Journal articles on the topic 'Students – Self-rating of – Evaluation'
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EERMAN ASLANOGLU, Aslihan, Ismail KARAKAYA, and Mehmet SATA. "Evaluation of University Students’ Rating Behaviors in Self and Peer Rating Process via Many Facet Rasch Model." Eurasian Journal of Educational Research 20, no. 89 (October 26, 2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.89.2.
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R., Hemalatha, and B. S. Shakuntala. "USING MULTIPLE ASSESSORS TO EVALUATE CORE COMPETENCIES OF NURSING STUDENTS: A 360° EVALUATION APPROACH." Journal of Health and Allied Sciences NU 03, no. 03 (September 2013): 013–17. http://dx.doi.org/10.1055/s-0040-1703669.
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AbstractTraditional student evaluations have always been by the teaching faculty with less or no input from the nurses, patients, peers or even student's self. The objective of our study was to use 360 degree feedback in the evaluation of core competencies of final year nursing students and compare the ratings of RN, patients, peers and self rating of student. 374 final year students of selected nursing colleges in Bangalore and Tumkur were enrolled for the study. Patients, RN, peers and students themselves completed evaluator-specific evaluations in the first week of clinical period by using a validated 3 point rating scale of 40 items for both the peer and self and 21 and 20 items for the patients and RN respectively. Mean scores were tallied for each domain and for the total scale. Agreement between the raters was done using Pearson's correlation coefficient. A total of 1496 evaluations were completed for 374 samples. The mean item score ranged from 4.86 to 5.17 across all competency domains. The overall mean rating score for self, peer, client and RN was 43.7(SD 3.16), 43.6 (SD 2.34), 20.6 (SD 1.65) and 20.2 (SD 1.83) respectively. The self and peer ratings of the students were higher than the ratings of RN's and patients. None of the students were at the novice level. The Pearson's correlation coefficient between peer and self evaluation was statistically significant(r=0.28; p at 0.01 level). There was a weak but statistically significant positive relationship between peer and RN evaluation(r=0.11; p at 0.05 level). As different raters rated the students differently there was no significant relationship between self, patient, and RN ratings. This study finds potential value in the use of 360 degree evaluation of nursing students in both the hospital and community settings.
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O'Brocta, Richard, and Nicole Paolini Albanese. "Student self-evaluation of professionalism during advanced pharmacy practice experiences." Pharmacy Education 23, no. 1 (January 21, 2023): 1–6. http://dx.doi.org/10.46542/pe.2023.231.16.
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Objectives: To analyse pharmacy students’ self-evaluation of professionalism criteria during their fourth year in Advanced Pharmacy Practice Experience (APPE) rotations. The authors hypothesised that at least 50% of the evaluation questions will have a self-evaluation rating of ‘exceeds expectations’. Methods: Towards the end of each APPE rotation, students self-evaluated themselves against ten professionalism criteria using a rubric. The data were aggregated and analysed by rotation type and professionalism criteria. Results: A total of 8,120 self-evaluations were reviewed. The percentage of evaluations that were rated at ‘exceeds expectations’ are as follows: Ambulatory Patient Care, 51.9%; Community Pharmacy, 63.4%; Inpatient General Medicine, 48.4%; Hospital/Health Systems, 53.9%; and Electives, 57.1%. Conclusion: The percentage of professionalism self-evaluation ratings for all rotation types, except Inpatient General Medicine, were greater than 50% at the ‘exceeds expectation’ level. This data will be used for accreditation and quality improvement purposes.
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Sulasiwi, Intan Febry, Supriyono Koes Handayanto, and Wartono Wartono. "Development of self-rating scale instrument of self-directed learning skills for high school students." Jurnal Penelitian dan Evaluasi Pendidikan 23, no. 1 (June 29, 2019): 1–11. http://dx.doi.org/10.21831/pep.v23i1.18130.
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This study aims to develop a valid and reliable self-rating scale instrument for measuring Self-Directed Learning (SDL) skills. This DDI study follows the steps of Hinkin’s development (1995) which consists of five stages: creating an item pool, expert conclusion, implementation, confirmatory factor analysis, and reliability analysis. The self-rating scale developed in this study consisted of sixty statements accompanied by a 1-5 Likert scale. Based on the factors analysis, 16 items were still in the draft and 44 items were declared valid and reliable. Five factors that are determined are: awareness (8 items, α = 0.717), learning strategies (9 items, α = 0.806), and learning activities (7 items, α = 0.777), evaluation (8 items, α = 0.790), and interpersonal skills (12 items, α = 0.907). The reliability coefficient (Cronbach Alpha) of the self-rating scale is α = 0.933, with the required reliability criteria is 0.5. On a scale conversion of 1-100, the student’s highest score of SDL skills is 93, and the lowest score SDL skills are 31 (SD = 20.334).
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Lee, Lan-Ting, Shu Hui Cheng, Chii-Jeng Lin, Mei Hung Chi, I. Hui Lee, and Yen Kuang Yang. "Communication skills scores of medical students and interview performance 3 years later." Health Education Journal 77, no. 7 (May 10, 2018): 849–54. http://dx.doi.org/10.1177/0017896918770228.
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Objective: Communication skills are important, but the evaluation of these skills in the medical curriculum remains inconsistent. The aim of this study was to explore the relationship between the communication skills scores of junior medical students following curricula with different module evaluations and the clinical interview performance of the same students in a psychiatry department in their fifth year. Design: Prospective evaluation of communication and clinical interview skills. Setting: Medical school and psychiatry department inpatient setting. Method: The communication skills scores of 208 medical students in their second year (between 2009 and 2011) and their performance in interviews with patients in a psychiatry department in their fifth year (between 2012 and 2014) were assessed. Initial assessment was undertaken on the basis of problem-based learning (PBL) performance, evaluation of performance during conversation with patients, a related oral presentation and written report, students’ self-rating and a peer rating. Extra marks were given if students completed an optional special report inspired by the curriculum. To assess the interview performance of fifth-year medical students, the mini-Clinical Evaluation Exercise (mini-CEX) was used, together with weekly case-based discussions and the observation of a clinical interview with a real patient. Results: Tutors’ evaluations of the junior medical students’ performance during role-play ( ρ = .22, p = .001), its related reciprocal assessment ( ρ = .18, p = .010) and an extra-effort task ( ρ = .18, p = .009) as part of the communication skills curriculum were significantly correlated with the students’ later performance in a clinical interview with a patient. Conclusion: Observation of student interactions and motivations along with reciprocal peer evaluations offer better measures of communication skills in medical education than are oral presentations, self-ratings and conversations with real patients.
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Martyushova, Y. G., and N. M. Lykova. "Organization of Reflexive-evaluative Activity of University Students by Using the Learning Management System." Psychological-Educational Studies 10, no. 2 (2018): 125–34. http://dx.doi.org/10.17759/psyedu.2018100211.
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The article is focusing on implementation specifics of reflection and evaluation phase of the learning process with use of learning management system. It describes implementation of preliminary, current and final types of control via combination of intramural and remote forms of study. The learning management system allows to evaluate correctness of task solutions and to utilise rating method for all types of control. This provides students with the possibility to observe their current rating and receive comments on the potential actions needed to achieve the learning objectives. Apart from that, rating capability of the learning management system supports development of students’ skills of self-reflection and self-control, creating a competitive environment and increasing learning motivation. Combination of accumulated current rating on learning management system’s tasks and results of intramural control allows to generate the final grade for the learning module.
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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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Belmaz, Yaroslava. "CRITERIA OF EFFICIENCY OF HIGHER EDUCATION TEACHERS (US AND GREAT BRITAIN EXPERIENCE)." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 74–81. http://dx.doi.org/10.51706/2707-3076-2019-1-8.
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The article deals with the work efficiency issue of a higher education teacher. The author analyzes the main criteria for determining the efficiency of a higher education teacher in the US and Great Britain. It is established that a significant amount of research on the effectiveness of teachers’ work is associated with a study of the validity of determining the rating of teachers among students. It was determined that the student rating of teachers is highly correlated with the personal qualities of the teacher, student achievement, student rating and assessment of teachers by the same students after a few years. The author emphasizes that it is impossible to evaluate teaching objectively, based on one source of information. American scientists identify the so-called triad of sources for the effective evaluation of higher education teachers: students, colleagues, and self-evaluation.
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Soyster, Harry D., and Stewart W. Ehly. "Relation between Parent-Rated Adaptive Behavior and School Ratings of Students Referred for Evaluation as Educable Mentally Retarded." Psychological Reports 60, no. 1 (February 1987): 271–77. http://dx.doi.org/10.2466/pr0.1987.60.1.271.
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This study investigated the relation among parents' perceptions of the adaptive behavior of students considered for placement in a class for educable mentally retarded, the self-ratings of those students, and ratings of those students by their teachers. Parents' ratings were gathered using the Adaptive Behavior Inventory for Children. Students' self-ratings and teachers' ratings were collected using the Behavior Rating Profile. Moderate association was found between parents' adaptive behavior ratings and the students' self-ratings of peer relationships. Significant but relatively low association was found between parents' adaptive behavior ratings and teachers' ratings. Implications of the findings for psychologists and special educators are mentioned.
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Dwinell, Patricia L., and Jeanne L. Higbee. "Students' Perceptions of the Value of Teaching Evaluations." Perceptual and Motor Skills 76, no. 3 (June 1993): 995–1000. http://dx.doi.org/10.2466/pms.1993.76.3.995.
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This research examined how 187 students assessed a course evaluation form, the anonymity of the evaluation process, the fairness and accuracy students attribute to the task of completing evaluations of instruction, and students' perceptions of the extent to which teachers and administrators make use of the information provided by evaluations. 92% of the student-participants believed that the rating forms provided an effective means of evaluating instruction. The majority thought instructors pay attention to evaluation results and change their behavior accordingly. Only 2% believed that their anonymity was not protected. Students appeared to have more faith in their own evaluations than in those of other students. They also lacked confidence in the use of evaluations for determining salary increases or tenure and promotion.
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Brown, Gavin T. L. "Student Information Literacy: Psychometric Validation of a Self-Efficacy Report." Psychological Reports 96, no. 3_suppl (June 2005): 1044–48. http://dx.doi.org/10.2466/pr0.96.3c.1044-1048.
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Psychometric characteristics of the Student Information Literacy Self-efficacy Report based on responses from 498 students ages 9 to 12 years are reported. Students report their self-efficacy (confidence and difficulty) in 11 different phases of being information literate, i.e., developing a topic, planning, self-management, locating sources, selecting sources, retrieving information, analysing information, evaluating information, synthesising knowledge, presenting knowledge, and self-evaluation using a positively packed rating scale. The data were strongly internally consistent (Cronbach α = .95) with a test-retest reliability of .78. The 11 phases, factors measured by a matching pair of self-efficacy questions, were confirmed (χ2 = 529.68; df = 198; RMSEA = .058; TLI = .940). Ratings were correlated low with teachers' ratings and test scores of information literacy skills and moderately correlated with academic self-concept. The test provides unique information about students' self-efficacy for information literacy. Its use in classrooms is warranted.
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Petridou, Eugenia, and Katerina Sarri. "Evaluation research in business schools: students’ rating myth." International Journal of Educational Management 18, no. 3 (May 2004): 152–59. http://dx.doi.org/10.1108/09513540410527149.
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Hodges, Jaret, Kacey Crutchfield, and Lindsay Ellis Lee. "Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs." Journal for the Education of the Gifted 44, no. 1 (January 19, 2021): 3–30. http://dx.doi.org/10.1177/0162353220978306.
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Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 2014–2015 locale, proportional representation, and budgetary allotments in relation to gifted program self-assessed performance ratings. Results indicate proportional representation of Black and Hispanic students in gifted programs did not influence school district self-assessed ratings. On the contrary, locale, proportion of Black and Hispanic students to the overall district population, and budget allocation did relate to self-assessed ratings of gifted programs. Future research directions and implications for the use of self-assessments within gifted program evaluation are discussed.
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Mills, Shaylee, Lynne Emmerton, and Tin F. Sim. "Immunization training for pharmacy students: a student-centered evaluation." Pharmacy Practice 19, no. 3 (August 29, 2021): 2427. http://dx.doi.org/10.18549/pharmpract.2021.3.2427.
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Background: Persistent and emerging public health challenges mean Pharmacy students require training in immunization services. Curtin University, Australia, integrated blended-delivery immunization training into the final-year Bachelor of Pharmacy (Hons) and graduate-entry Master of Pharmacy curricula in 2019 and 2020, utilizing materials licenced from the Pharmaceutical Society of Australia.
Objective: This study evaluated changes in students’ attitude, confidence, self-perceived knowledge and self-perceived skills pre- and post-training delivered in 2020.
Methods: Pre- and post-training questionnaires featured 42 opinion statements grouped under headings ‘Attitudes’, ‘Confidence’, ‘Self-Perceived Knowledge’ and ‘Self-Perceived Skills’, and answered using five-point Likert scales (1 = strongly disagree to 5 = strongly agree). Completed pre- and post-training questionnaires were matched using respondent-generated codes. Data were subjected to descriptive and multivariate regression analysis to test pre-post changes and associations and changes in mean scores.
Results: 128 (95.5%) and 132 (98.5%) students completed the pre- and post-training questionnaires, respectively. Immunization training resulted in significant (p<0.05) improvement in students’ mean Confidence score (3.33 vs 3.96), Self-Perceived Knowledge score (3.08 vs 4.47) and Self-Perceived Skills score (2.81 vs 4.55). Improvement in students’ mean Attitude score was also statistically significant (4.45 vs 4.61), yet more positively skewed pre-training. No significant pre-post differences were found between the Bachelor and Master students. Post-training, all respondents agreed that the training program increased their attitude, confidence, perceived knowledge and perceived skills, rating the training experience as either Excellent (91.6%) or Good (8.4%).
Conclusions: Immunization training integrated into final-year BPharm (Hons) and MPharm curricula improved Attitudes, Confidence, Self-Perceived Knowledge and Self-Perceived Skills, all key to further role development in public health. This method is recommended to other Pharmacy schools to determine the impact and acceptability of immunization training programs amongst students.
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Kwankajonwong, Nachchakorn, Chuthamas Ongprakobkul, Shaun Peter Qureshi, Pasakorn Watanatada, Sekh Thanprasertsuk, and Saknan Bongsebandhu-phubhakdi. "Attitude, but not self-evaluated knowledge, correlates with academic performance in physiology in Thai medical students." Advances in Physiology Education 43, no. 3 (September 1, 2019): 324–31. http://dx.doi.org/10.1152/advan.00047.2019.
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Positive attitude and self-evaluation are necessary for medical students and doctors. To explore how best to integrate physiology teaching in our Thai medical curriculum, we investigated relationships between student’s academic performance, their attitude, self-evaluated knowledge, and proportion of physiology taught in an organ-system integrated block. We organized 13 physiology laboratory classes, during which students self-rated attitude and knowledge. Academic performance was measured by formative and summative assessments. One hundred thirty-six participants were categorized into most proactive (Most PA), more proactive (More PA), less proactive (Less PA), and least proactive (Least PA) attitude groups by self-preparation questionnaire. Eighty participants were categorized into high (HighE), moderate (ModerateE), and low (LowE) self-evaluation rating groups. Mean formatives score in the Most PA group was significantly higher than in the other PA groups ( P = 0.003, P = 0.001, and P < 0.001, respectively). Mean summative score in the Most PA group was significantly higher than the Less PA and the Least PA groups ( P = 0.017 and P = 0.015 respectively). There was no significant difference in mean assessment scores among HighE, ModerateE, and LowE groups. Proportion of teaching time dedicated to physiology positively correlated with student attitude ( r = 0.84, P = 0.001) and negatively correlated with self-evaluation rating ( r = −0.73, P = 0.007). Thai medical students may benefit from a proactive attitude to studying physiology, contrasting with traditional didactic expectations of Thai education. Proportion of teaching time dedicated to physiology does not influence academic performance; therefore, future adjustments to curriculum integration may incorporate classes that facilitate self-directed learning. Future study should explore other influences on learning and assessment performance.
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Squires, Jane, and Susan Ryan-Vincek. "The Rural Early Intervention Training Project." Rural Special Education Quarterly 13, no. 4 (December 1994): 17–27. http://dx.doi.org/10.1177/875687059401300404.
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The Rural Early Intervention Training Project (REITP) provided master's level training to personnel working in rural sites in Oregon. Two-day classes covering foundations in early intervention, assessment and curricula, and family issues were conducted at the rural site once a month. Supervisors observed students twice monthly in their practicum placement. During the summer, students attended the University of Oregon 8-week summer session in order to complete required on-campus course work and specialized practicum. Evaluation results revealed high student satisfaction with course work, practicum, and supervision. On the Self-Rating Instrument for Assessing Professional Knowledge and Skills in Early Intervention, students rated their skills in all eight areas (e.g., assessment, intervention, program management) significantly higher at post test. Pre-post differences for ratings of knowledge in early intervention were significant for seven of eight areas; however, ratings of knowledge in the area of Infant and Child Development were significantly lower at post test while ratings for the remaining six areas were significantly higher. The benefits of the program design and use of self-rating evaluation measures are discussed.
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Hewitt, Michael P. "Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band Students." Journal of Research in Music Education 63, no. 3 (August 10, 2015): 298–313. http://dx.doi.org/10.1177/0022429415595611.
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In the present study, relationships between two components of self-regulation (self-efficacy and self-evaluation) and gender, school level, instrument family, and music performance were examined. Participants were 340 middle and high school band students who participated in one of two summer music camps or who were members of a private middle school band program. Students indicated their level of self-efficacy for playing a musical excerpt before performing it and then self-evaluated their performance immediately afterward. Findings suggest that there is a strong and positive relationship between self-efficacy and both music performance and self-evaluation. There was also a strong negative relationship between self-evaluation calibration bias and music performance, indicating that as music performance ability increased, students were more underconfident in their self-evaluations. Gender differences were found for self-evaluation calibration accuracy, as female students were more accurate than males at evaluating their performances. Middle school males were more inclined than females to overrate their self-efficacy and self-evaluation as compared to their actual music performance scores. These gender differences were reversed for high school students. There were no other statistically significant findings.
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Walankar, Prachita, and Vrushali Panhale. "Evaluation of Self-Directed Learning Readiness among Undergraduate Students in an Indian Physical Therapy Institute." International Journal of Science and Healthcare Research 6, no. 3 (July 21, 2021): 1–6. http://dx.doi.org/10.52403/ijshr.20210701.
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Self-directed learning (SDL) is an essential element in medical education to foster lifelong learning. Self-directed learning readiness is the extent to which an individual has the attitude, ability, skill and personality characteristics essential for SDL. This study aimed to analyze self-directed learning readiness among physiotherapy students. A cross-sectional study was conducted among 288 undergraduate physiotherapy students using Self-Rating Scale of Self-Directed Learning (SRSSDL) to assess self-directed learning readiness. Data were analyzed using the Statistical Package for the Social Sciences software version 21. Statistical significance was set at P<0.05. A total 288 participants, 143(49.65%) were in preclinical phase and 145 (50.35%) in clinical phase. Out of 288 physiotherapy students, 60.76% students had moderate level, followed by 37.5% with high level and 1.74% with low level of SDL readiness. The total SRSSDL score was higher in clinical students as compared to preclinical students using independent t test (p=0.000). Also, subscale scores of SRSSDL, awareness (p=0.000), learning strategies (p=0.000), learning activities (p=0.000), evaluation (p=0.000) and interpersonal skills (p=0.04) were higher in clinical students as compared to preclinical students using independent t test. The study showed that physiotherapy students had moderate level of SDL readiness. The SDL readiness was found to be higher in clinical students as compared to preclinical. It will assist the medical educators to incorporate more active learning strategies to enhance SDL skills and help in curriculum development. Keywords: Self-directed learning, physical therapists, medical education, students.
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Savin, E. Y. "The Role of Mentor-Student Relationship in Formation of Professional Competence in Pedagogy Students." Psychological-Educational Studies 7, no. 1 (2015): 165–77. http://dx.doi.org/10.17759/psyedu.2015070116.
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Using the rating scale of perceived frequency of action, students (N = 87) completed the practice teaching, evaluated the perceived attitude of the teacher-mentor and university methodologist in four categories: emotional support, cognitive support, stimulation of initiatives, monitoring and evaluation. Also, students completed the questionnaire "Self-evaluation of pedagogical thinking", allowing to estimate the characteristics of their pedagogical thinking on two parameters: inclination to improvisation and self-esteem experience. We revealed a difference in the assessment of the perceived attitude of teacher-mentor and university supervisor: the latter is seen as less influential figure in all categories of evaluation (p<0.01). However, there was only one significant relationship between perceived attitude of mentor and features of pedagogical thinking: emotional support of the supervisor is positively correlated with self-esteem proficiency (p = 0,007). Thus, there is a discrepancy between the subjective evaluation of the degree of influence of mentors and indirect estimation of the contribution of interaction with them in the development of competence of the student.
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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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Kunieda, Yoshiaki. "Effectiveness of Self-Evaluation, Peer Evaluation and 2nd-Step Self-Evaluation- Covering Anchoring Training in Maritime Education and Training." Advances in Social Sciences Research Journal 9, no. 12 (January 5, 2023): 567–79. http://dx.doi.org/10.14738/assrj.912.13718.
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Evaluation is an essential part of education and training, and it can be used in maritime education and training to help learners organize their knowledge and improve their skills, as well as to improve education and training methods. In this study, self-evaluation and mutual evaluation were conducted during anchoring training on the training ship Shioji Maru belonging to the Tokyo University of Marine Science and Technology. In a survey of students trained in 2020 and 2021 regarding the acquisition of knowledge and skills, 94.5% of students rated themselves as “very effective” or “effective” in their self-evaluation and 92.0% of students rated themselves as “very effective” or “effective” in their mutual evaluation. Comparing the self-evaluation scores with the mutual evaluation scores, it was found that the mutual evaluation scores tended to rank higher than the self-evaluation scores. This is thought to be due to a lack of confidence in one’s own ship handling skills, which leads to harsh evaluations of oneself and more lenient evaluations of others. It was also found that the higher the instructor’s evaluation score, the smaller the difference between the self-evaluation score and the instructor’s evaluation score. Students with higher scores in the instructor’s evaluation were more confident in their ship handling skills, which is thought to indicate that they can evaluate themselves more accurately. On the other hand, self-evaluation was conducted at an early stage immediately after the training, and the bridge operation team and the entire team also conducted the self-evaluation again after the debriefing. In other words, a 2nd-step self-evaluation was conducted through two evaluations conducted at different times. We show the results of a qualitative analysis of the students’ impressions and opinions of these self-evaluations and peer evaluation using the steps for coding and theorization (SCAT) method.
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Dreger, Ralph Mason. "Longitudinal Study of a “Student's Evaluation of Course” Including the Effects of a Professor's Life Experiences on Students' Evaluations." Psychological Reports 81, no. 2 (October 1997): 563–88. http://dx.doi.org/10.2466/pr0.1997.81.2.563.
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Issues of import to students' evaluations include accountability, improvement of teaching, anonymity, meaning and motivation of such evaluations, and validity and reliability. The very brief Student's Evaluation of Course, an entirely anonymous rating scale, is presented here for use only by the instructor, not for administrative purposes. Validity has been described previously. In this study, students' ratings of the six course-relevant items across a period of 35 years by one professor's students show that the ratings were affected by objectively determinable external events. Six specific hypotheses were set up and tested; five of these were borne out.
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Keller, Betty G., and Ronald C. Bishop. "Self-Esteem as a Source of Raters' Bias in Peer Evaluation." Psychological Reports 56, no. 3 (June 1985): 995–1000. http://dx.doi.org/10.2466/pr0.1985.56.3.995.
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Peer rating has received considerable attention with regard to biasing factors that emanate either from the group situation or from the raters' and ratees' interpersonal relationships. This study examined self-esteem, one of yet a third source of biasing factors—intrapersonal characteristics of the rater—which might affect peer evaluations. A sample of 93 undergraduate and gtaduate students enrolled in six classes rated class members' performance on oral presentations and then completed a measure of self-esteem. A 2 × 2 × 2 factorial analysis of variance showed self-esteem had a significant effect on peer ratings. Implications for validity of peer ratings given by raters of high and low self-esteem are discussed. In support of past findings, affinity was also shown to have a significant effect on ratings.
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Skaalvik, Sidsel, and Einar M. Skaalvik. "Frames of Reference for Self-Evaluation of Ability in Mathematics." Psychological Reports 94, no. 2 (April 2004): 619–32. http://dx.doi.org/10.2466/pr0.94.2.619-632.
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Measures of eight frame-specific self-evaluations of ability in mathematics were used to predict general mathematics self-concept and self-efficacy. Participants were 900 Norwegian students in Grade 6 ( n = 277), Grade 9 ( n = 236), Grade 11 ( n = 263), and adult students attending senior high school ( n = 124). Four items measured frame-specific self-evaluation of achievement based on external frames of reference whereas four items measured frame-specific self-evaluation based on internal frames of reference. Regression analyses were used to test relations between the frame-specific self-evaluations and general mathematics self-concept and self-efficacy. The analyses indicated that self-evaluation based on comparison with other students in class (an external frame of reference) and on comparison of mathematics achievement with achievement in other school subjects (an internal frame of reference) were robust predictors of both mathematics self-concept and self-efficacy. The analyses also indicated that students are using multiple frames of reference when evaluating their mathematics ability. Implications of the result for the internal-external frame of reference model are discussed.
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Lishinski, Alex, and Aman Yadav. "Self-evaluation Interventions." ACM Transactions on Computing Education 21, no. 3 (June 2021): 1–28. http://dx.doi.org/10.1145/3447378.
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Research has repeatedly shown self-efficacy to be associated with course outcomes in CS and across other fields. CS education research has documented this and has developed CS-specific self-efficacy measurement instruments, but to date there have been only a few studies examining interventions intended to improve students’ self-efficacy in CS, and several types of self-efficacy interventions suggested by previous research remain to be tested in CS. This study attempts to address this lack of research by reporting on the results of a trial intervention intended to improve students’ self-efficacy in an introductory programming course. Students were recruited to complete a self-evaluation task, which previous research has suggested could have a beneficial impact on self-efficacy, which should in turn have a beneficial impact on course performance. Participating students’ course outcomes and self-efficacy were compared with those of the students who did not complete the self-evaluation task, using propensity score weighting adjustments to control for differences between the groups on entering characteristics and prior values of self-efficacy and course outcomes. We found that, whereas there was only marginal evidence for the self-evaluation intervention having a direct effect on self-efficacy, students who completed the self-evaluation task had significantly higher project scores during the weeks they were asked to complete it, compared to the students who did not participate. These findings suggest that there are potential benefits to incorporating self-evaluation tasks into introductory CS courses, although perhaps not by virtue of directly influencing self-efficacy.
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Khan, Sajid Ali, Syed Ali Asghar Bukhari, Muhammad Fahim Yasin, Muhammad Naeem, and Sayyad Khurshid. "Self-Efficacy and Achievement of Students in the Government Schools of Rawalakot Azad Kashmir." Studies in Humanities and Education 3, no. 1 (July 11, 2022): 13–23. http://dx.doi.org/10.48185/she.v3i1.442.
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Self-viability is a vigorously explored theme inside the instructive discipline and is an essential mark of extensive-term execution and adequacy. Our public preparing gadget needs great fledgling educators possessing awesome feelings of viability and genuine instructing limit. The exhibited understudy educator execution appraisal is being utilized the nation over as a method for evaluating the preparation of student instructors for a hit calling in tutoring. Since self-adequacy is most intensely associated with early audits, it's crucial to comprehend the researcher's self-viability. This ganders found that the connection between self-viability and achievement rating toward the finish of the test, understudies inside the public authority resources of Rawalakot is standard. Self-adequacy in sure understudies changed into saw to diminish later inward accommodation while given remarks on advancement and execution. All people had been demonstrated to increment in self-adequacy from the beginning of the student as far as possible accurate to form fundamentally dependent on the writing evaluation. Understudy mentor execution is contrarily related to the other in self-viability from the start to the stop of understudy training. These outcomes show that the more the exchange self-viability from the start of the instructing as far as possible, the reduction a researcher performs at the achievement. This likewise proposes that when the other in self-adequacy is less, satisfaction execution is extra.
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Bitsika, Vicki, Christopher F. Sharpley, and Vicki Holmes. "Refinement and Evaluation of the Effects of University Study on Lifestyle Questionnaire (EUSLQ) upon students’ anxiety and depression." Journal of Student Wellbeing 4, no. 1 (November 15, 2010): 35. http://dx.doi.org/10.21913/jsw.v4i1.654.
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Background: The incidence of clinical anxiety and depression among university students is significantly elevated above that for the rest of the population, and has been shown to be an outcome of the specific stressor demands encountered by that group.
Aims: To revise a scale that will reliably identify those stressors and the effects they have on student anxiety and depression.
Sample: From advertising of the project, 398 Australian university student volunteers were recruited.
Method: Participants completed the Revised Effects of University Study on Lifestyle Questionnaire (the R-EUSLQ), which measured the incidence of stressors and lifestyle changes brought about by university study, plus the Zung Self-Rating Anxiety Scale and Self-Rating Depression Scale.
Results: Psychometric data were satisfactory and significant correlations existed between total scores from the three scales. Factor analysis of the REUSLQ revealed five components, only three of which significantly predicted anxiety or depression.
Conclusions: Students’ principal source of stress that was associated with anxiety and depression was their feelings of isolation and consequent psychological distress. The R-EUSLQ has the potential to be used in research into student stress and also within clinical settings.
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Vasilevskaya, Elena, Svyatlana Vashchanka, and Natalia Boboriko. "RATING SCORE SYSTEM AND ACADEMIC ACHIEVEMENTS OF STUDENTS: EXPERIENCE OF THE CHEMISTRY FACULTY OF THE BELARUSIAN STATE UNIVERSITY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 2 (December 15, 2019): 108–15. http://dx.doi.org/10.48127/gu-nse/19.16.108.
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Improvement of the natural-science higher education, and chemical education in particular, is impossible without evaluation of its quality. One of the criteria of education quality is academic achievements of the students. The experience of using the rating score system for evaluating of the students' academic achievements, accumulated at the Chemistry Faculty of the Belarusian State University (BSU), is discussed. The results of the analysis of students' progress at the Chemistry Faculty of the BSU in the discipline "Inorganic Chemistry" in 2014–2019 showed that the use of the rating system give objective information about the degree of success of students' training. Keywords: academic achievements, chemistry teaching, education quality, rating score system.
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Rogers, Jennifer L., Summer Cross, Kristin Reid, Janice Thurmond, and Katy Garth. "Evaluation of a low cost OSCE in family nurse practitioner students: An emphasis on self-assessment in competency-based education." Journal of Nursing Education and Practice 12, no. 9 (May 15, 2022): 24. http://dx.doi.org/10.5430/jnep.v12n9p24.
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Objective: The American Association of Colleges of Nursing has identified competency-based education (CBE) as a priority in nursing education. The Objective Structured Clinical Examination (OSCE) has been used across health professions as a tool to incorporate competency-based education. However, the OSCE has been correlated with intensive faculty resources and high costs. The objective of this study was to discuss the evaluation of a low cost OSCE and its ability to incorporate the role of self-assessment in competency-based education within a nurse practitioner program.Methods: Faculty at a public university developed and evaluated an OSCE, exploring its implementation as a component of CBE while minimizing costs using a quasi-experimental design. Nine nurse practitioner students in their third year of a BSN-DNP program completed a pre- and post- assessment of their perceived ability in three OSCEs. Undergraduate nursing students were recruited for the standardized patient role. The OSCEs were recorded for evaluation by faculty and for self-evaluation by the students.Results: There was no significant difference noted in student self-evaluations pre- and post-assessment. There was a statistical difference in the faculty ratings of the student in the otitis media OSCE, with the student rating their performance higher than faculty. There was no statistical difference noted in either the women’s health or hypertension assessments.Conclusions: Recordings of the OSCEs allowed students to identify strengths and weaknesses, cultivating the practice of self-assessment. Integration of minimal cost OSCEs provides opportunities for programs with varying budgets to incorporate it as a component of CBE.
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Guth, Todd, Michael Overbeck, Kelley Roswell, Tien Vu, Kayla Williamson, Yeonjoo Yi, William Hilty, and Jeff Druck. "Impact of a Dedicated Teaching Attending Experience on a Required Emergency Medicine Clerkship." Western Journal of Emergency Medicine 21, no. 1 (December 18, 2019): 58–64. http://dx.doi.org/10.5811/westjem.2019.11.44399.
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Introduction: One published strategy for improving educational experiences for medical students in the emergency department (ED) while maintaining patient care has been the implementation of dedicated teaching attending shifts. To leverage the advantages of the ED as an exceptional clinical educational environment and to address the challenges posed by the rapid pace and high volume of the ED, our institution developed a clerkship curriculum that incorporates a dedicated clinical educator role – the teaching attending – to deliver quality bedside teaching experiences for students in a required third-year clerkship. The purpose of this educational innovation was to determine whether a dedicated teaching attending experience on a third-year required emergency medicine (EM) clerkship would improve student-reported clinical teaching evaluations and student-reported satisfaction with the overall quality of the EM clerkship. Methods: Using a five-point Likert-type scale (1 - poor to 5 - excellent), student-reported evaluation ratings and the numbers of graduating students matching into EM were trended for 10 years retrospectively from the inception of the clerkship for the graduating class of 2009 through and including the graduating class of 2019. We used multinomial logistic regression to evaluate whether the presence of a teaching attending during the EM clerkship improved student-reported evaluation ratings for the EM clerkship. We used sample proportion tests to assess the differences between top-box (4 or 5 rating) proportions between years when the teaching attending experience was present and when it was not. Results: For clinical teaching quality, when the teaching attending is present the estimated odds of receiving a rating of 5 is 77.2 times greater (p <0.001) than when the teaching attending is not present and a rating of 4 is 27.5 times greater (p =0.0017). For overall clerkship quality, when the teaching attending is present, the estimated odds of receiving a rating of 5 is 13 times greater (p <0.001) and a rating of 4 is 5.2 times greater (p=0.0086) than when the teaching attending is not present. Conclusion: The use of a dedicated teaching attending shift is a successful educational innovation for improving student self-reported evaluation items in a third-year required EM clerkship.
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Shestakova, Lydia Gennadyevna, and Tatyana Vasilyevna Richter. "Students' readiness for self-organization: Indicators of evaluation and self-evaluation." Science for Education Today 9, no. 3 (June 30, 2019): 138–50. http://dx.doi.org/10.15293/2658-6762.1903.08.
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Kim, Jooyoung, Tae Hyun Baek, and Daehyun Kim. "Quality of Work and Team Spirit as Drivers of Student Peer Evaluation on Advertising Group Project Performance." Journal of Advertising Education 15, no. 2 (November 2011): 14–24. http://dx.doi.org/10.1177/109804821101500204.
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Using the evaluation traits typically adopted by college instructors, this study investigates the dimensions of peer evaluation criteria used by college students in advertising management and campaigns courses and examines their effects on overall peer evaluation under the influence of three moderating self-related concepts: self-esteem, self-competence and goal orientations (i.e., learning goal orientation and performance goal orientation). The results, from Study 1 suggest Quality of Work and Team Spirit as two important factors for students’ evaluation of their peers. The moderating effects of self-related concepts from Study 2 indicate that students with high self-esteem and high self-competence use Quality of Work predominantly, while students with high learning goal orientation and performance goal orientation use both Quality of Work and Team Spirit for peer evaluations. Overall, the findings indicate that students use Quality of Work more strongly in evaluating their team peers, compared to Team Spirit.
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Macgregor, Jean. "Learning self-evaluation: Challenges for students." New Directions for Teaching and Learning 1993, no. 56 (1993): 35–46. http://dx.doi.org/10.1002/tl.37219935605.
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Arzhanik, M. V., N. V. Vorobyeva, O. I. Ostrikova, and S. I. Karas. "RATING SYSTEM FOR THE KNOWLEDGE AND SKILLS CONTROL AND ITS REALIZATION IN THE LEARNING ENVIRONMENT “MOODLE”." Bulletin of Siberian Medicine 14, no. 1 (February 28, 2015): 120–25. http://dx.doi.org/10.20538/1682-0363-2015-1-120-125.
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Rating control of students knowledge and skills is the part of Bologna declaration of European Universitites. Optimal realization of rating system brings together the objectivity and the individual approach to student’s evaluation. Analysis of rating control possibilities in medical University and peculiarities of individual rating adaptation in the LMS Moodle are the objectives of this paper.LMS Moodle contains enough elements quantity for evaluation and allows sum up of learning course results. First level of rating system adaptation is various intervals for different course elements. Weight coefficients for learning tasks mean second one. Third rating adaptation level is the method of calculation of final rating score for a student. There is example of rating system in medical informatics course for medical and pediatric students in the paper. Organizational, technological and financial aspects of rating introducing in the medical education are discussed.
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Alhoshan, Eman. "A Determination of the Construct Validity of Both an Adapted Self-Confidence Questionnaire, the Personal Evaluation Inventory [PEI], (Shrauger & Schohn, 1995) and a Generalised Anxiety Disorder [GAD] Questionnaire (Taylor, 1953)." Journal of Education and Learning 8, no. 2 (February 25, 2019): 69. http://dx.doi.org/10.5539/jel.v8n2p69.
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The objectives in this research were to determine the construct validity of both an adapted self-confidence questionnaire, the Personal Evaluation Inventory (PEI), developed by Shrauger and Schohn, and a Generalised Anxiety Disorder (GAD) questionnaire, which was adapted from the Taylor Manifest Anxiety Scale.
The research was conducted in two girls’ primary schools in Saudi Arabia to collect relevant data on the convergent and discriminant validity of the GAD and PEI questionnaires using the Multi-Trait Multi-Method (MTMM) matrix to prove construct validity. Sixty students and two teachers filled in questionnaires, with each student evaluating themselves and, then, their peers. The teachers evaluated themselves, their self-confidence and generalised degree of their anxiety disorder.
The results were that the MTMM analysis supported, to a large extent, both convergent and discriminant validity of the analysed data from students and teachers on two traits (self-confidence and generalised anxiety disorder) and across three methods of measurement (self-reporting, peer-rating and teacher-rating).
The results were that the Mono-Trait Mono-Method coefficients were relatively high, and there was relative strength in the Hetero-Trait Mono-Method coefficients. The Hetero-Trait Mono-Method coefficients were reasonable for self-confidence and for the generalised anxiety disorder questionnaires, but teacher-ratings for both traits were unexpected. Furthermore, the Hetero-Trait Hetero-Method coefficients were not constant and showed an unstable variance.
In conclusion, the PEI and GAD questionnaires possess acceptable construct validity, but that the teacher-ratings for both the PEI and the GAD questionnaires needed modification in order to attain the desirable construct validity.
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Morahan-Martin, Janet. "Should Peers' Evaluations be Used in Class Projects?: Questions regarding Reliability, Leniency, and Acceptance." Psychological Reports 78, no. 3_suppl (June 1996): 1243–50. http://dx.doi.org/10.2466/pr0.1996.78.3c.1243.
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This is a description of use of a rating system in which both students (peers) and an instructor evaluated the performance of 32 debate teams and 136 peer team members, with peers' and the instructor's evaluations being equally weighted in assigning grades. Peer evaluation was psychometrically reliable. Peers and instructor were similar in evaluating defensive and offensive debate performance, but peers gave more favorable ratings than the instructor for presentation and research. Over-all, the rating system was perceived by participants as fair and not a popularity contest. Most peers reported that they were comfortable as evaluators.
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Hafizah Adnan, Nor, and Siti Shakirah Sayadi. "ESL Students’ Readiness for Self-Directed Learning in Improving English Writing Skills." Arab World English Journal 12, no. 4 (December 15, 2021): 503–20. http://dx.doi.org/10.24093/awej/vol12no4.33.
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Self-directed learning among students, particularly at the upper secondary level, is still underexplored in Malaysia. Further understanding of ESL students’ readiness for self-directed learning in improving English writing skills is crucial to exploit the advantages of this learning method for their benefit. Thus, this study aimed to examine the levels of self-directedness among secondary school students and their readiness to apply self-directed learning in improving English writing skills through a survey design. A total of 50 ESL students in a secondary school responded to two sets of questionnaires that measured different variables in this research. The first questionnaire included a self-rating scale of self-directed learning, which consisted of awareness, learning strategies, learning activities, evaluation, and interpersonal skills. The second questionnaire contained questions about students’ readiness for self-directed learning in improving English writing skills. Sampling was done randomly without considering students’ academic level of English. The findings found that most students possessed a medium level of self-directedness with not much difference with the high-level ones. The study then revealed a positive relationship between students’ level of self-directedness and students’ readiness to incorporate self-directed learning in English writing skills. For instance, students with a high level of self-directedness scored higher in students’ readiness for self-directed learning in improving English writing skills than those with a low level of self-directedness. Future studies should consider self-directed learning strategies to promote lifelong effects of positive attributes towards learning experiences, such as discipline, attention, responsible, and creativity in planning learning objectives.
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Andreani, Wiwik. "Reflective Evaluation of Efl Teachers Versus Their Students’ Evalution." Lingua Cultura 4, no. 1 (May 31, 2010): 12. http://dx.doi.org/10.21512/lc.v4i1.347.
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Article investigated the grading of teaching values and its relation to the rating performance of the teachers. For this purpose, 27 EFL teachers were randomly chosen from Bina Nusantara University. Some teachers taught only English Department students and some others taught students of other Departments, for example Computer Science, Marketing Communication, Management, Visual Communication Design and Chinese Department. They were asked to grade twelve values in their teaching according to the order of importance and to answer a set of questions on those values. Besides, their students filled in a questionnaire with the aim of evaluating the teachers’ performance from September 2008 until June 2010 (three semesters).The results of the study suggest that there is a change in the teaching-value grading along with teaching experience. However, there is no relationship between teaching values and getting high/low rating performance, the reason of which is not dealt with in the study. Expertise, Enthusiasm, Reliability and Attentiveness were teaching values selected as most important for the EFL teachers. Moreover, most teachers were graded higher in their soft skills rather than hard skills, especially in giving the students an opportunity to ask questions and to have a discussion during the teaching and learning process. Finally, when teachers taught small and big classes, surprisingly most of them got higher rating performance from their students of big classes, for both their hard and soft skills.
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Halston, Abby, Taylor Lum, and Hans Chun. "Student Evaluation of Teaching: Exploring Instructor and Student Perspectives with Course Redesign." Education, Language and Sociology Research 1, no. 1 (June 19, 2020): p144. http://dx.doi.org/10.22158/elsr.v1n1p144.
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Student Evaluation of Teaching (SET), or instructor evaluations, is used as a significant instrument across the world to measure instructors teaching methods and course evaluations. With the lack of standardized SET across universities and institutions, this study gains insight into how instructors use and improve student evaluations and students’ views of how their feedback is utilized by posing questions to university students and faculty through focus groups and interviews. Data was gathered and recorded to interpret students’ perceptions with how instructors utilize the students’ evaluations and instructors’ perceptions of student evaluations and how the instructors use the students’ feedback. Results indicate that students and instructors have different values for student feedback and curriculum improvement. Implications of different values for student feedback and curriculum improvement include instructors not attempting to improve their teaching and course, students poorly rating their instructors, and students that may not be challenged due to possibly receiving a negative evaluation.
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Mishina, Alevtina, Victoria Vorozhetsova, and Antonina Antonova. "The technology of rating assessment of primary schoolchildren in conditions of level differentiation and blended learning." Pedagogicheskiy Zhurnal Bashkortostana 89-90, no. 4-5 (2020): 48–60. http://dx.doi.org/10.21510/1817-3292-2020-89-90-4-5-48-60.
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The article is devoted to the analysis of the rating assessment of the activity of a primary school student. The article analyzes modern systems for assessing the student's educational activity, identifies the advantages and disadvantages of the five-point control system. The transition from an evaluation-free system to an evaluation system is described in detail. The rating assessment technology was tested in a number of schools in Ulyanovsk (8 schools) and in the Ulyanovsk region (4 schools). The schoolchildren participating in the experiment were trained in classes of the same age, but according to different educational and methodological complexes. The breadth of the experimental base helped to test the effectiveness of our chosen approach to assessing primary school students. In addition, a survey was conducted of 20 primary school teachers regarding their viewpoint to the assessment system. Based on the survey, the authors revealed characteristic features of the rating control system and described in detail its advantages and disadvantages, as well as the prospects for use in primary grades. A pedagogical experiment has shown that the use of a rating assessment reduces psychological stress before assessment, which contributes to a more successful assimilation of curricula by students, an increase in the level of their knowledge, abilities and skills. The use of a rating assessment develops the logical creativity, thinking of the child, increases his interest in learning, and contributes to the development of his outlook. In addition to the obvious advantages, the rating control system has disadvantages. The survey participants emphasized that the shortcomings of the rating system for assessing the learning activity of primary school students are the lack of didactic material, as well as low stimulation of active learning activity throughout the school time. To overcome this shortcoming of the rating control system, it is advisable to use, together with rating assessment, personal-comparative pre-rating, aimed at fixing the dynamics of the student's personal development. In addition, the article discusses the features of the application of the rating assessment technology in the conditions of level differentiation and blended learning of younger students.
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Salend, Spencer J., Catharine R. Whittaker, and Elizabeth Reeder. "Group Evaluation: A Collaborative, Peer-Mediated Behavior Management System." Exceptional Children 59, no. 3 (December 1992): 203–9. http://dx.doi.org/10.1177/001440299305900304.
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The efficacy of a consensus based group-evaluation system was examined using a reversal design. Two groups of students with disabilities served as subjects. The group-evaluation system involved: (a) dividing the groups into teams; (b) having each team agree on a common rating for the group's behavior during a specified time period; (c) comparing each team's rating to the teacher's rating; and (d) delivering reinforcement to each team based on the group's behavior and the team's accuracy in rating the group's behavior. Results indicated that the group-evaluation system was an effective strategy for modifying classroom behavior.
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Щапов, А., and A. Schapov. "Score-Rating and Academic Assessment." Standards and Monitoring in Education 6, no. 5 (October 24, 2018): 15–19. http://dx.doi.org/10.12737/article_5bb60c92687b42.88586971.
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A signifi cant contrast between the academic evaluation of the students’ knowledge in marks and in higher educational institutions of the Russian Federation using a score-rating system is noted. It is emphasized that the readiness of higher educational institutions to accept the score-rating system depends on the level of implanting the rating technologies in the formation of the total subject assessment.
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Severy, Lawrence J., Naomi P. Lee, Keith Carodine, Lou Powers, and Geoffrey R. Mason. "Rating Scales for the Evaluation of Academic Advisors." NACADA Journal 14, no. 2 (September 1, 1994): 121–29. http://dx.doi.org/10.12930/0271-9517-14.2.121.
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Comprehensive evaluation of academic advisors' styles and skills should incorporate ratings by consumers of such services (students) as well as peers and supervisors. This article offers multidimensional scales to assess responses to individual advisor performance (rather than overall program performance). The student scale contains the dimensions: social context, individual educational advice, and university procedures. The professional scale contains the dimensions: task competence, other orientation, and professional networking. All scales demonstrate high reliabilities (.85 to .95) and clear construct validity and are presented in their entirety.
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Saunders, T. Clark, and John M. Holahan. "Criteria-Specific Rating Scales in the Evaluation of High School Instrumental Performance." Journal of Research in Music Education 45, no. 2 (July 1997): 259–72. http://dx.doi.org/10.2307/3345585.
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The suitability of criteria-specific rating scales in the selection of high school students for participation in an honors ensemble was investigated. Three questions regarding criteria-specific rating scales were addressed: (1) Do they yield adequate measurement results? (2) Do they help judges discriminate among different levels of student instrumental performance? and (3) Which dimensions of instrumental performance are most predictive of total scores? All 926 students seeking selection to the Connecticut All-State Band were evaluated by 36 judges with the use of criteria-specific rating scales. The rating scales yielded substantial variability and moderately high to high alpha reliabilities. Stepwise multiple regression indicated that student Total scores could be predicted from scores of five individual dimensions (Multiple R = .96).
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Yaroshenko, Olha. "Students' Rating of the Activities of Scientific and Pedagogical Workers as a Tool of Student-Centered Learning." International Scientific Journal of Universities and Leadership 13 (August 18, 2022): 46–54. http://dx.doi.org/10.31874/2520-6702-2022-13-46-54.
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The article emphasizes that in the context of Ukraine's entry into the European Higher Education Area, the spectrum of didactic principles is expanding, among which the principle of student-centered learning is becoming more important. Based on the principles of student-centered learning, the students are responsible not only for their learning results but also for the components that influence the results, one of which is the evaluation of the activities carried out by academic and pedagogical workers. From now students of domestic institutions of higher education are involved not only in the development, improvement and evaluation of educational programs but also in the assessment of the professional active ties of teachers. To this end, higher education institutions are developing relevant normative documents and conducting surveys like “Teachers through the eyes of students”.
It is noted that the world's leading education systems have significant achievements in student evaluation of the professionalism and personal qualities of teachers, and student evaluations of teaching (SET) serve as a basis for career growth, salary increases, etc. The domestic experience of student evaluations of scientific and pedagogical workers is not so long and successful; the evaluation is being formed. As a result, some problems arise, the effective solution of which depends on the internal normative provision of the procedure for conducting student evaluation of the activities of academic and pedagogical workers, obtaining reliable results and their further impartial use.
Attention is focused on the fact that the psychological aspects of the subject-subject relationship of the teacher and students affect the evaluation of scientific and pedagogical workers, therefore, its results should not be absolute, but reinforced and checked with the help of other types of evaluations. With the help of a questionnaire survey of teachers of domestic institutions of higher education, their generally trusting attitude to the results of student evaluations was found out.
The need for a balanced use of foreign experience in student evaluations is emphasized. For quite a long time of using the student rating (more than 50 years), foreign universities managed to avoid a number of risks and provide student ratings with leadership positions in the evaluation of the activities of scientific and pedagogical workers. Despite this, foreign researchers disagree about the effectiveness and objectivity of student ratings due to the influence on their results of the gender bias of some students, the physical attractiveness of scientific and pedagogical workers, different motivations of students to study, etc.
A conclusion was made about the importance for the students to evaluate the activities carried out by scientific and pedagogical workers as a factor in the introduction of student-centered learning, the need to study the foreign experience of student evaluations of teaching (SET) and its dissemination, but taking into account and avoiding the risks revealed in the article regarding the completeness of the reliability of student evaluations.
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Miron, Mordechai. "Students' evaluation and instructors' self-evaluation of university instruction." Higher Education 17, no. 2 (1988): 175–81. http://dx.doi.org/10.1007/bf00137970.
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Zhang, Jun Min, Jing Lu, and Wen Jun Sui. "Campus Planning and Design Research Based on College Students' Happiness Rating - Case Study of Shandong Jianzhu University Campus." Advanced Materials Research 450-451 (January 2012): 1123–27. http://dx.doi.org/10.4028/www.scientific.net/amr.450-451.1123.
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Combining the study of college Students' happiness，this text establishes a set of campus planning and design evaluation system related to college students' happiness degree from the perspective of student's personal use. Also a practical example is evaluated.
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Sharif. "EVALUATION OF SELF-MEDICATION AMONG PHARMACY STUDENTS." American Journal of Pharmacology and Toxicology 7, no. 4 (April 1, 2012): 135–40. http://dx.doi.org/10.3844/ajptsp.2012.135.140.
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Rohwer, Mark. "Choral Students' Self-Evaluation of Musical Performance." Journal of Music Teacher Education 6, no. 2 (January 1997): 15–18. http://dx.doi.org/10.1177/105708379700600206.
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Farnill, D., S. C. Hayes, and J. Todisco. "Interviewing skills: self-evaluation by medical students." Medical Education 31, no. 2 (March 1997): 122–27. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02470.x.
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