Student self-assessment procedures

1986 ◽  
Vol 14 (5) ◽  
pp. 908-908
Author(s):  
CHARLES F. A. BRYCE
Keyword(s):  
Self Assessment ◽  
Assessment Procedures

Effects of Self-Assessment and Successive Approximations on “Knowing” and “Valuing” Selected Keyboard Skills

1997 ◽  
Vol 45 (2) ◽  
pp. 273-281 ◽  
Author(s):  
Marilyn J. Kostka
Keyword(s):  
College Students ◽  
Successive Approximations ◽  
Music Majors ◽  
Strongly Correlated ◽  
Self Assessment ◽  
Approach To Learning ◽  
Keyboard Skills ◽  
Assessment Procedures ◽  
The Relationship

The purpose of this study was twofold: (1) to investigate the relationship between college students' perceptions of “knowing” and “valuing” five selected skills on the piano, and (2) to determine whether a successive-approximations approach to learning the skills plus selfe-evaluation would affect students' perceptions of “knowing” and “valuing ” Thirty-two music majors enrolled in piano classes served as subjects for this investigation, which was a pretest-posttest design and covered one academic semester (15 weeks). Results indicated that students' self-evaluations were strongly correlated to their posttest perceptions of “knowing” and that knowledge and valuing became more closely associated following specific instructional and self-assessment procedures. An important aspect of this study was that it defined five areas of keyboard instruction that could be broken down into smaller, observable units before demonstration of the whole skill.

scholarly journals GENERAL APPROACHES TO THE EDUCATIONAL PROCESS FOR DISTANCE LEARNING IN THE PRESENT CONTEXT (on the Experience of St. Petersburg University of the State Fire Service of the Emercom of Russia)

2020 ◽  
pp. 127-129
Author(s):  
M.A. Marchenko ◽  
D.V. Savelyev ◽  
I.L. Skripnik ◽  
S.V. Voronin
Keyword(s):  
Distance Learning ◽  
Fire Service ◽  
Educational Process ◽  
Remote Access ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
Present Context ◽  
Control Work ◽  
Assessment Procedures ◽  
The University

The advantages and disadvantages of distance learning for students are considered. The main content of the evaluation Fund (FSES), criteria for self-assessment, procedures for defending control work, credit with assessment, features of the work of teachers, students at the University and on remote access.

RESEARCH OF RELATIONSHIPS BETWEEN IMPLICIT AND EXPLICIT HEALTHY OR UNHEALTHY FOOD RELATED COGNITIONS

2019 ◽  
Vol 7 ◽  
pp. 97
Author(s):  
Irina Plotka ◽  
Nina Blumenau ◽  
Dmitry Igonin ◽  
Aleksandra Bolshakova
Keyword(s):  
Unhealthy Food ◽  
Self Assessment ◽  
Explicit Attitudes ◽  
Explicit Cognition ◽  
Implicit Cognitions ◽  
Research Questions ◽  
Implicit And Explicit ◽  
Assessment Procedures ◽  
Explicit Cognitions ◽  
The Relationship

The research aim is to study the relationships between implicit and explicit healthy or unhealthy food related cognitions. Research questions: (1) Is there a relationship between the results of measurements of healthy or unhealthy food related cognitions by implicit and self-assessment procedures? (2) How are healthy or unhealthy food related implicit and explicit cognitions and somatic properties (weight, height, body mass index (BMI), age, sex) related? (3) What common factors underlie the relationship between implicit and explicit healthy or unhealthy food related cognitions and somatic properties? (4) What contribution to food related implicit cognitions is made by explicit attitudes (preference of healthy or unhealthy food, the recentness of consumption, awareness of healthy or unhealthy food, sensations of taste) and somatic properties? (5) What contribution to each food related explicit cognition is made by food related implicit cognitions, the other food related explicit cognitions and somatic properties? Method. Participants – 83 students, aged 19-35, M = 25.75, SD = 4.63 years. Measurements: the specially designed IAT and corresponding self-assessment procedures. Results. There is a relationship between the results of implicit and explicit measurements. The main contribution to implicit preference for food is made by the weight, sex and explicit preference, based on recentness of its consumption. 

scholarly journals EVALUASI PELAKSANAAN CLASSROOM ASSESMENT DI MADRASAH TSANAWIAYAH DDI SEPPANGE KECAMATAN BENGO KABUPATEN BONE

2020 ◽  
Vol 5 (2) ◽  
pp. 66
Author(s):  
St Jumaeda ◽  
St Nur Alam
Keyword(s):  
Formative Evaluation ◽  
Classroom Assessment ◽  
Peer Assessment ◽  
Evaluation Model ◽  
Survey Study ◽  
Self Assessment ◽  
Analysis Techniques ◽  
Assessment Techniques ◽  
Assessment Procedures

Abstract:This study aims to evaluate the implementation of classroom assessment on: (1) aspects of classroom assessment, 2) classroom assessment techniques, and (3) classroom assessment procedures. This research is a survey study, using a formative evaluation model from Michael Scriven.Sampling techniques are purposive samples. The research location is MTs DDI Seppange. Data collection is obtained through questionnaires, interviews, observations, and documentation. Data analysis techniques used are qualitative analysis techniques. The results showed that: (1) classroom assessment techniques carried out by MTS DDI Seppange teachers include written tests, observations, practical tests, assignment assessments, and oral tests, portfolios, journals, peer-to-peer assessment and self-assessment (2) aspects of classroom assessment that have been carried out by teachers covering cognitive, psychomotor, and affective aspects, (3) Classroom assessment procedures that have been carried out by teachers include making question grids, grain analysis , remedial implementation, and follow-up assessment results. The evaluation of aspects, techniques, and class assessment procedures, teachers at MTS DDI Seppange were carried out properly. Keywords: Evaluation, classroom assessment, teachers, Abstrak: Penelitian ini bertujuan untuk mengevaluasi pelaksanaan classroom assessment tentang: (1) aspek-aspek classroom assessment, 2) teknik-teknik classroom assessment, dan (3) prosedur classroom assessment. Penelitian ini adalah penelitian survei, dengan menggunakan model evaluasi formatif dari Michael Scriven.Teknik pengambilan sampel adalah purposive sample. Lokasi penelitian adalah MTs DDI Seppange. Pengumpulan data diperoleh melalui angket, wawancara, observasi, dan dokumentasi. Teknik analisa data yang digunakan adalah teknik analisis kualitatif. Hasil penelitian menunjukkan bahwa: (1) teknik classroom assessment yang dilaksanakan guru MTS DDI Seppange meliputi tes tertulis, observasi, tes praktik, penilaian tugas, dan tes lisan, portofolio, jurnal, penilaian antar teman dan penilaian diri (2) aspek-aspek classroom assessment yang telah dilaksanakan guru meliputi aspek kognitif, psikomotorik, dan aspek afektif, (3) Prosedur classroom assessment yang telah dilaksanakan guru meliputi pembuatan kisi-kisi soal, analisis butir soal, pelaksanaan remedial, dan tindak lanjut hasil penilaian. Hasil evaluasi tentang komponen aspek, teknik,dan prosedur penilaian kelas, guru di MTS DDI Seppange terlaksana dengan baik. Kata kunci: Evaluasi, penilaian kelas, guru,

scholarly journals Uses and effects of self-assessment procedures in the analysis of student´s performance in Physical Education classes: A Systematic Review

2021 ◽  
Author(s):  
Paulo Renato Nobre ◽  
Miguel Ângelo Fachada ◽  
Antero Abreu ◽  
Hugo Sarmento ◽  
Fernanda M Silva ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Self Assessment ◽  
Assessment Procedures

scholarly journals IMPLICIT MEASUREMENTS OF ATTITUDES – INNOVATIVE APPROACH IN TRAINING OF PSYCHOLOGISTS

2016 ◽  
Vol 4 (1) ◽  
pp. 43
Author(s):  
Irina Plotka ◽  
Dmlty Igoin ◽  
Nina Blumenau ◽  
Laura Slmane-Vlagante ◽  
Marlja Bambuljaka ◽  
...  
Keyword(s):  
Implicit Association Test ◽  
Empirical Studies ◽  
Research Work ◽  
Gambling Addiction ◽  
Implicit Association ◽  
Implicit Methods ◽  
Self Assessment ◽  
Team Research ◽  
Ethnic Attitudes ◽  
Assessment Procedures

Abstract.The paper presents the experience of team research work aimed at experimental study of attitudes by modern implicit methods. Involvement of students in the creative atmosphere creates the basis for the formation of a creative, competent and responsible psychologist who can then learn how to work in any of the areas of psychology. The results of empirical studies aimed at understanding of ethnic attitudes, hardiness, gambling addiction, alcohol abuse by implicit methods and self-assessment procedures are presented.Key words: Implicit Association Test, explicit method, unconscious affective priming, attitude

Planning and Self-Assessment in Articulatory Training

1979 ◽  
Vol 44 (4) ◽  
pp. 504-512 ◽  
Author(s):  
Dennis M. Ruscello ◽  
Ralph L. Shelton
Keyword(s):  
Training Group ◽  
Acquisition Training ◽  
Speech Sounds ◽  
Self Assessment ◽  
Response Acquisition ◽  
Articulatory Movements ◽  
Production Group ◽  
Group 2 ◽  
Assessment Procedures ◽  
Group 1

Children misarticulating the /r/ or /s/ speech sounds or both were identified, and assigned randomly to one of two groups. Each group received speech lessons that were similar. However, during response acquisition training, Group 1 was requested to plan articulatory movements mentally, produce the target sound, and assess the production. Group 2 practiced the training units without using the planning and assessment procedures. Group 1 exceeded Group 2 on generalization measures when the planning and assessment training was in effect.

scholarly journals Gymnastics in higher education: reflections on assessment

2016 ◽  
Vol 30 (1) ◽  
pp. 171-181
Author(s):  
Michele Viviene CARBINATTO ◽  
Myrian NUNOMURA
Keyword(s):  
Group Learning ◽  
Practical Experience ◽  
Assessment Tools ◽  
Human Sciences ◽  
Analytical Characteristic ◽  
Self Assessment ◽  
Teaching Learning ◽  
University Lecturers ◽  
Assessment Procedures ◽  
Educational Paradigms

Abstract Assessment procedures were based on the traditional educational paradigms of linearity and sequence, whose aim was to categorize and select individuals. With the advancement of Social and Human Sciences, assessments gained both a reflexive and an analytical characteristic and now they constitute a system of support and guidance for individual and group learning, all without losing sight of building character in the students. Supported by qualitative research, this study identified and discussed the assessments used by 14 university lecturers in the state of São Paulo who teach Gymnastics in the Physical Education undergraduate courses. The results showed different formats of assessment, namely: theoretical; debates; practical/experience; research; self-assessment and peer-review. None of the evaluated lecturers clearly stated the assessment criteria, becoming it, mainly, subjective. Four lecturers gave indication of using the assessment tools in the formative conception and only one lecturer guides its practice during the teaching-learning process after analyzing what has been detected in assessments.

Editorial 2 Pediatrics in Review

1979 ◽  
Vol 1 (1) ◽  
pp. 4-4
Author(s):  
Edwin L. Kendig
Keyword(s):  
Continuing Education ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Clinical Judgment ◽  
Professional Competence ◽  
Self Assessment ◽  
Professional Advancement ◽  
Work Habits ◽  
American Academy Of Pediatrics ◽  
Assessment Procedures

With this first issue of PEDIATRICS IN REVIEW the American Academy of Pediatrics' sponsored pediatric review and education program (PREP) has been launched. The program is multifaceted and will be coordinated with the American Board of Pediatrics program for recertification in pediatrics. Medical education (continuing education) has always been the Academy's highest priority and PREP is the most recent and most comprehensive of all Academy education programs. Maintaining professional competence is a responsibility of every pediatrician and PREP is a coordinated program of continuing education designed to help pediatricians maintain and assess their own competency. The objectives for PREP (and for the American Board of Pediatrics recertification program) are: (1) To help pediatricians acquire new abilities in the management of acute and chronic illness in infants, children and adolescents; these abilities include attitudes (work habits), knowledge and clinical judgment, interpersonal (communication) skills, and technical skills; (2) To help pediatricians, through a program of self-assessment procedures, set their own priorities for professional advancement and to determine when their goals have been met.

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