scholarly journals Video assessment module: self, peer, and teacher post-performance assessment for learning

2019 ◽  
pp. 94-99 ◽  
Author(s):  
Matthew Cotter ◽  
Don Hinkelman
Keyword(s):  
Performance Assessment ◽  
Time Pressure ◽  
Peer Assessment ◽  
Video Recording ◽  
Self Assessment ◽  
Video Assessment ◽  
Qualitative And Quantitative ◽  
Video Record ◽  
Assessment Tasks ◽  
Quantitative Results

Assessing student presentations can be made more reliable with video-recording and post-performance rating. Further, self assessment and peer assessment can aid in the learning process by students when using specific, easy-to-understand rubrics. A ten-year action research study involved video-recorded performance assessment tasks using a free, open-source Moodle module developed by Sapporo Gakuin University. The Video Assessment Module (VAM) allowed teachers to video record English presentations and upload them to the module for students for self and peer assessment on specific rubrics using qualitative and quantitative criteria. When compared to paper rubrics, the VAM reduced teacher management time and students could use out-of-class time to assess asynchronously without time pressure. Results showed that there was a higher difference in teacher variance for self assessment when compared to teacher variance with peer assessment. Qualitative and quantitative results reported value in using the tool by both students and teachers. This study also showed that students can be trained to use online rubrics to score presentations efficiently, giving further validity for using and developing online modules for video assessment.

scholarly journals Penerapan peer dan self assessment sebagai tolok ukur penilaian kinerja siswa pada materi sistem koordinasi kelas XI SMA

2020 ◽  
Vol 3 (2) ◽  
pp. 63-68
Author(s):  
Melyastuti Wulandari ◽  
Siti Sriyati ◽  
Widi Purwianingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Performance Assessment ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Senior High School ◽  
Student Response ◽  
Regulation System ◽  
School Students ◽  
Self Assessment

The implementation of peer and self assessment has become one of the alternative in doing the product of performance assessment. The research aims to describe student’s ability using peer dan self assessment as standard performance assessment on regulation system in senior high school students. Hopefully, the peer assessment can refer to the peer and self assessment. The research applied descriptive method which involved 25 student of the XI grade senior high school. The research instruments were research were the implementation research form, online form and rubric peer assessment, online self-assessment and student response questionnaire and teacher assessment. Peer assessment was implemented by students in groups and compared to teacher’s assessment. The result showed that the implementation of peer and self assessment was great. The student’s ability in doing peer and self assessment was great too, which means that peer and self assessment can be a standard of performance assessment. The comparation of the students’ assessment and teacher assessment show the similarity with percentage 84%. The type of feedback that many students gave was C1 type (Direction correction). Student respons of implementation peer and self assessment was great and they felt helpful by implementation of peer and self assessment.

scholarly journals DEVELOPING PERFORMANCE ASSESSMENT INSTRUMENT FOR MEASURING SCIENTIFIC ATTITUDES

2017 ◽  
Vol 1 (1) ◽  
pp. 67-83
Author(s):  
Debi Shinta ◽  
Dadan Rosana
Keyword(s):  
Data Collection ◽  
Performance Assessment ◽  
Junior High School ◽  
Peer Assessment ◽  
Assessment Instrument ◽  
Learning Cycle ◽  
Self Assessment ◽  
Model Learning ◽  
Central Java ◽  
Scientific Attitudes

This study was aimed at developing an instrument of performance assessment based on the 7E learning cycle model and finding out the result of students’ scientific attitude measurement using the instrument. The study was conducted by adapting the Borg and Gall research method. The subjects of this study were students of grade eight of State Junior High School 2 Binangun, Cilacap, Central Java. Data were obtained from:  first, experts’ judgements in determining the content validity of the instrument. Second, scores of the limited field try-out used in determining the reliability of the instrument, data collection instruments in the form of observation sheet, self assessment, and peer assessment. Third, students’ scientific attitudes in field try-out used to show the result of the measurement using the instrument. Findings show that the developed instrument of performance assessment is valid and reliable; and feasible to be used for measuring scientific attittudes, with measurement results in the good category equally for the three data collection instrumentsPENGEMBANGAN INSTRUMEN PENILAIAN KINERJAUNTUK MENGUKUR SIKAP ILMIAHPenelitian ini bertujuan untuk mengembangkan instrumen performance assessment berbasis model learning cycle 7E yang layak digunakan dan mengetahui hasil pengukuran sikap ilmiah menggunakan instrumen yang telah dikembangkan. Penelitian ini dikembangkan dengan adaptasi model Borg and Gall. Subjek uji coba yaitu peserta didik kelas VIII SMP Negeri 2 Binangun, Kabupaten Cilacap, Provinsi Jawa Tengah. Data dalam penelitian ini diperoleh melalui: pertama, penilaian berdasarkan masukan para ahli, untuk menentukan validitas isi instrumen. Kedua, hasil uji coba terbatas untuk menentukan reliabilitas instrumen, instrumen pengumpulan data berupa lembar observasi, penilaian diri, dan penilaian antarteman. Ketiga, data hasil sikap ilmiah peserta didik pada uji coba lapangan digunakan untuk mengetahui hasil pengukuran dengan instrumen yang telah dikembangkan. Instrumen performance assessment berbasis model learning cycle 7E yang dikembangkan dinyatakan valid dan reliabel sehingga layak digunakan serta terbukti dapat digunakan untuk mengukur sikap ilmiah peserta didik dengan hasil ukur pada kategori baik yang setara pada ketiga instrumen pengumpulan data

scholarly journals An Analysis of Self-, Peer-, and Teacher- Assessment within the Scope of Classroom Teaching Activities

2021 ◽  
Vol 9 (S2-Sep) ◽  
pp. 150-163
Author(s):  
Didem Karakaya Cirit
Keyword(s):  
Ozone Depletion ◽  
Peer Assessment ◽  
Public University ◽  
Teacher Assessment ◽  
Qualitative Assessment ◽  
Self Assessment ◽  
Teaching Process ◽  
Teaching Activities ◽  
Quantitative Results ◽  
Senior Students

The aim of this study was to determine the correlation between self-, peer- and teacher- assessment to evaluate preservice science teachers’classroom teaching activities. A mixed method was employed. The sample consisted of 55 senior students (29 women, 26 men) from the science teaching program of a public university in Turkey. Quantitative data were collected using a classroom observation form, which was the Reformed Teaching Observation Practice (RTOP), while qualitative data were collected using observation notes. The study was conducted within the scope ofthe course “applied teaching” for three weeks under the scope of three topics; global warming(GW), acid rain (AR), and ozone depletion (OD). Each participant attended nine assessment processes with two peers for the three topics. Quantitative results did not show a correlation between self- and teacher-assessment on the three topics. There was no correlation between GW self-assessment and GW peer-assessment and between AR peer-assessment and OD peer-assessment. However, there was a correlation between OD and AR self- and peer-assessment. There was a correlation between peer-assessment and teacher-assessment on neither of the three topics. Qualitative results showed that participants with high RTOP scores in peer-assessment were more likely to make quite superficial qualitative assessments, and briefly describe the teaching process and positively assess it. In self-assessment, participants not only gave themselves high scores but also positively described the teaching process. In teacher-assessment, quantitative and qualitative assessment was consistent. 

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

scholarly journals Affective communication: a mixed method investigation into COVID-19 outbreak communication using the Taiwanese government Facebook page

2021 ◽  
pp. 175797592110035
Author(s):  
Chia Yu Lien ◽  
Yun-Hsuan Wu
Keyword(s):  
Social Media ◽  
Mixed Method ◽  
Health Authority ◽  
Disease Outbreak ◽  
Government Agencies ◽  
Affective Communication ◽  
Frontline Workers ◽  
The Public ◽  
Qualitative And Quantitative ◽  
Quantitative Results

The COVID-19 outbreak has created an unprecedented challenge for governments to convey information to the public, and social media has become a critical method of COVID-19 communication in Taiwan. Objectives: This study examines a total of 1128 Facebook posts published by Taiwan’s principal health authority from December 1, 2019 to May 31, 2020. Methods: Using both qualitative and quantitative approaches, this study investigates strategies used by the Taiwan government to communicate the COVID-19 outbreak and public responses toward these strategies. Result: Novel uses of Facebook posts on outbreak communication were identified, including solidarity, reviews of actions, press conferences, and the use of animal and cartoon images. Quantitative results showed that the public responded significantly more frequently to messages generating positive affects, such as posts that reviewed government actions and public efforts; posts that expressed thanks, approval, or comradeship; and posts that paired text with photographs of frontline workers or cute animals. Conclusion: These results suggest that, amid a disease outbreak, the public not only look for updated situations and guidelines but also for affective affirmation from government agencies.

scholarly journals Performance assessment of alternative SSS networks by combining KPIs and factor-cluster analysis

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Patrizia Serra ◽  
Gianfranco Fancello
Keyword(s):  
Cluster Analysis ◽  
Performance Assessment ◽  
Decision Support Tool ◽  
Transport Systems ◽  
Quantitative Methodology ◽  
Support Tool ◽  
Performance Benchmarking ◽  
Relevant Variables ◽  
Quantitative Results

Abstract Performance assessment is a fundamental tool to successfully monitor and manage logistics and transport systems. In the field of Short Sea Shipping (SSS), the performance of the various maritime initiatives should be analyzed to assess the best way to achieve efficiency and guide related policies. This study proposes a quantitative methodology which can serve as a decision-support tool in the preliminary assessment and comparison of alternative SSS networks. The research is executed via a Mediterranean case study that compares a hypothetical Mediterranean ro-ro SSS network developed in the framework of a past Euro-Mediterranean cooperation project with the network of existing ro-ro liner services operating in the area. Performance benchmarking of the two networks is performed using a set of quantitative Key Performance Indicators (KPIs) and applying a factor-cluster analysis to produce homogeneous clusters of services based on the relevant variables while accounting for sample heterogeneity. Quantitative results mostly confirm the overall better performance of the prospective network and demonstrate that using KPIs and factor-cluster analysis to investigate the performance of maritime networks can provide policymakers with a preliminary wealth of knowledge that can help in setting targeted policy for SSS-oriented initiatives.

Multidirection Validation of a Finite Element 50th Percentile Male Hybrid III Anthropomorphic Test Device for Spaceflight Applications

2019 ◽  
Vol 141 (3) ◽  
Author(s):  
Derek A. Jones ◽  
James P. Gaewsky ◽  
Mona Saffarzadeh ◽  
Jacob B. Putnam ◽  
Ashley A. Weaver ◽  
...  
Keyword(s):  
Finite Element ◽  
Injury Risk ◽  
Fe Model ◽  
Fe Modeling ◽  
Test Device ◽  
Qualitative And Quantitative ◽  
Hybrid Iii ◽  
Physical Tests ◽  
Quantitative Results ◽  
Male Hybrid

The use of anthropomorphic test devices (ATDs) for calculating injury risk of occupants in spaceflight scenarios is crucial for ensuring the safety of crewmembers. Finite element (FE) modeling of ATDs reduces cost and time in the design process. The objective of this study was to validate a Hybrid III ATD FE model using a multidirection test matrix for future spaceflight configurations. Twenty-five Hybrid III physical tests were simulated using a 50th percentile male Hybrid III FE model. The sled acceleration pulses were approximately half-sine shaped, and can be described as a combination of peak acceleration and time to reach peak (rise time). The range of peak accelerations was 10–20 G, and the rise times were 30–110 ms. Test directions were frontal (−GX), rear (GX), vertical (GZ), and lateral (GY). Simulation responses were compared to physical tests using the correlation and analysis (CORA) method. Correlations were very good to excellent and the order of best average response by direction was −GX (0.916±0.054), GZ (0.841±0.117), GX (0.792±0.145), and finally GY (0.775±0.078). Qualitative and quantitative results demonstrated the model replicated the physical ATD well and can be used for future spaceflight configuration modeling and simulation.

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