scholarly journals Using confidence-based marking in a laboratory setting: A tool for student self-assessment and learning

2013 ◽  
Vol 27 (1) ◽  
pp. 21-26 ◽  
Author(s):  
Deborah A. Barr ◽  
Jeanmarie R. Burke
Keyword(s):  
Assessment Tool ◽  
School Setting ◽  
Correlation Coefficients ◽  
Laboratory Setting ◽  
High Confidence ◽  
Self Assessment ◽  
Course Content ◽  
Confidence Levels ◽  
Level Of Understanding ◽  
And Function

Objective Confidence-based marking (CBM), developed by A. R. Gardner-Medwin et al., has been used for many years in the medical school setting as an assessment tool. Our study evaluates the use of CBM in the neuroanatomy laboratory setting, and its effectiveness as a tool for student self-assessment and learning. Methods The subjects were 224 students enrolled in Neuroscience I over a period of four trimesters. Regional neuroanatomy multiple choice question (MCQ) quizzes were administered the week following topic presentation in the laboratory. A total of six quizzes was administered during the trimester and the MCQ was paired with a confidence question, and the paired questions were scored using a three-level CBM scoring scheme. Results Spearman's rho correlation coefficients indicated that the number of correct answers was correlated highly with the CBM score (high, medium, low) for each topic. The χ2 analysis within each neuroscience topic detected that the distribution of students into low, medium, and high confidence levels was a function of number of correct answers on the quiz (p < .05). Pairwise comparisons of quiz performance with CBM score as the covariate detected that the student's level of understanding of course content was greatest for information related to spinal cord and medulla, and least for information related to midbrain and cerebrum. Conclusion CBM is a reliable strategy for challenging students to think discriminately-based on their knowledge of material. The three-level CBM scoring scheme was a valid tool to assess student learning of core neuroanatomic topics regarding structure and function.

Teacher development: Resources and devices to promote reflective attitudes toward their profession

2019 ◽  
Vol 9 (2) ◽  
pp. 445-457
Author(s):  
Maria Gabriela Schmidt ◽  
Noriko Nagai ◽  
Naoyuki Naganuma ◽  
Gregory Birch
Keyword(s):  
Teacher Development ◽  
Course Design ◽  
Assessment Tool ◽  
Ministry Of Education ◽  
Language Policies ◽  
Examination System ◽  
Self Assessment ◽  
Research Project ◽  
The Common ◽  
And Function

Abstract The Common European Framework of Reference for Languages (CEFR) has been increasingly used to inform language policies and teaching practices in Japan. The Japanese Ministry of Education proposed in 2011 that objectives of English curricula at the secondary education level ought to be stated using the “Can do” schemata of the CEFR and then announced a new English examination system for college enrolment to be launched in 2020. This top-down approach to implementing the CEFR, however, has caused practitioners great confusion and led to mis-conceptualisations of the CEFR. A group of practitioners conducted a research project aiming to develop a practical guide to CEFR-informed learning, teaching and assessment. It attempts to provide practitioners with CEFR-related resources and tools to implement the CEFR for course design. To design a course, users of the CEFR need to modify scaled illustrative descriptors in principled ways to fit local needs. The modified descriptors become the basis for daily lesson plans, and function as an assessment tool for teacher and learner self-assessment. This report summarises the research project and workshops held in 2017 and 2018.

scholarly journals Testing a self-assessment tool for HP competencies with participants of training courses in Austria

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Lang
Keyword(s):  
Assessment Tool ◽  
Core Competencies ◽  
Empirical Studies ◽  
Reliability And Validity ◽  
International Standards ◽  
Online Questionnaire ◽  
Self Assessment ◽  
High Quality ◽  
Training Courses ◽  
Training Programmes

Abstract Background High quality health promotion (HP) depends on a competent workforce for which professional development programmes for practitioners are essential. The “CompHP Core Competencies Framework in HP” defines crucial competency domains but a recent review concluded that the implementation and use of the framework is lacking. The aim was to develop and validate a self-assessment tool for HP competencies, which should help evaluate training courses. Methods A brief self-assessment tool was employed in 2018 in Austria. 584 participants of 77 training courses submitted their post-course assessment (paper-pencil, RR = 78.1%). In addition, longitudinal data are available for 148 participants who filled in a pre-course online questionnaire. Measurement reliability and validity was tested by single factor, bifactor, multigroup, and multilevel CFA. A SEM proved for predictive and concurrent validity, controlling gender and age. Results A bifactor model (X2/df=3.69, RMSEA=.07, CFI=.95, sRMR=.07) showed superior results with a strong general CompHP factor (FL>.65, wH=.90, ECV=.85), configurally invariant for two training programmes. On course level, there was only minimal variance between trainings (ICC<.08). Structurally, there was a significant increase in HP competencies when comparing pre- and post-course measurements (b=.33, p<.01). Participants showed different levels of competencies due to prior knowledge (b=.38, p<.001) and course format (b=.16, p<.06). The total scale had good properties (m = 49.8, sd = 10.3, 95%-CI: 49.0-50.7) and discriminated between groups (eg by training length). Conclusions The results justify the creation of an overall scale to assess core HP competencies. It is recommended to use the scale for evaluating training courses. The work compensates for the lack of empirical studies on the CompHP concept and facilitates a broader empirical application of a uniform competency framework for HP in accordance with international standards in HP and public health. Key messages The self-assessment tool provides a good and compact foundation for assessing HP competencies. It provides a basis for holistic, high quality and sustainable capacity building or development in HP.

scholarly journals Beijing Friendship Hospital Osteoporosis Self-Assessment Tool for Elderly Male (BFH-OSTM) vs Fracture Risk Assessment Tool (FRAX) for identifying painful new osteoporotic vertebral fractures in older Chinese men: a cross-sectional study

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Ning An ◽  
Ji Sheng Lin ◽  
Qi Fei
Keyword(s):  
Assessment Tool ◽  
Roc Curves ◽  
Cross Sectional Study ◽  
Self Assessment ◽  
Cross Sectional ◽  
Fracture Group ◽  
Friendship Hospital ◽  
Fracture Risk Assessment Tool ◽  
Older Chinese ◽  
Sensitivity Specificity

Abstract Background To compare the validation of four tools for identifying painful new osteoporotic vertebral compression fractures (PNOVCFs) in older Chinese men: bone mineral density (BMD), Asian osteoporosis self-assessment tool (OSTA), World Health Organization fracture risk assessment tool (FRAX) (without BMD) and Beijing Friendship Hospital Osteoporosis Self-Assessment Tool (BFH-OSTM). Methods A cross sectional study was conducted from 2013 to 2019. A total of 846 men aged ≥50 were included and were divided into two groups: Fracture Group (patients with PNOVCFs underwent percutaneous vertebroplasty surgery) and Non-Fracture Group (community dwelled subjects for healthy examination). All subjects accepted a dual-energy X-ray BMD test and a structured questionnaire. The results of BMD, OSTA, FRAX and BFH-OSTM scores were assessed and receiver-operating characteristic (ROC) curves were generated to compare the validity of four tools for identifying PNOVCFs. Optimal cutoff points, sensitivity, specificity, and areas under the ROC curves (AUCs) were determined. Results There were significant differences including BMD T score (femoral neck, total hip and L1-L4), OSTA, FRAX and BFH-OSTM scores between Fracture group and Non-fracture group. Compared to BMD and OSTA, BFH-OSTM and FRAX had better predictive value, the sensitivity, specificity and AUC value are 0.841, 81.29%, 70.67% and 0.796, 74.85%, 78.52%, respectively. Compared with FRAX, the BFH-OSTM has a better AUC value. Conclusions Both BFH-OSTM and FRAX can be used to identify POVCFs, However, BFH-OSTM model may be a more simple and effective tool to identify the risk of POVCFs in Chinese elderly men.

Validity and Reliability of a Rosacea Self-Assessment Tool

2018 ◽  
Vol 36 (2) ◽  
pp. 93-96 ◽  
Author(s):  
Sara Moradi Tuchayi ◽  
Hossein Alinia ◽  
Lucy Lan ◽  
Olabola Awosika ◽  
Abigail Cline ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Validity And Reliability ◽  
Self Assessment

scholarly journals Agreement between calcaneal quantitative ultrasound and osteoporosis self-assessment tool for Asians in identifying individuals at risk of osteoporosis

2017 ◽  
Vol Volume 13 ◽  
pp. 1333-1341 ◽  
Author(s):  
Kok-Yong Chin ◽  
Nie Yen Low ◽  
Alia Annessa Ain Kamaruddin ◽  
Wan Burhanuddin Wan Ilma Dewiputri ◽  
Ima-Nirwana Soelaiman
Keyword(s):  
At Risk ◽  
Quantitative Ultrasound ◽  
Assessment Tool ◽  
Self Assessment ◽  
Calcaneal Quantitative Ultrasound

scholarly journals The PUFFinCA scale: development of an instrument for evaluating the primary care functions of family physicians in childhood asthma

2018 ◽  
Vol 20 ◽  
Author(s):  
Ayşe Nur Usturali Mut ◽  
Zeliha Aslı Öcek ◽  
Meltem Çiçeklioğlu ◽  
Şafak Taner ◽  
Esen Demir
Keyword(s):  
Primary Care ◽  
Childhood Asthma ◽  
Assessment Tool ◽  
Asthma Management ◽  
Correlation Coefficients ◽  
Family Physicians ◽  
Principal Component ◽  
Care Assessment ◽  
Provision Of Services ◽  
Children With Asthma

AbstractAimTo develop the Primary care fUnctions oF Family physicians in Childhood Asthma (PUFFinCA) scale for evaluating the cardinal process functions of primary care services (accessibility, comprehensiveness, continuity and coordination) provided by family physicians (FPs) in the management of childhood asthma.BackgroundIn the literature on the functions of primary care, there is no assessment tool focusing on children with asthma. Primary care assessment scales adapted to various languages are not suitable to adequately address the needs of special patient groups, such as children with asthma.MethodsIn this methodological study, the instrument development process was completed in four stages: establishing the pool of items, evaluating the content validity, applying the scale and statistical analysis. The scale was applied to 320 children who had asthma and received care in the clinic of the Department of Pediatrics, Division of Allergy and Pulmonology at Ege University School of Medicine, Turkey. The Cronbach’s α and Spearman–Brown coefficient were calculated to determine the reliability of the scale. Principal component analysis was used to determine the construct validity of the scale.FindingsThe PUFFinCA scale was found to have four-factor structure and 25 items. Cronbach’s α coefficient was 0.93. It has been determined that the reliability was excellent and the item-total correlation coefficients were >0.30 each. The factors were titled FP’s ‘functions of accessibility, first contact and continuity’, ‘functions of coordination and comprehensiveness of health services related to asthma management’, ‘provision of preventive care related to asthma’ and ‘provision of services for paid vaccinations’.

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