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.

scholarly journals Exploring the Use of Rubrics as a Self Assessment Tool for Pre-service Teachers

2020 ◽  
Vol 10 (10) ◽  
pp. 781-786
Author(s):  
Somyata Gupta ◽  
◽  
Sangeeta Chauhan
Keyword(s):  
Assessment Tool ◽  
Education Institution ◽  
Assessment Tools ◽  
Independent Learning ◽  
Self Assessment ◽  
English Writing ◽  
Writing Class ◽  
Teacher Education Institution ◽  
Teaching Learning ◽  
Pre Service Teacher

Evaluating students constructively through a host of self-assessment tools can help create engaged and committed learners which are a requisite for the current educational scenario. This study was attempted in an English writing class at a Pre-Service Teacher Education Institution in India to deconstruct the significance of rubrics as a self-assessment tool leading to the attainment of better learning experiences. For an empirical investigation of relationships between variables, the authors designed a Rubric Table, collected data using a Questionnaire and conducted a statistical analysis of the responses recorded. Preliminary findings suggested that students believed the process of teaching-learning to be more empowering and structured as rubrics not only enhance student learning but also involve the elimination of failure by asserting that every learner can succeed. Rubrics, thus are a functional tool that offer room for reflection and self-independent learning.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

Leitura crítica: Por uma escola que se posiciona

2020 ◽  
Author(s):  
Richard Fernandes de Oliveira ◽  
Iran Ferreira de Melo
Keyword(s):  
Sexual Violence ◽  
Language Teaching ◽  
Gender And Sexuality ◽  
Learning Assessment ◽  
Critical Reading ◽  
Reading Practices ◽  
Self Assessment ◽  
Educational Vision ◽  
The Media ◽  
Teaching Learning

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

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.

Comparison of Self-reported to Observational Agitation Scales

2017 ◽  
Vol 41 (S1) ◽  
pp. S151-S151
Author(s):  
L. Zun ◽  
L. Downey
Keyword(s):  
Psychiatric Patients ◽  
Likert Scale ◽  
The Self ◽  
Assessment Tools ◽  
Self Assessment ◽  
Convenience Sample ◽  
Ed Visits ◽  
Competing Interest ◽  
A Prospective Study ◽  
Age Range

BackgroundIncreasingly, psychiatric patients are presenting to the emergency department (ED) with agitation. ED staff rarely, if ever, use scale to assess agitation or use any self-assessment tools to determine a patient's level of agitation.ObjectivesTo evaluate the relationship between a patient's self-reported level of agitation and other validated agitation assessment tools.MethodsThis is a prospective study using a convenience sample of patients presenting to the ED with a psychiatric complaint. This study was conducted in an urban, inner-city trauma level 1 center with 55,000 ED visits a year. After obtaining consent, a research fellow administered observational tools, PANSS-EC and ACES and BAM and Likert scale self assessment tools on arrival to the ED. SPSS version 24 was used. The study was IRB approved.ResultsA total of 139 patients were enrolled. The most common ED diagnoses were depression, schizophrenia, or bipolar. Majority of patients were African-American (59%), falling in the 25–44 year old age range (56%) 52% male. Self-reported agitation was rated as moderate to high in 72.4% of these patients on the Likert scale and 76.3% on the BAM. There was a significant correlation between the self-reported score versus the BAM (F = 11.2, P = 0.00). However, the self-reported scores were significantly different from the scores assessed by observational tools (P < 0.05).ConclusionsED providers should assess a patient's self-reported level of agitation because a patient could be feeling markedly agitated without expressing outward signs detected by observational tools.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals The relationship between apathy and impulsivity in large population samples

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Pierre Petitet ◽  
Jacqueline Scholl ◽  
Bahaaeddin Attaallah ◽  
Daniel Drew ◽  
Sanjay Manohar ◽  
...  
Keyword(s):  
Young Adults ◽  
Large Population ◽  
Assessment Tools ◽  
Self Assessment ◽  
Social And Emotional ◽  
Scale Scores ◽  
Recent Addition ◽  
The Relationship ◽  
Gathering Data ◽  
Neuropsychiatric Conditions

AbstractApathy and impulsivity are debilitating conditions associated with many neuropsychiatric conditions, and expressed to variable degrees in healthy people. While some theories suggest that they lie at different ends of a continuum, others suggest their possible co-existence. Surprisingly little is known, however, about their empirical association in the general population. Here, gathering data from six large studies ($$n = 3755$$ n = 3755 ), we investigated the relationship between measures of apathy and impulsivity in young adults. The questionnaires included commonly used self-assessment tools—Apathy Evaluation Scale, Barratt Impulsiveness Scale (BIS-11) and UPPS-P Scale—as well as a more recent addition, the Apathy Motivation Index (AMI). Remarkably, across datasets and assessment tools, global measures of apathy and impulsivity correlated positively. However, analysis of sub-scale scores revealed a more complex relationship. Although most dimensions correlated positively with one another, there were two important exceptions revealed using the AMI scale. Social apathy was mostly negatively correlated with impulsive behaviour, and emotional apathy was orthogonal to all other sub-domains. These results suggest that at a global level, apathy and impulsivity do not exist at distinct ends of a continuum. Instead, paradoxically, they most often co-exist in young adults. Processes underlying social and emotional apathy, however, appear to be different and dissociable from behavioural apathy and impulsivity.

Therapeutic Components of Digital Counseling for Chronic Heart Failure (CHF) (Preprint)

2021 ◽  
Author(s):  
Gabriel Camillo Fezza ◽  
Stephanie Sansone ◽  
Robert Nolan
Keyword(s):  
Heart Failure ◽  
Chronic Heart Failure ◽  
Kansas City ◽  
Task Force ◽  
Behavioral Therapy ◽  
Assessment Tools ◽  
Self Assessment ◽  
Counseling Interventions ◽  
Related Quality ◽  
Health Related

BACKGROUND Task force statements support the use of cognitive behavioral therapy (CBT) and motivational interviewing (MI) to promote self-care in patients with chronic heart failure (CHF). Digital counseling interventions have the potential to complement conventional programs. However, therapeutic components of digital programs that are associated with improved outcomes are not clearly established. OBJECTIVE Identify therapeutic components of the Canadian e-Platform to Promote Behavioral Self-Management in Chronic Heart Failure (CHF-CePPORT) protocol that were associated with improved health-related quality of life (HRQL). METHODS Ordinal logistic regression was used to identify the therapeutic components of the CHF-CePPORT protocol. The primary outcome was the 12-month Kansas City Cardiomyopathy Questionnaire: Overall Summary (KCCQ-OS) tertile. Logistic regressions determined the association between 12-month KCCQ-OS tertile, using logon hours for key segments of the protocol, modality of content delivery, and clinical themes. RESULTS Patients (n = 117) in this study were enrolled in the e-Counseling arm of the CHF-CePPORT trial. Median age was 60 years (IQR 52-69). Total logon hours in the initial 4-month segment of CHF-CePPORT (Sessions 1-16) was associated with increased 12-month KCCQ-OS tertile (Odds Ratio, OR = 1.31, 95% CI, 1.1-1.5, P = 0.001). Within sessions 1-16, improved KCCQ-OS was associated with logon hours for self-assessment tools/trackers (OR = 1.49, 95% CI, 1.1-2.0, P = 0.007), and videos (OR = 1.57, 95% CI, 1.03-2.4, P = 0.04), but not for CHF information pages. CONCLUSIONS This study highlights the importance of using evidence-based guidelines from CBT and MI as core components of digital counseling, delivered through videos and interactive tools/trackers, to improve HRQL with CHF. CLINICALTRIAL CHF-CePPORT Trial ClinicalTrials.gov NCT01864369

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

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