Process models to self-evaluation and improvement's plan's tracking for engineering degrees

2017 ◽  
Author(s):  
Raul Herrera-Acuna ◽  
Marco Villalobos-Abarca
Keyword(s):  
Process Models ◽  
Self Evaluation

scholarly journals Processos de autoavaliação de escolas ou avaliação interna do sistema?

2015 ◽  
Vol 23 ◽  
pp. 115
Author(s):  
Anabela Barros Pinto Sousa ◽  
Manuela Terrasêca
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Document Analysis ◽  
The Self ◽  
Process Models ◽  
External Evaluation ◽  
Framework Analysis ◽  
Self Evaluation ◽  
Current Context ◽  
New Form

Evaluation, in the current context of education policy, is an instrument of regulation of action. In Portugal, public schools evaluation focuses on the dimensions of self-evaluation and external evaluation, the articulation of both being normatively imposed and also encouraged in various evaluation, benchmarking, and monitoring initiatives. Based on document analysis of background documents and reports of evaluation of schools initiatives, this article presents the various concepts of school self-evaluation in those documents and reflects on the "self" dimension of this self-evaluation in Portuguese public schools as an exercise of autonomy and accountability. Since 2002, the guidelines for self-evaluating schools are known. Although the administrations continue to say that it is not intended to induce the process, models and tools for evaluating schools, particularly the External Evaluation of Schools (EES), have been carrying a soft orientation / regulation, since they call for the school to produce a discourse built around the analysis of dimensions that they impose. This "new form of governance", assuming itself as a form of regulation of this action, can become a form of self-evaluation as a discourse, more or less standardized, which is a part of (self)-evaluationt of the system, rather than a process of construction of negotiated and shared references in school. We aim to characterize this self-evaluation, from the EES's conceptual framework analysis, and study the dimensions in which it is applied, as well as to clarify its place in the evolution of the EES model.

scholarly journals Improving Learner-Driven Teaching Practices through Reflective Assessment

2020 ◽  
Vol 15 (3) ◽  
pp. 59-77
Author(s):  
Matthew T. Regan ◽  
Scott W. H. Young ◽  
Sara Mannheimer
Keyword(s):  
Teaching Practices ◽  
Teaching Practice ◽  
Academic Library ◽  
Process Models ◽  
Learning Goals ◽  
Reflective Assessment ◽  
Personal Learning ◽  
Reflective Process ◽  
Self Evaluation ◽  
Assessment Approach

Abstract Objective – Reflective assessment is an effective method of teacher evaluation, serving as an approach for assessing teaching practices, generating insights, and connecting with colleagues, ultimately supporting meaningful transformation of teaching practice. In this paper, three librarians model a reflective assessment approach in evaluating and improving their experiences implementing learner-driven teaching practices in credit-bearing courses in topics related to library and information studies. Methods – Following a model of reflective assessment, we asked ourselves how our practice can better support learner-driven teaching practices, thus assessing and improving our own teaching and improving students’ learning experiences. Our process involved five steps: cohere around shared viewpoints, identify teaching practices for reflection, conduct reflection, discuss and analyze reflections to produce insights, and apply insights to improve teaching. Results – We reflect on five different learner-driven teaching practices: co-creative syllabus design, learner-defined personal learning goals, soliciting and responding to learner feedback, interdisciplinary discussions and exercises, and self-evaluation. We discuss improvements and refinements that we implemented in response to our reflective assessment, including more frequent checking in with students; more clarity regarding self-evaluation and grading; one-on-one meetings with all students; allowing students to negotiate, discuss, and determine assignment deadlines and dates; more flexibility with students’ work products; and increased pedagogical transparency. As a further result, our reflective process models an approachable framework for engaging in reflective assessment. Conclusion – This paper presents a model for reflective assessment of teaching in an academic library. We present a discussion of learner-driven teaching practices, and we offer a practical pathway for other teachers and practitioners to assess their teaching. We find that reflective assessment is an effective and insightful approach for understanding and improving learner-driven teaching practices.

Identifying suboptimalities with factorial model comparison

2018 ◽  
Vol 41 ◽  
Author(s):  
Wei Ji Ma
Keyword(s):  
Experimental Design ◽  
Model Comparison ◽  
Process Models ◽  
Multiple Forms ◽  
Factorial Experimental Design ◽  
Factorial Model ◽  
Multiple Components ◽  
The Many

AbstractGiven the many types of suboptimality in perception, I ask how one should test for multiple forms of suboptimality at the same time – or, more generally, how one should compare process models that can differ in any or all of the multiple components. In analogy to factorial experimental design, I advocate for factorial model comparison.

Student self-evaluation in preclinical restorative dentistry

1982 ◽  
Vol 46 (4) ◽  
pp. 221-226 ◽  
Author(s):  
LS Forehand ◽  
WF Vann ◽  
DA Shugars
Keyword(s):  
Restorative Dentistry ◽  
Self Evaluation

Student Clinicians Self-Evaluating Performance by Reviewing Session Videos and Using a Rubric

2015 ◽  
Vol 25 (2) ◽  
pp. 78-84 ◽  
Author(s):  
Holly C. Smith
Keyword(s):  
Clinical Education ◽  
Crucial Element ◽  
Self Evaluation ◽  
Pertinent Information ◽  
Evaluation Rubrics

Development of self-evaluation skills in student clinicians is a crucial element of clinical education. This article reviews pertinent information regarding supervisors' responsibilities related to teaching supervisees to self-evaluate. Previously identified methods of facilitating these skills are discussed. The use of video self-analyses paired with self-evaluation rubrics is explored.

I Like Her, Because I Like Myself: Self-Evaluation as a Source of Interpersonal Attitudes

2003 ◽  
Vol 50 (4) ◽  
pp. 239-246 ◽  
Author(s):  
Eva Walther ◽  
Claudia Trasselli
Keyword(s):  
Opposite Effect ◽  
Learning Phase ◽  
The Self ◽  
Attitude Formation ◽  
Formation Processes ◽  
False Feedback ◽  
Self Evaluation ◽  
Evaluation Group ◽  
Group A ◽  
The Difference

Abstract. Two experiments tested the hypothesis that self-evaluation can serve as a source of interpersonal attitudes. In the first study, self-evaluation was manipulated by means of false feedback. A subsequent learning phase demonstrated that the co-occurrence of the self with another individual influenced the evaluation of this previously neutral target. Whereas evaluative self-target similarity increased under conditions of negative self-evaluation, an opposite effect emerged in the positive self-evaluation group. A second study replicated these findings and showed that the difference between positive and negative self-evaluation conditions disappeared when a load manipulation was applied. The implications of self-evaluation for attitude formation processes are discussed.

Investigating Personality and Psychopathology in Patients With Psoriasis

2017 ◽  
Vol 38 (2) ◽  
pp. 87-107 ◽  
Author(s):  
Chiara Vari ◽  
Patrizia Velotti ◽  
Alessandro Crisi ◽  
Silvana Carlesimo ◽  
Antonio G. Richetta ◽  
...  
Keyword(s):  
Skin Diseases ◽  
Clinical Importance ◽  
Self Report ◽  
Psychological Issues ◽  
Self Evaluation ◽  
Affective Quality ◽  
Millon Clinical Multiaxial Inventory ◽  
Study Results ◽  
Completion Test ◽  
Skin Conditions

Abstract. A broad range of literature reported higher rates of psychopathology and personality disorders among patients affected by skin conditions. Specifically, depression, anxiety, and suicidal ideations are more frequently reported by patients affected by skin diseases. This study aimed to examine psychopathology and personality in a group of patients affected by psoriasis by means of a self-report measure (Millon Clinical Multiaxial Inventory – MCMI-III) and a performance-based technique (Wartegg Drawing Completion Test [WDCT], CWS). Study results showed a higher rate of passive-aggressiveness and paranoia among psoriatic patients (MCMI-III). When assessing patients through the performance-based technique (WDCT, CWS), a higher rate of global rejection (GR) – linked by previous literature to suicidal ideation – and a lower affective quality of the drawings emerged. We discuss the clinical importance of detecting psychological issues in dermatology patients by means of a multimethod assessment that goes beyond patients’ self-evaluation of their symptoms and emotions.

Accentuating Your Masculine Side

2013 ◽  
Vol 44 (2) ◽  
pp. 103-108 ◽  
Author(s):  
Chongzeng Bi ◽  
Oscar Ybarra ◽  
Yufang Zhao
Keyword(s):  
Social Norms ◽  
Gender Role ◽  
Cultural Context ◽  
Self Esteem ◽  
Western Countries ◽  
Self Evaluation ◽  
Two Samples ◽  
Agency And Communion

Recent research investigating self-judgment has shown that people are more likely to base their evaluations of self on agency-related traits than communion-related traits. In the present research, we tested the hypothesis that agency-related traits dominate self-evaluation by expanding the purview of the fundamental dimensions to consider characteristics typically studied in the gender-role literature, but that nevertheless should be related to agency and communion. Further, we carried out these tests on two samples from China, a cultural context that, relative to many Western countries, emphasizes the interpersonal or communion dimension. Despite the differences in traits used and cultural samples studied, the findings generally supported the agency dominates self-esteem perspective, albeit with some additional findings in Study 2. The findings are discussed with regard to the influence of social norms and the types of inferences people are able to draw about themselves given such norms.

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