Self-assessment resource for EAL pre-service and in-service teachers and EAL K-16 educators in the MENA region

2015 ◽  
Vol 2015 (3) ◽  
pp. 6
Author(s):  
Sadiq Midraj, Robin Dada, Jessica Midraj
Keyword(s):  
Mena Region ◽  
Self Assessment ◽  
Assessment Resource

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
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.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
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.

An Advocate for Self-Assessment: Barbara Weinstein

ASHA Leader ◽  
2007 ◽  
Vol 12 (14) ◽  
pp. 5-29
Author(s):  
Joseph Montano
Keyword(s):  
Self Assessment

Subjective self-assessment of morbidity 8-25 months following radical hysterectomy for cervical cancer

1998 ◽  
Vol 5 (1) ◽  
pp. 79A-79A
Author(s):  
S BUTLERMANUEL ◽  
K SUMMERVILLE ◽  
A FORD ◽  
A RILEY ◽  
F CHAN ◽  
...  
Keyword(s):  
Cervical Cancer ◽  
Radical Hysterectomy ◽  
Self Assessment

Abstract # OR-20: External Validation of the Leicester Self-Assessment Diabetes Risk Score in a Population with Intellectual Disability

2016 ◽  
Vol 22 ◽  
pp. 12
Author(s):  
Laura Gray ◽  
Yogini Chudasama ◽  
Alison Dunkley ◽  
Freya Tyrer ◽  
Rebecca Spong ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Risk Score ◽  
External Validation ◽  
Diabetes Risk ◽  
Self Assessment ◽  
Diabetes Risk Score
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