Integrated forms of self-assessment and placement testing for Italian L2 aimed at incoming foreign university exchange students at the University of Padua

2018 ◽  
Vol 8 (1) ◽  
pp. 91-114
Author(s):  
Ivana Fratter ◽  
Luisa Marigo
Keyword(s):  
Integrated System ◽  
Assessment Tools ◽  
Exchange Students ◽  
Placement Testing ◽  
Self Assessment ◽  
Language Class ◽  
Critical Issues ◽  
Two Phases ◽  
University Of Padua ◽  
The University

Abstract The growing number of internationally mobile students who present Italian L2 language certificates on entry has led the University of Padua Language Centre (CLA) to reflect on whether it should maintain an online placement testing as a means of placing students in the relevant classes (Fratter, Ivana & Altinier. Micol 2015. Gli apprendenti di italiano L2 all’Università e le loro abitudini tecnologiche. In Francesca Helm, Linda Bradley, Marta Guarda & Sylvie Thouësny (eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, 177–180. Dublin & Ireland: Research-publishing.net.). As of Academic Years 2014–2015 and 2015–2016, a research project has been underway at the CLA, involving the experimentation of a new integrated system of assessment comprising self-assessment and placement testing. An initial review of the placement test results carried out at the CLA combined with an examination of language certificates presented by the students has raised some critical issues related to incongruous data among the various tests/certifications. Other situations have shown different results regarding language skills within the same test, which has underpinned the decision to introduce a system of self-assessment so as to grant greater autonomy and responsibility to the students when choosing their class. This study sets out to analyze whether exchange students at the CLA are in a position to assess their own level of competence in L2 Italian, and then choose the Italian language class most suited to their language needs, thereby making class formation procedures easier. To this end, two different self-assessment tools were assigned to the students who, in turn, revealed the difficulties they encountered when self- assessing their language level without guidance. This has led to a new approach for self-assessment. This study highlights the process and initial results of research carried out in two phases of experimentation involving a new self-assessment proposal with integrated tools.

scholarly journals Il sillabo interattivo

2018 ◽  
Author(s):  
Ivana Fratter ◽  
Luisa Marigo
Keyword(s):  
Assessment Tools ◽  
Diagnostic Tools ◽  
Placement Test ◽  
Assessment Instruments ◽  
Second Phase ◽  
Self Assessment ◽  
Self Evaluation ◽  
Critical Issues ◽  
The University ◽  
Incoming Students

The project aims to present the results of an experimental research study conducted during the academic years 2015-2016, 2016-2017 at the University of Padova Language Centre (CLA). The objectives of this study are to examine the results of the proposal to integrate self-evaluation and entrance evaluation aimed at foreign incoming students enrolled at our University. In the first phase an initial review of the placement test results carried out at the CLA combined with an examination of language certificates presented by the students has raised some critical issues related to incongruous data among the various tests/certifications. Other situations have shown different results regarding language skills within the same test, which has reinforced the decision to also introduce a system of self-assessment to grant greater autonomy and responsibility to the students when choosing their class. To this end, in the second phase, two different self-assessment tools have been assigned to the students with the attempt to answer the questions whether students can be good “self-assessors” and if self-assessment tools based on Common European Framework of Reference (CEFR) “can do” descriptors and on the Syllabus adopted in our language Centre can be used as reliable diagnostic tools in an academic environment in which learners are expected to have some experience with self-rating. The results have shown that the self-assessment instruments we used may function as a placement tools, but that this is true especially in the case of learners who are familiar with self-assessment and with the teacher’s guidance. The third phase, described in detail in this contribution, is to overcome the previously emerging critical issues by providing an interactive guided syllabus, since it effectively integrates evaluation and self-assessment and actively engages the student in choosing the proper language level through online activities.

scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

Design, Development and Implantation of Self-Assessment Tools in the Subject of Manufacturing Engineering in Engineering Degrees at the University of Malaga

2016 ◽  
Vol 853 ◽  
pp. 24-29 ◽  
Author(s):  
F.J. Trujillo ◽  
M.J. Martín ◽  
F. Martín ◽  
Lorenzo Sevilla
Keyword(s):  
Evaluation Methods ◽  
Assessment Tools ◽  
First Year ◽  
Design Development ◽  
Self Assessment ◽  
Final Exam ◽  
Weak Points ◽  
The Subject ◽  
Manufacturing Engineering ◽  
The University

At the presented work, the results obtained by the implementation of self-assessment tools in the subject of Manufacturing Engineering are analyzed. This is the first subject that has been taught by the Department of Manufacturing Engineering Processes at the University of Malaga in all new engineering degrees within the EHEA framework. First, weak points related to the criteria, tools and evaluation methods have been identified, which were detected during the first year teaching the subject. In order to improve the academic outcomes, new evaluation methods and additional assessment tools have been developed. For this purpose, ICT based tools have been used to support teaching. Finally, the academic results after its implantation have been compared with those previously obtained. As a result, an increase in the number of students who passed the exams together with an improvement in the average marks has been observed, as well as a reduction in the number of student skipping the final exam.

scholarly journals The EQUAL-IST GEP Implementation at the University of Modena and Reggio Emilia

2019 ◽  
Author(s):  
Claudia Canali ◽  
Tindara Addabbo
Keyword(s):  
Structural Change ◽  
Gender Equality ◽  
Main Tool ◽  
Reggio Emilia ◽  
Organizational Processes ◽  
Implementation Phase ◽  
Horizon 2020 ◽  
Critical Issues ◽  
Two Phases ◽  
The University

In the recent policies issued by the European Commission (EC), which were reflected in the FP7 and Horizon 2020 (H2020) framework programs, Gender Equality Plans (GEPs) have been promoted as the main tool to achieve structural change for transforming institutions and, in particular, their rules, regulations, organizational processes, and cultures. The Horizon 2020 EQUAL-IST (Gender Equality Plans for Information Sciences and Technology Research Institutions) project supports six Universities across Europe (Italy, Lithuania, Germany, Ukraine, Finland, Portugal) to design and implement actions towards gender equality, with a specific focus on the ICT/IST area, through two phases of implementation. The paper presents the analysis of the experience of the EQUAL-IST GEP implementation at the University of Modena and Reggio Emilia in Italy. Particular attention will be devoted to analyze the encountered resistances and critical issues, highlighting the adjustments adopted during the second implementation phase to overcome them and to ensure sustainability of the main actions.

scholarly journals Cultural Adaptation of Erasmus Students in Latvia and Host University Responsibility

2017 ◽  
Vol 14 (2) ◽  
pp. 44-54 ◽  
Author(s):  
Velga Vevere ◽  
Consuelo Resentini ◽  
Marcos Garcia Alfaya ◽  
Angel Muniz Mejuto
Keyword(s):  
Cultural Adaptation ◽  
Student Mobility ◽  
Research Process ◽  
Social Adaptation ◽  
Exchange Students ◽  
Structured Interviews ◽  
Existing Problems ◽  
Critical Issues ◽  
Local Students ◽  
The University

AbstractInternationalisation of education and student mobility (incoming and outgoing) has become a significant factor in the sphere of higher education. These processes lead to interaction between local students and exchange students, as well as between exchange students and host universities. Being in the foreign country for a certain period (one or two semesters) requires some cultural and social adaptation that could or could not be problematic for various reasons. In order to maximise benefits for the exchange students and host universities, it is important to identify existing problems and to offer possible solutions. The aim of the current paper is to research the critical aspects of cultural adaptation process of ERASMUS students in Latvia. The international group that consists of a professor of the University College of Economics and Culture and three exchange students from Italy and Spain carried out the research. The empirical methods used were the following: a survey of ERASMUS students (non-probability purposive sampling) and semi-structured interviews with the host university ERASMUS coordinators. The data processing methods were the descriptive statistics as well as the thematic content analysis. On the basis of critical issues identified during the research process, the authors worked a set of practical solutions aimed at the host institutions.

Imaging of Al-Li-Cu alloys with a Scanning Ion Microprobe

1990 ◽  
Vol 48 (2) ◽  
pp. 314-315
Author(s):  
K.K. Soni ◽  
D.B. Williams ◽  
J.M. Chabala ◽  
R. Levi-Setti ◽  
D.E. Newbury
Keyword(s):  
Mass Spectrometry ◽  
Secondary Ion Mass Spectrometry ◽  
Equilibrium Phase ◽  
Icosahedral Symmetry ◽  
Ion Microprobe ◽  
X Ray ◽  
Cu Alloys ◽  
Two Phases ◽  
The University ◽  
Secondary Ion

In contrast to the inability of x-ray microanalysis to detect Li, secondary ion mass spectrometry (SIMS) generates a very strong Li+ signal. The latter’s potential was recently exploited by Williams et al. in the study of binary Al-Li alloys. The present study of Al-Li-Cu was done using the high resolution scanning ion microprobe (SIM) at the University of Chicago (UC). The UC SIM employs a 40 keV, ∼70 nm diameter Ga+ probe extracted from a liquid Ga source, which is scanned over areas smaller than 160×160 μm2 using a 512×512 raster. During this experiment, the sample was held at 2 × 10-8 torr.In the Al-Li-Cu system, two phases of major importance are T1 and T2, with nominal compositions of Al2LiCu and Al6Li3Cu respectively. In commercial alloys, T1 develops a plate-like structure with a thickness <∼2 nm and is therefore inaccessible to conventional microanalytical techniques. T2 is the equilibrium phase with apparent icosahedral symmetry and its presence is undesirable in industrial alloys.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

scholarly journals Future Healthcare Workers and Hepatitis B Vaccination: A New Generation

2021 ◽  
Vol 18 (15) ◽  
pp. 7783
Author(s):  
Andrea Trevisan ◽  
Paola Mason ◽  
Annamaria Nicolli ◽  
Stefano Maso ◽  
Marco Fonzo ◽  
...  
Keyword(s):  
Hepatitis B ◽  
Antibody Titer ◽  
Healthcare Workers ◽  
Lower Percentage ◽  
Hepatitis B Vaccination ◽  
High Morbidity ◽  
One Year ◽  
Mandatory Vaccination ◽  
University Of Padua ◽  
The University

Before the introduction of universal vaccination, hepatitis B caused high morbidity and mortality, especially among healthcare workers. In the present study, the immune status against hepatitis B was assessed in a cohort of 11,188 students of the degree courses of the School of Medicine of the University of Padua (Italy) who had been subjected to mandatory vaccination in childhood or adolescence and who will be future healthcare workers. The variables that influence the antibody response to vaccination are mainly the age at which the vaccine was administered and sex. If vaccination was administered before one year of age, there is a high probability (around 50%) of having an antibody titer lower than 10 IU/L compared to those vaccinated after one year of age (12.8%). The time between vaccine and analysis is not decisive. Furthermore, female sex, but only if vaccination was administered after one year of age, shows a significant (p = 0.0008) lower percentage of anti-HBs below 10 IU/L and a greater antibody titer (p < 0.0001). In conclusion, the differences related to the age of vaccination induce more doubts than answers. The only plausible hypothesis, in addition to the different immune responses (innate and adaptive), is the type of vaccine. This is not easy to verify because vaccination certificates rarely report it.

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