scholarly journals The effects of performance-based assessment criteria on student performance and self-assessment skills

2010 ◽  
Vol 15 (4) ◽  
pp. 517-532 ◽  
Author(s):  
Greet Mia Jos Fastré ◽  
Marcel R. van der Klink ◽  
Jeroen J. G. van Merriënboer
Keyword(s):  
Student Performance ◽  
Assessment Criteria ◽  
Self Assessment ◽  
Performance Based Assessment ◽  
Assessment Skills

scholarly journals Integrating Graduate Attributes with Assessment Criteria in Business Education: Using an Online Assessment System

2008 ◽  
Vol 5 (1) ◽  
pp. 39-54
Author(s):  
D. Thompson ◽  
◽  
L. Treleaven ◽  
P. Kamvounias ◽  
B. Beem ◽  
...  
Keyword(s):  
Student Performance ◽  
Business Education ◽  
Collaborative Action Research ◽  
Assessment System ◽  
Assessment Criteria ◽  
Action Research Project ◽  
Self Assessment ◽  
Graduate Attributes ◽  
Business Units ◽  
Assessment Tasks

This paper describes a study of the integration of graduate attributes into Business education using an online system to facilitate the process. ‘ReView’ is a system that provides students with criteria-based tutor feedback on assessment tasks and also provides opportunities for online student self-assessment. Setup incorporates a process of ‘review’ whereby assessment criteria are grouped into graduate attribute categories and reworded to make explicit the qualities, knowledge and skills that are valued in student performance. Through this process, academics clarify and make explicit the alignment of assessment tasks to learning objectives and graduate attribute development across units and levels of a program of study. Its application in three undergraduate Business units was undertaken as a collaborative action research project to improve alignment of graduate attributes with assessment, identification of assessment criteria and feedback to students. This paper describes the use of Review and presents an analysis of post-ReView data that has institutional implications for improving assessment and selfassessment practices.

Drawing students’ attention to relevant assessment criteria: effects on self-assessment skills and performance

2012 ◽  
Vol 64 (2) ◽  
pp. 185-198 ◽  
Author(s):  
Greet M.J. Fastré ◽  
Marcel R. van der Klink ◽  
Dominique Sluijsmans ◽  
Jeroen J.G. van Merriënboer
Keyword(s):  
Assessment Criteria ◽  
Self Assessment ◽  
Assessment Skills ◽  
And Performance

Use of ePortfolio Assessment for Developing Reflective Practitioners

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Lopez L ◽  
◽  
Kakadia R ◽  
Kim A ◽  
Park SE ◽  
...  
Keyword(s):  
Clinical Education ◽  
Cognitive Skills ◽  
Salt Lake ◽  
Salt Lake City ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Student Centered Learning ◽  
Assessment Skills ◽  
Reflective Practitioners ◽  
Lake City

The purpose of the newly implemented ePortfolio assessment program was to help students develop self-directed learning and reflection skills in clinical education and professional values including ethics, professionalism and conscientiousness. Development of higher-level cognitive skills through a student-centered learning modality could ultimately promote reflective learners who will continue to learn throughout their profession. Student self-assessment skills and self-learning plans were captured during the initial patient care exposure in the second year of clinical education using an ePortfolio platform in Canvas (Salt Lake City, UT) learning management system. This new learning methodology can be useful in measuring non-traditional competencies, such as ethics, professionalism and conscientiousness and provide an opportunity for students to become reflective learners. Leveraging this new tool could contribute toward creating reflective practitioners who are competent in ethics and professionalism and self-assessment skills.

scholarly journals Providing Effective Feedback in Breast Imaging to Improve Trainee Performance

2020 ◽  
Vol 2 (4) ◽  
pp. 390-397
Author(s):  
Nidhi Sharma
Keyword(s):  
Medical Education ◽  
Performance Improvement ◽  
Breast Imaging ◽  
Healthcare Delivery ◽  
Next Generation ◽  
Physician Burnout ◽  
Self Assessment ◽  
Effective Feedback ◽  
Assessment Skills ◽  
Specific Feedback

Abstract While feedback is an essential component of medical education, feedback to trainees is frequently nonspecific and not focused on performance improvement. Providing specific feedback to trainees helps them to reflect, develop self-assessment skills, and recalibrate. In light of increasing clinical volumes, stresses related to modern healthcare delivery, and high physician burnout, instructors need efficient methods to provide actionable feedback to trainees. For breast imaging radiologists involved in education, improving feedback skills can help their learners develop expertise in breast imaging while also attracting and inspiring the next generation of radiologists.

Development of self-assessment skills in medical students

1984 ◽  
Vol 18 (4) ◽  
pp. 226-231 ◽  
Author(s):  
SHARON E. SCLABASSI ◽  
SUSAN K. WOELFEL
Keyword(s):  
Medical Students ◽  
Self Assessment ◽  
Assessment Skills
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