scholarly journals Instrumento de Avaliação da ansiedade acadêmica no Ensino Superior em Biologia / Academic Anxiety Assessment Instrument in Higher Education in Biology

2021 ◽  
Vol 15 (55) ◽  
pp. 295-311
Author(s):  
Camila Pereira Perico ◽  
Leandro Kruszielski ◽  
Carlos Eduardo Pilleggi Souza
Keyword(s):  
Higher Education ◽  
Assessment Instrument ◽  
Academic Anxiety ◽  
Anxiety Assessment

Este é um estudo transversal observacional que objetiva a construção de um questionário para a identificação de indivíduos com ansiedade relacionada à graduação em Ciências Biológicas no contexto brasileiro. Formou-se um grupo focal para levantar as principais situações ansiosas vivenciadas no curso, o que forneceu informações para a construção de um questionário inicial, o qual foi avaliado por juízes professores e alunos do curso acerca de sua clareza e objetividade. Selecionamos 73 itens julgados melhores para o questionário aplicado a um grupo de 325 alunos. A Análise dos Componentes Principais encontrou 4 componentes que explicam a ansiedade no curso, restando 37 itens significantes: (1) 18 itens relacionados às avaliações, (2) 10 itens aos conteúdos específicos do curso, (3) 5 itens ao professor, (4) e 4 itens aos conteúdos matemáticos. A multiplicidade de componentes era esperada devido à complexidade associada à ansiedade.

Academic Anxiety in Higher Education: Causes, Implications, and Potential Solutions

HAPS Educator ◽  
2018 ◽  
Vol 22 (3) ◽  
pp. 208-219 ◽  
Author(s):  
July-Ann El-Baze ◽  
Sky Stowe ◽  
Suzanne Hood ◽  
Heather Lawford ◽  
Vanessa Oliveira ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Anxiety

scholarly journals Effective Assessment of Workplace Problem-Solving in Higher Education

10.28945/4496 ◽  
2020 ◽  
Vol 19 ◽  
pp. 001-016
Author(s):  
Maurice M. Danaher ◽  
Kevin Schoepp
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Discussion Board ◽  
Assessment Instrument ◽  
Asynchronous Discussion ◽  
Future Research ◽  
Problem Solving Skills ◽  
Student Groups ◽  
Asynchronous Discussion Board ◽  
Computing Curriculum

Aim/Purpose: Within higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. Background: This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. Methodology: The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university. Contribution: This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument. Findings: There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving. Recommendations for Practitioners: This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems. Impact on Society: Students must be prepared to solve workplace problems to meet the needs of 21st century employment. Future Research: Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context.

scholarly journals Role of Student Ratings of Lecturers in Enhancing teaching at Higher Education Institutions: A case study of the Durban University of Technology

2013 ◽  
Vol 5 (5) ◽  
pp. 268-281
Author(s):  
N. Dorasamy
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Student Ratings ◽  
Assessment Instrument ◽  
Evaluation Instrument ◽  
Teaching Competencies ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Student Ratings Of Teaching

Evaluation of the quality of programmes by students is considered an important assessment instrument in determining programme effectiveness within higher education institutions. Student ratings of lecturers are only a partial assessment of programmes, since other evaluations beyond students’ perceptions are also considered important within higher education institutions. Student ratings are not only important in determining how students perceive their programmes within a highly competitive higher education landscape in South Africa, but also highlight the strengths and weaknesses of programmes which can be used as an impetus for programme enhancement, especially in view of the increasing number of students entering higher education, while government spending is steadily diminishing. The purpose of this study is to assess student ratings of teaching competencies that can be used for programme evaluation. A quantitative approach was used to analyse the various elements within specific domains in the lecturer evaluation instrument used by the Faculty of Management Sciences at the Durban University of Technology (DUT). The data reported are suggestive of the usefulness of identifying student ratings of important teaching competencies, which is considered as important in a growing student centred orientation within higher education institutions. The article offers constructive analysis of student ratings of various teaching competencies across departments in the faculty, while highlighting strategies to ensure enhanced validity of student ratings. Student ratings of lecturers provide valuable information for faculty to use in programme assessment and consequent programme enhancement. Further, student ratings of lecturers encourages a student’s voice through confidential participation, thereby ensuring that the student experience is fore grounded at the learning and teaching interface.

scholarly journals Assessing Age-Friendliness in Higher Education: Introducing the Inventory and Campus Climate Surveys

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 536-537
Author(s):  
Nina Silverstein ◽  
Nancy Morrow-Howell
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Global Network ◽  
Major Advance ◽  
Short And Long Term ◽  
University Of Massachusetts ◽  
The University ◽  
Work Done

Abstract The establishment of the Age-Friendly University (AFU) network and adoption of the 10 principles by institutions of higher education, was a major advance in the United Nations Sustainable Development Goal of promoting healthy and active aging through opportunities for intergenerational communities. AGHE endorsed the principles in 2016, since then over 60 institutions have joined the global network. Tools are needed to identify benchmarks that institutions can use to assess progress toward realizing the AFU principles on their own campuses. This symposium shares work done at the University of Massachusetts Boston, to develop and refine the AFU Inventory and Campus Climate Surveys (ICCS), a survey-based assessment instrument (developed from a prior pilot study in 2018) based on the premise that it is necessary to assess both the institution’s actual age-friendly practices and its perceived age-friendliness or campus climate. In August, 2019, the University of Massachusetts President’s office endorsed the 10 principles for the entire UMass system of 5 campuses, presenting an opportunity to assess a multi-campus system. To date, we have surveyed UMass Boston, UMass Lowell, UMass Dartmouth and UMass Medical (n=2,704). Testing and refinement of the AFU ICCS will contribute to both short- and long-term recommendations to assist in strategic planning by higher education institutions. Whitbourne will present the Inventory reporting tool. Bowen will present the Climate Survey. Gautam and Revell will describe the AFU work at UMass Lowell and UMass Dartmouth respectively and the use of the assessment tools on their campuses; Morrow-Howell will serve as Discussant.

scholarly journals Repositório institucional da Universidade Federal da Bahia: apontamentos para a construção preliminar de um instrumento de avaliação

2020 ◽  
pp. 38-51
Author(s):  
Davilene Souza Santos ◽  
Flávia Goulart Mota Garcia Rosa
Keyword(s):  
Higher Education ◽  
Assessment System ◽  
Assessment Instrument ◽  
Institutional Repository ◽  
Institutional Assessment ◽  
Evaluation Standards ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
Institutional Evaluation ◽  
Term Evaluation

This article seeks to identify in the literature approaches that contribute to the construction of the assessment instrument for the Institutional Repository of the Federal University of Bahia, in order to serve the repository and contribute to the institutional assessment of the National Higher Education Assessment System (SINAES). The methodology used was the strategic search for the term “evaluation of repositories” and observation of the Repository. The results show the need for discussion, given the lack of standardized documents that support the repositories evaluation. We verified some initiatives, such as the Federal Universities of Santa Catarina and Ceará. We believe that debates on the theme can be intensified and that individual initiatives tend to build criteria and evaluation standards for repositories, so that they can be used as a resource for the evaluation of other repositories as well as institutional evaluation as a whole.

Academic Anxiety in Higher Education: Causes, Implications, and Potential Solutions

HAPS Educator ◽  
2018 ◽  
Vol 22 (3) ◽  
pp. 208-219
Author(s):  
July-Ann El-Blaze ◽  
Skye Stowe ◽  
Suzanne Hood ◽  
Heather Lawford ◽  
Murray Jensen ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Anxiety

scholarly journals A Typical Instrument for Assessing the Genre-Based Writing

2020 ◽  
Vol 2 (2) ◽  
pp. 117-122
Author(s):  
I Wy. Dirgeyasa
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Assessment Instrument ◽  
Learning Achievement ◽  
English Curriculum ◽  
Approach To Teaching

Recently, it is a fact that the genre-based writing English Curriculum in Indonesia either in high or higher education has been implemented for years. Unfortunately, it seems that the student’s writing is not assessed in accordance to the nature of genre based writing itself yet. As a matter of fact, assessment plays important role to success of teaching and learning. A proper assessment instrument leads to the valid and reliable learning achievement or otherwise. In terms of genre based writing, as a typical approach to teaching and learning writing also needs the assessment instrument meeting the nature of the genre based writing itself. This paper is aiming at providing a preliminary understanding and sights of typical instrument for assessing the genre based writing.

scholarly journals O uso do instrumento Aishe na gestão para a sustentabilidade em uma universidade pública

2021 ◽  
Vol 10 (19) ◽  
pp. e65694
Author(s):  
Leandro Barreto Souza ◽  
Renato de Almeida ◽  
Lidiane Mendes Kruschewsky Lordelo
Keyword(s):  
Higher Education ◽  
Assessment Instrument ◽  
Agenda 2030 ◽  
Sustainability In Higher Education

As instituições de ensino superior são relevantes na formação de uma sociedade, dado ao seu papel na educação e difusão do conhecimento. A presente pesquisa avalia como a temática sustentabilidade vem sendo tratada em uma IES a partir da aplicação do instrumento Assessment Instrument for Sustainability in Higher Education - Aishe. Foi adotada a abordagem qualitativa e quantitativa, mediante análise de questionários aplicados a 42 coordenadores de curso de graduação do campus e gestores da administração central de uma universidade pública. O público-alvo atribuiu notas para 30 critérios distribuídos em cinco módulos, tornando possível avaliar e compreender a situação de sustentabilidade no campus. O módulo pesquisa apresentou o panorama mais crítico, enquanto o módulo sociedade foi o melhor avaliado. O atual cenário decorre da existência de poucas iniciativas e ao seu limitado funcionamento, mas há uma perspectiva promissora, já que o novo PDI incorporou premissas e prazos compatíveis com a Agenda 2030.

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