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Wade, Barbara Louise. "UNISA social work students' experiences of trauma : an exploratory study from a person-centred perspective." Thesis, 2009. http://hdl.handle.net/10500/3317.
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The purpose of this study is to describe trauma in the lives of social work students studying at Unisa South Africa. It explores how they describe trauma, what traumatic experiences they have gone through, the effect these experiences had on them, what they did to cope and how these experiences impacted their work as aspiring social workers. A case study was conducted with fourth-level students at Unisa South Africa.
The theoretical framework adopted for the research was the person-centred approach. The research involved both focus group interviews and a survey. Both quantitative and qualitative data were generated. Descriptive statistics were used to create a profile of the participants. Qualitative data were analysed using a hermeneutic method.
The perceptions of the participants were re-told by the researcher in the form of specific themes that emerged from the data. These themes were discussed and compared with the literature. Implications for the students’ work as social workers were discussed.
The study accessed unique aspects of trauma that are grounded in the South African context. The description of trauma that emerged from the research created a new definition of the meaning of trauma.
The research discusses the effects of trauma on the emerging professional self of the social work student.
Recommendations are made that could be valuable to social work educators wishing to further the personal and professional growth of social work students. The research is also of value to those working with traumatised people.Social Work
D .Litt. et Phil. (Social Work)
30
Weldmeskel, Fisseha Mikre. "The use of quality formative assessment to improve student learning in West Ethiopian universities." Thesis, 2015. http://hdl.handle.net/10500/21909.
Full textAbstract:
The purpose of this study was to examine the ways by which student learning improvement and the
self-regulation of learning are possible through the use of quality formative assessment in the teaching
of a university course. In recent years, researchers in educational assessment are showing an increased
interest to the improvement of learning resulting from the use of formative assessment. Formative
assessment is generally recognised as an improvement oriented assessment. It is believed to result in
instructional effectiveness. Quality formative assessment includes formative feedback, self-assessment
and peer assessment. Previous studies show the contribution of each of these quality formative
assessments to learning improvement. However, less attention has been given to studying the combined
effect of quality formative assessments on learning improvement. On the other hand, the predominant
use of summative assessment remains a challenge to the improvement in instruction. Thus, the question
was to determine the extent to which the use of quality formative assessment improves learning. The
literature review in this study show an over reliance upon summative assessment in the context of
higher education classrooms. There is also recognition in that formative assessment improves learning
and enhances self-regulation. This study followed a mixed-methods research design of the type
partially mixed sequential and applied a quasi-experimental intervention, where the educators used
quality formative assessment on lessons with the students in the intervention group. The quasiexperimentation
was implemented with 378 (214 male and 164 female) first year students of three
universities enrolled for “General Psychology” course and six educators who were teaching the course.
The students in this study were taken from intact classes, because this is possible in quasi experimental
research. Data for the quantitative part of the study were generated using a structured questionnaire and
achievement tests. Interviews with the educators, focus group discussions with the students, and
classroom observations were used to generate data for the qualitative phase of study. The pretestposttest
scores as well as the students’ perceptions on self-regulating learning were compared between
the intervention (N =191) and the comparison (N = 187) groups. The quantitative analysis used
different inferential statistics, which proved the presence of statistically significant variations between
the intervention and comparison groups for the outcome measures (posttest achievement and perception
about self-regulating learning). Although the qualitative study showed the presence of positive
perceptions towards quality formative assessment, the practice was found to be inconsistent. Perhaps,
this may be because of the predominantly summative assessment tradition and the reluctance to use
quality formative assessment. Finally, recommendations were made to promote the use of quality
formative assessment aiming at the improvement and the self-regulation on learning.Curriculum and Instructional Studies
D. Ed. (Didactics)
31
Nkalane, Patience Kelebogile. "E-portfolio as an alternative assessment approach enhancing self-directed learning in an Open Distance Learning environment." Thesis, 2018. http://hdl.handle.net/10500/26473.
Full textAbstract:
Assessment is an integral part of teaching and learning in higher education. The use
of technology in higher education, particularly in the ODL environment, has brought
some changes on how we teach and assess students. The traditional assessment
practices needed to be reviewed and reconfigured to meet the requirements of the 21st
century assessment practices. The purpose of this doctoral study was to design a
framework to guide the assessment of an E-portfolio as an alternative assessment
approach in an ODL context. The integrated theoretical framework of the learning
theories (behaviourism, cognitive and constructivist) and the ODL theories
(connectivist, online collaborative and self-directed) underpinned the study. This
integrated framework explored lecturer and student experiences in the use of Eportfolio, as an alternative assessment to enhance self-directed learning. In striving to
get in-depth insight into this study, the pragmatism paradigm, which calls for the mixed
methods research design, was employed for the collection and analysis of data. The
sample was drawn from a cohort of six participants and fifty-six respondents in the
three colleges of the university. This sequential exploratory mixed methods design
employed semi-structured interviews, document analysis for qualitative data collection
while a Likert scale of an online questionnaire was used to collect quantitative data.
The findings of this research indicated that the E-portfolio can be of greater use as an
alternative assessment approach and was able to empower students with higher order
thinking skills, critical thinking skills and self-directed learning equipping them with the
21st century skills. Several challenges were experienced during the implementation of
the E-portfolio, which included lack of digital literacies and technical assistance, nonsynchronisation of the learning management system for hosting E-portfolio (myUnisa),
UNISA’s policies which do not include E-portfolio assessment processes and
procedures. In conclusion, the literature study, the findings of the empirical research
and the recommendation of this study formed the basis for designing the framework
to guide the assessment of an E-portfolio as an alternative assessment strategy for an
ODL context.Curriculum and Instructional Studies
Ph. D. (Curriculum Studies)
32
Moore, Caryl. "Academic motivation and performance as a function of cognitive factors." Diss., 1998. http://hdl.handle.net/10500/17509.
Full textAbstract:
Existing scales were modified and factor-analysed through "prepilof' and pilot studies for
exploring relations between academic motivation, achievement, and cognitive factors such as locus
of control (LOC), attributions, perceived self-determination and ability.
Distinct, conceptually meaningful factors emerged.
Thirty-seven hypotheses were tested on Unisa students. Among notable findings were:
• Internal LOC related to academic motivation, but treating LOC as a set of distinct factors
rather than a bipolar dimension offered more insights (e.g. "Impotence" rather than other external
LOC factors related negatively to
· achievement).
• Little was gained from categorising attributions according to Weiner's dimensions.
• Intrinsic motivation and "identified regulation" related positively to motivation.
• Students' (especially unsuccessful students') expectations of success and perceptions of their
ability were over-estimated.
• Different factors related to motivation and achievement in different cultural groups.
• Although motivation and achievement are usually positively related, this did not apply to
disadvantaged groups.Psychology
M.A. (Psychology)
33
Thebe, Christopher Newa. "Towards a comprehensive model of formative assessment for self-regulated learning : a study of practice at Solusi University in Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/25023.
Full textAbstract:
The main purpose of this study was to explore what the true worth or value of formative assessment was in the context of self-regulated learning. It sought to find out how the quality of formative assessment practices is characterised by the lecturers and students at Solusi University, Zimbabwe. The evidence from this was to be compared with what the course outlines and related documents suggested regarding the quality of formative assessment practices at Solusi University. The study also intended to find out how the self-regulated learning approach could add value to formative assessment practices in this university. This became important on account of the major functions of assessment in general and continuous assessment in particular to act as a barometer of the quality of learning going on in an institution. The qualitative research approach was adopted using interviews and analysis of formative assessment documents such as the course outlines as well as quizzes and tests. It emerged from the findings that formative assessment practices at Solusi University are characterised by performance as the major issue. Performance is the overemphasis of marks and scores whilst ignoring the other major learning aspects of formative assessment. This is so because there is no assessment guide to inform on the criteria and standards to follow. The course objectives were based on the lower-order levels of learning which dwell more on rote learning for the sake of grading or performance. Even though assignments were preferred, more quizzes were being used so as to garner enough marks. This picture could be altered if the theories that underpin this study namely, Self-Regulated Learning, the BEAR Assessment System and Bloom’s Taxonomy of Learning Objectives respectively were applied in the formative assessment practices in the university. This would allow for transparency and collaboration in the formative assessment process with students being active participants. In this case the self-regulated learning approach would have been used to enhance the quality of formative assessment practices.Educational Leadership and Management
D. Ed. (Education Management)
34
Kim, Mikyung. "Self-efficacy of Korean EFL writing teachers and its relationship to the feedback provided to students." 2002. http://hdl.handle.net/2152/11024.
Full text
35
Ogbonnaya, Ugorji Iheanachor. "Exploring the relationship between Mathematics teachers’ subject matter knowledge and their teaching effectiveness." Thesis, 2011. http://hdl.handle.net/10500/5240.
Full textAbstract:
The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers.Institute of Science and Technology Education
PhD (Mathematics Education)