An Overview of CAS Standards: The Role in Self-Assessment and Evaluation

2014 ◽  
Vol 2014 (166) ◽  
pp. 41-46 ◽  
Author(s):  
Anne M. Hornak
Keyword(s):  
Self Assessment ◽  
Assessment And Evaluation ◽  
Cas Standards

Tiptoeing through the TULIPS: Aiming for Autonomy through Assessment in EFL Higher Education

10.47908/9/10 ◽  
2013 ◽  
pp. 179-207
Author(s):  
Carol Everhard
Keyword(s):  
Higher Education ◽  
Peer Assessment ◽  
Assessment Process ◽  
Assessment Criteria ◽  
European Language ◽  
Self Assessment ◽  
Assessment And Evaluation ◽  
Self Evaluation ◽  
Efl Students ◽  
Evaluation Of Learning

Involving students in the assessment process can pose a challenge both to the learners and their instructors as it goes against the grain of the testing, assessment and evaluation (TEA) processes with which they are familiar. While the European Language Portfolio (ELP) encourages reflection on what has been learnt and self-evaluation of learning progress and achievements, using criteria checklists, it stops short of awarding real grades to peers and selves. Indeed, information about peer-assessment and self-assessment of the productive skills is scant, particularly with regard to EFL higher education (HE). Such moves towards assessment bring both the instructor and the learners to unfamiliar terrain, which must be carefully engineered and negotiated, like tiptoeing through a field of tulips, which requires Trust, Understanding and Learning through, and Investment in, Peer-assessment and Self-assessment processes. In this way, learners become less reliant on others to evaluate their progress, more self-directed and, ultimately, assume a greater degree of autonomy. Evidence from the Assessment for Autonomy Research Project (AARP), involving students in peer- and self-assessment of writing and speaking skills, using pre-determined assessment criteria checklists, seems to suggest that recalibration of assessment power can help promote autonomy amongst EFL students at HE level.

Domesticating pathogenies, evaluating change: the Eurozone crisis as a ‘hot moment’ in Greek television fiction

2017 ◽  
Vol 40 (7) ◽  
pp. 957-972 ◽  
Author(s):  
Georgia Aitaki
Keyword(s):  
News Media ◽  
Meaning Making ◽  
Eurozone Crisis ◽  
Self Assessment ◽  
Assessment And Evaluation ◽  
Modern Greek ◽  
Culturally Based ◽  
The Family ◽  
Media Discourses

This article investigates how the Eurozone crisis is thematically negotiated in a popular Greek television comedy. Inspired by the increasing interest in the ideological role of news media during the Eurozone crisis of the late 2000s, it turns the spotlight on the sphere of entertainment in an attempt to address the importance of fictional mediations and meaning-making processes. To that end, it proposes an understanding of television fiction as an accommodator and shaper of ‘hot moments’, instigating processes of self-assessment and evaluation of change. More specifically, the study examines the ways in which the family comedy Piso sto Spiti (MEGA Channel, 2011–2013) provides culturally based understandings of the Eurozone crisis by depicting it as associated with inherent flaws of the modern Greek and by assessing the possibility of change through a juxtaposition with national ‘others’. At the same time, it identifies ways that ideology leaks from television fiction in its interaction with other media discourses simultaneously circulating within a society.

scholarly journals Measuring Competency of Pharmacy Residents: A Survey of Residency Programs’ Methods for Assessment and Evaluation

2019 ◽  
Vol 72 (5) ◽  
Author(s):  
Steven J Kary ◽  
Zack Dumont ◽  
Kirsten Tangedal ◽  
Jennifer Bolt ◽  
William M Semchuk
Keyword(s):  
Patient Care ◽  
Care Plan ◽  
Management Skills ◽  
Self Assessment ◽  
Allied Health Professionals ◽  
Team Members ◽  
Residency Programs ◽  
Assessment And Evaluation ◽  
Journal Clubs ◽  
Professionnels De La Santé

ABSTRACTBackground: The Canadian Pharmacy Residency Board (CPRB) specifies the competencies that pharmacy residents must attain and the need for assessment and evaluation. Methods of assessment and evaluation are left to the discretion of individual programs. There is a scarcity of published literature compiling and comparing the strategies used by Canadian residency programs. Objectives: To determine curricular components used for assessment and evaluation; to describe the tools used by programs; to characterize the scheduling, frequency, and repetition of curricular components; and to determine the individuals or groups involved.Methods: Coordinators of hospital pharmacy residency programs with CPRB accreditation or accreditation pending were surveyed to collect information about the assessment and evaluation of select CPRB standards. Results: From the 37 eligible residency programs, 20 unique responses (54%) were received. All respondents were general practice programs (100%) in predominantly multicentre organizations (70%). Programs were similar in terms of assessment components used, with all respondents citing care plan review, direct observation of patient care, journal clubs, creation of project timelines, and ethics submission. The predominant evaluation components were within-department presentations (100%), written manuscripts (95%), drug information rotations (85%), and longitudinal evaluations (75%). Standardized forms (70%–100%) defined by Bloom’s taxonomy (65%) and the CPRB “levels and ranges” document (60%) were the principle means used. Assessments for patient care and for provision of education were generally carried out immediately (80% and 95%, respectively), whereas project management skills were assessed predominantly at final evaluation (75%). Self-assessment and assessment by pharmacy team members occurred for every competency, whereas patients (0%–10%) and allied health professionals (5%) were less frequently involved. Conclusions: The assessment and evaluation strategies reported by programs were congruent. The results provide a summary of national practices and will allow existing and developing programs to examine their approach to assessment and evaluation for alignment with national standards.RÉSUMÉContexte: Le Conseil canadien de résidence en pharmacie (CCRP) précise les compétences que les résidents en pharmacie doivent acquérir ainsi que le besoin d’observation et d’évaluation. Les méthodes d’observation et d’évaluation sont laissées à la discrétion de chacun des programmes. La littérature publiée qui compile et compare les stratégies utilisées par les programmes en résidence canadiens est rare. Objectifs : Déterminer les composantes des programmes utilisés pour l’observation et l’évaluation des normes; décrire les outils utilisés par ces programmes; établir l’horaire, la fréquence et la répétition des éléments qui constituent ces programmes et déterminer les personnes ou les groupes concernés.Méthodes : Les coordinateurs des programmes de résidence en pharmacie hospitalière ayant un agrément ou dont l’agrément est en cours de procédure ont été interrogés afin qu’ils fournissent des informations concernant l’observation et l’évaluation des normes CCRP sélectionnées. Résultats : Des 37 programmes de résidence admissibles, 20 réponses individuelles (54 %) sont parvenues aux investigateurs. Tous les répondants représentaient des programmes de pratique générale (100 %) dans des organismes majoritairement multicentriques (70 %). Les programmes étaient similaires en termes de points à observer : tous les répondants citaient l’examen des plans de soins, l’observation directe des soins aux patients, les clubs de journaux, la création d’échéanciers pour la réalisation de projets et la proposition de documents sur l’éthique. Les critères d’évaluation prédominants consistaient en des présentations au sein du département (100 %), la rédaction de manuscrits (95 %), des rotations reliées au service d’information pharmacothérapeutique (85 %) et les évaluations longitudinales (75 %). Les formulaires standardisés (70 %–100 %) définis par la taxonomie de Bloom (65 %) et le document Levels and ranges (niveaux de performance des compétences) du CCRP (60 %) étaient les ressources de base utilisées. L’observation des soins aux patients et de la formation avait généralement lieu immédiatement (respectivement 80 % et 95 %,), tandis que les compétences en matière de gestion de projet étaient majoritairement évaluées en dernier (75 %). L’auto-observation et l’observation effectué par des membres de l’équipe de pharmacie portaient sur chaque compétence, tandis que les patients (0 % – 10 %) et les autres professionnels de la santé (5 %) participaient plus rarement à cette observation.Conclusions : Les stratégies d’observation et d’évaluation rapportées par les programmes concordaient. Les résultats fournissent un résumé des pratiques nationales et permettront aux responsables des programmes existants et en cours d’élaboration d’étudier l’approche de l’observation et de l’évaluation pour l’aligner sur les normes nationales. 

scholarly journals The structure of ideas about yourself and others (according to a photographic image and a schematic image)

2019 ◽  
Vol 12 (3) ◽  
pp. 19-27
Author(s):  
I.I. Besprozvannaya ◽  
A.V. Zhegallo
Keyword(s):  
Factor Structure ◽  
Personal Characteristics ◽  
The Other ◽  
Self Assessment ◽  
Assessment And Evaluation ◽  
Photographic Image ◽  
Three Factor ◽  
Photo Image

The participants in the study assessed themselves according to the “personal differential” questionnaire and also performed the evaluation of the other using photo images or graphic schemes. When performing a self-assessment and evaluation of another in a photo image, the three-factor structure described by the authors of the methodology is mainly reproduced: “assessment”, strength ”,“ activity ”. The structure of assessments of another according to the schematic image is substantially different from the classical one, which indicates the fundamental differences in the perception of individual — personal characteristics by the schematic person.

scholarly journals The Comparative Study of Clinical Competence of Emergency Nurses Using Self-Assessment and Evaluation Methods by Head Nurses

2019 ◽  
Author(s):  
Motahareh Musavi Ghahfarokhi ◽  
Elina Mehrafruz ◽  
Arman Radmehr ◽  
Maryam Kiarsi ◽  
Marziyeh Beigom Bigdeli Shamloo
Keyword(s):  
Clinical Competence ◽  
Professional Competence ◽  
Evaluation Methods ◽  
Clinical Competency ◽  
Clinical Environment ◽  
Emergency Nurses ◽  
Self Assessment ◽  
Clinical Competencies ◽  
Assessment And Evaluation ◽  
Nursing Managers

Abstract Background: Clinical competency is the ability of nurses in playing a professional role in a clinical environment specially emergency department as the quality of the services provided. The present study aimed to compare the clinical competence of the emergency nurses using self-assessment and evaluation methods by head nurses. Method: The study was designed in a descriptive-analytical way, collecting self-assessment questionnaire and evaluation methods by head nurse’s data. 70 nurses working in Emergency Departments of 3 Hospitals were selected and studied for 3 months based on entry requirements to the census. The instrument was a clinical competency questionnaire with questions in 7 functional fields and 63 skills. The data obtained from descriptive and inferential statistics were analyzed by SPSS-16. Result: The viewpoints of nurses and head nurses on the clinical competencies of nurses were assessed at a moderate level in the majority of domains. Nurses defined their clinical competencies at a significantly higher level compared to the head nurses (P<0.05). conclusion : The periodic assessment of emergency nurses as a critical part and the turning point of the hospital can guide the managers and nursing managers to pay attention to professional competence and promote continuing education programs for improving their competencies in this section.

scholarly journals Non-material assets as a subject of library performance evaluation and the development environment

2017 ◽  
pp. 26-35
Author(s):  
Irina Strelkova
Keyword(s):  
Performance Evaluation ◽  
Specific Character ◽  
Self Assessment ◽  
Development Environment ◽  
Staff Management ◽  
Assessment And Evaluation ◽  
Personal Brand ◽  
Systematic Development ◽  
Assets Management

The role of non-material assets in increasing library’s competitiveness and relevance is examined. The specific character of modern concepts of staff management making the basis for the philosophy of organizational non-material assets management is emphasized. The examples of associative coupling of librarian’s professional individualization with his/her personal brand as one of the library’s non-material assets are given. Tools for libraries’ self-assessment and evaluation of their non-material assets for systematic development (both of individual libraries and the country’s libraries on the whole) are proposed.

scholarly journals Assessment and Evaluation Techniques

2017 ◽  
Vol 3 (2) ◽  
pp. 30-38 ◽  
Author(s):  
Tatiana Baranovskaya ◽  
Valentina Shaforostova
Keyword(s):  
Second Language Acquisition ◽  
Student Learning ◽  
English Language ◽  
Acquisition Training ◽  
Theory And Practice ◽  
Teaching Methodology ◽  
Self Assessment ◽  
Program Outcomes ◽  
Language Teacher ◽  
Assessment And Evaluation

Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT. Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well.

scholarly journals Evaluation of the Yamaguchi University Self-Assessment and Evaluation System and Its Improvement

2019 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Kahori Ogashiwa ◽  
Takahiro Matsumoto ◽  
Yue Wang ◽  
Joji Kariya ◽  
Hiroo Naitoh
Keyword(s):  
Evaluation System ◽  
Self Assessment ◽  
Assessment And Evaluation
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