Students’ Self-Awareness of Their Mathematical Thinking: Can Self-Assessment Be Supported Through CAS-Integrated Learning Apps on Smartphones?

2019 ◽  
pp. 75-91
Author(s):  
Bärbel Barzel ◽  
Lynda Ball ◽  
Marcel Klinger
Keyword(s):  
Mathematical Thinking ◽  
Self Awareness ◽  
Integrated Learning ◽  
Self Assessment

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.  

scholarly journals Coping with adequate and inadequate self-assessment of older people’s risk of falling: a mixed-methods study in Germany.

2019 ◽  
Author(s):  
Nicole Strutz ◽  
Hanna Brodowski ◽  
Sandra Mümken ◽  
Ursula Müller-Werdan ◽  
Jörn Kiselev
Keyword(s):  
Older People ◽  
Coping Strategies ◽  
Fall Risk ◽  
Qualitative Content Analysis ◽  
Self Awareness ◽  
Risk Of Falling ◽  
Self Assessment ◽  
Functional Changes ◽  
Positive Coping ◽  
Increased Risk

Abstract Background: Older people are exposed to an increased risk of falling due to a multitude of physiological and functional changes and fear of falling. The risk of falling is assessed and managed differently. It should be found out whether the coping strategies of older people differ with regard to their activities in daily life depending on the adequacy of their self-assessed fall risk. Methods: Adequacy of the perceived fall risk was evaluated with the de Morton Mobility Index and the Activities-specific Balance Confidence Scale among 100 older people. Additionally, semi-structured interviews were conducted in 16 participants with an identified fall risk. Coding techniques, based on structuring qualitative content analysis and the half-split method were applied. Results: Six out of 16 interviewees assessed their fall risk adequately. Interviews with the seniors resulted in topics such as coping strategies and awareness and several sub-topics in each category. Participants who adequately assessed their own fall risk reported an “active/positive” coping behavior and awareness of themselves. In contrast, those who assessed their own risk of falling inadequately covered all identified categories with no identifiable pattern. Conclusion: An adequate self-assessment of fall risks is accompanied by positive coping strategies to maintain an active lifestyle. In contrast, a lack of an adequate self-awareness seems to lead to arbitrary coping strategies. Assisting older people in their self-awareness regarding their own fall risk should be emphasized in order to adopt positive coping strategies. Future studies are necessary to better understand the underlying mechanisms that lead to an adequate or inadequate self-assessment in older people fall risk.

Self-assessment of Impairment, Impaired Self-awareness, and Depression After Traumatic Brain Injury

2007 ◽  
Vol 22 (3) ◽  
pp. 156-166 ◽  
Author(s):  
James F. Malec ◽  
Julie A. Testa ◽  
Beth K. Rush ◽  
Allen W. Brown ◽  
Anne M. Moessner
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Self Awareness ◽  
Self Assessment

scholarly journals Characterizing Proficient Teachers as Teacher-Leaders in a Public Secondary School of Leyte Division

2021 ◽  
Author(s):  
Alvin Jhon Manito
Keyword(s):  
Teacher Leadership ◽  
School Environment ◽  
Teacher Leaders ◽  
Structured Interview ◽  
Self Awareness ◽  
Self Assessment ◽  
Public Secondary School ◽  
Leadership Behaviour ◽  
Significant Difference

Abstract: This case study determines the ability of the classroom teachers of becoming teacher-leaders in school reform in the absence of highly proficient teachers and department heads in the institution. This study aimed to explore and characterize proficient teachers as teacher-leaders at Manlilisid National High School, Javier II District, Leyte Division. This study used mixed method investigative paradigm as its research design. Quantitatively, data were gathered using the Teacher Leadership Self-Assessment (TLSA) by Katzenmeyer and Katzenmeyer (2004). It was randomly distributed to thirteen proficient teachers. Qualitatively, a semi-structured interview was done to three proficient teachers who got highest ratings in the survey. The respondents granted permission to the researcher to use the data obtained. Data were then analyzed using descriptive statistics and thematic analysis. Upon the analysis, the characteristics of the proficient teachers as teacher-leaders are evident in self-awareness, diversity, and instructional proficiency. The school can also foster teacher leadership through the determined themes - initiative and independence, partnership engagement and teamwork, and positive school environment. This study can also be a subject for further research to analyse if there is a significant difference between these types of leadership behaviour, and use the same method and instrument but is implemented in a larger population.

scholarly journals WHY DOES IT MATTER? EXPLAINING THE IMPORTANCE OF COMPLEMENTARY STUDIES TO FIRST-YEAR ENGINEERING STUDENTS

2017 ◽  
Author(s):  
John Donald ◽  
Sofie Lachapelle ◽  
Thomas Sasso ◽  
Kyle Augusto ◽  
M. Gloria Gonzalez-Morales
Keyword(s):  
Engineering Students ◽  
Soft Skills ◽  
First Year ◽  
Self Awareness ◽  
Engineering Curriculum ◽  
Self Assessment ◽  
Soft Skill ◽  
Daily Work ◽  
Quasi Experimental ◽  
The University

While complementary studies are an accreditation requirement and feature prominently in the Canadian engineering curriculum, focus-group conversations with upper-year engineering students have indicated that a lack of awareness of, and appreciation for, soft skills development often prevents students from benefiting from complementary studies to the fullest. Given this reported difficulty to grasp the importance of complementary studies, a study was undertaken at the University of Guelph using a quasi-experimental design to explore the possibility that triggering self-assessment and awareness about career development early in the engineering curriculum promotes greater engagement with complementary studies and soft-skill development. First-year engineering students took part in a learner-centered activity focused on the importance of complementary studies for the development of soft skills. Through active learning exercises and case studies of successful engineering graduates, who described the skills and knowledge required to perform their daily work, the session was designed to encourage students to develop greater self-awareness and intentionality about complementary studies and their associated graduate attributes. The outcomes of this activity and issues on how to embed it in the Engineering first-year curriculum will be discussed

scholarly journals THE RELATIONSHIPS BETWEEN FEARS, PHOBIAS, ANXIETY ON SELF-IDENTITY

2020 ◽  
pp. 57-63
Author(s):  
Larysa Terletska
Keyword(s):  
Psychological Factors ◽  
Age Groups ◽  
Self Esteem ◽  
Self Awareness ◽  
Complex Phenomenon ◽  
Self Assessment ◽  
Self Identity ◽  
Financial Status ◽  
Factors Influencing ◽  
Psychological Features

According to the aim (to identify the features of the connection of fears, phobias, anxiety with self-esteem of adolescence), an empirical study was conducted, in which the respondents were representatives of school and student youth, namely 120 people: 60 students of 10-11 grades (15-17 years) of Vyshhorod comprehensive school No2 and No3. This sample was chosen not by chance. After all, it is in adolescence is the active development and formation of all components of self-awareness, including self-esteem. According to the age periodization of M. Savchyn and L. Vasylenko, adolescence is divided into two groups: representatives of early youth (15-18 years) and late youth (18-23 years) or senior school and student age. The presented study covers only certain aspects of such a complex phenomenon as self-assessment. As its subject was the socio- psychological features of self-attitude of adolescents and young people, other social and age categories, as well as socio-psychological factors influencing the features of self-attitude, in particular: financial status, degree of self-realization and more. The study of this problem requires further comprehensive research, because adequate positive self-attitude is the most optimal for the formation and development of personality, determines the achievement of its inner harmony. In our further study of self-assessment, a promising direction, in our opinion, is to clarify the features of this phenomenon in other age groups. Consideration of the influence of gender on the peculiarities of self-assessment, in this perspective, will be useful in both theoretical and practical aspects.

scholarly journals Peak Performance: A Communications-Based Leadership and Teamwork Simulation for Fourth-Year Medical Students

2020 ◽  
Vol 7 ◽  
pp. 238212052092999
Author(s):  
Sarah Smithson ◽  
Gary Beck Dallaghan ◽  
Jason Crowner ◽  
Laura Trollinger Derry ◽  
Akshitha (Ammu) Vijayakumar ◽  
...  
Keyword(s):  
Medical Students ◽  
Leadership Competencies ◽  
Educational Activity ◽  
Peak Performance ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Reflection ◽  
Simulation Based ◽  
Professional Coaching ◽  
Fourth Year Medical Students

Background: Medical education has traditionally been rooted in the teaching of health and disease processes, with little attention to the development of teamwork and leadership competencies. Objective: In an era of value-based health care provided by high-functioning teams, new approaches are needed to develop communication, leadership, and teamwork skills for medical students. Design: We designed and piloted a simulation-based educational activity called Peak Performance that linked a workbook, which focused on self-reflection on communication and leadership skills, with professional coaching. The simulation scenario placed students in the role of an upper-level resident on an inpatient service, followed by a small group debrief with students, a clinical faculty member, and a professional executive coach. After the debriefing session, students were invited to complete a self-reflection workbook within 1 week of the initial simulation. The final element of the curriculum was an individualized session with an executive coach. Peak Performance was offered to all fourth-year medical students enrolled in the Social and Health Systems Science required course at the University of North Carolina School of Medicine. Results: Pre-/post-self-assessments of leadership competencies were completed by students. Pre-simulation self-assessment scores ranged from 3.72 to 4.33 on a 5-point scale. The lowest scores were in “Managing Conflict” and “Managing Others.” The highest score was in “Self-Awareness.” The post-simulation scores decreased in every competency, with “Managing Others” dropping significantly from 3.72 pre-simulation to 3.36 post-simulation (0.31, P < .05). Satisfaction with the curriculum was high, as reflected by a Net Promoter Score of 91% (“excellent” > 50%). Conclusions: A novel simulation-based educational activity linked to professional coaching is a feasible and impactful strategy to develop leadership, communication, and teamwork skills in medical students. Student insight and self-awareness increased as evidenced by a decrease in competency self-assessment after guided reflection and individualized coaching.

Self-awareness and personal development plans of students

2018 ◽  
Vol 4 (8) ◽  
pp. 176-183
Author(s):  
Catalina Radu
Keyword(s):  
Personal Development ◽  
Proper Time ◽  
Business Students ◽  
Educational Process ◽  
Self Awareness ◽  
Self Assessment ◽  
Career Anchors ◽  
Self Reflection ◽  
Johari Window ◽  
Development Plans

As students are highly influenced in the learning process by their emotions, they also need a proper time for self-reflection. This paper aims to present the main insights of business students in the Bucharest University of Economic Studies, Romania when challenged to set their personal development plans, after reflecting on their own strengths and weaknesses observed especially through JOHARI window used in class and three self-assessment questionnaires—drivers (working styles), career anchors and Belbin (team roles). Building personal development plans is an important step in the educational process. Although not taken at its real value because of the young age of the students, it is an activity that should be considered each semester, very well linked to the management discipline and to the career development of students/future graduates. Keywords: Students, personal development plans, motivation, educational process.

Comparison of faculty and student self-assessment scores of aseptic technique skills and the impact of video review on self-awareness for second-year pharmacy students

2018 ◽  
Vol 10 (2) ◽  
pp. 201-205 ◽  
Author(s):  
Eliza A. Dy-Boarman ◽  
Beth Diehl ◽  
Wendy Mobley-Bukstein ◽  
Michelle M. Bottenberg ◽  
Ginelle A. Bryant ◽  
...  
Keyword(s):  
Pharmacy Students ◽  
Self Awareness ◽  
Aseptic Technique ◽  
Self Assessment ◽  
Assessment Scores ◽  
Video Review ◽  
Second Year ◽  
The Impact

scholarly journals Self-Assessment of Professional Growth Through Reflective Portfolios

Phronesis ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 67-79 ◽  
Author(s):  
Jodi Nickel
Keyword(s):  
Professional Identity ◽  
Teacher Candidates ◽  
Professional Growth ◽  
First Year ◽  
Self Awareness ◽  
Self Assessment ◽  
Teaching Competencies ◽  
First Year Teacher ◽  
Reflective Capacity

This study aims to discern how teacher candidates develop reflective capacity by self-assessing their portfolios. While the goal was to help first-year teacher candidates assess their progress toward achieving provincial teaching competencies, many called attention to the interconnections between their academic artifacts and their personal profiles. This led the researcher to refine the focus of the portfolio to the emergence of professional identity and developing structures to support this type of self-awareness.

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