Journal articles on the topic 'Student Self Evaluation (SSE)'
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O'Connor, Thomas St James, Elizabeth Meakes, Lori Edey, Marlene Healey-Ogden, Glenn Empey, Sarah Klimek, and Kathleen O'Neill. "The Hamilton SPE Evaluation Tool (HSET): Is it Any Good?" Journal of Pastoral Care 55, no. 1 (March 2001): 17–33. http://dx.doi.org/10.1177/002234090105500105.
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Presents the Hamilton Supervised Pastoral Evaluation Tool (HSET). HSET is a self-report that evaluates student learning in a basic SPE unit utilizing six areas: supervisory relationship, personal growth, professional growth, theological reflection, learning context, and overall growth. Reviews statistics involving seven regional units consisting of 18 SPE units with 101 students. Utilizes methodological, investigator, and data triangulation by drawing on qualitative study and CAPPE accreditation review. Discusses strengths and weaknesses of HSET and makes recommendations for further use.
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Cho, Donghun, and Joonmo Cho. "Does More Accurate Knowledge of Course Grade Impact Teaching Evaluation?" Education Finance and Policy 12, no. 2 (April 2017): 224–40. http://dx.doi.org/10.1162/edfp_a_00197.
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Students’ different standards may yield different kinds of bias, such as self-directed (higher than their past performance) bias and peer-directed (higher than their classmates) bias. Utilizing data obtained from a natural experiment where some students were able to see their grades prior to teacher evaluations, and to investigate possible sources of bias, we empirically analyzed the role of information (such as the actual grade students received in their current course and their previous grade point average), and the average grade of the course, on the student evaluation of teaching. Because bias is sensitive to the accuracy of grade information, the randomized data examined in this paper are a valuable source for estimating both self-directed and peer-directed bias. We identify the existence of the two kinds of biases and demonstrate that the influence of peer-directed bias tends to increase after the accurate information on the course grade is revealed.
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Astalini, Astalini, Darmaji Darmaji, Dwi Agus Kurniawan, Lika Anggraini, and Rahmat Perdana. "E-Assessment on Student's Self-Concept for Physics Learning." Jurnal Ilmu Pendidikan 25, no. 2 (May 27, 2020): 73. http://dx.doi.org/10.17977/um048v25i2p73-81.
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This study aims to apply students' self-concept E-assessment to SESKA-based physics. Student self-concept E-assessment in this study aims to see students 'self-concept of physics and how the teacher responds to the development of students' self-concept E-assessment with SESKA systems. The method implemented in this research has three stages, namely: (1) Development, (2) Implementation, & (Evaluation). This research was carried out on 450 students and 15 teachers in the Jambi Province of Indonesia. The results of this study indicate students' self-concept of physics is classified as good 47.1% (212 students), and the teacher's response is classified as positive, with 66.7% (10 teachers). Therefore, SESKA-based E-Assessments receives a good response and needs to be developed on a large scale.
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Stojanović, Buba. "MONITORING AND EVALUATION IN SERBIAN LANGUAGE TEACHING." Facta Universitatis, Series: Teaching, Learning and Teacher Education, no. 1 (January 23, 2020): 183. http://dx.doi.org/10.22190/futlte1902183s.
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The importance of Serbian language teaching for the proper development and education of primary school students requires the teachers to act responsibly both regarding the learning goals and learning objectives, and regarding the contents used in the classroom to achieve these goals, but especially concerning the student activities that need to be properly assessed. The learning goals for Serbian language lessons and the final learning objectives depend on carefully designed activities that will help to develop students’ linguistic and speaking skills, and also to constantly monitor and assess the overall engagement both in and outside of the classroom. Classroom experience worldwide shows that the results of the teaching process in general, and in particular language teaching, are perceived through the students’ knowledge acquired and their behavior, their linguistic and speaking skills, interaction with each other, individual traits, interests, which all imposes the need for both formative and summative assessment in primary school, in order for student performance to be observed in a thorough and objective manner. Contrary to this, evaluation in Serbia is mostly numerical, except in the first grade of primary school where it is descriptive. This paper, among other things, explains how the fourth grade students perceive their teachers’ attitude towards evaluation, which contents of the Serbian language lessons he/she most often evaluates, the feedback he/she provides or does not provide and the importance that he/she does or does not give to feedback, as well as the “self-image” that students create based on the assessment and the grade given to them by their teacher.
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Browne, Geoffrey R., Helena Bender, James Bradley, and Alexis Pang. "Evaluation of a tertiary sustainability experiential learning program." International Journal of Sustainability in Higher Education 21, no. 4 (May 25, 2020): 699–715. http://dx.doi.org/10.1108/ijshe-08-2019-0241.
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Purpose This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students’ critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students’ sustainability self-efficacy and employability. Design/methodology/approach In total, 55 sustainability experiences were curated and placed into the SLED database, which was promoted to students in nine subjects. Supporting materials designed to assist critical evaluation, reflection on experiences and to build student employability were also developed. A comprehensive mixed-methods evaluation of the program was conducted. Findings The quantitative evaluation revealed some changes in environmental behaviors, depth of critical sustainability thinking and graduate attributes. The qualitative evaluation revealed that students see the value of a university-curated database of experiences and provided ideas for improvements to the database. It also revealed examples of higher-order learning facilitated by SLED. Research limitations/implications Recruitment and attrition of research subjects, common challenges in pedagogical research, were experienced. “Opt-out” is one response to this but it comes with ethical challenges. Originality/value This exploratory study demonstrates the potential of SLED to build students’ sustainability efficacy and suggests ways in which it and similar programs can be developed for improved student and sustainability outcomes. Namely, the use of an online platform closely associated with existing learning management systems, higher-level institutional stewardship, closer curriculum integration and close partnering with credentialing programs.
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Fitzgerald, Michael, David McKinnon, Lena Danaia, and Sophie Bartlett. "Differences in Perception Between Students and Teachers of High School Science: Implications for Evaluations of Teaching and Classroom Evaluation." Australian Journal of Teacher Education 45, no. 11 (November 2020): 73–92. http://dx.doi.org/10.14221/ajte.202v45n11.5.
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The science teacher in the modern high school acts as the designer and driver of the in-class practice. In this role, the teacher must broadly assess the effect of the practice on the student. This would rely on accurate self-knowledge of how they act in class and impact their students. In this study we explore these issues by comparing the difference in responses of 86 teachers and 2512 Year 9 and 10 students to an instrument probing their perceptions of their in-class practice. We report two significant findings. First, not only do teachers constantly positively overrate their in-class practice but secondly, these perceptions are completely unrelated to how their students see their classrooms. This implies that using teachers as the sole source of evaluation about their own classroom practice is problematic and that evaluation should always be endeavoured to be undertaken at the level of both teachers and students.
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Miller, Nathaniel, Kurt B. Angstman, Michelle van Ryn, Gregory M. Garrison, Kristin Fischer, and Sean Phelan. "The Association of Direct Observation of Medical Students With Patient-Centered Care for Obesity." Family Medicine 52, no. 4 (April 3, 2020): 271–77. http://dx.doi.org/10.22454/fammed.2020.314090.
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Background and Objectives: Teaching medical students patient-centered approaches to weight loss counseling occurs in myriad ways. We examined lectures and direct faculty observation to see which was associated with better patient-centered care in medical students, measured by both self-perception and independent observer evaluation. Methods: Third- and fourth-year students attending one medical school were surveyed regarding their education in (1) weight loss and health behavior counseling, (2) obesity stigma, and (3) whether they had experienced direct faculty observation of their weight loss counseling. Several weeks later, the students were observed during a standardized patient encounter for obesity and an obesity-relevant comorbidity. A postencounter survey assessed overall student satisfaction with the encounter and with the care they provided. Independent coders rated their patient-centered communication using a validated measure. Results: There was no consistent association between any dependent variable and student ratings of adequacy of instruction, nor with instructional content. Direct faculty observation was not associated with overall encounter satisfaction or their overall patient-centeredness. However, experiences with direct faculty observation were significantly and positively associated with students’ perceptions of patient engagement (b=0.1, P=.05), and with independent coders’ ratings of student friendliness (b=0.13, P=.01), responsiveness (b=0.113, P=.03), and lower student anxiety (b=-0.1, P=.01). Conclusions: Independent observation and self-report of instruction adequacy and content had no consistent association with care quality. However, direct faculty observation predicted improvement in both student self-reports and independent observer ratings of students’ interpersonal quality of care. Further work is needed to define optimal methods of imparting patient-centered care.
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Mikhel’kevich, V. N., L. P. Ovchinnikova, and L. V. Seryapina. "INFORMATION AND METHODOLOGICAL SUPPORT OF STUDENTS’ SELF-GOVERNING INDEPENDENT WORK." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, no. 75 (2020): 58–63. http://dx.doi.org/10.37313/2413-9645-2020-22-75-58-63.
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The author presents the results of scientific research on informational and educational support of students’ self-organizing independent work, which is complicated and comprehensive, because it includes sequential and consistent execution of large stages of educational and cognitive activity requiring creative approach to decision making. Starting point of this activity is assignment from the lead instructor to study and acquire given learning material. Having received the assignment, the student assesses the individual work effort required to complete it, sets time limits, draws up the schedule, manages the workplace, gets acquainted with information and training materials available and, if necessary, searches for additional required literature. After that, the student is to study educational theoretical material and perform practical exercises and tasks. Finally, he/she carries out self-control of acquired knowledge and skills. Assuming that acquired knowledge and skills do not fully comply with the fund of evaluation assets the student is to reexamine the learning material or correct the mistakes in the practical exercise. The next stage is to submit the accomplished work to the lead instructor. For holistic and figurative appreciation of this complex didactic process pedagogical science uses system modeling. In the present article the author introduces the functional model of students’ self-organizing independent work adapted to distance education. The model under consideration is of practical interest because it can be applied to forecast the process of knowledge acquisition in students’ self-organizing independent work and monitor the influence every link of this work has on the final result of independent work. In the long run, decision is made as to which educational technology proves the best. The efficiency of informational and educational support in the structure of the presented model has been confirmed by the results of the pilot study and final testing.
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Koowa, Fareesah, Arifin Nur Budiono, and Sri Prawita. "Intensitas Penggunaan Gadget terhadap Self Esteem." Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi 3, no. 1 (March 1, 2020): 7–12. http://dx.doi.org/10.36835/jcbkp.v3i1.720.
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Self esteem is self-evaluation. This research was conducted to see the influence of the use of gadgets on student self esteem. Methods of study used quantitive methods and simple correlates. The purpose of this correlation study was conducted to determine the influence between the research objectives of correlation is done to know the influence between the free variable (independent variable) namely the intensity of use of gadgets and bound variables (dependent variable) i.e. self esteem. Research location at SMP 01 Islam Jember. Data collection is done by means of interviews, polls and documents. Based on statistical tests using the Pearson Product Moment test obtained a R value of 0.4022 with a range of correlation coefficients ranging between-1, 0 and 1 It can be concluded that there is a moderate relationship. From the result of the calculation by using T test, obtained t count by 10.07433 thereby hypothesis (ha) that said that there is influence of the intensity of use of gadgets against self esteem Students class VII SMP Islam Jember Received and hypotheses (HO) Be dipelling. Keywords: Intensity Gadget, Self Esteem
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Veres, Jennifer Chelsea, Nathan Eva, and Andrew Cavanagh. "“Dark” student volunteers: commitment, motivation, and leadership." Personnel Review 49, no. 5 (December 6, 2019): 1176–93. http://dx.doi.org/10.1108/pr-02-2019-0085.
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Purpose Drawing from the cognitive evaluation theory, the purpose of this paper is to explore the relationship between student volunteers’ narcissism, Machiavellianism and psychopathy, and commitment to university volunteer programmes through the mediating mechanisms of self-orientation and pro-social motivation. Further, it investigates the roll of servant leadership in mitigating these personality types and encouraging student volunteers to become more pro-socially motivated. Design/methodology/approach The study uses data collected via questionnaire from 156 student volunteers across Australia. Hypothesis testing was conducted using ordinary least squares regression with the path-analytic conditional process modelling (PROCESS) macro for SPSS. Findings The study’s analysis indicated that self-orientated motivation mediated the relationship between narcissism and normative commitment, and pro-social motivation mediated the relationship between both Machiavellianism and psychopathy, and affective commitment. Further, servant leadership was found to moderate the relationship between both Machiavellianism and psychopathy, and pro-social motivation, such that the negative relationship became weaker under a servant leader. These findings suggest that servant leaders play a significant role in encouraging “dark” personalities to see the light. Originality/value This research is the first to examine the use of the Dark Triad in a student volunteering context. It extends the cognitive evaluation theory by revealing that extrinsic (in contrast to intrinsic) motivations are “crowded out” as intrinsic (in contrast to extrinsic) motivations develop within individuals. The study also refines the social learning theory, by examining the influences of “positive” leadership attributes (servant leadership) on “darker” (Dark Triad) personalities.
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Brink, Darin, David Power, and Eric Leppink. "Results of a Preceptor Improvement Project." Family Medicine 52, no. 9 (October 1, 2020): 647–52. http://dx.doi.org/10.22454/fammed.2020.675133.
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Background and Objectives: The majority of medical students receive some of their training with a community preceptor. Nearly all of these preceptors are motivated by a desire to give back to their profession through teaching and they want to learn how to teach more effectively. Designing effective educational programs to improve preceptor teaching is important to upholding the quality of medical education. Methods: We designed an educational program consisting of readings, short videos, handouts and posters, as well as one-on-one sessions with a trained standardized medical student. The standardized student visited the community physician’s office both before and after the preceptor engaged with the educational materials related to a subject area of the preceptor’s choosing. We assessed the preceptor’s teaching using three tools: self-evaluation, student reporting of observed behaviors, and an overall rating of teaching effectiveness. Results: Thirteen preceptors took part in this the educational intervention. Per the self-assessment, preceptors showed improved teaching competency for all items on the questionnaire, with 12 of the 21 items (57%) showing statistically significant results (P<.05). The standardized student reported that preceptors used more of eight desired teaching behaviors in the second mock preceptor encounter than they used in the first, with a mean increase of 1.46 (P=.001). Overall teaching effectiveness scores increased, with a mean increase of 1.15 (P=.001) on the 10-point scale. Moreover, all participants indicated they were either satisfied or highly satisfied with the program and that they would recommend this program to a colleague. Conclusions: Our preceptor-improvement intervention led to demonstrable improvement in preceptor teaching, as measured by preceptor evaluation and evaluation by the standardized student. More research is needed to see if these results can be replicated and, in particular, to determine which aspects of the intervention were most useful.
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Yuantini, Gustiana, Hasmalena Hasmalena, and Syafdaningsih Syafdaningsih. "Pengembangan LKPD Tema Tanah Airku Sub Tema Kota Palembang untuk Anak Kelompok B." JECED : Journal of Early Childhood Education and Development 1, no. 2 (December 28, 2019): 129–41. http://dx.doi.org/10.15642/jeced.v1i2.480.
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This research aims to develop valid and practical student worksheet. Subjects in this research were B2 and B3 groups in state kindergarten of Pembina 2 Palembang. The model developed in this development was Rowntree consisting of One to one evaluation and small group evaluation. It was aimed to see the practicality and it used the Tessmer evaluation stage which consisted of self evaluation, expert review. Data collection techniques used in this research were interview, walkthrough and observation methods. According to the results of the research, it showed that the validity of the material and design obtained an average value of 3.77 in very valid categories. Student worksheet practicality test in terms of observations with a mean value of 95% in very practical category. The small group evaluation stage obtained an average score of 92% in the very practical category. Questionnaire result was 97% in valid category. From the result, it can be concluded that student worksheet theme of my homeland and sub-theme of Palembang city for group B children is valid and practical. It is also worth to use as learning student worksheet with Theme of my homeland
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Yakovlev, Andrey A. "Systemic description of the student’s language consciousness: student’s self-image." NSU Vestnik. Series: Linguistics and Intercultural Communication 18, no. 2 (2020): 117–31. http://dx.doi.org/10.25205/1818-7935-2020-18-2-117-131.
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The paper discusses the results of a series of experiments aimed at studying how the self-image of the undergraduate student changes from the first to the fourth year. The language consciousness is interpreted as a concept that fixes a certain regular relationship between internal (personal) and external (socio-cultural) factors which can drive changes in the meanings and personal senses of words. Such a semantic shift suggests regular changes in the images that lie behind these words in the consciousness of the studied group of people. The hypothesis about their reason was as follows: during the years of study the student’s self-image undergoes significant changes due to various activities related to the academic environment as well as to personal evaluation of his/her own activities. This hypothesis was tested by a series of experiments based on the methods of free associations and spontaneous completing of unfinished sentences. The idea behind the simultaneous use of two methods is to increase the degree of their reliability, to see whether the results complement or contradict each other. The hypothesis was partially confirmed. During the years of university studies, the student’s self-image in the student’s language consciousness was enriched with a variety of language means, primarily expressive ones. However, the growing variety of linguistic means of expressing the self-image of the student does not allow us to speak about a significant qualitative change of this image because no new features, nor new aspects of the image appear. We may conclude that only a quantitative change was observed. The variety of linguistic means of expression should not be interpreted as a sign of low integrity of this image, despite their semantic inconsistency. The student only seems to live in two worlds or have two lives: he/she gains new knowledge, but at the same time suffers because it’s not easy; students try to improve their selves, but do not understand why they need or have to do so; they skip classes, but manage to pass the exams successfully. The contradictory character of verbal means used to express a typical student’s image in their language consciousness discovers the ambivalence of the student’s personal attitude to him/herself as well as to the wide range of his/her activities. Ambivalence which seems even paradoxical.
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Astuti, Puji. "Relationship Between Motivation and Discipline of Students to Student Learning Outcomes Class XI Vocational High School." ENGLISH FRANCA : Academic Journal of English Language and Education 4, no. 1 (May 11, 2020): 1. http://dx.doi.org/10.29240/ef.v4i1.951.
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Abstract: Learning outcomes are used as benchmarks used to measure students' success in bsorbing lessons and as an evaluation material for teachers in delivering learning material. Student learning outcomes can be influenced by various factors including learning discipline factors and student motivation factors. The purpose of the study was to see how the students' motivation and discipline relate to the results of learning English class students XI of SMK Bina Bangsa Kayuagung OKI. The design of this study was quantitative descriptive with cross sectional. Data collection uses secondary data. Data analysis techniques were processed by chi-square test with a significant level of 95 and the largest error rate (?) of 0.05 or 5%. The results of the analysis of learning motivation towards students' learning outcomes in English were obtained ?-value 1,000 (> ? 0.05) and learning discipline towards students' English learning outcomes obtained ?-value 0.142 (> ? 0.05) it means that there is no meaningful relationship between motivation and learning discipline with the results of learning English in class XI SMK Bina Bangsa Kayuagung OKI. Students should improve and have curiosity and care about the acquisition of learning values. For schools to always provide opportunities and motivations for teachers to do more self-development which later can contribute positively to improving student learning outcomes.
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Wainwright, Megan, Shantell Bingham, and Namhla Sicwebu. "Photovoice and Photodocumentary for Enhancing Community Partner Engagement and Student Learning in a Public Health Field School in Cape Town." Journal of Experiential Education 40, no. 4 (September 15, 2017): 409–24. http://dx.doi.org/10.1177/1053825917731868.
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Background: Field school research, which begins by considering community partners as pedagogues and thus exploring their perspectives on student learning, is uncommon. Photovoice is a method for self-expression of such marginalized voices. Purpose: Describe the photovoice to photodocumentary process and present results of its evaluation. Methodology/Approach: We employed photovoice with the local guides who accompany community health research field school students in Cape Town. Guides were prompted to take photographs of what students may not see or understand about their community. These were discussed at three workshops and developed into a photodocumentary for inclusion in the curriculum. Twenty-one students completed an open-ended questionnaire. These, and student/staff discussions, were thematically analyzed. Findings/Conclusion: Students reported learning about cultural practices which otherwise would not be visible to them. They felt greater connection to their guides who they saw in a new light, and became aware of how topic-specificity drew attention away from overarching characteristics of community life. Questions raised might be better explored through facilitated discussion rather than question-and-answer sessions alone. Implications: Field schools depend on academic–community partnerships. Photovoice can create space for community partner reflection on student learning and the co-creation of effective pedagogical tools valued by students.
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Sinaga, Heny, Zulkardi Zulkardi, and M. Yusup. "PENGEMBANGAN LEMBAR AKTIVITAS SISWA BERBASIS MASALAH PADA MATERI GARIS-GARIS ISTIMEWA SEGITIGA DI KELAS VII SMP." Mosharafa: Jurnal Pendidikan Matematika 5, no. 3 (August 23, 2018): 257–68. http://dx.doi.org/10.31980/mosharafa.v5i3.281.
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AbstrakPenelitian ini bertujuan untuk menghasilkan lembar aktivitas siswa berbasis masalah pada materi garis-garis istimewa segitiga di kelas VII SMP yang valid, praktis, dan memiliki efek potensial. Jenis penelitian ini adalah penelitian pengembangan dengan tahapan meliputi preliminary study dan tahapan formative evaluation (self evaluation, expert review, one-to one, small group, dan field test). Subyek penelitian dalam penelitian ini adalah kelas VII.8 di SMP Negeri 6 Palembang. Instrumen penelitian yang digunakan adalah lembar aktivitas siswa berbasis masalah, RPP, dokumen (lembar validasi), dan soal tes. Analisis data yang digunakan adalah analisis deskriptif. Pada tahapan expert review dan one-to-one dilakukan untuk melihat validitas lembar aktivitas siswa. Tahapan small group dilakukan untuk melihat kepraktisan. Adapun field test digunakan untuk melihat efek potensial dari lembar aktivitas siswa yang dikembangkan.AbstractThis study aims to produce a student activity sheet based on problem related material special lines triangle in class VII SMP which valid, practical, and have a potential effect. This type of research is development of research includes the preliminary study stages and phases of formative evaluation (self-evaluation, expert review, one-to-one, small group, and a field test). Research subjects in this study were VII.8 class in SMP Negeri 6 Palembang. Instruments used in this research is problem-based student activity sheets, lesson plans, documents (validation sheets), and test questions. Analysis of the data used is descriptive analysis. On the steps of expert reviews and one-to-one is made to see the validity of the student activity sheet. On the steps in small group made to look practicality. The field test is used to look at the potential effects of student activity sheets developed.
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Wahyuni, Dewi, M. Oky F.Gafari, and Daulat Saragi. "Development of Attitude Assessment Instruments on Learning Text Report Observation Results for 7th Grade Students Smp Swasta Taman Harapan Medan." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 4 (November 7, 2019): 506–13. http://dx.doi.org/10.33258/birci.v2i4.574.
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This study aims to describe the pattern of development, validity and feasibility and effectiveness of attitude assessment instruments on learning the text of observational reports for grade VII students SMP Swasta Taman Harapan Medan. Research instruments in the form of questionnaires and observation sheets. The assessment instrument developed in this study was an attitude assessment instrument in the form of a self-assessment test. The results of the field trials show that the results of the material expert's assessment of the instrument's worth were 89.17% and were valid qualifications. While the evaluation of expert evaluation results obtained a percentage of 88.57% and are in valid qualifications. Based on the results of trials that have been carried out, it can be stated that the attitude assessment instruments developed already have good validity so that they are suitable for use in learning assessment activities. In the field trial phase the researchers tested the level of students' understanding ability to see the level of effectiveness of the assessment instrument for attitude assessment. Based on the analysis results obtained an average ability of students' attitudes/affective that is 76.46% with a good category. The results obtained in this study indicate that self-assessment instruments can measure the ability of student attitudes and provide instructions that in learning Indonesian by using self-assessment instruments are more appropriate to be applied in learning so that teachers can further evaluate the advantages and disadvantages of learning received by students.
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Reyes, A., K. Tureson, J. Arias, J. Peraza, D. A. Gonzalez, D. Lerner, and C. Santos. "Barriers and Concerns Regarding Board Certification in Clinical Neuropsychology: A Program Evaluation." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1304. http://dx.doi.org/10.1093/arclin/acz029.71.
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Abstract Objective The Relevance 2050 Initiative’s Student Pipeline Subcommittee and the Board Certification Promotion Committee of the American Academy of Clinical Neuropsychology, in collaboration with the American Board of Clinical Neuropsychology, produced the first installment of a free webinar series to promote early education on board certification (BC) in clinical neuropsychology. A pre-webinar survey was given to inform future webinar topics and initiatives, including identification of specific barriers/concerns about BC. Method A total of 197 respondents completed the survey and self-identified as White (61%), Asian (16%), Hispanic (11%), African American (6%) and Multiracial (6%). Respondents’ demographics, type of doctoral program, program accreditation status, level of interest in pursuing BC, and specific barriers/concerns about BC were collected. Respondents self-identified with the following diverse groups: first-generation college student (19% White, 38% Asian, 18% Hispanic, 16% African American, 41% Multiracial), low SES (8% White, 6% Asian, 36% Hispanic, 33% African American, 33% Multiracial) and sexual gender minority (6% White, 6% Asian, 9% Hispanic, 43% Multiracial). Outcomes Qualitative data analysis of barriers/concerns identified the following themes: money, time, knowledge about BC, training flexibility, breadth of knowledge, training/mentor opportunities, international issues, and documentation. The top three barriers included training/mentor opportunities, training flexibility, and knowledge about BC. More than half of non-White trainees (60%; χ2 = 3.864, p = .049) endorsed training/mentor opportunities as a barrier relative to White trainees (41%), particularly among Hispanic trainees (82%) relative to other minority trainees. Discussion Results highlight the need to increase awareness and information about the BC. Also suggested is prioritization of resources for training/mentor opportunities, particularly for minority trainees.
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Lambert, Clive. "Developing learning at St Mary’s secondary school, UK." Gifted Education International 30, no. 1 (March 20, 2013): 47–57. http://dx.doi.org/10.1177/0261429413480422.
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This article summarises the actions taken by a Catholic secondary school in England to improve the learning, motivation and well-being of its students. It describes the theories of mindset, as proposed by Dweck (2006); aspects of self-determination, as described by Kasser and Ryan (1993) ; and intrinsic versus extrinsic motivation, as detailed by Vansteenkiste et al. (2006) . This paper also refers to the theory of visible learning by John Hattie (2012) and describes the actions taken by the school to embed the principles of mindset and the outcomes of this intervention. The implementation of mindset was a gradual process, in which the headteacher targeted two year groups in the school to launch the ideas. In parallel, he trialled the principles in the maths classes that he taught. His experience is described in the evaluation 2009–10 (see Addendum 1). Furthermore, the school carried out much work on the nature of praise and how this can improve students’ motivation and encourage a ‘growth mindset’. This led to the grade descriptors for interim school reports being changed to reflect this new emphasis. Students themselves revised these descriptors to make them more student-friendly and to provide them with clear statements about how to improve.
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Merok Paulsen, Jan, Olof Johansson, Lejf Moos, Elisabet Nihlfors, and Mika Risku. "Superintendent leadership under shifting governance regimes." International Journal of Educational Management 28, no. 7 (September 2, 2014): 812–22. http://dx.doi.org/10.1108/ijem-07-2013-0103.
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Purpose – The purpose of this paper is to analyse the superintendent position, its relation to the local political system and the function as superior of principals in the school district in order to illuminate important district-level conditions for student learning. Influences from historical legacies and policy cultures are investigated by means of cross-country case analyses. Design/methodology/approach – This paper is based on data from national surveys of superintendent leadership in Sweden, Denmark, Finland and Norway. Findings – A key point is the observation of a mix-mode system of hard and soft governance. Municipalities, schools, teachers and pupils are – in different degrees across the Nordic countries – subjected to external evaluation and assessment by central control agencies, where the streams of reports, assessments and performance data are assembled. However, shifts in the governance systems are only modestly reflected in the self-reports on the superintendents’ role. Overall, superintendents in the cases express a self-preferred leadership style as professional learning facilitators who focus on pupil orientation, which positions the superintendent in “crossfires” between conflicting stakeholder demands. Research limitations/implications – The paper reinforces the importance of superintendent leadership in local school governance. It underscores the importance that superintendents facilitate learning conditions for school leaders, teachers and students, which we see as a promising path for further research. Originality/value – The paper provides empirical evidence regarding superintendent leadership situated in local social and political contexts within the Nordic countries. The cross-country analysis illuminates how path-pendent historical legacies mediate current reform trends.
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Rahmiati, Rahmiati, Edwin Musdi, and Ahmad Fauzi. "PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERBASIS DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS VIII SMP." Mosharafa: Jurnal Pendidikan Matematika 6, no. 2 (August 24, 2018): 267–72. http://dx.doi.org/10.31980/mosharafa.v6i2.314.
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AbstrakSalah satu tujuan pembelajaran matematika yang harus dikuasai siswa adalah kemampuan pemecahan masalah. Namun kenyataannya dilapangan siswa masih kesulitan dalam menyelesaikan masalah matematika, khususnya pada materi bangun ruang sisi datar. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika berbasis discovery learning yang valid, praktis dan efektif dalam meningkatkan kemampuan pemecahan masalah. Model pengembangan yang digunakan adalah model Plomp. Model ini dilakukan dalam 3 tahap. Pada tahap pertama adalah fase investigasi awal (preliminary research) dilakukan analisis kebutuhan, analisis kurikulum, analisis siswa dan analisis konsep. Pada tahap kedua adalah fase pengembangan atau pembuatan prototipe (development or prototyping phase) yang didesain sesuai dengan model discovery learning dilakukan evaluasi sendiri, validasi pakar/ahli, evaluasi satu-satu, evaluasi kelompok kecil. Pada tahap ketiga adalah fase penilaian (assessment phase) bertujuan untuk melihat keefektivan perangkat pembelajaran dengan melakukan uji lapangan kelompok besar di kelas VIII MTsN 1 Bukittinggi. Agar menghasilkan perangkat pembelajaran matematika berbasis discovery learning yang valid, praktis, dan efektif.Kata Kunci: Perangkat Pembelajaran, Discovery Learning, Model Plomp.AbstractOne of the goals of learning mathematics that must be mastered by students is the ability problem-solving. But the reality in the field of students is still difficult in solving math problems, especially on the matter of building a flat side room. This study aims to develop a learning device based on discovery learning mathematics that is valid, practical and effective in improving problem-solving skills. The development model used is the Plomp model. This model is done in 3 stages. In the first phase is the preliminary research phase of needs analysis, curriculum analysis, student analysis and concept analysis. In the second phase is the development or prototyping phase which is designed according to the discovery learning model by self-evaluation, expert / expert validation, one-to-one evaluation, small group evaluation. In the third stage is the assessment phase aims to see the effectiveness of learning tools by conducting large group field test in grade VIII MTsN 1 Bukittinggi. In order to produce a valid, practical, and effective learning tool based on discovery learning mathematics.Keyword: Learning Device, Discovery Learning, Model Plomp.
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Luckyana, Nabila Divanadia, Ahmad Afif Supianto, and Tibyani Tibyani. "Implementasi Kombinasi Algoritme Self-Organizing Map dan Fuzzy C-Means untuk Pengelompokan Performa Belajar Siswa pada Media Pembelajaran Digital." Jurnal Teknologi Informasi dan Ilmu Komputer 8, no. 3 (June 15, 2021): 549. http://dx.doi.org/10.25126/jtiik.2021834402.
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<p>Media pembelajaran digital mampu menyimpan data dalam bentuk log data yang dapat digunakan untuk melihat perbedaan performa siswa yang tentu saja berbeda-beda antara satu siswa dengan siswa yang lainnya. Perbedaan performa siswa tersebut menyebabkan dibutuhkannya sebuah tahapan yang berfungsi untuk mempermudah proses evaluasi dengan cara menempatkan siswa kedalam kelompok yang sesuai agar dapat membantu tenaga pengajar dalam menangani serta memberikan umpan balik yang tepat pada siswanya. Penelitian ini bertujuan memanfaatkan log data dari sebuah media pembelajaran digital dengan menggunakan kombinasi dari algoritme S<em>elf-Organizing Map</em> dan <em>Fuzzy C-Means </em>untuk mengelompokan siswa berdasarkan aktivitas mereka selama belajar dengan media tersebut. Data akan melalui sebuah proses reduksi dimensi dengan menggunakan algoritme SOM, lalu dikelompokkan dengan menggunakan algoritme FCM. Selanjutnya, data dievaluasi dengan menggunakan nilai <em>silhouette coefficient </em>dan dibandingkan dengan algoritme SOM <em>clustering </em>konvensional. Berdasarkan hasil implementasi yang telah dilakukan menggunakan 12 data <em>assignment </em>pada media pembelajaran <em>Monsakun</em>, dihasilkan parameter-parameter optimal seperti ukuran <em>map </em>atau jumlah <em>output neuron </em>sejumlah 25x25 dengan nilai <em>learning rate </em>yang berbeda-beda disetiap <em>assignment</em>. Selain itu, diperoleh pula 2 kelompok siswa pada setiap <em>assignment </em>berdasarkan nilai <em>silhouette coefficient </em>tertinggi yang mencapai lebih dari 0.8 di beberapa <em>assignment</em>. Melalui serangkaian pengujian yang telah dilakukan, penerapan kombinasi algoritme SOM dan FCM secara signifikan menghasilkan <em>cluster </em>yang lebih baik dibandingkan dengan algoritme SOM <em>clustering </em>konvensional.</p><p> </p><p><strong><em>Abstract</em></strong></p><p> <em>Digital learning media is able to store data in the form of log data that can be used to see differences in student performance. The difference in student performance causes the need for a stage that functions to simplify the evaluation process by placing students into appropriate groups in order to assist the teaching staff in handling and providing appropriate feedback to students. This study aims to utilize log data from a digital learning media using a combination of the Self-Organizing Map algorithm and Fuzzy C-Means to classify students based on their activities while learning with these media. The data will go through a dimensional reduction process using the SOM algorithm, then grouped using the FCM algorithm. Furthermore, the data were evaluated using the silhouette coefficient value and compared with the conventional SOM clustering algorithm. Based on the results of the implementation that has been carried out using 12 data assignments on the Monsakun learning media, optimal parameters such as map size or the number of neuron outputs are 25x25 with different learning rate values in each assignment. In addition, 2 groups of students were obtained for each assignment based on the highest silhouette coefficient score which reached more than 0.8 in several assignments. Through a series of tests that have been carried out, the implementation of a combination of the SOM and FCM algorithms has significantly better clusters than the conventional SOM clustering algorithm.</em></p>
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Stallings, Virginia, and Carol Tascione. "Student Self-Assessment and Self-Evaluation." Mathematics Teacher 89, no. 7 (October 1996): 548–54. http://dx.doi.org/10.5951/mt.89.7.0548.
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Current recommendations for alternative assessment call for more student involvement in the evaluation process. Although very little research on student self-evaluation has been carried out beyond determining how well students' perceptions of their achievement align with their teacher's perceptions, the Assessment Standards for School Mathematics (NCTM 1995) supports activities that involve students in evaluating their own progress. According to the Assessment Standards, student self-assessment can be used to improve students' confidence in their ability to do mathematics and allow them to become more independent in their learning of mathematics. We have employed student self-assessment and self-evaluation in our high school and college mathematics classes and have found that the processes engage students in evaluating their progress, aid in developing their communication skills, and increase their mathematics vocabulary. Most important, students reflect on their understanding of mathematics and on their ability to learn mathematics. Although our procedures differ somewhat, as we describe subsequently, our goal of involving students in the evaluation process is the same.
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Stephens, Julie. "Information Literacy Skills: Teacher and Student Viewpoints." Evidence Based Library and Information Practice 2, no. 2 (June 5, 2007): 94. http://dx.doi.org/10.18438/b8q59d.
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A review of:
Herring, James E. "A Critical Investigation of Students’ and Teachers’ View of the Use of Information Literacy Skills in School Assignments." School Library Media Research, 9 (2006). 14 May 2007 http://ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/informationliteracy.htm.
Abstract
Objective – To examine student and teacher views of information literacy skills in school assignments in order to determine: 1) To what extent did students value the use of a research model booklet (PLUS)? 2) How confident were the students about doing a good assignment and did the PLUS booklet affect their confidence? 3)What benefits and limitations did students identify from individual brainstorming and concept mapping in relation to learning more about their topic and producing a good assignment? 4) To what extent did students see value in doing preliminary reading to revise their initial keywords and concept maps? 5) What reading and note-taking strategies did students adopt when using print and electronic resources? 6) To what extent (and why) did students prefer to use electronic rather than print resources? 7) What are the implications for teachers and school library media specialists (SLMS)?
Design – Qualitative, action research; collaborative inquiry.
Setting – Ripon Grammar School, Yorkshire, United Kingdom (high school/co-educational).
Subjects – Fifty-two students in the second year of high school (year 8) enrolled in a science class studying sound technology; the school library media specialist (SLMS); science teachers.
Methods – Students in this study had previously been taught a variety of information skills and had been introduced to a research model called PLUS (Purpose, Location, Use, Self-Evaluation). Students were given a PLUS model booklet, were required to select a topic in the area of sound technology, and were expected to do brainstorming and concept mapping and to produce a 600-word essay. After the assignment was completed, three methods of data collection were employed to determine students’ and teachers’ views:
1) post-assignment questionnaire 2) group interviews with students and teachers 3) semi-structured interview with the school librarian.
Main results – Responses indicated that students were “mostly” satisfied with the use of the PLUS model, although there were 18 students who did not respond to questions regarding the use of the booklet. It was also clear from the questionnaire that the majority of the students did not feel confident in their abilities to produce a satisfactory assignment prior to beginning the research; however, 48% of the students indicated that the PLUS booklet made them more confident. A comparable number of students said the booklet had no effect on their confidence and one student said it made them less confident.
Students responded very positively about the use of individual brainstorming and concept mapping as a way to organize and focus on their topic. (There was a split between those who felt a written concept map was useful and those who felt a mental concept map was just as helpful.) The majority of students felt that group brainstorming was helpful, while a few indicated the behavior of other students during group brainstorming was a hindrance.
Questions about preliminary reading were not open-ended but were multiple choice. There was no response to indicate whether the preliminary reading was helpful or not, but rather how it was helpful. Most students indicated it had helped to identify the right keywords for further research and it helped them in finding the right resources.
Students were questioned on the format of their note-taking. Sixty-five per cent preferred to hand write their notes in a notebook; fifteen per cent preferred to take notes electronically in some type of word processing program; twelve per cent preferred to cut and paste into a word processor; and eight per cent preferred “other methods.” Note-taking styles ranged from bulleted lists to spider diagrams, to using headings with categorized notes.
When asked to indicate the percentage of information derived from Web sites versus information from books and journals, responses showed that over 65.5 % of the information came from web sites while only 35.5 % came from print material. When asked why, students responded that Web sites were easier to read, more useful, easier to use, more interesting, faster to use, had more pictures, and could be accessed from home. Students who indicated a preference for print material identified reasons such as not trusting Web sites and slow access.
Interviews with the teachers and the school librarian indicated agreement that the benefits of using the PLUS model were: it kept students from rushing into the assignment; it allowed for better thinking and analytical skills; it helped students improve their note-taking skills; and students were transferring skills.
In the interviews, teachers were very positive concerning the collaborative efforts of the school librarian. Responses from the SLMS’s focused on how to improve student use of resources, and concern that teachers and librarians should engage students in activities that foster critical thinking.
Conclusion – The study suggested that students are capable of reflecting on their use of information literacy skills. It also indicated that students saw the value in brainstorming, concept mapping, and the use of a research model such as the PLUS booklet, even though these strategies did not necessarily suit the learning styles of all students. There was overwhelming evidence that students prefer electronic resources over print resources and reasons why they prefer electronic resources were articulated. Implications for teachers and school library media specialists include: collaboration, the importance of seeking and analyzing student feedback, examining transfer of information literacy skills across subjects, and exploring student use of print and electronic resources.
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F Davis, Diana. "Students’ Perceptions of Supervisory Qualities: What do Students want? What do they believe they receive?" International Journal of Doctoral Studies 14 (2019): 431–64. http://dx.doi.org/10.28945/4361.
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Aim/Purpose: This paper explores students’ perceptions of qualities they believe their ideal supervisor should possess as well as those they see as characterizing their current and past supervisors. Background: Over more than three decades, multiple cultural contexts and diverse methodologies, research studies have demonstrated that what person related human qualities in postgraduate research supervision have greater valence for students than does discipline/research expertise. This paper probes why this might be so. Methodology: Across 15 Australian universities and all disciplines 698 students participated in an opt-in online survey which invited students to provide descriptors of their supervisors’ qualities as well as those of their ideal supervisor. The survey was student centred in that it required them to nominate the qualities of their supervisor/s rather than asking them to respond to statements about supervisors/supervision on a Likert scale. Contribution: This research which was designed to allow students to characterise their actual supervisors and their ideal supervisor in an unconstrained and anonymous way demonstrated their dominant valuing of, firstly, human traits consistent with emotional intelligence and, secondly, the professional aspects of supervision especially in relation to research process. In providing a snapshot of the janus face of supervision, these uniquely student generated perspectives on supervisory qualities provide data not only supportive of previous studies with very different methodologies but also with implications for supervisor development programs and supervisor benchmarking within universities. Findings: The resultant student initiated perceptions of positive and negative qualities of supervisors support the findings of other studies which show that students value and seek cognitive and affective person related qualities in supervisors over discipline/research expertise qualities. For 25 percent of the sample there were no qualities in common between their principal supervisor and their ideal; this increased to 50 percent with one quality in common. Recommendations for Practitioners: In developing and honing individual philosophies of supervision, supervisors should reflect, for example, upon the ways in which they present to and interact with students as individuals, their availability to students, their interest in students' research and career development. Those delivering supervisor development programs should consider the balance in such programs between process- oriented material and human interaction strategies. Recommendation for Researchers: Research in the doctoral space has tended to be summative as in post completion evaluations of the experience or cross-sectional sampling of experience or what is valued as in the current study. Longitudinal research which samples perspectives both within and beyond candidature is needed. This should thus encompass the experiences of those who complete and those who do not over a period of perhaps six years. Impact on Society: Globally since the late 1990s, universities have initiated doctoral training programs and codes of conduct pertaining to the supervisory relationship yet evidence suggests that supervision issues remain vexatious. The sector thus needs to address the efficacy of such programs in ameliorating issues raised by students. The silent acknowledgement of late stage doctoral attrition – and the lack of follow up as to the complex interrelationship of factors prompting such a personally difficult and societally wasteful decision – remains a besetting problem for the sector. Future Research: Two critical issues would usefully guide future research in the doctoral education space. Firstly, the ultimate efficacy of supervisor development programs requires evaluation and follow up. Secondly, the perspectives of those who exit the PhD process virtually without trace need to be investigated and evaluated for policy implications. Further some respondents in this study had supervisory roles themselves and the qualities they attributed to self as supervisor were closer to the ideal than those of real supervisors. This suggests that a more extensive investigation of how supervisors see themselves in the supervisory role would be useful as such research would potentially impact on the nature of supervisor development programs in the future.
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Torres, Bayardo B. "Student commitment to self-evaluation." Biochemical Education 19, no. 1 (January 1991): 15–17. http://dx.doi.org/10.1016/0307-4412(91)90135-u.
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Adilah, Nur, and Slamet Riyadi. "APPLICATION OF MAJEMUK INTELLIGENCE AND SIGNIFICANTLY IN ACHIEVING EDUCATIONAL OBJECTIVES ISLAMIC BASIC SCHOOL IS INTEGRATED IN THE PRIVATE VOCATIONAL SCHOOL (Review of Child Development Psychology)." UNES Journal of Social And Economics Research 3, no. 1 (June 30, 2018): 089. http://dx.doi.org/10.31933/ujser.3.1.089-100.2018.
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The research aims to find out the application of Comprehensive Intelligence and its significance in achieving the educational objectives of Padangsidimpuan Bunayya SDIT, from the psychology of child development. Aspects studied: the steps of implementing Multiple Intelligence include learning design, implementation and evaluation of learning, excellence, weaknesses and significance of the application of Comprehensive Intelligence in developing child development psychology to achieve the educational objectives of SDIT Bunayya Padangsidimpuan. Data sources are teachers, students, principals, foundations and parents of students of SDIT Bunayya Padangsidimpuan. The method used: descriptive field through a qualitative approach. Data collection techniques: interviews, observation and documentation. Data processing techniques: data reduction and data display. Compound intelligence in SDIT Padangsidimpuan can be seen from the Comprehensive Intelligence learning design, that the curriculum used is the Education Office curriculum developed into TEMA developed into Spider Web (spider web), then made SILABUS, developed into RPP. Implementation of Comprehensive Intelligence Learning means students are given the opportunity to use intelligence other than language and mathematics in the classroom, and teachers teach according to the style of student learning. Learning Evaluation uses the Observation assessment system, which is in accordance with the assessment of education in the 21st century, namely; 50% self-assessment, 30% peer assessment, and 20% teacher assessment. The Weakness of Comprehensive Intelligence Application in Padangsidimpuan SDIT is; some parents are less patient with the process SDIT is doing in learning, teachers are unable to represent all intelligence because they are not used to teaching with this concept. The significance of the application of Compound Intelligence is: The application of Comprehensive Intelligence in learning is very important, especially for children who are in development. Based on the learning design carried out, it was concluded that they had carried out the learning well, even though it was not yet maximal. Success can be seen from the achievement of the vision and mission of the school, but in terms of out put it is still relatively young to see results. That is, the results cannot be seen yet, because it is still in the experimental process to get results.
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Butzlaff, Alice, Debrayh Gaylle, and Colleen O’Leary Kelley. "Student Self-evaluation After Nursing Examinations." Nurse Educator 43, no. 4 (2018): 187–90. http://dx.doi.org/10.1097/nne.0000000000000534.
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Peters, Robert J., and Mary Beth Woehrle. "CLINICAL USEFULNESS OF STUDENT SELF-EVALUATION." Optometry and Vision Science 71, Supplement (December 1994): 99. http://dx.doi.org/10.1097/00006324-199412001-00193.
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Hofman, Roelande H., Nynke J. Dijkstra, and W. H. Adriaan Hofman. "School self-evaluation and student achievement." School Effectiveness and School Improvement 20, no. 1 (March 2009): 47–68. http://dx.doi.org/10.1080/09243450802664115.
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Trinder, Krista M., and Marcel F. D’Eon. "Programme evaluation using student self-assessments." Medical Education 44, no. 5 (May 2010): 507–8. http://dx.doi.org/10.1111/j.1365-2923.2010.03697.x.
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Olina, Zane, and Howard J. Sullivan. "Student self-evaluation, teacher evaluation, and learner performance." Educational Technology Research and Development 52, no. 3 (September 2004): 5–22. http://dx.doi.org/10.1007/bf02504672.
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Pedrochi Junior, Osmar, Diego Fogaça Carvalho, Tattiana Tessye Freitas da Silva, and Nielce Meneguelo Lobo da Costa. "Avaliação da Aprendizagem no Ensino Superior: Reflexões em uma Perspectiva Andragógica." Revista de Ensino, Educação e Ciências Humanas 22, no. 1 (March 26, 2021): 43–51. http://dx.doi.org/10.17921/2447-8733.2021v22n1p43-51.
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ResumoNeste estudo se tem por objetivo refletir a respeito da avaliação da aprendizagem no contexto do Ensino Superior em uma perspectiva andragógica. Cada segmento de ensino apresenta desafios específicos à avaliação da aprendizagem, seja com a função de estimar o rendimento dos estudantes, diagnosticar dificuldades ou intervir e ajustar os processos de ensino e de aprendizagem, a avaliação é sempre um desafio a ser considerado. A avaliação, no olhar andragógico, respeita os conhecimentos anteriores dos estudantes, aprendidos dentro ou fora do particular curso de formação. No Ensino Superior, as experiências dos alunos adultos devem ser levadas em consideração e a eles deve ser dada a chance de estabelecer relações entre as experiências pessoais anteriores e as novas experiências proporcionadas no curso. Nesse sentido, a autoavaliação é importante para a tomada de consciência e por fazer parte da formação profissional. Saber se autoavaliar é o primeiro passo para ser autônomo e é uma característica desejada no mundo do trabalho. A utilização de portfólio para avaliação traz consigo a perspectiva de avaliação individualizada, uma vez que cada portfólio é único e produzido pelo próprio estudante, portanto, influenciado pelas suas experiências e conhecimento individual. Caraterísticas mais citadas na literatura para se ter a avaliação na visão andragógica são os feedbacks e a prévia ciência do aluno quanto aos critérios a serem utilizados no processo avaliativo. Como conclusão se evidenciou a premência em tratar o aluno adulto realmente como o adulto que ele é, uma pessoa que traz com ela uma carga de conhecimento do mundo. Esse é um desafio a ser enfrentado pelos docentes, nos processos de ensino e de aprendizagem, nos quais se inclui a avaliação.
Palavras-chave: Ensino Superior. Andragogia. Avaliação. Feedback; Portfólio.
AbstractThis study aims to reflect on the Higher Education learning assessment from an andragogical perspective. Each teaching segment presents specific challenges to the learning assessment, either with a student’s performance estimation function, or diagnosing difficulties or intervening and adjusting teaching and learning processes, assessment is always a challenge to be considered. Assessment, in the andragogical perspective, respects the students' previous knowledge, learned inside or outside the course. In Higher Education, the adult students’ experiences must be considered, and to them must be given the chance to establish relationships between previous personal experiences and the new experiences provided by the course. In this sense, self-assessment is important for raising awareness and it is a part of professional training. Knowing how to evaluate oneself is the first step towards being autonomous and is a desired characteristic in the world of work. The use of portfolio for evaluation brings with it the perspective of individualized evaluation, since each portfolio is unique and produced by the student himself or herself, therefore, influenced by his or her experiences and individual knowledge. Themost cited characteristics in the literature, to have the evaluation in an andragogical view, are the feedbacks and the student's previous knowledge regarding the criteria to be used in the assessment process. As a conclusion, there was an urgency to treat the adult student really as the adult he or she is, a person who brings with him or her a load of the world knowledge. This is a challenge to be faced by the teachers, in the teaching and the learning processes, which includes evaluation.
Keywords: Higher Education. Andragogy. Assessment. Feedback. Portfolio.
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Hernández-Padilla, José Manuel, Alda Elena Cortés-Rodríguez, José Granero-Molina, Cayetano Fernández-Sola, Matías Correa-Casado, Isabel María Fernández-Medina, and María Mar López-Rodríguez. "Design and Psychometric Evaluation of the ‘Clinical Communication Self-Efficacy Toolkit’." International Journal of Environmental Research and Public Health 16, no. 22 (November 16, 2019): 4534. http://dx.doi.org/10.3390/ijerph16224534.
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Nursing students experience difficulties when communicating in clinical practice. Their self-efficacy in clinical communication should be explored as part of their competence assessment before they are exposed to real human interactions in the clinical setting. The aim of this study was to design and psychometrically evaluate a toolkit to comprehensively assess nursing students’ self-efficacy in clinical communication. The study followed an observational cross-sectional design. A sample of 365 nursing students participated in the study. The ‘Clinical Communication Self-Efficacy Toolkit’ (CC-SET) was comprised of three tools: the ‘Patient-Centered Communication Self-efficacy Scale’ (PCC-SES), the ‘Patient clinical Information Exchange and interprofessional communication Self-Efficacy Scale’ (PIE-SES), and the ‘Intrapersonal communication and Self-Reflection Self-Efficacy Scale’ (ISR-SES). The tools’ reliability, validity (content, criterion, and construct) and usability were rigorously tested. The Cronbach’s alpha coefficient of the three tools comprising the CC-SET was very high and demonstrated their excellent reliability (PCC-SES = 0.93; PIE-SES = 0.87; ISR-SES = 0.86). The three tools evidenced to have excellent content validity (scales’ content validity index > 0.95) and very good criterion validity. Construct validity analysis demonstrated that the PCC-SES, PIE-SES, and ISR-SES have a clear and theoretically-congruent structure. The CC-SET is a comprehensive toolkit that allows the assessment of nursing students’ self-efficacy in interpersonal, interprofessional, and intrapersonal communication.
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Hewitt, Michael P. "The Impact of Self-Evaluation Instruction on Student Self-Evaluation, Music Performance, and Self-Evaluation Accuracy." Journal of Research in Music Education 59, no. 1 (December 16, 2010): 6–20. http://dx.doi.org/10.1177/0022429410391541.
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The author sought to determine whether self-evaluation instruction had an impact on student self-evaluation, music performance, and self-evaluation accuracy of music performance among middle school instrumentalists. Participants ( N = 211) were students at a private middle school located in a metropolitan area of a mid-Atlantic state. Students in intact classes, grades 5 through 8, were assigned to one of three treatment groups: self-evaluation instruction (SE-I), self-evaluation only (SE-O), or no self-evaluation (SE-No) for treatment lasting 5 weeks. All groups played through music used in the study at each lesson and heard a model recording of it. Participants in the SE-I group received instruction in self-evaluation while students in the SE-O group self-evaluated their performances daily and the SE-No group received no additional instruction. Results suggest that instruction in self-evaluation had little impact on students’ self-evaluation accuracy or music performance, although grade level did influence music performance. Additional time may be necessary for students to learn to evaluate their own performances effectively; however, it is interesting that students’ music performance did not appear to suffer from time spent in self-evaluation instruction or practice. Music teachers may wish to consider implementing self-evaluation strategies to help students develop the skills necessary for successful self-regulation of music performance.
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Partlow, Charles G., Sharon A. Hearne, and Donald J. MacLaurin. "A “Critical” Look At Student Self Evaluation." Hospitality Education and Research Journal 12, no. 2 (February 1988): 47–55. http://dx.doi.org/10.1177/109634808801200206.
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The critical incident technique has proven to be an effective tool both in encouraging student self evaluation of performance and planning strategies for continued professional development. The technique is now being used in all professional courses involving a practicum component in the Department of Hotel, Restaurant, Institution Management and Dietetics at Kansas State University.
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Kusnic, Edith, and Mary Lou Finley. "Student self-evaluation: An introduction and rationale." New Directions for Teaching and Learning 1993, no. 56 (1993): 5–14. http://dx.doi.org/10.1002/tl.37219935603.
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Moses, Ingrid. "SELF AND STUDENT EVALUATION OF ACADEMIC STAFF." Assessment & Evaluation in Higher Education 11, no. 1 (March 1986): 76–86. http://dx.doi.org/10.1080/0260293860110107.
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Shahidi Zandi, Mehdi, and Majdeh Hasanzadeh. "The self-healing evaluation of microcapsule-based epoxy coatings applied on AA6061 Al alloy in 3.5% NaCl solution." Anti-Corrosion Methods and Materials 64, no. 2 (March 6, 2017): 225–32. http://dx.doi.org/10.1108/acmm-01-2016-1640.
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Purpose The aim of this work is to investigate the self-healing performance of epoxy coatings containing microcapsules. The microcapsule-based coatings were applied on AA6061 Al alloy and immersed in 3.5 per cent NaCl solution. Design/methodology/approach Microcapsules with urea–formaldehyde as the shell and linseed oil as the healing agent were prepared by in situ polymerization in an oil-in-water emulsion. For the sake of an optimum self-healing system, some coating samples were prepared by using different microcapsule concentrations: 0, 5, 10 and 20 Wt.%. The scratch-filling efficiency as the theoretical estimate of the self-healing performance was calculated for the coating samples with different microcapsule concentrations. The scratch-sealing efficiency (SSE) as a particularly crucial parameter in the self-healing evaluation of coatings was measured by both electrochemical impedance spectroscopy (EIS) and electrochemical noise (EN) techniques. Findings According to EIS and EN results, the coating samples containing 5 and 10 per cent microcapsules provided the insignificant self-healing performance, while the coating sample containing 20 per cent microcapsules exhibited the acceptable self-healing performance to AA6061 alloy in the NaCl solution. The measured SSE values confirmed the good agreement of EN data with electrochemical parameters obtained from the EIS technique. Originality/value This work is an attempt to evaluate the self-healing performance of microcapsule-based epoxy coatings applied on AA6061 Al alloy in sea water.
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Palmer, Amanda M., Steven K. Sutton, John B. Correa, Vani N. Simmons, and Thomas H. Brandon. "Abstinence-related motivational engagement for smoking cessation: Longitudinal patterns and predictive validity." PLOS ONE 16, no. 3 (March 4, 2021): e0247867. http://dx.doi.org/10.1371/journal.pone.0247867.
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The Abstinence-Related Motivational Engagement (ARME) scale was developed to assess motivation to remain abstinent after a smoking cessation attempt. The ARME demonstrated reliability and validity among a small sample of ex-smokers. This study expands the psychometric evaluation of the ARME and tests the ARME as a predictor of smoking status among a sample of participants quitting smoking. The parent trial tested the efficacy of a self-help smoking cessation intervention (N = 1874), with assessments every 6 months. Internal consistency and factor structure of the ARME was evaluated at each assessment to confirm use of the measure as designed. Discriminant validity was assessed by comparing the ARME to the Situation-specific Abstinence Self-Efficacy (SSE) scale via inter-correlations and prediction of future smoking status. Finally, the trajectories of both the ARME and SSE were compared among continuous abstainers and continuous smokers. A single-factor structure was observed at each assessment. Cronbach’s alphas ranged from 0.88–0.91 for the total sample. Correlations between the ARME and the SSE ranged from 0.38–0.47 (ps <0.001) among smokers; and from 0.09–0.15 (most ps > 0.05) among abstainers. Among current smokers, the ARME and SSE were independent positive predictors of subsequent abstinence (AORs 1.28–2.29, ps <0.001). For those currently abstinent, only the SSE predicted subsequent abstinence (AORs 1.69–2.60, ps <0.05). GEE analyses showed different trajectories for the two measures, as well as between abstainers and smokers. In conclusion, the ARME is a reliable, valid measure with unique predictive utility for current smokers and a distinct trajectory among those who have successfully quit.
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Saakane, Keetsemang, Mugarurwa John, Shahidi Timothe’e, Maputhege Maphosa, Chipps Jennifer, and Brysiewicz Petra. "Student evaluation of a Clinical Self-Study Laboratory." Nurse Education in Practice 8, no. 5 (September 2008): 359–67. http://dx.doi.org/10.1016/j.nepr.2007.10.002.
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Crawford, Alleah M., and Melvin R. Weber. "Identifying Student Leaders: A core self-evaluation approach." Journal of Hospitality & Tourism Education 24, no. 4 (October 2012): 43–49. http://dx.doi.org/10.1080/10963758.2012.10696680.
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Van Raalte, Judy L., Staci R. Andrews, Allen E. Cornelius, Britton W. Brewer, and Albert J. Petitpas. "Student-Athlete Career Self-Efficacy: Workshop Development and Evaluation." Journal of Clinical Sport Psychology 11, no. 1 (March 2017): 1–13. http://dx.doi.org/10.1123/jcsp.2016-0015.
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Although graduation rates for intercollegiate student-athletes in the United States have hit record highs in recent years, many student-athletes lag behind their nonathlete peers in terms of career readiness. The purpose of this research was to create and evaluate a theoretically grounded, evidence-based career development workshop for student-athletes. In Study 1, 28 college and university professionals reviewed the Career Self-Exploration for Student-Athletes Workshop Presenter’s Guide and online training videos. Workshop materials were revised based on feedback received. In Study 2, a national sample of 158 student-athletes participated in a controlled field trial. Results indicated that participating in the Career Self-Exploration for Student-Athletes Workshop enhanced student-athletes’ career self-efficacy relative to a control group. These findings suggest that the Career Self-Exploration for Student-Athletes Workshop, available online for free, can be used by campus professionals to enhance career development opportunities for student-athletes across geographic regions and resource availability levels.
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Hull, Kerry, Heather Lawford, Suzanne Hood, Vanessa Oliveira, Michele Murray, Maxime Trempe, Jamie Crooks, Michael Richardson, and Murray Jensen. "Student Anxiety and Evaluation." Collected Essays on Learning and Teaching 12 (June 9, 2019): 23–35. http://dx.doi.org/10.22329/celt.v12i0.5409.
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The increased prevalence and severity of academic-related distress is of significant concern on college campuses. Of particular relevance to instructors is the anxiety relating to classroom teaching and evaluation practices. Sources of evaluation anxiety include student uncertainty about the nature of the expected demands as well as their ability to meet these demands. This report presents work from a pilot study investigating correlations between evaluation anxiety and perceived evaluation fidelity for different evaluation techniques across four different disciplines. We also examined the potential mediating role of academic self-efficacy in the relationship between anxiety and expected grade. Our results provide insight into methods to reduce anxiety and increase performance: should instructors focus their efforts on modifying their evaluation tools or increasing academic self-efficacy?
La prévalence et la gravité accrues de la détresse liée aux études sont une préoccupation importante sur les campus universitaires. L'angoisse liée aux pratiques d'enseignement et d'évaluation en classe est particulièrement importante pour les instructeurs. Les sources d'angoisse de l'évaluation comprennent l'incertitude des étudiants quant à la nature des demandes attendues ainsi que leur capacité à répondre à ces demandes. Ce rapport présente les résultats d'une étude pilote portant sur les corrélations entre l'anxiété de l'évaluation et la fidélité à l'évaluation perçue pour différentes techniques d'évaluation dans quatre disciplines différentes. Nous avons également examiné le rôle médiateur potentiel de l'auto-efficacité académique dans la relation entre l'anxiété et le grade attendu. Nos résultats donnent un aperçu des méthodes permettant de réduire l’anxiété et d’augmenter les performances: les instructeurs devraient-ils concentrer leurs efforts sur la modification de leurs outils d’évaluation ou sur l’amélioration de leur efficacité personnelle?
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Nezvalova, Danuse. "SELF-EVALUATION AND SELF-ASSESSMENT IN SCIENCE TEACHER TRAINING." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 2 (August 25, 2009): 26–33. http://dx.doi.org/10.48127/spvk-epmq/09.1.26a.
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This paper will build on the findings of a pilot study to investigate the extent to which self- assessment and self-evaluation are implemented to assess science teacher students and to put into practice reformed assessment system. The self-assessment and self-evaluation in science teacher education is s an important aspect of quality in science teacher training. Currently these approaches to assessment have called for more authentic student assessment. Teachers who include authentic assessment in their repertoires are driven by a belief that alternative assessment experiences should prepare students for life in the real world. While teacher-made tests give us information about student learning, they do not provide all the information. Alternate forms of assessment can generate that other information. Key words: science teacher training, self-assessment, self-evaluation, quality of science teacher training.
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Mahdavi, S., S. Zare, and N. Naeimi. "Comparison between Student Evaluation and Faculty Self-Evaluation of Instructional Performance." Research in Medical Education 6, no. 2 (October 1, 2014): 51–58. http://dx.doi.org/10.18869/acadpub.rme.6.2.51.
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Esteller-Curto, Roger, Pilar Escuder-Mollon, and Luis Ochoa. "A TOOLKIT TO EVALUATE THE IMPACT OF AN EDUCATIONAL ACTION TO SENIORS’ QUALITY OF LIFE." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 345. http://dx.doi.org/10.17770/sie2013vol2.592.
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When an institution needs to evaluate the teaching-learning process then it can be done evaluating the knowledge and skills acquired by the learners or by the self-evaluating the trainers from the students perspective. The qualifications in this context is the main measure to get the metric for evaluation. On the other hand, when there is not a need to acquire a specific knowledge or expertise but when the learners wants to continue learning because he/she enjoys it, wants to keep learning and being active or any other personal motivation, then evaluation becomes a big challenge. This is the case of seniors’ education (citizens over 65 or retired). Which metrics should be used when evaluating institution? how we can know if those institutions are doing the work correctly ? how can the institution increase the quality and effectiveness ? From this need the project QEduSen (supported by the Lifelong Learning Programme of the European Commission) produced an evaluation toolkit.
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Bonell, Chris, Elizabeth Allen, Emily Warren, Jennifer McGowan, Leonardo Bevilacqua, Farah Jamal, Zia Sadique, et al. "Modifying the secondary school environment to reduce bullying and aggression: the INCLUSIVE cluster RCT." Public Health Research 7, no. 18 (October 2019): 1–164. http://dx.doi.org/10.3310/phr07180.
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Background Bullying, aggression and violence among children and young people are some of the most consequential public mental health problems. Objectives The INCLUSIVE (initiating change locally in bullying and aggression through the school environment) trial evaluated the Learning Together intervention, which involved students in efforts to modify their school environment using restorative approaches and to develop social and emotional skills. We hypothesised that in schools receiving Learning Together there would be lower rates of self-reported bullying and perpetration of aggression and improved student biopsychosocial health at follow-up than in control schools. Design INCLUSIVE was a cluster randomised trial with integral economic and process evaluations. Setting Forty secondary schools in south-east England took part. Schools were randomly assigned to implement the Learning Together intervention over 3 years or to continue standard practice (controls). Participants A total of 6667 (93.6%) students participated at baseline and 5960 (83.3%) students participated at final follow-up. No schools withdrew from the study. Intervention Schools were provided with (1) a social and emotional curriculum, (2) all-staff training in restorative approaches, (3) an external facilitator to help convene an action group to revise rules and policies and to oversee intervention delivery and (4) information on local needs to inform decisions. Main outcome measures Self-reported experience of bullying victimisation (Gatehouse Bullying Scale) and perpetration of aggression (Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale) measured at 36 months. Intention-to-treat analysis using longitudinal mixed-effects models. Results Primary outcomes – Gatehouse Bullying Scale scores were significantly lower among intervention schools than among control schools at 36 months (adjusted mean difference –0.03, 95% confidence interval –0.06 to 0.00). There was no evidence of a difference in Edinburgh Study of Youth Transitions and Crime scores. Secondary outcomes – students in intervention schools had higher quality of life (adjusted mean difference 1.44, 95% confidence interval 0.07 to 2.17) and psychological well-being scores (adjusted mean difference 0.33, 95% confidence interval 0.00 to 0.66), lower psychological total difficulties (Strengths and Difficulties Questionnaire) score (adjusted mean difference –0.54, 95% confidence interval –0.83 to –0.25), and lower odds of having smoked (odds ratio 0.58, 95% confidence interval 0.43 to 0.80), drunk alcohol (odds ratio 0.72, 95% confidence interval 0.56 to 0.92), been offered or tried illicit drugs (odds ratio 0.51, 95% confidence interval 0.36 to 0.73) and been in contact with police in the previous 12 months (odds ratio 0.74, 95% confidence interval 0.56 to 0.97). The total numbers of reported serious adverse events were similar in each arm. There were no changes for staff outcomes. Process evaluation – fidelity was variable, with a reduction in year 3. Over half of the staff were aware that the school was taking steps to reduce bullying and aggression. Economic evaluation – mean (standard deviation) total education sector-related costs were £116 (£47) per pupil in the control arm compared with £163 (£69) in the intervention arm over the first two facilitated years, and £63 (£33) and £74 (£37) per pupil, respectively, in the final, unfacilitated, year. Overall, the intervention was associated with higher costs, but the mean gain in students’ health-related quality of life was slightly higher in the intervention arm. The incremental cost per quality-adjusted life year was £13,284 (95% confidence interval –£32,175 to £58,743) and £1875 (95% confidence interval –£12,945 to £16,695) at 2 and 3 years, respectively. Limitations Our trial was carried out in urban and periurban settings in the counties around London. The large number of secondary outcomes investigated necessitated multiple statistical testing. Fidelity of implementation of Learning Together was variable. Conclusions Learning Together is effective across a very broad range of key public health targets for adolescents. Future work Further studies are required to assess refined versions of this intervention in other settings. Trial registration Current Controlled Trials ISRCTN10751359. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 7, No. 18. See the NIHR Journals Library website for further project information. Additional funding was provided by the Educational Endowment Foundation.
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Pires, Jorge Manuel, and Manuel Pérez Cota. "Metadata as an Aggregation Final Model in Learning Environments." International Journal of Technology Diffusion 7, no. 4 (October 2016): 36–59. http://dx.doi.org/10.4018/ijtd.2016100103.
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Knowledge is a concept - like gravity. You cannot see it, but you can observe its effects. Minimize knowledge is an invisible, intangible asset and cannot be directly observed. Many people and organizations do not explicitly recognize the importance of knowledge, in contrast to their more visible financial and capital assets (Pires, 2016). To measure in a proper and impartial way it is necessary to teach in an imaginative and diverse way providing students with the maximum amount of information on a given problem, by means of multiple paths (Pires, 2016). Measuring knowledge or academic performance changing the learning curves of different cognitive functions it would be something that would change completely the learning/study methods and the ways of monitoring the progression of any student. More, it would be possible to achieve individually objectives for certain cognitive functions, through a learning curve less extensive because we would focus the attention in the fundamental details (Pires, 2016). The computer analysis of the answers and self-assessment provides multidimensional scores about the subject knowledge (Hunt, 2003). As intelligent living creatures that we are, we are not isolated from the surround space. We live on it, breath from it and have influence on us in many ways. For a correct evaluation of our behavior's we need to include in the equation all the possible factors that have the condition to affect us. That is only possible if we are always connected to everything and everything is connected to us. (Chen, 2002) defines the generic metadata attributes as a tight relation of: space, time, contents persons, events and objects related between them. (Chen, 2002) also use a layer description to establish from the ground up the structure of a lesson and a course. If we can establish links between all the subjects above we will achieve the ultimate learning experience. This is the objective of this paper, demonstrate that it is possible based in a ten years research - phase I.
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Ramdass, Darshanand, and Barry J. Zimmerman. "Effects of Self-Correction Strategy Training on Middle School Students' Self-Efficacy, Self-Evaluation, and Mathematics Division Learning." Journal of Advanced Academics 20, no. 1 (January 1, 2008): 18–41. http://dx.doi.org/10.4219/jaa-2008-869.
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Teachers need to monitor students' self-efficacy judgments, as well as their mathematics learning, to provide optimal instruction. First, inaccuracies in self-judgments appear to be a major liability for elementary and middle school children. Classroom practice must cultivate the knowledge to succeed and should nurture the belief that one can succeed. Second, accuracy training can be incorporated in a curriculum. After students solve the problems, teachers can show them how well they judged their capability to solve the problems. Students who can assess what they know and do not know will become better self-regulated learners. Third, strategy training in mathematics is very important. Students learn various strategies in school to solve mathematics problems, but they may not apply the strategies if they do not see their value. Teachers need to show the connection between strategy training and self-efficacy judgments and how these psychological variables relate to better mathematics performance. Students who utilize strategies in problem solving will develop higher efficacy compared to those who do not utilize them. Fourth, accurate self-reflection is important to students' success in math. Teachers can help students to hone this invaluable self-regulatory skill by giving them frequent opportunities to evaluate what they have learned or where they erred after completing a task. Students' self-efficacy is strengthened with tangible indicators of progress. Finally, unrealistically low self-efficacy beliefs and not lack of ability or skill may be responsible for avoidance of challenging academic courses such as math. Teachers will have to identify these inaccurate judgments and design and implement appropriate interventions to change them.