scholarly journals The impact of personal interactions on the stress of school administrators: The validation and application of an assessment tool

2017 ◽  
Vol 13 (3) ◽  
pp. 499
Author(s):  
Eloy López Meneses ◽  
Juan J. Leiva Olivencia ◽  
Esteban Vázquez-Cano
Keyword(s):  
Assessment Tool ◽  
School Administrators ◽  
High Stress ◽  
Educational Interventions ◽  
Assessment Tools ◽  
Modified Delphi ◽  
Mixed Analysis ◽  
Personal Interactions ◽  
Two Phases ◽  
The Impact

Purpose: To analyze personal interactions as one of the possible factors that can generate greater stress in school administrators. For this purpose, we present the design, validation and application of a survey that intends to measure the type of managerial functions that are associated with higher rates of personal interaction and their possible measurement as stressors of those performing administrative functions.Design/methodology/approach: To develop, validate and apply an assessment tool to measure the stress of school administrators. To this end, a mixed analysis methodology has been adopted, involving the selection of a group of experts, the calculation of an “expert proficiency coefficient” (Cabero & Barroso, 2013) and the subsequent validation of the survey using the modified Delphi method in two phases, with a sample of 30 school administrators and educational supervisors. The survey has also been subjected to a process to determine the trustworthiness and validity of the construct through exploratory and confirmatory factor analysis.Findings: The result is a 5-dimension, 31-item survey with a total score of 155 points and three measurements: low stress (1-50 points), medium stress (51-100 points) and high stress (101-155 points). The areas that generate the greatest amount of stress can be summarized in two categories: reprimanding teachers for non-performance of their duties and discipline management at the center (expulsions, bullying, fighting and drugs).Research limitations/implications: The survey was designed according to the socio-educational characteristics of the Spanish context. Further research in other educational contexts would require an adaptation of different items on the scale.Practical implications: Measuring the school administrator’s stress makes it possible to identify those functions that are more susceptible to intervention, both formative and administrative. This improves one of the key areas of school organization.Social implications: The improvement of the school institution and its governance starts with identifying those aspects that require educational interventions, but also social ones that imply a reflection on how schools in the 21st century are managed and organized.Originality/value: There are no Spanish studies that propose assessment tools to measure the stress of school administrators; in this sense, this study provides a framework for the Spanish context.

scholarly journals The Role of Digital Maturity Assessment in Technology Interventions with Industrial Internet Playground

Electronics ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 1134
Author(s):  
Annabeth Aagaard ◽  
Mirko Presser ◽  
Tom Collins ◽  
Michail Beliatis ◽  
Anita Krogsøe Skou ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Digital Transformation ◽  
Assessment Tools ◽  
Manufacturing Companies ◽  
Digital Interventions ◽  
Maturity Assessment ◽  
Industrial Internet ◽  
Digital Development ◽  
Key Dimensions ◽  
The Impact

The use of digital technologies such as Internet of Things and advanced data analytics are central in digitally transforming manufacturing companies towards Industry 4.0. Success cases are frequently reported, and there is clear evidence of technology interventions conducted by industry. However, measuring the impact and effect of such interventions on digital maturity and on the organizational adoption can be challenging. Therefore, the research aim of this paper is to explore how the combination of the different methods of Industrial Internet Playground (IIP) pilots, Shadow Infrastructure (SI) and digital maturity assessment can assist in conducting and documenting the technical, as well as organisational, impact of digital interventions. Through an elaborate literature review of existing digital maturity assessment tools and key dimensions in digital transformation, we have developed a digital maturity assessment tool (DMAT), which is presented and applied in the paper to identify digital development areas and to evaluate and document the effects of digital interventions. Thus, the paper contributes with new knowledge of how the IIP pilot and SI combined with digital maturity assessment can support effective, transparent and documented digital transformation throughout an organisation, as explored through theory and a practice case.

scholarly journals A Smart Way of Coping with Common Core Challenges - Introduction to CAFA SmartWorkbook

2015 ◽  
Vol 1 (2) ◽  
pp. 70 ◽  
Author(s):  
Jaehwa Choi ◽  
Miseon Kang ◽  
Najung Kim ◽  
William Dardick ◽  
Xinxin Zhang
Keyword(s):  
Common Core ◽  
Assessment Tool ◽  
School Administrators ◽  
Math Education ◽  
Educational Innovation ◽  
State Standards ◽  
Assessment Tools ◽  
Math Teachers ◽  
Information And Communication ◽  
Points Of View

<p>The Common Core State Standards (CCSS) in mathematics are currently adopted in most U.S. states. Nonetheless, most math teachers across the country are still experiencing difficulties in putting these standards into practice. Teachers and local school administrators are faced with a challenge of adapting methodologies in instruction and assessment to ensure that students master the knowledge and skills required in the new standards. This leads to an urgent need for well-designed teaching and assessment tools for math education that are aligned to the CCSS.</p><p>The purpose of this paper is to illustrate the Computer Adaptive Formative Assessment (CAFA) SmartWorkbook which is an Information and Communication Technology (ICT) based teaching and assessment tool specially designed for coping with challenges in implementing the CCSS in mathematics. The CAFA SmartWorkbook represents a new stage in exploring opportunities in educational innovation, capitalizing on advances in assessment and technology. This system can be an effective solution to cope with CCSS challenges in both theoretical and practical points of view for students, teachers, parents, and educational administrators.</p>

Probing the question order effect while developing a chemistry concept inventory

2017 ◽  
Vol 18 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Molly A. Undersander ◽  
Travis J. Lund ◽  
Laurie S. Langdon ◽  
Marilyne Stains
Keyword(s):  
Assessment Tool ◽  
Order Effect ◽  
Assessment Tools ◽  
Concept Inventory ◽  
Order Effects ◽  
First Year ◽  
First Semester ◽  
Question Order ◽  
First Year University ◽  
The Impact

The design of assessment tools is critical to accurately evaluate students' understanding of chemistry. Although extensive research has been conducted on various aspects of assessment tool design, few studies in chemistry have focused on the impact of the order in which questions are presented to students on the measurement of students' understanding and students' performance. This potential impact has been labeled the question order effect in other literature and may be considered as a threat to the construct validity of the assessment tool. The set of studies described in this article tested whether question order effects were present within a concept inventory on acid-based chemistry. In particular, we tested whether the order of two conceptually isomorphic questions, one pictorial and one verbal, affected students' performance on the concept inventory. Two different versions of the inventory were developed and collected from students enrolled in the second semester of first-year university chemistry courses (general chemistry;N= 774) at two different institutions and to students enrolled in the first semester of organic chemistry (N= 163) at one of the two institutions. Students were further divided in two groups based on their self-reported level of effort in answering the concept inventory. Interviews were also conducted with a total of 19 students at various stages of the studies. Analyses of differences in students' responses to the two versions of the inventory revealed no question order effect in all settings. Implications for instructors and researchers are provided.

ICT-FLAG: a web-based e-assessment platform featuring learning analytics and gamification

2017 ◽  
Vol 13 (1) ◽  
pp. 25-54 ◽  
Author(s):  
David Gañán ◽  
Santi Caballé ◽  
Robert Clarisó ◽  
Jordi Conesa ◽  
David Bañeres
Keyword(s):  
Learning Analytics ◽  
Assessment Tool ◽  
Reference Model ◽  
Assessment Tools ◽  
Web Based ◽  
Ongoing Research ◽  
Content Type ◽  
Analysis And Design ◽  
Software Methodology ◽  
The Impact

Purpose The purpose of this paper is to present an innovative web-based eLearning platform called ICT-FLAG that provides e-assessment tools with general-purpose formative assessment services featuring learning analytics and gamification. Design/methodology/approach The paper reports on the technical development of the platform driven by the Reference Model for Open Distributed Processing software methodology, which guides the platform construction, including the analysis and design steps. Findings The ICT-FLAG platform is technically tested by integrating it into a real e-assessment tool. Results are positive in terms of functional and non-functional aspects as well as user’s satisfaction on usability, emotional state, thus validating the platform as a valuable educational tool. Research limitations/implications Because of the chosen technical paper as article type, validation of the impact of the ICT-FLAG platform in the learning process is not provided. Ongoing research with this platform is to measure the learning outcomes of its use in a real context of eLearning. Practical implications The paper shows implications of the main technical issues and challenges encountered during the integration of the ICT-FLAG platform with external eLearning tools, involving relevant aspects of interoperability, security, modularity, scalability, portability and so on. Originality/value This platform can fill the gap of many e-assessment systems, which currently do not have built-in analytical and gamification tools for learning, thus providing them with the experience to improve the quality of education and learning.

scholarly journals Development of a Sleep Assessment Module in the Automated Self-Administered 24-Hour (ASA24) Dietary Assessment Tool: New Research Opportunities

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 474-474
Author(s):  
Marissa Shams-White ◽  
Lauren O'Connor ◽  
Sydney O'Connor ◽  
Amy Miller ◽  
Beth Mittl ◽  
...  
Keyword(s):  
Sleep Quality ◽  
Assessment Tool ◽  
Dietary Assessment ◽  
Assessment Tools ◽  
Sleep Diary ◽  
Plain Language ◽  
Wake Time ◽  
Time In Bed ◽  
Sleep Assessment ◽  
The Impact

Abstract Objectives To develop a sleep assessment module in ASA24 to capture self-reported sleep behavior as an optional enhancement to the ASA24 Dietary Assessment Tool for adults. Methods Multiple self-reported sleep assessment tools were considered in module development, including the National Sleep Foundation Sleep Diary, the Activities Completed over Time in 24-hours (ACT24), Munich Chronotype Questionnaire (MCTQ), and the Consensus Sleep Diary (CSD) Core. Priority was given to minimal need for adaptation, questionnaire length to reduce survey fatigue, incorporating plain language, and optimizing for implementation in 24 hour recalls (24HR) and food records. Researchers with expertise in meal timing and sleep were consulted for feedback on content and utility and programmers with expertise in survey design were consulted on implementation. Lastly, the online data collection process and ASA24 System's output data files were tested for accuracy. Results The ASA24 sleep module contains ten questions and can be administered immediately following dietary assessment. Eight CSD Core questions were adapted to assess time in bed, time trying to go to sleep, and length of time to fall asleep; number and duration of nocturnal awakenings; wake time and time out of bed for the day; and perceived sleep quality. Two questions were added to capture sleep quality and comparability of reported sleep to a usual night's sleep. For users completing a 24HR, the module includes two questions on time of awakening and sleep quality immediately preceding the first reported meal; all 10 sleep questions are asked for the sleep period immediately following the last meal (i.e., 12 questions total), allowing for assessment of the impact of diet on sleep. In contrast, a food record is completed on the same day users consume the food, and thus all sleep questions address the sleep window prior to the first meal; a single record can be used to assess the impact of sleep on diet. Consecutive days of records can also be collected to capture sleep pre- and post-eating windows. Conclusions The ASA24 sleep module can assess sleep timing and quality and will be available in Fall 2021. Researchers can soon leverage this novel resource to examine the association of sleep with timing of eating and other chrononutrition variables. Funding Sources This project has been funded by the NIH.

scholarly journals Adherence to Antidiabetic Medications among Women with Gestational Diabetes

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Michelle Asiedu-Danso ◽  
Irene A. Kretchy ◽  
Jeremiah Kobby Sekyi ◽  
Augustina Koduah
Keyword(s):  
Gestational Diabetes ◽  
Assessment Tool ◽  
Perinatal Outcomes ◽  
Educational Interventions ◽  
The United States ◽  
Self Report ◽  
Future Research ◽  
Open Access Journals ◽  
Scoping Reviews ◽  
The Impact

Background. Optimal adherence to prescribed medications in women with gestational diabetes is relevant for perinatal outcomes. Objective. To summarize available information on the prevalence and factors contributing to medication adherence in women with gestational diabetes from the biological and psychosocial perspectives. Methods. A literature search on adherence in gestational diabetes was conducted in PubMed/MEDLINE, CINAHL, Scopus, and the Directory of Open Access Journals for studies published on the topic. The Arksey and O’Malley framework for scoping reviews was used to explore and summarize the evidence. Results. A total of 2395 studies were retrieved of which 13 fully met the eligibility criteria. The studies were reported in Zimbabwe ( n = 5 ), Iran ( n = 1 ), Mexico ( n = 1 ), South India ( n = 1 ), the United States of America ( n = 4 ), and one multinational study covering Australia, Europe, North and South America. The main types of antidiabetic medications used were insulin ( n = 6 ), metformin ( n = 4 ), and glyburide ( n = 2 ). The prevalence of adherence ranged from 35.6% to 97%, with the assessment tool being self-report measures ( n = 8 ). The main factors associated with nonadherence included worsening pregnancy symptoms, side effects of medications, perceived risks, mental health symptoms, poor social support, and socioeconomic status. Recommendations that evolved from the studies to improve adherence included education, counselling, improved support networks, and social interventions, while the main reported interventional study employed continuous education on the impact of adherence on perinatal outcomes. Conclusion. Medication nonadherence in gestational diabetes seems to be influenced by multiple factors with some educational interventions positively impacting adherence behaviours. Thus, future research in women with gestational diabetes could consider interventions from a multifactorial perspective to improve therapeutic outcomes.

scholarly journals Assessing the educational impact of cognitive level of MCQ and SEQ on learning approaches of dental students

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Mahwish Arooj ◽  
Khadijah Mukhtar ◽  
Rehan Ahmed Khan ◽  
Tayyaba Azhar
Keyword(s):  
Assessment Tool ◽  
Dental Students ◽  
Assessment Tools ◽  
Learning Approach ◽  
Learning Approaches ◽  
Cognitive Level ◽  
Educational Impact ◽  
Surface Approach ◽  
Creative Commons ◽  
The Impact

Objectives: MCQ’s and SEQ’s are the most widely used assessment tool in dental colleges across Pakistan. This study explores the impact of assessment tool: MCQ’s and SEQ’s on learning approach of dental students and also identifies correlation between these assessment tools and deep & surface learning approaches in integrated and discipline based curriculum. Methods: A quantitative co-relational study was conducted in 2018 on 2nd and 4th year dental students. A pre-validated “Revised Study Process Questionnaire” was used. Spearman’s rho correlation coefficient and Wilcoxon signed ranks test were applied to determine the relationship between learning approaches and assessment tools. Internal consistency was calculated by Cronbach’s alpha. Results: Ninety six students out of one hundred and fifty completed the questionnaire. Correlation test showed that surface approach correlates significantly with MCQ’s (0.73) while no co-relation exists with SEQ’s (-0.14) in our study. Deep approach has a strong and significant correlation with SEQ’s (0.80) as compared to MCQ’s (0.056). Conclusion: Assessment tool has an impact on learning approaches used by the students. It was concluded that students used to prefer deep learning approach while preparing for SEQ’s as they were designed at higher cognitive level, whereas, they preferred surface approach while preparing for MCQ’s as they were developed at low cognitive order. doi: https://doi.org/10.12669/pjms.37.2.3475 How to cite this:Arooj M, Mukhtar K, Khan RA, Azhar T. Assessing the educational impact of cognitive level of MCQ and SEQ on learning approaches of dental students. Pak J Med Sci. 2021;37(2):---------. doi: https://doi.org/10.12669/pjms.37.2.3475 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals EFFECT OF PREOPERATIVE PREPARATION ON PATIENTS OUTCOME AMONG PATIENTS UNDERGOING SURGICAL OPERATIONS AT ALMIK NIMIR HOSPITAL – SUDAN

2020 ◽  
Vol 8 (8) ◽  
pp. 346-355
Author(s):  
Eied Saber Al amine Ali ◽  
Higazi Mohammed Ahmed Abdallah
Keyword(s):  
Assessment Tool ◽  
Elective Surgery ◽  
Computer Software ◽  
University Hospital ◽  
Care Plan ◽  
Postoperative Phase ◽  
Preoperative Preparation ◽  
Quasi Experimental ◽  
Two Phases ◽  
The Impact

Preoperative preparations of the patients physically and psychologically are the cornerstone of the good outcomes. This prospective quasi-experimental hospital-based study was conducted in Sudan, Shendi city at Elmek Nimer university hospital to evaluate the impact of preoperative preparation on patients outcome among patients undergoing general surgery. In the period of June 2016 to May 2019. The study was included a hundred patients undergoing general elective surgery, data were collected by interviewing questionnaire, anxiety scale, pain assessment tool, postoperative parameter, and patients satisfaction tool, data were collected in two phases (pre& postoperative). The data were analyzed by the computer software program (SPPS) version 20. The results showed that more than two third (79.4%) of the patient had poor knowledge about the importance of preoperative preparations, but improve after implemented program and this was reflected on patient behavior and outcome in the postoperative phase. (70%) had reported no anxiety to mild in the postoperative phase. in regard of postoperative pain, majority of patients (70%) experienced moderate to severe level of pain in the first 4 hours, this level of pain reduce to mild to no pain level in (82%) of patients in next 12hours. Most of the patients had full to good satisfaction regarding preparations and outcome. The study support and justifies the effectiveness of the preoperative preparations on patient outcomes. The study recommended surgical nurses have to provide proper explanation and teaching for elective surgical patients to be adherence with the care plan to promote good surgical outcome.

Impact of Educational Interventions to Prevent Drug Interactions between Oral Fluoroquinolone or Tetracycline Antibiotics with Polyvalent-Cation Supplements

2007 ◽  
Vol 42 (9) ◽  
pp. 841-845 ◽  
Author(s):  
Daryl D. Depestel ◽  
Jill M. Depestel ◽  
Paul C. Walker
Keyword(s):  
Drug Interaction ◽  
Nursing Staff ◽  
Bacterial Infections ◽  
Phase 1 ◽  
Retrospective Chart Review ◽  
Educational Interventions ◽  
Polyvalent Cation ◽  
Tetracycline Antibiotics ◽  
Two Phases ◽  
The Impact

Purpose Fluoroquinolone and tetracycline antibiotics are routinely used for the treatment of a variety of bacterial infections. A disadvantage with their oral administration is the potential for a drug interaction leading to decreased absorption when coadministered with oral supplements containing polyvalent cations. The objective of this study was to evaluate the impact of several inservices aimed at educating nursing staff on reducing this drug interaction. Methods To assess the impact of the educational interventions, a retrospective chart review was conducted in two phases to determine the incidence of the drug interaction. Phase 1 was conducted before implementation of the educational inservices. Following the educational inservices, phase 2 was conducted to determine their impact on reducing coadministration. Results This interaction occurs frequently in hospitals; we found that these antibiotics were given within 2 hours of polyvalent-cation containing supplements in 72.5% of patients before inservices. An inservice involving multiple approaches significantly reduced the frequency of the drug interaction to 10%; P < 0.001. Conclusion Educational inservices directed toward nursing staff were successful in significantly reducing the incidence of this drug interaction.

Assessing Polyvictimization in a Family Justice Center: Lessons Learned From a Demonstration Project

2021 ◽  
pp. 088626052110279
Author(s):  
Danielle M. Romain Dagenhardt ◽  
Joshua Mersky ◽  
James “Dimitri” Topitzes ◽  
Erin Schubert ◽  
Amber E. Krushas
Keyword(s):  
Partner Violence ◽  
Assessment Tool ◽  
Qualitative Interviews ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Measurement Development ◽  
Social Service Agencies ◽  
Promising Line ◽  
Assessment Procedures ◽  
The Impact

There is a growing interest in developing comprehensive assessments that measure intimate partner violence (IPV) alongside other adverse events that correlate with IPV and compound its effects. One promising line of research in this area has focused on the impact of exposure to multiple types of victimization, i.e., polyvictimization. The purpose of this study is to examine the experience of administration of a polyvictimization tool from staff and client perspectives in order to inform future tool developments and assessment procedures. Qualitative interviews and focus groups with clients and staff from a family justice center who had experience with the assessment tool were used to identify strengths and challenges of the assessment too and inform future tool development. Findings demonstrate that an assessment tool provides the space for clients to talk about trauma and facilitate empowerment, while providing the opportunity for psychoeducation and service referrals. Concerns about the assessment tool included adverse reactions without proper framing and language, as well as shifting the emphasis from screening for adversities toward strengths, coping skills, and resilience. Implications for future measurement development and establishing best practices in polyvictimization assessment are discussed, with an emphasis on the benefits of social service agencies utilizing assessment tools.

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