ASSESS YOUR DESIGN – APPLICATION OF PEER AND SELF-ASSESSMENT METHODS IN GRAPHIC DESIGN TEACHING

Assessment is an integral part of teaching and learning in educational organizations that requires teachers to prepare tests in order to evaluate their learners’ performance. In language teaching contexts, traditional assessment often evaluates learners’ knowledge of previously learned language items. It is a mandatory process that determines the progress of language learners and the effectiveness of teaching/learning materials. This theoretical article reviews the literature on the notion of traditional assessment or static assessment which has certain shortcomings. Owing to the various drawbacks of static assessment, the review of related literature on the topic highlights and proposes alternative assessment methods, such as authentic assessment, dynamic assessment, peer assessment, and self-assessment. In contrast to traditional assessment, these different forms of alternative assessment share a common purpose that is to provide language learners with an opportunity to reflect on their strengths and weaknesses and set their future learning goals. The most common of the assessment methods that encourage learners' reflection were peer assessment and self-assessment which involve learners to assess their own progress as well as engage with peers in classrooms to give each other feedback on their language learning tasks assigned by teachers. The studies reviewed in this article illustrate that alternative assessment methods in the form of peer and self-assessment have a positive influence on the language learners' performance and their learning outcomes.

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Identifying Physical Education Teachers' Perceived Competence and Necessity Regarding Implementation of Alternative Assessment Methods and Their Frequency of Use

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v2i1.p74-80 ◽

2014 ◽

Vol 2 (1) ◽

pp. 74

Author(s):

Yurdagül Günal

Keyword(s):

Physical Education ◽

Alternative Assessment ◽

Concept Maps ◽

Peer Assessment ◽

Perceived Competence ◽

Arithmetic Mean ◽

Assessment Methods ◽

Physical Education Teachers ◽

Self Assessment ◽

Group Assessment

This study aimed at finding out secondary school physical education teachers' overall perception and perceived competence regarding implementing of alternative assessment methods along with frequency of using them. Study participants were comprised of 142 physical education teachers from state schools in Trabzon province during the 2012-2013 education–instruction year. "Teacher Competency" questionnaire developed by Bano?lu (2008) was used. The five-item scale is comprised of four parts. Part one includes demographic data about participants, part two is about "teachers' overall perceptions regarding implementation of alternative assessment methods" (not necessary-quite necessary), part three includes "teachers' perceived competence regarding alternative assessment methods" (unsatisfactory-very satisfactory), and the last part is about "frequency of teachers' using alternative assessment methods (neverquite often)". Data analysis was done at significance level of 0.05 by using "SPSS for WINDOVS 20". in data analysis, frequency, percentage and arithmetic mean were calculated from participants' responses in all of the three parts. Arithmetic mean range was calculated with the logic of 5 columns and 4 ranges. Value of each range was found as 4/5=0,8. Arithmetic mean for teachers' overall perceptions regarding using of alternative assessment methods was found as X= 3.17. According to teachers, alternative assessment methods are moderately necessary as seen from range values obtained from the questionnaire. Portfolio (x=26.1) was found to be the leading alternative assessment method teachers consider not necessary. It was followed by(x=20.4) concept maps. As for the methods considered rarely necessary; performance task (x=17.6) and peer assessment (x=12.7) were found. Under moderately necessary methods, project (x=22.5) and group assessment (x=26.1) were found. Check list (x=49.3) and self assessment (x=43) were listed as necessary methods. Lastly, quite necessary methods were reported as rubric (x=21.1) and check lists (x=14.8). It was understood that mostly teachers regard themselves competent about alternative assessment methods (x=3.53). They find themselves incompetent mainly in relation with concept maps (3.16) and portfolios (x=3.30). The teachers regard themselves competent about check lists, rubric, project, performance tasks, peer assessment, self assessment and group assessment (3.42-4.22). The study revealed that teachers mostly use alternative assessment methods at moderate level (x=3.06). Performance task was found the most frequently used method (x=3.41). It could be inferred from range degrees in questionnaires that according to overall mean of frequency of teachers' using alternative assessment methods (x=3.06), the frequency is low (2,62-3.41). Thus, it could be suggested "frequency of teachers' using alternative assessment methods is mostly not at desired level".

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A survey on sleep assessment methods

PeerJ ◽

10.7717/peerj.4849 ◽

2018 ◽

Vol 6 ◽

pp. e4849 ◽

Cited By ~ 57

Author(s):

Vanessa Ibáñez ◽

Josep Silva ◽

Omar Cauli

Keyword(s):

Literature Review ◽

Validation Studies ◽

Assessment Methods ◽

Detection Methods ◽

Sleep Diary ◽

Self Assessment ◽

Sleep Assessment ◽

Contact Devices ◽

Patient’S Perception ◽

Sleep Questionnaires

Purpose A literature review is presented that aims to summarize and compare current methods to evaluate sleep. Methods Current sleep assessment methods have been classified according to different criteria; e.g., objective (polysomnography, actigraphy…) vs. subjective (sleep questionnaires, diaries…), contact vs. contactless devices, and need for medical assistance vs. self-assessment. A comparison of validation studies is carried out for each method, identifying their sensitivity and specificity reported in the literature. Finally, the state of the market has also been reviewed with respect to customers’ opinions about current sleep apps. Results A taxonomy that classifies the sleep detection methods. A description of each method that includes the tendencies of their underlying technologies analyzed in accordance with the literature. A comparison in terms of precision of existing validation studies and reports. Discussion In order of accuracy, sleep detection methods may be arranged as follows: Questionnaire < Sleep diary < Contactless devices < Contact devices < Polysomnography A literature review suggests that current subjective methods present a sensitivity between 73% and 97.7%, while their specificity ranges in the interval 50%–96%. Objective methods such as actigraphy present a sensibility higher than 90%. However, their specificity is low compared to their sensitivity, being one of the limitations of such technology. Moreover, there are other factors, such as the patient’s perception of her or his sleep, that can be provided only by subjective methods. Therefore, sleep detection methods should be combined to produce a synergy between objective and subjective methods. The review of the market indicates the most valued sleep apps, but it also identifies problems and gaps, e.g., many hardware devices have not been validated and (especially software apps) should be studied before their clinical use.

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Collaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program Development

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotlrcacea.2021.1.14207 ◽

2021 ◽

Vol 12 (1) ◽

Author(s):

Ellen L. Flournoy ◽

Lauren C. Bauman

Keyword(s):

Student Learning ◽

Assessment Methods ◽

Assessment Process ◽

Self Assessment ◽

Complex Needs ◽

Traditional Assessment ◽

Collaborative Assessment ◽

Traditional Program ◽

Current Assessment ◽

Improve Student Learning

As program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment—neither of their own learning nor of institutional or program efficacy. Our assessment process presents an alternative to traditional program-level assessment and is meant to improve student learning in two ways: (1) by asking students to reflect on their achievement of learning outcomes using evidence-based methods; (2) by providing assessment practitioners with authentic, contextualized data on which to make claims about curricula. This collaborative assessment process was designed to address the complex needs of a cross-curricular rhetoric program but responds to many general concerns about traditional assessment methods.

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ANALYSIS OF STUDENT KNOWLEDGE EVALUATION APPLYING SELF-ASSESSMENT METHODOLOGY: CRITERIA, PROBLEMS AND RESULTS

Mokslas - Lietuvos ateitis ◽

10.3846/mla.2010.034 ◽

2010 ◽

Vol 2 (2) ◽

pp. 49-54

Author(s):

Agnė Matuliauskaitė ◽

Edmundas Žvirblis

Keyword(s):

Traditional Knowledge ◽

Assessment Methods ◽

Assessment Criteria ◽

Assessment Methodology ◽

Assessment Data ◽

Self Assessment ◽

Student Knowledge ◽

Assessment Problems ◽

Knowledge Evaluation ◽

Number Of Authors

The article analyses research done by a number of authors on problems related to knowledge evaluation based on self-assessment. Self-assessment problems, self-assessment criteria, self-assessment methods, and integration of self-assessment data into the final results are considered in the article. This analysis of the researches is an attempt to reveal whether self-assessment corresponds to traditional knowledge evaluation and what kind of problems occur during such evaluation.

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Design Guidelines for Self-Assessment Support for Adult Academic Distance Learning

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch035 ◽

2014 ◽

pp. 625-654

Author(s):

Maria Menendez Blanco ◽

Gerrit C. van der Veer ◽

Laura Benvenuti ◽

Paul A. Kirschner

Keyword(s):

Distance Learning ◽

Literature Review ◽

The Netherlands ◽

Conceptual Framework ◽

Learning Environments ◽

Design Guidelines ◽

Assessment Methods ◽

The Self ◽

Self Assessment ◽

Actual Application

This contribution focuses on adult distance learning. Based on experiences at the Open University of the Netherlands we investigate specific problems that our students have with self-assessment and metacognition while studying. Starting from a literature review and complementing this with available student data from our teaching research center, we developed a conceptual framework that was iteratively adjusted and assessed by a questionnaire study and interviews. This allowed us to develop design guidelines for self-assessment support in distance learning environments. These guidelines were reviewed by experts. The input from the experts was used to modify the guidelines and iterate until they were considered complete. Tangible designs (i.e., mock-ups) for each of the self-assessment methods were proposed. These tangible designs were prototyped for later evaluation. Finally, we provide our conclusions and propose recommendations for actual application and systematic design.

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