scholarly journals Autoevaluación y desarrollo de habilidades comunicativas en profesores universitarios mediante e-rúbricas y grabaciones.

2015 ◽  
Vol 13 (1) ◽  
pp. 257
Author(s):  
Julián De la Fuente ◽  
Eva Asensio Castañeda ◽  
Illene Smalec ◽  
Ascensión Blanco
Keyword(s):  
Communication Skills ◽  
Professional Training ◽  
English Language ◽  
Assessment Tools ◽  
Self Directed Learning ◽  
Action Research Project ◽  
Self Assessment ◽  
University Teachers ◽  
Academic Progression ◽  
Self Evaluation

<p>Este artículo recoge los resultados de un proyecto de Investigación-Acción centrado en el desarrollo de la competencia de habilidades de comunicación oral (verbal y no verbal) en docentes universitarios de diferentes áreas académicas, que pretenden mejorar estas habilidades en el idioma inglés, como complemento a su formación profesional y como herramienta de mejora en el aula. Nuestra propuesta ha consistido en utilizar una misma metodología de trabajo y herramientas de evaluación, a través de e-rúbricas y grabaciones audiovisuales.<br />Los resultados demuestran que los participantes toman conciencia de sus objetivos de aprendizaje y progresión académica a través del uso de e-rúbricas y grabaciones audiovisuales. Este método tiene un gran potencial para la auto-evaluación. De la misma manera, el uso de rúbricas para la evaluación cooperativa es frecuente, no así la auto-evaluación que fomenta el aprendizaje autónomo en profesores.</p><p><strong>ABSTRACT</strong></p><p><strong>Self-assessment and development of communication skills in university teachers through the use of e-rubrics and recordings.</strong></p><p>This article presents the results of an action research project focused on the development of competence in verbal and non-verbal communication skills in university teachers from different academic areas, which aim to improve these skills in the English language, as a complement to professional training and as a tool for improvement in the classroom. Our approach has been to use the same methodology and assessment tools, through the use of e-rubrics and audiovisual recordings.<br />The results demonstrate that participants become aware of their learning objectives and academic progression through the use of e-rubrics and audiovisual recordings. This method has great potential for self-evaluation. Similarly, the use of rubrics for cooperative evaluation is used frequently, but not self-assessment in teachers, which promotes self-directed learning.</p>

scholarly journals Self-concept as a possible predictor of STEM career: adaptation of the questionnaire to measure five factors of self-concept

2018 ◽  
Vol 7 (3) ◽  
pp. 53-63
Author(s):  
N.V. Lebedeva ◽  
Yu.V. Kuzmina
Keyword(s):  
Professional Training ◽  
English Language ◽  
Self Esteem ◽  
Test Theory ◽  
Self Concept ◽  
Psychometric Characteristics ◽  
Representation Of Women ◽  
Self Evaluation ◽  
Five Factors ◽  
Opposite Gender

The problem of bringing girls into STEM-related specialty, is important for many countries, including Russia. Some studies show that various parameters of self-esteem can be associated with low representation of women in these professions. In order to assess the Russian data, concerning the extent to which self-esteem is related to the fact that women do not continue to work in STEM areas even after getting the corresponding education, the adaptation of English-language methodology based on multifactor self-evaluation (SDQ III) was held.For the purpose of adaptation of the questionnaire’sfull version we selected five factors which are proved to relate to infrequency of girls’ choices of STEM for professional training: "Mathematical self-estimation”, “Humanitarian self-estimation”, “Selfestimation of appearance”, “Self-estimation of relations with the same gender people”,“Self-estimation of relations with the opposite gender people”. The participants of the study were women (N = 532) over the age of 18 years. The confirmatory factoranalysisused to analyze thefactor structureofthequestionnaireproved the rightfulness of locationoffivetheoreticallylaidoutfactorsofself-estimation. Analysis of psychometric properties in modern test theory (IRT analysis) revealed that the questionnaire has satisfactory psychometric characteristics and can be used for the measurement of selected factors of self-estimation.

Developing Entrepreneurial Competencies of the RLG Project Participants – Applicability of Assessment Tools and Results of Pilot Studies

2017 ◽  
Vol 13 ◽  
pp. 314-329 ◽  
Author(s):  
Wioletta Kilar ◽  
Sławomir Kurek ◽  
Wiktor Osuch ◽  
Agnieszka Świętek ◽  
Tomasz Rachwał
Keyword(s):  
Weak Sense ◽  
Assessment Tools ◽  
Competency Assessment ◽  
Self Assessment ◽  
Lost Generation ◽  
Pilot Studies ◽  
Self Evaluation ◽  
Starting Point ◽  
Key Competencies ◽  
Entrepreneurial Competencies

The paper shows the results of the research on competencies, including assessment of acquisition of ten entrepreneurial competencies specified within the Reaching Lost Generation (RLG) project. The competencies developed among participants are classified to broadly describe the sense of initiative and entrepreneurship as one of the eight key competencies in the European education system. In Poland, competency assessment was based on the observation of participants in the two selected schools-partners of the RLG project. The target group were students of final grades of upper secondary schools, who were preparing for the matriculation exam and had serious problems in choosing their educational and career path, and had a weak sense of mastery of entrepreneurial competencies. The assessment of acquired competencies was based on the observation tasks carried out during the initial and final evaluation. Based on the study, it can be concluded that the level of acquired competencies of the participants after completing the course of workshops for all tested ten competencies has increased significantly among both groups analysed, as well as in most individual cases. In addition to that, self-assessment of workshop participants was conducted. With the help of a questionnaire, the workshop participants assessed their acquisition of given competencies. The results of participants self-evaluation also show an increase in acquired competencies, although they are not as vast and clear as in the case of the assessment done by the observers, which may indicate a high sense of responsibility and prudence in the self-assessment among workshop participants. The conducted research can be a starting point for further studies and analysis of the process of developing entrepreneurial competencies among students of different types of schools and teaching profiles, especially showing the process and methods of acquisition of skills necessary for finding an attractive profession in the rapidly changing labour market. Nevertheless, the results of the pilot studies conducted during the test phase of the project indicate the usefulness of the proposed tools, both regarding the assessment of the level and the development of entrepreneurial competencies in the training practice.

scholarly journals Assessing Core Didactic Competencies of Pre-service English Language Teachers During Practicum: A European Perspective

2018 ◽  
Vol 14 (17) ◽  
pp. 12
Author(s):  
Haggag Mohamed Haggag
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Language Teachers ◽  
Assessment Tools ◽  
Self Assessment ◽  
Teaching Competencies ◽  
English Language Teachers

This research discusses implementing a European document (European Portfolio of Student Teachers of Language EPOSTL) as a selfassessment tool. The research design experiments the European portfolio for pre-service language teachers (EPOSTL), which has been translated by the researcher and published by the Council of Europe. The portfolio is used with the aim of assessing the key teaching competencies of pre-service English language teachers during the teaching practice or the practicum. The paper examines key 5 descriptors of didactic competencies in the EPOSTL which are (Lesson planning- Conducting a lesson- classroom management- Independent learning- Assessment of learning). It highlights implementing the portfolios as means of assessing the competencies of language teachers in pre-service context. Instruments of the research include EPOSTL, teaching competence scale and portfolio assessment rubric. Results of implementing the portfolio on a sample of (N. 30) students at Hurghada Faculty of Education during their practicum (3 groups in 3 official language schools) are reported. The results indicate that using EPOSTL as a self-assessment tool has positive impacts on developing the five areas of the portfolio as measured by the Teaching Competencies Scale (TCS) designed by the researcher. The scale includes the main areas of the EPOSTL to be examined by the students while the fifth area "classroom management" was included as in the EPOSTL with "conducting a lesson" area. The recommendations include: implementing the electronic portfolios as self-assessment tools, the need for assessing didactic competencies using authentic assessment tools and designing valid and reliable tools of assessing the whole teaching practice or “practicum” of pre-service English language teachers.

scholarly journals Communication Skills Teaching Methods in Dental Education – a Review

Folia Medica ◽  
2021 ◽  
Vol 63 (1) ◽  
pp. 30-34
Author(s):  
Vesela Burkert ◽  
Maria Stoykova ◽  
Maria Semerdjieva
Keyword(s):  
Communication Skills ◽  
Small Groups ◽  
Teaching Methods ◽  
Dental Students ◽  
Communication Training ◽  
Assessment Tools ◽  
Dental Practice ◽  
Self Assessment ◽  
Dental Curriculum ◽  
And Training

Communication skills of dentists have been demonstrated to be part of the good dental practice. The aim we set ourselves in this study was to review the literature related to the methods of teaching communication skills at dental faculties, and develop a handout in the Bulgarian language about leading a successful conversation with a patient. According to some authors, the most important principles for effective communication training include the use of practical exercises, clinically relevant scenarios, students&rsquo; self-assessment tools, videotapes, participation of patient actors, and training in small groups. Another communication training program is the so-called Miller pyramid. Using the method of objective structured clinical examina-tion (OSCE) can also be an effective way of teaching communication skills to dental students.&nbsp; The conclusion to be made is that communication skills should be taught across the entire dental curriculum as this leads to better understanding and sufficient outcome.&nbsp;

scholarly journals Student Potential for Self-assessment in a Clinical Dentistry Practical Training Course on Communication Skills

2020 ◽  
Vol 30 (4) ◽  
pp. 1503-1513
Author(s):  
Asami Iguchi ◽  
Yuh Hasegawa ◽  
Kazuyuki Fujii
Keyword(s):  
Communication Skills ◽  
Faculty Evaluation ◽  
Dental Students ◽  
Practical Training ◽  
Self Assessment ◽  
Actual Performance ◽  
Training Course ◽  
Self Evaluation ◽  
Faculty Expectations ◽  
Evaluation Scores

AbstractThis study aimed to investigate student potential for self-assessment in a clinical dentistry practical training course focused on communication skills. Participants were 124 fourth-year students (70 males, 54 females; all Japanese) in 2017 and 2018 at the Nippon Dental University, School of Life Dentistry at Niigata. Participating students belonged to different cohorts in 2017 and 2018. Participants were asked to complete a self-evaluation sheet at the end of each unit of the course. Their self-evaluation scores and the faculty evaluation scores for each student for Units 1-1, 1-2, and 1-3 were statistically analyzed. The results showed that females tended to rate themselves significantly higher than males. Furthermore, there were significant differences in evaluation scores between students and faculty for nine of 11 evaluation items for male students and 10 of 11 items for female students in Unit 1-3. Faculty expectations increased from Unit 1-1 to Unit 1-3, although students were satisfied with their performance and had a sense of achievement. However, students’ actual performance was below faculty expectations, suggesting faculty evaluations were stricter than students’ self-evaluation. Self-assessment may enhance students’ ability for self-directed learning and may also inform how faculty can effectively educate dental students. Dental educators should support students to increase their levels of self-efficacy, which will enhance their self-evaluation skills.

Student Self-Assessment and Self-Evaluation

1996 ◽  
Vol 89 (7) ◽  
pp. 548-554 ◽  
Author(s):  
Virginia Stallings ◽  
Carol Tascione
Keyword(s):  
High School ◽  
Communication Skills ◽  
Alternative Assessment ◽  
Evaluation Process ◽  
School Mathematics ◽  
College Mathematics ◽  
Self Assessment ◽  
Self Evaluation ◽  
Mathematics Vocabulary ◽  
Assessment Standards

Current recommendations for alternative assessment call for more student involvement in the evaluation process. Although very little research on student self-evaluation has been carried out beyond determining how well students' perceptions of their achievement align with their teacher's perceptions, the Assessment Standards for School Mathematics (NCTM 1995) supports activities that involve students in evaluating their own progress. According to the Assessment Standards, student self-assessment can be used to improve students' confidence in their ability to do mathematics and allow them to become more independent in their learning of mathematics. We have employed student self-assessment and self-evaluation in our high school and college mathematics classes and have found that the processes engage students in evaluating their progress, aid in developing their communication skills, and increase their mathematics vocabulary. Most important, students reflect on their understanding of mathematics and on their ability to learn mathematics. Although our procedures differ somewhat, as we describe subsequently, our goal of involving students in the evaluation process is the same.

scholarly journals Il sillabo interattivo

2018 ◽  
Author(s):  
Ivana Fratter ◽  
Luisa Marigo
Keyword(s):  
Assessment Tools ◽  
Diagnostic Tools ◽  
Placement Test ◽  
Assessment Instruments ◽  
Second Phase ◽  
Self Assessment ◽  
Self Evaluation ◽  
Critical Issues ◽  
The University ◽  
Incoming Students

The project aims to present the results of an experimental research study conducted during the academic years 2015-2016, 2016-2017 at the University of Padova Language Centre (CLA). The objectives of this study are to examine the results of the proposal to integrate self-evaluation and entrance evaluation aimed at foreign incoming students enrolled at our University. In the first phase an initial review of the placement test results carried out at the CLA combined with an examination of language certificates presented by the students has raised some critical issues related to incongruous data among the various tests/certifications. Other situations have shown different results regarding language skills within the same test, which has reinforced the decision to also introduce a system of self-assessment to grant greater autonomy and responsibility to the students when choosing their class. To this end, in the second phase, two different self-assessment tools have been assigned to the students with the attempt to answer the questions whether students can be good “self-assessors” and if self-assessment tools based on Common European Framework of Reference (CEFR) “can do” descriptors and on the Syllabus adopted in our language Centre can be used as reliable diagnostic tools in an academic environment in which learners are expected to have some experience with self-rating. The results have shown that the self-assessment instruments we used may function as a placement tools, but that this is true especially in the case of learners who are familiar with self-assessment and with the teacher’s guidance. The third phase, described in detail in this contribution, is to overcome the previously emerging critical issues by providing an interactive guided syllabus, since it effectively integrates evaluation and self-assessment and actively engages the student in choosing the proper language level through online activities.

scholarly journals Faculty Versus Resident Self-Assessment Using Pathology Milestones: How Aligned Are We?

2021 ◽  
Vol 8 ◽  
pp. 237428952110605
Author(s):  
Sienna Athy ◽  
Geoffrey Talmon ◽  
Kaeli Samson ◽  
Kimberly Martin ◽  
Kari Nelson
Keyword(s):  
Communication Skills ◽  
Medical Knowledge ◽  
Knowledge Systems ◽  
Self Assessment ◽  
Self Evaluation ◽  
Evaluation Scores ◽  
Significant Difference ◽  
Discrepancy Scores ◽  
Question Category ◽  
Clinical Competency Committee

Competent physicians must be able to self-assess skill level; however, previous studies suggest that medical trainees may not accurately self-assess. We utilized Pathology Milestones (PM) data to determine whether there were discrepancies in self- versus Clinical Competency Committee (CCC) ratings by sex, program year (PGY), time of evaluation, and question category (Patient Care, Medical Knowledge, Systems-Based Practice [SBP], Practice-Based Learning and Improvement [PBL], Professionalism [PRO], and Interpersonal and Communication Skills) and Residency In-Service Examination (RISE) score. We completed retrospective analyses of PM evaluation scores from 2016 to 2019 (n = 23 residents) 2 times per year. Discrepancies in evaluation scores were calculated by subtracting CCC scores from resident self-evaluation scores. There was no significant difference in discrepancy scores between male versus female residents (P = .94). Discrepancy scores among all PGYs were significantly different (P < .0001), with PGY1 tending to overrate the most, followed by PGY2. PGY3 and PGY4 underrated themselves on average compared to CCC ratings, with PGY4 having significantly lower self-ratings than CCC compared to any other PGY. In January, residents underscored themselves and in July residents overscored themselves compared to CCC (P < .0001 for both). Question types resulted in variable discrepancy scores, with SBP significantly lower than and PRO significantly higher than all other categories (P < .05 for both). Increases in RISE score correlated to increases in self- and CCC-scoring. These discrepancies can help trainees improve self-assessment. Discrepancies indicate potential areas for amelioration, such as curriculum adjustments or Milestone’s verbiage.

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