scholarly journals CONSTRUCTING TEACHER’S SELF-ASSESSMENT OF RAPPORT BUILDING IN EFL CLASSROOM

2017 ◽  
Vol 9 (2) ◽  
pp. 89 ◽  
Author(s):  
Muhamad Nova
Keyword(s):  
Design Research ◽  
High Reliability ◽  
Classroom Interaction ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Self Monitoring ◽  
Efl Teachers ◽  
Rapport Building ◽  
Positive Social Interaction ◽  
Building Rapport

A good education is not only about academics, but also the positive social interaction in classroom. Therefore, there is a need to build rapport in classroom interaction. In building rapport, EFL teachers need to conduct several activities, and through self-assessment, teachers can monitor and evaluate their own teaching for professional development. However, self-assessment instrument for building rapport has not been developed yet by any researchers. To fill the needs, this study is established to construct a self-assessment for teacher in building rapport in EFL classroom. By applying design research from a curriculum perspective, the results revealed a self-assessment instrument of maintaining rapport for EFL teacher. The Cronbach’s alpha coefficient (α = .928) of this instrument indicated high reliability and the instrument can be considered a reliable instrument to be used for the study sample. EFL teachers can do self-monitoring and self-evaluation on their rapport building in classroom interaction. Additionally, further research in investigating the effect of using this instrument in assessing teacher’s quality is required.

scholarly journals Validation of self-assessment instrument for the Patient Safety Center

2019 ◽  
Vol 72 (suppl 1) ◽  
pp. 259-265
Author(s):  
Renata Soares de Macedo ◽  
Elena Bohomol
Keyword(s):  
Patient Safety ◽  
Content Validity ◽  
High Reliability ◽  
Assessment Instrument ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Self Assessment ◽  
Cronbach's Alpha ◽  
Health Institutions ◽  
General Instrument

ABSTRACT Objective: To develop and validate an instrument for the self-assessment of the Patient Safety Centers in health care institutions. Method: Non-experimental methodological study. Divided in the following stages: literature review and construction of the preliminary instrument; content validation by nine professionals with experience in Quality Management and patient safety, who contributed to the adequacy of the items in terms of clarity and relevance; finally, 12 PSC coordinators, which conducted the reliability validation of the final instrument, using Cronbach's Alpha. Results: The instrument presented content validity regarding clarity and relevance, evidenced by an agreement level greater than 70%. The internal consistency presented high reliability, with a Cronbach's alpha of 0.857 for the general instrument, 0.825 for the domain Structure, and 0.809 for the domain Process. Conclusion: The instrument presented evidence of content validity and reliability for self-assessment, implementation and evaluation of the PSC in health institutions.

scholarly journals Teachers’ Self-Assessment of Their Teaching Effectiveness at Higher Secondary Level in Pakistan: A Case Study

2019 ◽  
Author(s):  
Lubna Quddus ◽  
Mukhdoom Khalid ◽  
Muhammad Waris Ali Khan
Keyword(s):  
Teacher Evaluation ◽  
Teaching Effectiveness ◽  
Secondary Level ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Teaching Process ◽  
Self Monitoring ◽  
Professional Performance ◽  
Self Learning

Self-assessment is a process of continuous reflection, self-monitoring, and selfjudgment, to review an individual’s strengths and weaknesses and helps to discover areas which need improvement. It involves an individual’s learning from his experiences, by judging his personal, educational as well as his professional performance. Selfassessment enables teachers to get control over their progress. It can serve as one of the most influential tools for the measurement of teacher quality. The researcher of this study administered a questionnaire which consisted of two parts. Part one comprised of SITE II (Self-assessment Instrument for Teacher Evaluation II) on which teachers rated themselves, and part two was designed to explore teachers’ opinion about the effectiveness of self-assessment. The sample comprised of 107 teachers of higher secondary level. The basic motive of the researcher was to enhance learning through self-assessment to know if such self-assessment exercises may promote quality teaching in classrooms. It was found that the respondents viewed that self-assessment helps them understand their strengths and weaknesses. It establishes teachers’ involvement in self-learning, which can serve as a sound basis in the teaching process. By doing self-assessment, teachers can re-consider as to how they are teaching in their classrooms.

Phenomenon of the Internet Immersion: Definition and Measurement

2021 ◽  
pp. 107-125
Author(s):  
L.A. Regush ◽  
◽  
A.V. Orlova ◽  
E.V. Alekseeva ◽  
O.R. Veretina ◽  
...  
Keyword(s):  
Convergent Validity ◽  
High Reliability ◽  
Diagnostic Methods ◽  
Internet Usage ◽  
Actual State ◽  
Time Range ◽  
The Internet ◽  
Digital Competence ◽  
Self Assessment ◽  
Internet Environment

The purpose of the study was to justify the essence of the “Internet immersion” phenomenon and to create a standardized method for its measurement. A comparative analysis of approaches to human behavior on the Internet environment and existing diagnostic methods has revealed a significant variety of categories and definitions used. At the same time, there is no definition that: first, characterizes the degree and quality of user's Internet activity; second, is free from negative and clinical connotations; and, third, describes a wider time range of Internet usage than the actual state of immersion. The authors substantiate the possibility of studying the phenomenon of the Internet immersion through the category of disposition. It consists of the readiness to use technical means and informational resources of the Internet to solve problems in various types of activities and communication. The authors identify traditional components in the structure of the Internet immersion phenomenon. These are, first of all, a cognitive component, represented by digital competence self-assessment; then, an affective component, represented by motivation and emotional and value-based attitude towards the Internet; and a behavioral component, represented by the amount of digital consumption. Based on this definition, it was possible to construct a compact 9-block “Index of the Internet immersion” questionnaire. Its standardization was conducted on the sample of 712 adolescents, aged from 11 to 17. Using the factor analysis, the structure of the questionnaire was identified. The first factor includes questions that relate to the time spent on the Internet and signs of dependence on it. The second factor includes questions that reveal the activity component and emotional attitude to the Internet. The third factor includes questions about experience and self-assessment of digital competence. The advantage of the “Index of the Internet immersion” questionnaire is a fairly high reliability for internal consistency of scales throughout the questionnaire. We also confirmed the sufficient convergent validity of the “Internet environment immersion Index” method with the “Scale of Problematic Internet Usage” by A.A. Gerasimova, A.B. Kholmogorova (adapted version of Generalized Problematic Internet Use Scale (GPIUS) by S. Caplan) and the Internet Addiction Test (IAT, K. Young), modified by V. A. Loskutova. This indicates its validity as an independent tool that does not duplicate other tools for semantically similar phenomena measurement. In the conditions of forced self-isolation that have developed in our country, the method of the Internet immersion diagnostics as an adequate and theoretically justified tool will allow us to study changes in the emotional state and behavior of teenagers on the Internet.

scholarly journals Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

2018 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Malte Gregorzewski ◽  
Michael Schratz ◽  
Christian Wiesner
Keyword(s):  
Professional Development ◽  
Lived Experience ◽  
School Leadership ◽  
Assessment Tool ◽  
Educational Leaders ◽  
Assessment Instrument ◽  
Leadership Academy ◽  
Self Assessment ◽  
Transformative Power ◽  
Personal Mastery

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

Session 1: Introduction to Treatment and Rapport Building

2012 ◽  
pp. 29-34
Author(s):  
R. Lindsey Bergman
Keyword(s):  
Rapport Building ◽  
Therapy Room ◽  
Reward Program ◽  
Building Rapport ◽  
First Session

Chapter 3 presents a guide for the first session of the treatment, and considers the child's comfort in the therapy room, goals and rationale for treatment, the reward program, building rapport and homework assignments.

The Use of Behavioural Self-Control as a Teaching Tool

1985 ◽  
Vol 9 (2) ◽  
pp. 24-27
Author(s):  
Diana Roe ◽  
Sandi Plummer
Keyword(s):  
Case Studies ◽  
Behaviour Change ◽  
Self Control ◽  
Teaching Tool ◽  
Use Of Self ◽  
Self Assessment ◽  
Self Monitoring ◽  
Control Techniques ◽  
Children’S Behaviour ◽  
Special Children

AbstractThis paper examines the use of self-control techniques as a teaching tool to change children’s behaviour, and to generalize that behaviour change to other settings. Four case studies are presented to illustrate the use of self-assessment, using the child’s own criteria for rating behaviour, self-modelling with videotapes of the child in the classroom, and self-monitoring using a wrist counter. It is concluded that self-control techniques can be a valuable way of teaching special children to discriminate and evaluate how they are behaving.

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