scholarly journals An Analytical Perspective of the Reliability of Multi-Evaluation in Higher Education

Mathematics ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1223
Author(s):  
Antonio Rodríguez Fuentes ◽  
José Luis Gallego Ortega
Keyword(s):  
Selection Process ◽  
Self Assessment ◽  
Statistical Software ◽  
Self Evaluation ◽  
Participant Selection ◽  
Analytical Perspective ◽  
Second Year ◽  
The University ◽  
And Control ◽  
And Training

It is urgent to evaluate the rest of the renewed elements within the university didactic action, overcoming the hegemony of traditional methods in which the professor constitutes as the sole evaluator. If autonomous and cooperative group-based learning is encouraged, self-assessment and co-assessment must also be promoted, apart from the traditional lecturing and evaluation by others. The assessing competence of Teacher Training degree students (n = 175) was researched, started with stratified sampling (in the second and fourth years), following a participant selection process in each group. The compiled data were subject to descriptive, inferential, and correlation analysis by means of statistical software. The results pointed to low execution levels as for the self-evaluation (individual and group), although a certain progress was identified in the four year students compared to those in their second year of study. A better execution in evaluation was observed in all students regarding co-assessment (among different work groups in the classroom) and assessment by others (towards the professor). The use of all types of assessment is proposed, having a certain awareness and training regarding self-evaluation, and counting with a full supervision and control over it. All in all, the advantages of multiple and democratic assessment surpass the drawbacks derived from them.

scholarly journals Self Evaluation: Building Student Self-awareness and Competence

2018 ◽  
Author(s):  
Denard Lynch
Keyword(s):  
Student Assessment ◽  
Electrical Power ◽  
Engineering Ethics ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Evaluation ◽  
Student Assessments ◽  
Second Year ◽  
The Impact ◽  
Junior Students

This paper discusses the results of two experiments in self assessment and discusses their value in evaluating student consciousness of their competence, and the opportunity to improve self-awareness and competence in students. The data was gathered from two different engineering courses. The first experiment was conducted in a second-year course on basic electronics and electrical power. As part of the final examination, students were asked to assess their confidence in their answer to each question. The student self-assessment was compared to the actual result in an effort to determine the student’s perception of their competence. Student assessment was coded with respect to consciousness and competence. The second experiment was performed on a midterm examination in engineering ethics and professionalism, a senior course discussing the impact and interaction of the engineering profession on society. Students were given an annotated exemplar and a marking rubric and asked to grade their own midterm submissions. The student assessments were compared to the instructor assessment and again the results were coded with respect to consciousness and competence. The results showed a contrast between the second-year and senior courses. For the second-year course, 50.3% were coded as consciously competent or incompetent. In the senior course, 80% of students were coded as consciously competent. The comparison of the two results suggest that senior students, given suitable instruction, are more aware of their competence than junior students suggesting that current methods do develop an improved awareness of competence, although other factors may be relevant. It is suggested that student awareness be formally monitored, and results used to modify pedagogy to improve and accelerate consciousness in graduates.  

The fit between school board control and behaviour of middle managers, team leaders and teachers in Dutch colleges for vocational education and training

2016 ◽  
Vol 45 (3) ◽  
pp. 541-559 ◽  
Author(s):  
Marlies Honingh ◽  
Marieke van Genugten
Keyword(s):  
Quality Assurance ◽  
Middle Managers ◽  
Organizational Management ◽  
Educational Quality ◽  
Vocational Education And Training ◽  
Team Leaders ◽  
Self Evaluation ◽  
And Control ◽  
Desk Research ◽  
And Training

The inspectorate’s judgements about a school’s educational quality in the Netherlands are to a large extent based on sophisticated desk research, risk analyses and analyses of the school’s self-evaluation reports. This relatively distant mode of inspecting schools relies on rational ideas about organizational management and control while aspects that might hinder boards from effective steering and influencing processes in schools are almost neglected. By comparing two schools that have boards that are considered to be in control and two schools that have boards that are not in control, we examine whether and how an inspectorate’s judgement of being in control fits the behaviour of teachers, team leaders and middle managers. This study among teachers, team leaders, middle managers and quality assurance managers shows that the extent of board control only partly fits the behaviour of teachers, team leaders and middle managers.

The Use of Video Self-assessment, Peer-assessment, and Instructor Feedback in Evaluating Conducting Skills in Music Student Teachers

1993 ◽  
Vol 10 (1) ◽  
pp. 57-63 ◽  
Author(s):  
Hugh Johnston
Keyword(s):  
Student Teachers ◽  
Peer Assessment ◽  
Music Students ◽  
Self Assessment ◽  
Teaching Process ◽  
Instructional Process ◽  
Music Student ◽  
Self Evaluation ◽  
Instructor Feedback ◽  
The University

This study examines the effectiveness of combining video self-assessment, peer-assessment, instructor feedback, and the use of a Conductor Peer/Self Evaluation form, in the instruction of conducting gestural technique. Twenty-five P.G.C.E. music students from the University of London Institute of Education were videotaped while conducting. Concurrently, they were being assessed by a peer, and given feedback by the instructor. The peer and the conductor reviewed the videotape and determined three areas of strength and three areas that need improvement in the conductor gestural technique. The experimenter tabulated the results and surveyed the group as to the effectiveness of the teaching process. Results indicate that the instructional process was effective, and the inclusion of peer-assessment helped to present a more accurate view of each conductors skills.

AP078 Ready for the emergency? Experiences and self-assessment of first-and second-year medical students at the University of Heidelberg

Resuscitation ◽  
2011 ◽  
Vol 82 ◽  
pp. S27
Author(s):  
Jan Stiepak ◽  
Kerstin Schwöbel ◽  
Dirk Lossnitzer ◽  
Hugo Katus ◽  
Michael Preusch
Keyword(s):  
Medical Students ◽  
Self Assessment ◽  
Second Year ◽  
The University

scholarly journals Tuberculosis, AIDS and tuberculosis-AIDS co-infection in a large city

2012 ◽  
Vol 20 (4) ◽  
pp. 769-777 ◽  
Author(s):  
Nanci Michele Saita ◽  
Helenice Bosco de Oliveira
Keyword(s):  
Large City ◽  
Secondary Data ◽  
Sao Paulo ◽  
São Paulo ◽  
Paulo State ◽  
Planning And Control ◽  
The University ◽  
And Control ◽  
Surveillance Database ◽  
And Training

This study aimed to analyze the incidence of tuberculosis (TB), AIDS and tuberculosis-AIDS co-infection in the municipality of Campinas, in the state of São Paulo, Brazil, in the period 2001 - 2009. A historical trend study, it uses secondary data from the Tuberculosis Surveillance Database of the University of Campinas (UNICAMP) and the São Paulo State STD-AIDS Center of Excellence and Training. It included new cases of TB, AIDS, and of tuberculosis-AIDS reported in the municipality of Campinas. A decrease in cases of TB until 2007 was observed, with an increase in 2008 and 2009. There was a general reduction in AIDS from 2007, but with an increase among men aged 60 or over, in the years 2007 to 2009. For tuberculosis-AIDS co-infection, the tendency was to reduce. The proportion of HIV tests not undertaken, among patients with tuberculosis, was high (27.5%). This scenario shows the need for integration of the databanks into the planning and control activities.

scholarly journals The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology

2020 ◽  
Vol 12 (02) ◽  
pp. e96-e103
Author(s):  
Chris R. Alabiad ◽  
Kevin J. Moore ◽  
David P. Green ◽  
Matthew Kofoed ◽  
Alex J. Mechaber ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Group Discussions ◽  
Self Assessment ◽  
Final Exam ◽  
School Of Medicine ◽  
Small Group Discussions ◽  
Second Year ◽  
The University

Abstract Objective The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. Design  The form of the study discussed is an observational study. Subjects The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). Methods Second-year medical students participated in a 1-week “flipped classroom” ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. Main Outcome Measures The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. Results Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. Conclusion The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

scholarly journals Effectiveness of the use of electronic educational blogs in teaching computers on the achievement of students

2020 ◽  
Vol 17 (1) ◽  
pp. 489
Author(s):  
Abdul Munem Hasan Ahmed Ali
Keyword(s):  
Experimental Design ◽  
Experimental Method ◽  
Classical Method ◽  
College Of Education ◽  
Control Group ◽  
Second Stage ◽  
Second Year ◽  
The University ◽  
And Control ◽  
Experimental Group

The purpose of this research was to know the effectiveness of using educational blogs in teaching computers on the achievement of students in the second year in the College of Education and retention of information. The researcher used the semi-experimental method. The sample of research consisted of (36) students in the second year in the department of Biology, the College of Education at the University of Samarra has been divided into two groups, one of which consists of (18) students which has been considered as control group and has been studied using the classical method, and the experimental group which consisted of 18 students studied using the educational blog. Both groups (experimental and control) were similar in number and equal in the number of variables that could affect the safety of experimental design of the research. The researcher choose Chapter 4 of (Microsoft PowerPoint 2010) and Chapter 5 (Inserting Objects and Adding Movements in Microsoft PowerPoint 2010) from Computer Basics Part 2, which is taught to students of the second stage at the College of Education / University of Samarra, the researcher used the test of achievement in the computer material, prepared by the researcher consists of (50) paragraphs of the multiple choice, and to test the validity of assumptions used researcher statistical packages program (SPSS).

scholarly journals Self-Assessment Video: An Effective Supplementary Learning Tool in the Development of Cardiovascular Examination Skills of Medical Students

2021 ◽  
Vol 5 (1) ◽  
pp. 572-585
Author(s):  
Melvin Remulla Marcial
Keyword(s):  
Medical Students ◽  
Repeated Measures ◽  
Teaching And Learning ◽  
Control Group ◽  
Evaluation Tool ◽  
Learning Tool ◽  
Self Assessment ◽  
Self Evaluation ◽  
Second Year ◽  
Experimental Group

Background: Self-evaluation can augment the facilitation of acquiring knowledge, skills and attitude through a reflective method. Self-assessment video (SAV) can be a very useful reflective method tool that is student-centered and self-directed. Objective: This study aimed to identify if SAV is an effective supplementary learning tool in improving cardiovascular examination knowledge, skills and attitude of second year medical students. Methodology: A quasi-experimental two-group design with pre- and post-test was used. The study population by convenience sampling involved second year medical students of the University of Santo Tomas Faculty of Medicine and Surgery. A structured direct observation checklist on cardiovascular precordial examination was used, done on two occasions in a week interval period. The said examinations were recorded in a video and evaluated and scored by two independent facilitators on these two occasions. The experimental group had the opportunity to review their videos immediately after the two examinations and accomplished self-assessment form. One-Way Repeated Measures Multivariate Analysis of Variance (One-Way RM-MANOVA), a parametric multivariate test for between- and within-group comparison of multiple dependent variables was used. Results: It showed that there was a significant improvement in all parameters measured after the intervention (SAV in the experimental group compared to the control group). Conclusion: The study showed that SAV is an effective supplementary learning tool in cardiovascular examination attitude, knowledge, and skills, and can be a very useful teaching and learning self-evaluation tool. Key words: Self-Assessment Video, Reflective Learning, Self-Directed Learning, Learning Tools, Evaluation Tools.

scholarly journals Development of a Quiz – Implementation of a (Self-) Assessment Tool and its Integration in Moodle

2019 ◽  
Vol 14 (23) ◽  
pp. 141
Author(s):  
Jakob Schweighofer ◽  
Behnam Taraghi ◽  
Martin Ebner
Keyword(s):  
Assessment Tool ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Self Assessment ◽  
Mathematical Functions ◽  
Learning Success ◽  
University Of Technology ◽  
The University ◽  
Enhanced Learning ◽  
And Training

Technology Enhanced Learning has become more popular in recent times and many organizations and universities use it as a key instrument in various teaching and training scenarios. At the University of Technology of Graz, some courses require randomized quizzes where question variables can be assigned by arbitrary mathematical functions and this feature is missing in the current solutions. This article describes the development of a quiz application that can be integrated into Moodle by utilization of the Learning Tools Interoperability protocol (LTI). The PHP application is built to support programmable questions that can contain JavaScript and HTML code. Teachers are able to build interactive, randomized quizzes, in which the random variables can be assigned with complex mathematical functions. Furthermore, the application provides a programmable grading mechanism. With this mechanism, it is possible for students to self-assess their performance, as well as for teachers to formally assess their students' learning success automatically and send the results back to Moodle (or other LTI compatible consumer applications).

Introducing a Student Self-Evaluation Grid for Translation Assignments

2019 ◽  
pp. 270-287
Author(s):  
Mari J. Pakkala-Weckström
Keyword(s):  
Pilot Study ◽  
English Translation ◽  
Student Feedback ◽  
Translation Product ◽  
Translation Process ◽  
Self Evaluation ◽  
Second Year ◽  
The University

This chapter will report the results of a study introducing a student self-evaluation grid for translation assignments, based on previous work by Marc Orlando. The grid described here was developed with and for second-year students of English Translation at the University of Helsinki during the autumn terms of 2015 and 2016. This process and the results are described in the light of a pilot study conducted with the students. Based on student feedback, the grid seems to provide a structured framework for evaluating both one's translation process and the translation product, but there are also areas to be developed in this system.

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