Process self-assessment in an educational context

New horizons: developing the novice infection control nurse through work-based learning and the new professional core competencies

British Journal of Infection Control ◽

10.1177/175717740200300406 ◽

2002 ◽

Vol 3 (4) ◽

pp. 16-20

Author(s):

L Tew ◽

D King ◽

L Moore ◽

D Meyers

Keyword(s):

Infection Control ◽

Assessment Tool ◽

Core Competencies ◽

Nurse Specialist ◽

Educational Context ◽

Practical Application ◽

Self Assessment ◽

Clinical Nurse ◽

New Horizons ◽

Infection Control Nurse

T his article aims to provide the reader with an example of using the professional core competencies for infection control nurses, together with the self-assessment tool, to provide a framework for the development of a trainee infection control nurse using the opportunities for work-based learning that present themselves as an integral part of this clinical nurse specialist role. The development of the competencies, the educational context and the practical application of this model are described.

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Moderating Factors in University Students’ Self-Evaluation for Sustainability

Sustainability ◽

10.3390/su13084199 ◽

2021 ◽

Vol 13 (8) ◽

pp. 4199

Author(s):

Samuel P. León ◽

José María Augusto-Landa ◽

Inmaculada García-Martínez

Keyword(s):

University Students ◽

Study Strategies ◽

Educational Context ◽

Self Assessment ◽

Multidimensional Construct ◽

Self Evaluation ◽

Positive Attitudes ◽

Moderating Factors ◽

Improving Student Learning ◽

Study Techniques

Background: Self-evaluation is a multidimensional construct that has raised increasing interest within educational research at different educational stages. Different studies have pointed out the important role that Student Self-Assessment plays in improving student learning and ensuring the sustainability in instructional and evaluation processes. Method: The aim of this study with 630 university students is to analyze how engagement profiles and study strategies (measured by questionnaire) can predict the accuracy of students’ self-assessment of their achievements. For this purpose, the UWE-9 questionnaire was used to evaluate engagement, the Study Techniques Questionnaire scale to measure study strategies and a content-based test to evaluate performance, along with a self-assessment test in which the student had to estimate the level of achievement obtained in the content-based test, once the test had been completed. Results: The results show that both the academic engagement and the study strategies undertaken by students can be important factors that may influence different aspects of learning in the educational context. Students with higher performance and more engagement tend to show greater skills with student self-assessment (SSA) and students with better study habits tend to have better scores, greater confidence in the SSAs delivered and better skills for self-assessment. Conclusions: Findings suggests that providing opportunities for students to have a greater involvement in the construction of their learning and in its evaluation raises positive attitudes, which results in increased performance in order to achieve greater sustainability in the learning process assessment.

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Self-Assessments of Skills in an Adult Educational and Vocational Guidance

The Australian Educational and Developmental Psychologist ◽

10.1017/s0816512200029084 ◽

2007 ◽

Vol 24 (1) ◽

pp. 36-44

Author(s):

J A Athanasou

Keyword(s):

Individual Differences ◽

Test Performance ◽

Vocational Guidance ◽

Educational Context ◽

Use Of Self ◽

Self Assessment ◽

Self Assessments ◽

Educational And Vocational Guidance ◽

Years Of Schooling

AbstractSelf-ranking of results on tests of reading, strength, dexterity, and grip in educational and vocational guidance were compared with test Performance for 49 adults undergoing educational and vocational guidance. Only some self-rankings were significantly correlated with the ranking of the standardised results. There were no influences of age, gender or years of schooling on self-ranking but there were marked inter-individual differences in the accuracy of self-assessment. The results have implications for the use of self-assessment in an educational context.

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Self-assessment Practices: an empowering Tool in the teaching and learning EFL Processes

Colombian Applied Linguistics Journal ◽

10.14483/22487085.3153 ◽

2011 ◽

pp. 229

Author(s):

Edgar Orlando Rodríguez Ochoa

Keyword(s):

Higher Education ◽

Language Learning ◽

Learning Process ◽

Teaching And Learning ◽

Education Institution ◽

Assessment Practices ◽

Educational Context ◽

Self Assessment ◽

Efl Learners ◽

Preliminary Results

Evaluating the students’ language learning process requires a lot of analysis and reflection. Although some research has been conducted to observe the way teachers use assessment practices in diverse educational contexts, I consider there needs to be more research in order to examine how assessment practices are carried out in our educational context. This article presents a pedagogical project carried out in a higher education institution with EFL learners. It focuses on the implementation of self-assessment practices conducted in the context of the project followed by some preliminary results that I have encountered.

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Student self-assessment in dental technology

Journal of Dental Education ◽

10.1002/j.0022-0337.1973.37.9.tb00731.x ◽

1973 ◽

Vol 37 (9) ◽

pp. 19-21 ◽

Cited By ~ 4

Author(s):

PR Geissler

Keyword(s):

Self Assessment ◽

Dental Technology

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Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

Perspectives on Administration and Supervision ◽

10.1044/aas20.2.64 ◽

2010 ◽

Vol 20 (2) ◽

pp. 64-70 ◽

Cited By ~ 2

Author(s):

Mary Pat McCarthy

Keyword(s):

Clinical Education ◽

Performance Indicator ◽

Clinical Skills ◽

Self Assessment ◽

Clinical Practicum ◽

Self Reflection ◽

Healthcare Settings ◽

Language Pathology ◽

Traditional Performance ◽

The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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