The Current Status of Peer Assessment Techniques and Sociometric Methods

2017 ◽  
Vol 2017 (157) ◽  
pp. 75-82
Author(s):  
William M. Bukowski ◽  
Melisa Castellanos ◽  
Ryan J. Persram
Keyword(s):  
Peer Assessment ◽  
Current Status ◽  
Assessment Techniques ◽  
Sociometric Methods

scholarly journals Evaluation of Internship Assessment in Medical Colleges of Bangladesh

2017 ◽  
Vol 8 (1) ◽  
pp. 14-17
Author(s):  
Farhana Noman ◽  
AKM Asaduzzaman ◽  
Humayun Kabir Talukder ◽  
ASM Shamsul Arefin ◽  
Shamima Rahman
Keyword(s):  
Feedback System ◽  
Descriptive Study ◽  
Current Status ◽  
Cross Sectional ◽  
Medical Practitioners ◽  
Assessment Feedback ◽  
Assessment Techniques ◽  
Major Discipline ◽  
Medical Colleges

This study aimed to evaluate the current status of the internship assessment in medical colleges of Bangladesh. Internship acts as the pathway from being a medical student to becoming a registered doctor. Hence, a rigorous and robust internship leads to producing better doctor and in turn better healthcare. Thus, proper assessment is necessary to ensure the quality of the future medical practitioners. Unfortunately, no study has been done in Bangladesh related to this context. A cross-sectional descriptive study with pre-tested self-administered questionnaires covering study place and population and factors relevant to intern assessment (assessment after each major discipline completion, assessment techniques, and feedback) was performed. The study was carried out in 8 medical colleges (4 public and 4 non-government; 4 inside Dhaka and 4 outside). 300 completed questionnaires (250 interns, 50 supervisors) were analyzed. All the collected data were analyzed and presented with SPSS v 19.0 software. Results revealed that there was no assessment present after completion of major placement rotation (about 54% interns and 24% teachers). Furthermore, only logbook was signed as the prevailing assessment technique (more than 66% interns and 72% doctors). Moreover, assessment feedback system was not fully functional (48.7% respondent views). Hence, the overall scenario is shabby and poses questions on our future doctors' skill set.Bangladesh Journal of Medical Education Vol.8(1) 2017: 14-17

scholarly journals Building blocks play: Model reconstruction, teacher’s guidance and early childhood creativity

2020 ◽  
Vol 3 (1) ◽  
pp. 14
Author(s):  
M. Marhun
Keyword(s):  
Early Childhood ◽  
Peer Assessment ◽  
Descriptive Analysis ◽  
Building Blocks ◽  
Model Reconstruction ◽  
Research Subjects ◽  
Analysis Techniques ◽  
Childhood Education ◽  
Block Play ◽  
Assessment Techniques

Teachers in ECE (Early Childhood Education) should have the knowledge and skills in guiding children when playing blocks, but this is not shared by most PAUD teachers in Indonesia. Therefore, this study develops a block play model that refers to the PKPK model from Hirsch and Dodge with the adjustment of conditions in Indonesia. This research is a research and development (R&D) that seeks to develop, refine (re-construct), test, and validate Masnipal-models that are easy for teachers to use and effectively develop children's creativity. This study begins with testing the PKPK model to a group of subjects to obtain data about the ability of teachers to understand and apply the model. After revisions and improvements, the model of reconstruction results was further tested. Research subjects were PAUD teachers in Cianjur (n = 42) and Bandung (n = 78). Data collection uses observation and peer assessment techniques and data analysis uses descriptive analysis techniques. The novelty of this study is the resulting Masnipal-model that facilitates PAUD teachers in Indonesia in guiding children to develop creativity through block play.

Pages from a sociometric notebook: Reconsidering the effects of selective missingness

2019 ◽  
Vol 43 (6) ◽  
pp. 569-573
Author(s):  
William M. Bukowski ◽  
Melanie Ann Dirks ◽  
Melissa Commisso ◽  
Ana Maria Velàsquez ◽  
Luz Stella Lopez
Keyword(s):  
Latin America ◽  
Missing Data ◽  
Peer Assessment ◽  
Peer Groups ◽  
Participation Rates ◽  
Caribbean Coast ◽  
School Classroom ◽  
Assessment Techniques ◽  
Assessment Measures ◽  
Assessment Procedures

The effects of selective missingness on the size of observed correlations between scores derived from peer assessment procedures were examined with a sample of 719 boys and girls drawn from 57 peer groups in seven schools in Montréal, Québec, Canada or Barranquilla, a city on the northern Caribbean coast of Colombia in Latin America. Peer groups (i.e., the boys or girls within in a school classroom) in which participation rates exceeded 90% were randomly assigned to either a “complete” or a “missing” group. In separate procedures, children whose scores placed them above the 20th percentile for their group were excluded from the “missing” groups on measures of passive withdrawal, popularity, and aggression. When the correlations observed with the “complete” groups were compared with the correlations observed with the “missing” groups, few differences were observed. These findings are discussed within the context of the effects of missing data on peer assessment techniques and the factors underlying the association between different peer assessment measures.

Neuropsychological Assessment of Suspected Malingering: Research Results, Evaluation Techniques, and Further Directions of Research and Application

1998 ◽  
Vol 14 (3) ◽  
pp. 211-225 ◽  
Author(s):  
Dietmar Heubrock ◽  
Franz Petermann
Keyword(s):  
Neuropsychological Assessment ◽  
Current Status ◽  
Research Strategies ◽  
Clinical Neuropsychology ◽  
Factitious Disorders ◽  
Validity Testing ◽  
Symptom Validity Testing ◽  
Clinical Methods ◽  
Assessment Techniques ◽  
Evaluation Techniques

Possibilities for neuropsychological assessment of suspected malingering are addressed. First, various forms of deception (malingering, factitious disorders, hysteria) and their implications for clinical neuropsychology are discussed. Then, threshold models for the detection of malingering as well as specially designed assessment techniques (e. g., individual tests, deficit testing, tests specifically for malingerers, and symptom validity testing) are described. Finally, the current status of clinical methods and research strategies is summarized, and recent and further developments of assessment and research are reported.

Tools for E-Assessment Techniques in Education

2019 ◽  
pp. 28-52
Author(s):  
Anamika Gupta ◽  
Kajal Gupta ◽  
Anurag Joshi ◽  
Devansh Sharma
Keyword(s):  
Learning Environment ◽  
Programming Languages ◽  
Peer Assessment ◽  
Learning Management Systems ◽  
Assessment Tools ◽  
Assessment Process ◽  
Discussion Forums ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Assessment Techniques

The chapter explains the basic definition and objective of e-assessment. Advantages and disadvantages of the e-assessment process are briefed. There are various techniques used for accessing online in an e-learning environment. Some of the techniques are explained with examples. To perform e-assessment using these techniques, there are tools available. Some of the tools are developed by individual organizations for their own purpose while others are public platforms which can be used by anyone. Most of the learning management systems (LMS) use e-assessment tools. This chapter focuses primarily on the e-assessment tools of various types used in education domain. Various techniques of e-assessment used by these tools are explained like MCQs, essay type questions, e-portfolios, discussion forums, blogs, wikis, etc. Tools specific to programming languages are explained in detail. Further, tools related to problems of mathematics are explained. There are various tools for peer-assessment. A detailed study of those tools is presented.

Gathering Information

2018 ◽  
pp. 34-58
Author(s):  
Brian P. Shaw
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Summative Assessment ◽  
Personal Communication ◽  
Verbal Response ◽  
Assessment Design ◽  
Assessment Techniques ◽  
Infinite Variety

This chapter details many ways of collecting information about student performance. Diagnostic assessment, formative assessment, and summative assessment all work together to inform teaching and learning throughout a lesson or unit. Summative assessment is what comes to mind when many people think of “assessment,” but summative assessment is the assessment type that supports learning the least. Assessment for learning, as opposed to assessment of learning, is the type of classroom assessment that helps students know where they are going, where they are now, and how to get there. Assessment design can improve validity. A nearly infinite variety of possible assessment methods, or ways to gather information, exists. The most common methods in schools can be categorized as selected response, written response, verbal response, performance or demonstration, personal communication, portfolios, quick formative assessment techniques, and self and peer assessment. Using a variety of methods helps to ensure curricular comprehensiveness.

scholarly journals PENGEMBANGAN INSTRUMEN PENILAIAN PSIKOMOTORIK BERBASIS PEER ASSESSMENT PADA KEGIATAN PRAKTIKUM IPA

2020 ◽  
Vol 7 (2) ◽  
pp. 143-159
Author(s):  
Haris Munandar ◽  
Safrina Junita
Keyword(s):  
Student Performance ◽  
Peer Assessment ◽  
School Teacher ◽  
Field Trials ◽  
Development Stage ◽  
Assessment Process ◽  
Learning Activity ◽  
Design Development ◽  
Study Program ◽  
Assessment Techniques

Psychomotor assessment can be carried out in every learning activity, one of them is in the science practicum activities. The implementation of science practicum for students of Elementary School Teacher Education Study Program also demands aspects of skills in carrying out practical activities. The large number of students in one class causes educators to only be able to assess the ability of student performance in groups. One strategy that can help educators in assessing student performance in science practicum activities is through peer assessment techniques. The research design used here is a research development with a 4-D model, namely Define, Design, Development and Disseminate. Based on the results of the needs analysis carried out at the define stage, it was obtained that psychomotor evaluation instruments are needed in the implementation of practical science activities. In the design phase, an initial draft of the instrument sheet will be carried out in accordance with the stages contained in the science practicum activities. At the development stage, an instrument sheet development phase will be carried out through expert validation activities and limited field trials. Disseminate stage which is the last stage, which is carried out dissemination of products on a larger sample. The results of the responses obtained from students showed that all students involved found it easier to carry out the assessment process with peer assessment techniques. They can use the time well in the assessment process so that the science practicum activities can run optimally. Every student who acts as a practitioner also seems eager to do practical activities because they know that they are being assessed directly, so that the assessment process becomes more objective. Abstrak Penilaian psikomotorik dapat dilaksanakan pada setiap kegiatan pembelajaran, salah satunya pada kegiatan praktikum IPA. Pelaksanaan praktikum IPA bagi mahasiswa Program Studi Pendidikan Guru Sekolah Dasar juga menuntut aspek keterampilan dalam pelaksanaan kegiatan praktikum. Jumlah mahasiswa yang banyak dalam satu kelas menyebabkan pendidik hanya mampu menilai kemampuan kinerja mahasiswa secara berkelompok. Salah satu strategi yang dapat membantu pendidik dalam menilai kinerja mahasiswa pada kegiatan praktikum IPA yaitu dengan teknik peer assessment (penilaian teman sejawat). Desain penelitian yang digunakan di sini adalah penelitian pengembangan dengan model 4-D yaitu Define, Design, Development dan Disseminate. Berdasarkan hasil analisis kebutuhan yang dilakukan pada tahap define diperoleh informasi bahwa Instrumen evaluasi psikomotorik sangat dibutuhkan dalam pelaksanaan kegiatan praktikum IPA.  Pada tahap design akan dilakukan sebuah perancangan draft awal lembar instrumen disesuaikan dengan tahapan-tahapan yang terdapat dalam kegiatan praktikum IPA. Pada tahap development akan dilakukan tahap pengembangan lembar instrumen melalui kegiatan validasi para ahli dan uji coba lapangan terbatas. Tahap disseminate yang merupakan tahap terakhir, yaitu dilakukan penyebarluasan prosuk pada sampel yang lebih banyak. Hasil respon yang diperoleh dari peserta didik menunjukkan bahwa seluruh peserta didik yang dilibatkan merasa lebih mudah dalam melaksanakan proses penilaian dengan teknik peer assessment. Mereka dapat memanfaatkan waktu dengan baik dalam proses penilaian sehingga kegiatan praktikum IPA dapat berjalan maksimal. Setiap peserta didik yang berperan sebagai praktikan juga terlihat bersemangat melakukan kegiatan praktikum karena mengetahui bahwa mereka sedang dinilai secara langsung, sehingga proses penilaian menjadi lebih objektif. Kata Kunci:  Psikomotorik, Peer Assessment, Praktikum IPA

scholarly journals Secondary pre-service teachers’ reflections on their micro-teaching: Feedback and self-evaluation

2020 ◽  
Vol 25 ◽  
pp. 73-83
Author(s):  
Hem Chand Dayal ◽  
Reema Alpana
Keyword(s):  
Teacher Education ◽  
Peer Assessment ◽  
Self Assessment ◽  
Self Evaluation ◽  
Pedagogical Skills ◽  
Assessment Techniques ◽  
Self Knowledge ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Teaching Setting

Abstract Reflective practices in pre-service teacher education enables teachers to evaluate their pedagogical skills. This study aimed to integrate different assessment techniques such as peer assessment, lecturer assessment and self-assessment in a micro-teaching setting. Using 20 pre-service teachers post-microteaching (MT) reflection, we explored how these teachers viewed peer feedback and lecturer feedback. This study also analyses how pre-service teachers self-evaluate their MT. The findings indicate that per-service teachers find both peer and lecturer feedback useful in terms of in terms of identifying their strengths and weaknesses as well as proving incentives for improvement. Furthermore, the findings show that when engaged in self-evaluation, the pre-service teachers tend to focus more on self-knowledge.  The findings reaffirm the importance of peer and self-evaluation in teacher education.

scholarly journals EVALUASI PELAKSANAAN CLASSROOM ASSESMENT DI MADRASAH TSANAWIAYAH DDI SEPPANGE KECAMATAN BENGO KABUPATEN BONE

2020 ◽  
Vol 5 (2) ◽  
pp. 66
Author(s):  
St Jumaeda ◽  
St Nur Alam
Keyword(s):  
Formative Evaluation ◽  
Classroom Assessment ◽  
Peer Assessment ◽  
Evaluation Model ◽  
Survey Study ◽  
Self Assessment ◽  
Analysis Techniques ◽  
Assessment Techniques ◽  
Assessment Procedures

Abstract:This study aims to evaluate the implementation of classroom assessment on: (1) aspects of classroom assessment, 2) classroom assessment techniques, and (3) classroom assessment procedures. This research is a survey study, using a formative evaluation model from Michael Scriven.Sampling techniques are purposive samples. The research location is MTs DDI Seppange. Data collection is obtained through questionnaires, interviews, observations, and documentation. Data analysis techniques used are qualitative analysis techniques. The results showed that: (1) classroom assessment techniques carried out by MTS DDI Seppange teachers include written tests, observations, practical tests, assignment assessments, and oral tests, portfolios, journals, peer-to-peer assessment and self-assessment (2) aspects of classroom assessment that have been carried out by teachers covering cognitive, psychomotor, and affective aspects, (3) Classroom assessment procedures that have been carried out by teachers include making question grids, grain analysis , remedial implementation, and follow-up assessment results. The evaluation of aspects, techniques, and class assessment procedures, teachers at MTS DDI Seppange were carried out properly. Keywords: Evaluation, classroom assessment, teachers, Abstrak: Penelitian ini bertujuan untuk mengevaluasi pelaksanaan classroom assessment tentang: (1) aspek-aspek classroom assessment, 2) teknik-teknik classroom assessment, dan (3) prosedur classroom assessment. Penelitian ini adalah penelitian survei, dengan menggunakan model evaluasi formatif dari Michael Scriven.Teknik pengambilan sampel adalah purposive sample. Lokasi penelitian adalah MTs DDI Seppange. Pengumpulan data diperoleh melalui angket, wawancara, observasi, dan dokumentasi. Teknik analisa data yang digunakan adalah teknik analisis kualitatif. Hasil penelitian menunjukkan bahwa: (1) teknik classroom assessment yang dilaksanakan guru MTS DDI Seppange meliputi tes tertulis, observasi, tes praktik, penilaian tugas, dan tes lisan, portofolio, jurnal, penilaian antar teman dan penilaian diri (2) aspek-aspek classroom assessment yang telah dilaksanakan guru meliputi aspek kognitif, psikomotorik, dan aspek afektif, (3) Prosedur classroom assessment yang telah dilaksanakan guru meliputi pembuatan kisi-kisi soal, analisis butir soal, pelaksanaan remedial, dan tindak lanjut hasil penilaian. Hasil evaluasi tentang komponen aspek, teknik,dan prosedur penilaian kelas, guru di MTS DDI Seppange terlaksana dengan baik. Kata kunci: Evaluasi, penilaian kelas, guru,

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