scholarly journals Reflexive self-assessment of competencies by teachers and bachelor-students

2021 ◽  
Vol 1 (118) ◽  
pp. 8-18
Author(s):  
Elena V. Karpova ◽  
◽  
Anna V. Nevzorova ◽  
Keyword(s):  
Student Teachers ◽  
Undergraduate Students ◽  
The Self ◽  
Professional Competencies ◽  
Learning Activity ◽  
Professional Activity ◽  
Self Assessment ◽  
Certification Procedure ◽  
Poorly Differentiated ◽  
Assessment Of Competencies

The article presents theoretical and empirical materials devoted to the urgent problem of justification and implementation of the competence approach in pedagogical education. The most important component of the methodology of the competence approach is a reasonable assessment of the degree of formation of the main competencies of professional activity, including pedagogical activity. In addition, the assessment of competencies is also an important component of the teacher certification procedure. Of particular importance in this case there is the self-assessment of competencies: the teacher’s idea of the extent to which he has formed certain competencies. The study of this issue is relevant, first of all, in practical terms. The article presents and interprets the results of a comparative study of reflexive self-assessment of competencies by bachelor-students and teachers. The analysis of modern foreign and domestic approaches to the assessment and selfassessment of professional competencies is given, and their differences are characterized. It is shown, in particular, that individual aspects of pedagogical activity are mainly evaluated abroad, there is no integral characteristic of the teacher’s work, and the criteria for evaluating competencies are not clearly defined. Russian education is characterized by a comprehensive and multi-stage assessment of the teacher’s activity, taking into account the indicators of self-assessment of professional achievements and self-assessment of the formation of professional competencies. An empirical study has established that the self-assessment of competencies by both students and teachers is on average and below average levels. In addition, there is a very pronounced similarity in the self-assessment of competencies by third- and fourthyear undergraduate students. So, they both overestimate the competence in providing the information basis of teaching and competence of area of personal qualities and also have a low opinion of the competence of motivating learners to undertake learning activity. A new scientific fact was obtained and interpreted, which is that, contrary to the traditional opinion: not only students, but also professional teachers have a poorly differentiated view of the structure of their activity. As a result, their self-assessment of the degree of formation of the activity components and, accordingly, the main competencies of pedagogical activity is also poorly differentiated, generalized and in some cases syncretic. Therefore, an important direction for improving the training of student-teachers is the formation of correct and complete ideas about the psychological content and structural organization of their professional activity, as well as its main components.

scholarly journals Construcción colaborativa de una e-rúbrica para la autoevaluación formativa en estudios universitarios de pedagogía

2015 ◽  
Vol 13 (1) ◽  
pp. 319 ◽  
Author(s):  
Vanesa María Gámiz Sánchez ◽  
Norma Torres Hernández ◽  
María Jesús Gallego Arrufat
Keyword(s):  
Undergraduate Students ◽  
Learning Processes ◽  
The Self ◽  
Self Assessment ◽  
Collaborative Process ◽  
Education Professionals ◽  
Innovative Strategies ◽  
Final Questionnaire ◽  
The Subject

<p>Este artículo presenta un estudio sobre la construcción de e-rúbricas para la autoevaluación. Las rúbricas, como instrumento de autoevaluación, permiten la reflexión, aportan al estudiante una mayor implicación en su aprendizaje y un mayor grado de conciencia de sus propios logros. En este caso, se logró la colaboración del estudiante desde el mismo momento del diseño y creación de la rúbrica a través de un proceso de construcción colaborativa donde participaron estudiantes y profesorado. La investigación1 se realizó con estudiantes del grado de Pedagogía de la Universidad de Granada que cursaron una materia optativa de tercer curso de la titulación. Se desarrolló en varias etapas sucesivas durante un cuatrimestre: la formación para el uso de rúbricas electrónicas, el diseño y construcción de las e-rúbricas, la utilización de las e-rúbricas elaboradas como instrumento de autoevaluación y la aplicación de un cuestionario a las estudiantes participantes para conocer sus opiniones y valoración sobre el uso de la e-rúbrica. Es importante considerar que cuando se evalúa con herramientas innovadoras es fundamental que los alumnos no sólo conozcan el instrumento, sino que se les forme e informe sobre el potencial e importancia que este tiene para la mejora de sus aprendizajes y, lo más importante, lo usen y lo incorporen a sus propias prácticas evaluadoras. Como resultado principal, las estudiantes destacaron la importancia de la rúbrica para guiar y reflexionar sobre su aprendizaje y su capacidad para predecir sus resultados en la asignatura.</p><p><strong>ABSTRACT</strong></p><p><strong>Building a collaborative e-rubric for educational self-assessment in degree of pedagogy.</strong></p><p>This paper is focused on the self-assessment trough e-rubrics. Rubrics as an instrument of self-assessment involve a process of reflection that can contribute to increase the involvement and awareness of their own achievements. Here we wanted to engage students from the design and creation of rubric through a collaborative process of building an e-rubric by the students and the teacher. In this study, undergraduate students of Pedagogy participated in an elective subject in their third year. It was developed in several stages in a semester: training for using e-rubrics, designing and construction of e-rubrics, using the e-rubric as a tool for self-assessment and filling a final questionnaire to collect their views. It’s important to consider that when we work with innovative strategies of assessment, students have to know not only the features of the instrument but also they have to know the influence to improve their learning processes and they have to achieve the ability to incorporate it to their own skills as education professionals. As main result, students highlighted the importance of rubrics to guide their learning processes and to reflect about it and the capacity of rubric to predict their performance in the subject.</p>

scholarly journals Student Teachers’ Sustainable Behavior

2021 ◽  
Vol 11 (12) ◽  
pp. 789
Author(s):  
Nena Vukelić ◽  
Nena Rončević
Keyword(s):  
Student Teachers ◽  
Well Being ◽  
The Self ◽  
Behavior Model ◽  
Psychological Benefits ◽  
Self Assessment ◽  
Sustainable Lifestyle ◽  
Personal Variables ◽  
Sustainable Behavior ◽  
Desirable Behavior

This study contributes to the understanding of student teachers’ sustainable behaviors. (Future) teachers are perceived as models of social learning as they model desirable behavior, attitudes, values, and emotions while living and demonstrating a pro-sustainable lifestyle. Therefore, it is essential to understand which personal variables, aptitudes, and psychological benefits predispose them towards a pro-sustainable lifestyle. This study’s intent was to consider components that can affect sustainable actions such as psychological tendencies (e.g., attitudes, motives, beliefs, values, norms) and consequences (e.g., well-being or happiness) associated with sustainable actions. This study’s main objective was to test the sustainable behavior model on a sample of student teachers. A total of 496 student teachers participated in the study. The results analyzed by SEM indicate that student teachers’ sustainable behavior is directly predicted by their intention to act, which is both positively and significantly influenced by indignation and affinity towards diversity. Additionally, sustainable behaviors slightly (but statistically significantly) predict the self-assessment of happiness. These findings contribute to a better general understanding of sustainable behaviors’ antecedents and repercussion variables, especially within a student teacher population.

scholarly journals The structure of future dentists’ foreign language communicative competence

Osvitolohiya ◽  
2018 ◽  
pp. 157-163
Author(s):  
Yaroslava Kulbashna ◽  
Valeriia Zakharova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
The Self ◽  
Professional Activity ◽  
Self Assessment ◽  
Language Competence ◽  
Proper Understanding ◽  
Language Structure ◽  
Main Components ◽  
Selection Of

The article deals with the structure of future dentists’ foreign language competence based on the analysis of data from scientific sources on the problem of research and own pedagogical experience.In particular, its main components are distinguished as gnosiological, activity and reflexive ones. Gnoseological component characterizes the system of knowledge in speech covering linguistic, deontological and socio-cultural constituents. The linguistic one is considered as knowledge of professional vocabulary, grammar and phonetics. Deontological part is described as the complex of knowledge, skills and moral as well as educational qualities for performing professional activity. Sociocultural constituent is defined as proper understanding of the culture of a foreign country.These constituents of gnoseological component are closely interconnected among each other. The second component of future dentists’ foreign language communicative competence is the activity one that reflects the ability to implement the acquired knowledge during practice. It consists of academic and foreign language communicative competences. The formation of foreign language communicative competence for future Dental Specialists is aimed at developing the skills of timely selection of appropriate professional terms, based not only on the content but also on the ability to grammatically correctly formulate sentences in practical speech and overcome the language barrier. In this way, the readiness of a specialist to use professional vocabulary in speech is realized. Therefore, it is expedient to introduce discursive and strategic components into the structure of the foreign language communicative competence.And the final component of foreign language structure is called reflexive element which involves the self-assessment of own achievements and the ability to increase their level.

scholarly journals THE SELF-ASSESSMENT INSTRUMENT IN PROJECT-BASED ASSIGNMENTS (A PIECE OF INSTRUMENTS ON ASSIGNMENT INSTRUMENT DEVELOPMENT RESEARCH)

2019 ◽  
Author(s):  
Tristan Rokhmawan ◽  
Lailatul Fitriyah
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Work Group ◽  
The Self ◽  
Assessment Instrument ◽  
Project Implementation ◽  
Oral Literature ◽  
Self Assessment ◽  
Performance Skills ◽  
The Subject

The self-assessment instrument in carrying out project-based lecturing assignments was developed to evaluate the performance and competence of students in working on project-based assignments. In this instrument the subject of the subject whose evaluation device was developed is the Folklore subject. This course is given to undergraduate students majoring in Indonesian or Indonesian Literature Education. Folklore subjects are courses that provide knowledge about folklore science, folklore types and their forms in society, folklore development and folklore science, and folklore research skills as a type of culture and literature that are spread by word of mouth (oral / traditional) in society; especially ancient culture and literature. In this lecture students get the final assignment in the form of a mini research project in the form of tracking various types of culture and oral literature in the community. As a form of evaluation of student performance in implementing the project, a set of instruments is needed that can measure the performance / skills and competencies of students in implementing projects both individually and in work groups. This form contains a series of statements that are useful as instruments of self-assessment of student performance while working on projects undertaken in the course. In order for this form to be used generally in other lectures, the author uses the code "X" as the type of subject intended in the assessment. The form consists of 152 items which are divided into 5 sections including: (1) Self-performance assessment, (2) Performance evaluation in preparation for project implementation, (3) Evaluation of project implementation performance, (4) Evaluation of project implementation evaluation, and (5 ) Assessment of the integrity of individuals in the work group. This instrument subsequently became a fragment of research product for developing project-based lecture task evaluation tools, as well as developing strategies and lecture models being carried out by both authors.

scholarly journals Psychologists’ motivational readiness to provide emergency psychological assistance in emergency situations

2021 ◽  
pp. 107-115
Author(s):  
L. V. Karapetyan ◽  
E. A. Redina
Keyword(s):  
The Self ◽  
Social Utility ◽  
Professional Activity ◽  
Extreme Conditions ◽  
Self Assessment ◽  
Component Structure ◽  
Emergency Situations ◽  
Motivational Readiness ◽  
Psychological Assistance ◽  
The Individual

Relevance. Working in extreme conditions requires from psychologists involved in the implementation of measures for emergency rescue and other urgent work, not only to change the usual working conditions, but also to work effectively to provide emergency psychological assistance (EPA) to victims. At the same time, the motives for their participation in such events are very variable, and differ not only in content, but also in the degree of expression, since not all specialists are ready for such a format of professional activity.Intention: To study the degree of motivational readiness of psychologists to provide emergency psychological assistance to victims, as well as to identify the features of the motivational sphere that determine the participation of specialists in this type of professional activity.Methodology. We examined 117 psychologists using a questionnaire on the self-assessment of the motivational readiness of psychologists to provide emergency psychological assistance and the assessment of the leading motives that stimulate participation in this type of professional activity. Standardized psychodiagnostic techniques were also used: “Test of life orientations” (adaptation by D.A. Leontiev), questionnaire “Motivation for success and fear of failure” (A.A. Rean), questionnaire for study motivation to achieve success and motivation to avoid failure (T. Ehlers), questionnaire “Diagnosis of the motivational structure of the individual” (V.E. Milman). Results and Discussion. The results of the self-assessment questionnaire on the motivational readiness of psychologists to provide emergency psychological assistance showed that, in general, psychologists positively assess themselves according to this criterion (6.4 ± 2.2 out of 10 possible points). 46 % of psychologists have a high level of its formation, 36.5 % – average, 17.5 % of psychologists – low. The motivational readiness of psychologists has a 4-component structure and is made up of professional, hedonistic and emotional motives, and motives of recognition. The use of standardized psychodiagnostic methods demonstrated that motivational readiness to provide emergency psychological assistance is associated with the desire to achieve success, the idea of oneself as a strong person who has freedom of choice and independently controls the events of one’s own life, the desire for a high social status, the focus on creative activity and social utility.Conclusion. The studied features of motivational readiness of psychologists can be used for differentiated training of psychologists to provide emergency psychological assistance, and also taken into account for selecting specialists of this profile to work in extreme conditions.

scholarly journals RESEARCHING SELF-ASSESSMENT OF STUDENT TEACHERS’ PEDAGOGICAL ACTIVITY IN THEORY AND PRACTICE

2015 ◽  
Vol 1 ◽  
pp. 140
Author(s):  
Evija Latkovska ◽  
Lūcija Rutka
Keyword(s):  
Student Teachers ◽  
Empirical Research ◽  
Professional Growth ◽  
Scientific Literature ◽  
Theoretical Concept ◽  
Theory And Practice ◽  
The Self ◽  
Effective Practice ◽  
Self Assessment ◽  
Criteria And Indicators

In professional growth of teachers, self-assessment of the pedagogical activity is a precondition for their effective practice therefore student teachers are encouraged to carry out self-assessment of the pedagogical activity already at the beginning of their studies. In order to make self-assessment of student teachers’ pedagogical activity more productive, it is important to find out a theoretical concept of self-assessment of student teachers’ pedagogical activity and to understand what impacts self-assessment of their pedagogical activity in practice. In the due course of the analysis of the scientific literature definition and functions of self-assessment of student teachers’ pedagogical activity, definition, functions, criteria and indicators of the self-assessment skill of student teachers’ pedagogical activity are formulated and as a result of the empirical research preconditions for successful self-assessment of student teachers’ pedagogical activity are revealed.

Shame and interpersonal sensitivity: Gender differences and the association between internalized shame coping strategies and interpersonal sensitivity

2018 ◽  
Vol 82 (2) ◽  
pp. 137-155 ◽  
Author(s):  
Markus B. T. Nyström ◽  
Emilie Kjellberg ◽  
Ulrica Heimdahl ◽  
Bert Jonsson
Keyword(s):  
Gender Differences ◽  
Gender Difference ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Interpersonal Sensitivity ◽  
The Self ◽  
Self Assessment ◽  
Internalized Shame ◽  
Highly Correlated ◽  
And Gender

The present study investigated gender differences in interpersonal sensitivity and internalized shame coping strategies in 252 undergraduate students. To measure interpersonal sensitivity and shame coping strategies, the self-assessment forms Interpersonal Sensitivity Measure and Compass of Shame Scale were used. The analyses revealed that compared to men, women display interpersonal sensitivity to a higher degree, and they use internalized shame coping strategies to a greater extent. The results also showed that interpersonal sensitivity is highly correlated with shame coping strategies. However, in contrast to earlier research, no gender difference was found, and gender did not significantly mediate the association between interpersonal sensitivity and internalized shame coping. These results could aid clinicians and researchers in promoting, designing, delivering, and evaluating treatments for patients with, for example, depression, anxiety, and interpersonal and/or relational problems.

scholarly journals Exploring self-assessments in university undergraduate students: how accurate are they?

2019 ◽  
Author(s):  
Hilda Mary Mulrooney
Keyword(s):  
Undergraduate Students ◽  
Thematic Analysis ◽  
Qualitative Data ◽  
The Self ◽  
Self Assessment ◽  
Qualitative And Quantitative ◽  
Self Assessments ◽  
University Undergraduate Students ◽  
Do So

Self-assessment, whereby students are actively engaged in assessing the quality of their work, has been shown to benefit them. It is not routinely carried out in all institutions. This pilot study aimed to explore the extent to which students chose to engage with self-assessment when invited to do so, and how accurate they were when they did. A short pilot tool including qualitative and quantitative elements, was circulated to students within a school of the largest faculty of Kingston University. Students completed the self-assessment and submitted it with their completed assignments. Actual grades achieved were compared with self-assessments. Qualitative data were analysed using basic thematic analysis. The highest average marks achieved were in the group who correctly self-assessed their work. More students incorrectly self-assessed than correctly assessed their work, and almost a third of students did not engage with the activity. Those who incorrectly over-assessed their work had average marks similar to those that did not engage with the activity, significantly lower than the average marks achieved by the incorrect under-assessors and the correct self-assessment groups. Correct self-assessing students were more specific about the skills they demonstrated and the support they used for their assignments.

scholarly journals Direcții de modernizare a autoevaluării și evaluării continue a rezultatelor elevilor.: De la tehnologia informatică la sisteme ICT.

2018 ◽  
Vol 5 (1-2) ◽  
pp. 74-88
Author(s):  
Aida Cornelia Stoian
Keyword(s):  
Secondary School Teachers ◽  
Positive Impact ◽  
The Self ◽  
Learning Activity ◽  
Continuous Assessment ◽  
Self Assessment ◽  
General Hypothesis ◽  
Digital Assessment ◽  
The Relationship

It requires major changes in the processes of self-assessment and continuous assessment of pupils’ achievements in order to meet the challenges of contemporary society. In this research study we presented the current approaches of the evaluative issue in its transition from the informatics technology to evaluative information systems and technology communication (ITC). When conducting the research, we have studied teachers’ references on the role of the ITC systems in pupils’ self-assessment, as well as the contribution of the automated continuous assessment to the improvement of pupils’ learning activity. The general hypothesis of the research project aimed to demonstrate that if secondary school teachers are aware of the role of the self-assessment ICT systems and of continuous digital assessment, then there is obtained their adherence for implementating and developing such systems of assessment. In order to study the relationship between research variables we applied a questionnaire, with teachers as target group. The conducted study has had a positive impact on the respondent teachers, who adhered to the proposed idea, being confident in the role of transition from the self-assessment of informatics refurbishment and continuous assessment of pupils’ achievement in implementing the ITC systems in the educational assessment.

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