scholarly journals Construction and Standardization a Students' Academic Skills Assessment Scale for a University of Medical Sciences

2020 ◽  
Vol 3 (4) ◽  
Author(s):  
Somayeh Shabani ◽  
Soheila Saraee ◽  
Robert Pasnak
Keyword(s):  
Academic Skills ◽  
Assessment Scale ◽  
Skills Assessment ◽  
Medical Sciences

scholarly journals The Life Skills Assessment Scale: Norms for young people aged 17–19 and 20–22 years

2020 ◽  
Vol 48 (4) ◽  
pp. 1-15
Author(s):  
David Pearson ◽  
Fiona Kennedy ◽  
Vishal Talreja ◽  
Suchetha Bhat ◽  
Katherine Newman-Taylor
Keyword(s):  
Young People ◽  
Life Skills ◽  
Assessment Tool ◽  
Age Groups ◽  
Assessment Scale ◽  
Skills Assessment ◽  
Negative Effects ◽  
Children And Young People ◽  
Age Norms ◽  
Disadvantaged Children

Severe poverty, adversity, and malnutrition have irrefutable negative effects on the development and mental health of children and young people. The Life Skills Assessment Scale (LSAS), is a 5-item impact assessment scale developed in India, that provides a simple, yet valid and reliable, instrument to assess life skills of disadvantaged children and young people, with age norms of 8–16 years. In the present study, in Bengaluru, India, we used observational data obtained from 656 disadvantaged young people to extend the LSAS age norms to 17–19 and 20–22 years age groups, resulting in a simple, valid, and reliable assessment tool for children and young people aged from 8 to 22 years.

scholarly journals Remedial Work Assessment to Prepare an Autistic Child for School

2021 ◽  
Vol 1 (81) ◽  
Author(s):  
Anna Vinevskaya ◽  
Irina Burshit ◽  
Evgeny Lopatkin
Keyword(s):  
Autistic Child ◽  
Academic Skills ◽  
Skills Assessment ◽  
Teaching Staff ◽  
Observational Method ◽  
Behavioral Skills ◽  
School Year ◽  
Preschool Period ◽  
Work Assessment ◽  
Remedial Work

This article focuses on remedial work aimed at developing skills in autistic children to prepare them for school, which involves organizing interactions within the triad: child – parents – teaching staff. The purpose of the study is to determine the effectiveness of interactions with an autistic child as a result of remedial work during the preschool period. The observational method allowed us to map the psychological and pedagogical characteristics of a first-grader, whereas the journal method allowed us to assess remedial work. A social and communication skills assessment showed that 28% of skills partially manifested at the beginning and end of the school year, 36% of skills had a partial manifestation dynamic, and 36% of skills were undeveloped. A hygiene and self-care skills assessment showed the partial manifestation of 38.9% of skills without a dynamic and 61.1% of skills with dynamic. These assessments revealed that 50% of academic skills do not show dynamics, whereas 33.3% do, and 16.7% are undeveloped. An organizational and behavioral skills assessment demonstrated 65.2% undeveloped skills, whereas 34.8% of skills are defined as partially developed. The results obtained confirm the effectiveness of the interactions within the triad after remedial work, since a dynamic was observed in 40.54% of all partially developed skills.

Liverpool Communication Skills Assessment Scale--Chinese Version

2013 ◽  
Author(s):  
Ting Xu ◽  
En-Hong Dong ◽  
Wei Liu ◽  
Yin Liang ◽  
Yong Bao
Keyword(s):  
Communication Skills ◽  
Chinese Version ◽  
Assessment Scale ◽  
Skills Assessment

The Life Skills Assessment Scale: Measuring Life Skills of Disadvantaged Children in the Developing World

2014 ◽  
Vol 42 (2) ◽  
pp. 197-209 ◽  
Author(s):  
Fiona Kennedy ◽  
David Pearson ◽  
Lucy Brett-Taylor ◽  
Vishal Talreja
Keyword(s):  
Mental Health ◽  
Child Development ◽  
Impact Assessment ◽  
Life Skills ◽  
Assessment Scale ◽  
Skills Assessment ◽  
Effective Measure ◽  
Program Impact ◽  
Children In Poverty ◽  
Disadvantaged Children

Adversity, including malnutrition, has had irrefutable effects on child development and mental health. India, for example, has approximately 160 million children in poverty: The growth of up to 59% of rural and 48% of all children is stunted. Hundreds of thousands of nongovernmental organizations (NGOs) work with these disadvantaged children to increase their life skills and ameliorate effects of adversity. Yet a simple effective measure of program impact has remained elusive. We used observational data from 1,136 disadvantaged children aged 8 to 16 years to construct a simple 5-item impact assessment scale. Although the scale was developed in India, we envisage that it could be used with disadvantaged children worldwide.

scholarly journals Non-technical skills assessment scale in nursing: construction, development and validation

2018 ◽  
Vol 26 (0) ◽  
Author(s):  
Sara Martins Pereira Pires ◽  
Sara Otília Marques Monteiro ◽  
Anabela Maria Sousa Pereira ◽  
Joana Novaes Machado Stocker ◽  
Daniela de Mascarenhas Chaló ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Nursing Education ◽  
Exploratory Factor Analysis ◽  
Undergraduate Students ◽  
Technical Skills ◽  
Skills Training ◽  
Assessment Scale ◽  
Skills Assessment ◽  
Response Options ◽  
Technical Skills Assessment

ABSTRACT The introduction of non-technical skills during nursing education is crucial to prepare nurses for the clinical context and increase patient safety. We found no instrument developed for this purpose. Objectives: to construct, develop and validate a non-technical skills assessment scale in nursing. Method: methodological research. Based on the literature review and experience of researchers on non-technical skills in healthcare and the knowledge of the principles of crisis resource management, a list of 63 items with a five-point Likert scale was constructed. The scale was applied to 177 nursing undergraduate students. Descriptive statistics, correlations, internal consistency analysis and exploratory factor analysis were performed to evaluate the psychometric properties of the scale. Results: scale items presented similar values for mean and median. The maximum and the minimum values presented a good distribution amongst all response options. Most items presented a significant and positive relationship. Cronbach alpha presented a good value (0.94), and most correlations were significant and positive. Exploratory factor analysis using the Kaiser-Meyer-Olkin test showed a value of 0.849, and the Bartlett’s test showed adequate sphericity values (χ2=6483.998; p=0.000). One-factor model explained 26% of the total variance. Conclusion: non-technical skills training and its measurement could be included in undergraduate or postgraduate courses in healthcare professions, or even be used to ascertain needs and improvements in healthcare contexts.

scholarly journals Reducing Emotional and Behavioral Problems by Improving Life Skills and Self-Esteem of Institutionalized Children: Effectiveness of an Art-Based Intervention

2020 ◽  
Vol 35 (3) ◽  
pp. 595-616
Author(s):  
Zoya Amjad ◽  
Humaira Jami
Keyword(s):  
Behavioral Problems ◽  
Life Skills ◽  
Self Esteem ◽  
Assessment Scale ◽  
Emotional And Behavioral Problems ◽  
Skills Assessment ◽  
Control Group ◽  
Post Test ◽  
Strengths And Difficulties ◽  
Experimental Group

The present study aimed to evaluate the effectiveness of an art based intervention program on reducing emotional and behavioral problems by improving life skills and self-esteem of institutionalized children. Pre-test Post-test control group design was used for the purpose of the study. Scales used were the English caregiver version of the Strengths and Difficulties Questionnaire (Goodman, 1977), Urdu self-report version of the Strengths and Difficulties Questionnaire (Younis, Jami, & Masood, 2016) and Rosenberg’s Self-Esteem Scale (Rosenberg, 1965). The Life Skills Assessment Scale was developed and validated. The study was conducted at Child Protection Bureau, Rawalpindi containing a sample of 28 boys aged 11 to 17. After screening based on the assessment of the teacher on The Life Skills Assessment Scale and SDQ, children were randomly assigned to control and experimental groups. Pre-test was conducted with the children using SDQ and Rosenberg’s Self-Esteem Scale while the teacher had filled SDQ and the Life Skills Assessment Scale. The experimental group received four weeks of an art based intervention while the control group received regular classroom lectures on life skills. After post-test and analysis in SPSS 21, results confirmed that life skills and self-esteem of the experimental group improved significantly while emotional and behavioral problems decreased.

scholarly journals 1190 EYE-TRACKING TECHNOLOGY DIFFERENTIATES VISUAL GAZE PATTERNS BETWEEN TRAINEE ENDOSCOPISTS ACCORDING TO A VALIDATED OBJECTIVE SKILLS ASSESSMENT SCALE

2020 ◽  
Vol 91 (6) ◽  
pp. AB113-AB114
Author(s):  
Urvi Karamchandani ◽  
Simon Erridge ◽  
Keane Evans-Harvey ◽  
Ara Darzi ◽  
Jonathan Hoare ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Assessment Scale ◽  
Skills Assessment ◽  
Gaze Patterns ◽  
Visual Gaze ◽  
Objective Skills Assessment ◽  
Tracking Technology

scholarly journals A Validation Study on Basic Academic Skills Assessment (BASA) : Vocabulary

2016 ◽  
Vol 18 (3) ◽  
pp. 55-76
Author(s):  
Kim Dong-il ◽  
고혜정 ◽  
조영희 ◽  
박소영 ◽  
안예지 ◽  
...  
Keyword(s):  
Validation Study ◽  
Academic Skills ◽  
Skills Assessment

scholarly journals Validation of the Early Feeding Skills Assessment Scale for the Portuguese population

2017 ◽  
Vol IV Série (12) ◽  
pp. 131-142
Author(s):  
Maria Curado ◽  
João Maroco ◽  
Thereza Vasconcellos ◽  
Lígia Gouveia ◽  
Suzanne Thoyre
Keyword(s):  
Assessment Scale ◽  
Skills Assessment ◽  
Early Feeding ◽  
Portuguese Population ◽  
Feeding Skills
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