A Comparison of Self-Assessment and Peer Assessment of Leadership Skills

NASPA Journal ◽  
2001 ◽  
Vol 38 (3) ◽  
Author(s):  
Cathryn G. Turrentine
Keyword(s):  
Leadership Practices ◽  
Peer Assessment ◽  
Leadership Skills ◽  
Self Assessment ◽  
Self Reports ◽  
Self Assessments ◽  
Peer Reports

Members of a residential leadership community reported whether they had practiced specific leadership skills in the preceding semester and, if so, how well they believed they had performed on that skill. Results were compared with the responses of peer observers. Self-reports of leadership practices were confirmed by peer reports in 72% of cases. Self-assessments of the quality of performance were confirmed by peer assessments in 83% of cases.

Development and implementation of a structured leadership programme for junior doctors

BMJ Leader ◽  
2020 ◽  
pp. leader-2020-000281
Author(s):  
Anum Pervez ◽  
Aaisha Saqib ◽  
Sarah Hare
Keyword(s):  
Leadership Skills ◽  
District General Hospital ◽  
Training Programme ◽  
Junior Doctors ◽  
Leadership Roles ◽  
Self Assessment ◽  
Leadership And Management ◽  
Business Cases ◽  
Do So

IntroductionHealthcare performance and quality of care have been shown to improve when clinicians actively participate in leadership roles. However, the training for junior doctors in leadership and management is either not formally provided or requires out of programme training. In this article, we discuss how we devised a leadership training programme for junior doctors at our district general hospital and reflections on how it can be implemented elsewhere.MethodsA junior doctors leadership programme was developed involving workshops and guidance through delivery of quality improvement projects. A precourse and postcourse questionnaire assessing preparedness to lead was given to trainees to assess the effectiveness of the course.ResultsUsing a Likert Scale, trainees provided quantitative self-assessment for precourse and postcourse changes in their leadership skills. There was an overall increase in confidence across key areas such as communication, preparing business cases and understating hierarchies of management teams.DiscussionThe structure of this leadership programme has provided the opportunity to address gaps in leadership skills that trainees encounter, without the need to extend training. This programme is easily reproducible and offers other trusts a guide on how to do so.

scholarly journals Self-assessment of football referees on their educational influence on children aged 9–12 during a sports competition

2021 ◽  
Vol 93 (1) ◽  
pp. 38-48
Author(s):  
Katarzyna Płoszaj ◽  
Wiesław Firek
Keyword(s):  
Emotional Support ◽  
Instructional Support ◽  
Self Assessment ◽  
Psychological Issues ◽  
Self Assessments ◽  
Educational Interactions ◽  
Educational Potential ◽  
Educational Influence

Abstract Proper use of the educational potential of sports depends on the entities organizing children’s sports competitions (coaches, parents, referees). Particularly important is their awareness of the purposefulness and legitimacy of actions taken. Numerous studies have been devoted to the role of the coach and parents in providing children and young people with positive sporting experiences. In contrast, the referee has often been overlooked. The behavior of the referees during the match is also important for young players. Assuming that referee-player interactions have a major contribution to educational influence, the purpose of this study was to explore the opinions of soccer referees refereeing matches of children aged 9 to 12 years about their interactions with players in terms of emotional support, game organization, and instructional support. It was also decided to verify whether referees’ self-assessment of their educational function is influenced by experience. The research was conducted among 116 referees licensed by Mazovian Football Association who referee matches of children aged 9–12 years (Orliki and Młodziki categories) in the Masovian Voivodeship in Poland. To assess the referee-players educational interaction, a questionnaire survey was developed. These interactions are present in three domains: emotional support, game organization and instructional support. The results showed significant differences between referees’ self-assessments in the three domains. Referees rated their educational interactions with players higher in the domain of emotional support than the instructional support. Moreover, the results indicated that there was no differences in the referees’ self-assessment between the groups distinguished by more experienced in the domains of emotional support and game organization, while less experienced referees rated the quality of their educational interactions in the instructional support domain higher than those more experienced. The main conclusion of the research is the postulate to introduce pedagogical and psychological issues into the referee training.

scholarly journals An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education

2016 ◽  
Vol 6 (1) ◽  
pp. 136 ◽  
Author(s):  
Didem Kilic
Keyword(s):  
Teacher Education ◽  
Teaching Method ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Self Assessment ◽  
Assessment Scores ◽  
Self Assessments ◽  
Teacher Assessments ◽  
Training Programmes

This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.

scholarly journals Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and its Effects on Student Performance

2022 ◽  
Vol 11 (2) ◽  
pp. 663-680
Author(s):  
Sandra Zulliger ◽  
Alois Buholzer ◽  
Merle Ruelmann
Keyword(s):  
Student Performance ◽  
Mathematics Teaching ◽  
Performance Test ◽  
Peer Assessment ◽  
Experimental Studies ◽  
Real Life ◽  
General Effect ◽  
Everyday Mathematics ◽  
Self Assessment

<p style="text-align: justify;">The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.</p>

scholarly journals PENTINGNYA RUBRIK PENILAIAN DALAM PENGUKURAN KEJUJURAN PESERTA DIDIK

2021 ◽  
Vol 19 (1) ◽  
pp. 161
Author(s):  
Suwarno Suwarno ◽  
Candra Aeni
Keyword(s):  
High School ◽  
Rating Scale ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Social Attitude ◽  
Expected Performance ◽  
Competency Based

<p><strong>Abstrak</strong></p><p>Pengembangan Kurikulum 2013 berbasis kompetensi diharapkan dapat meningkatkan kualitas peserta didik. Penilaian bertujuan untuk menilai perilaku peserta didik di dalam maupun di luar pembelajaran. Tujuan penulisan artikel untuk menguraikan pentingnya rubrik penilaian dalam pengukuran kejujuran peserta didik di SMA. Apabila efektivitas pengajaran kejujuran dapat dilakukan, maka akan menjadi landasan yang kuat untuk bangsa. Kejujuran merupakan salah satu sikap sosial. Penilaian kejujuran dapat dilakukan menggunakan observasi, penilaian diri, penilaian teman sejawat, serta jurnal. Instrumen yang digunakan pada jurnal berupa catatan pendidik. Sedangkan untuk observasi, penilaian diri, dan penilaian antarpeserta didik menggunakan instrumen berupa daftar cek atau skala penilaian yang disertai rubrik. Rubrik adalah alat penilaian yang memiliki deskripsi kinerja yang diharapkan setiap kriteria untuk mencapai nilai tertentu. Rubrik bisa analitik, holistik maupun keduanya yang dikombinasikan. Rubrik bermanfaat bagi peserta didik dan juga pendidik.</p><p> </p><p><strong><em>Abstract</em></strong></p><p><em>Competency-based 2013 curriculum development hopes to improve the quality of students, The assessment aims to assess the behavior of students inside and outside of learning. The purpose of this article was to describe the importance of assessment rubrics in measuring the honesty of students in high school. If the effectiveness of teaching honesty can be carried out, it will create a strong foundation for the nation. Honesty is a social attitude. Assessment of honesty can be done using observation, self-assessment, peer assessment, and journals. The instrument used in the journal was in the form of educator notes. As for observation, self-assessment, and assessment among students using instruments in the form of a checklist or rating scale accompanied by a rubric. A rubric is an assessment tool that has a description of the expected performance of each criterion to achieve a certain value. Rubrics can be analytical, holistic, or both. A rubric is useful for students and educators.</em></p>

scholarly journals A pleasant experience of peer evaluation in statistical education

2019 ◽  
Vol 7 (1) ◽  
pp. 34-35
Author(s):  
Sigrún Helga Lund
Keyword(s):  
Statistics Education ◽  
Peer Assessment ◽  
Peer Evaluation ◽  
Practical Training ◽  
Self Assessment ◽  
Statistical Education ◽  
The Mean ◽  
Statistical Results ◽  
Pleasant Experience

In recent years there have been major changes in the structure of statistics education at the Faculty of Medicine. A major factor in this change is the increased importance of practical projects evaluated by peer evaluation. In this discussion, I describe my experience of applying peer evaluation in teaching and show results of comparison of peer evaluation and self-assessment on the same projects. The mean score of peer evaluation was 9.1, but the mean score of self-assessment 9.4. Students with lower grades had higher tendency to overestimate their own ability than students with higher grades. Peer evaluation has led to increased quality of assignments and provides students with useful practical training in presentation and interpretation of statistical results. Peer-assessment has been a pleasant experience for both students and teachers.

scholarly journals KENDALA GURU DALAM PENYELENGGARAAN PENILAIAN SIKAP

2018 ◽  
Vol 2 (2) ◽  
pp. 69
Author(s):  
I. K. Sudiana ◽  
I. D. K. Sastrawidana ◽  
N. P. S. Antari
Keyword(s):  
Peer Assessment ◽  
Phenomenological Approach ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Chemistry Teachers ◽  
Implementation Evaluation ◽  
Monitoring Process ◽  
Chemistry Learning ◽  
Self Assessments ◽  
Data Validity

AbstrakPenelitian ini bertujuan untuk mengetahui penilaian sikap sebagai dampak pengiring pembelajaran kimia. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi. Subjek dalam penelitian ini adalah guru kimia. Aktivitas dalam penelitian ini yaitu penilaian sikap yang dilaksanakan oleh guru meliputi aspek perencanaan, pelaksanaan, penilaian, dan pengawasan. Metode pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, dan studi dokumen. Data penelitian ini dianalisis menggunakan teknik kualitatif deskriptif. Teknik pemeriksaan keabsahan data dalam penelitian ini adalah menggunakan dua teknik triangulasi yaitu triangulasi sumber dan metode. Hasil penelitian ini menunjukkan bahwa, (1) guru kimia menyusun perencanaan penilaian sikap dengan mencantumkan semua sikap spiritual dan sikap sosial, serta merencanakan penilaian observasi, penilaian diri, dan penilaian antarteman. Namun mengalami hambatan dalam pelaksanaan sehingga tidak semua perencanaan penilaian sikap dapat dilakukan, (2) pada pelaksanaan guru melaksanakan pembelajaran tidak langsung yang berdampak pada pembentukan karakter siswa yang dilakukan dengan keteladanan, nilai karakter yang dimunculkan yaitu religius, toleran, disiplin, jujur, kerjasama, tanggung jawab, percaya diri, dan santun sedangkan guru menilai sikap hanya empat aspek nilai karakter yaitu tanggung jawab, rasa ingin tahu, disiplin, dan jujur, (3) penilaian sikap yang dilaksanakan oleh guru hanya menggunakan penilaian observasi dengan jurnal sedangkan penilaian antarteman dan penilaian diri tidak dilakukan karena hasil penilaian antarteman dan penilaian diri tidak sesuai dengan penilaian observasi yang dilaksanakan oleh guru saat pembelajaran, (4) proses pengawasan yang dilakukan didapatkan bahwa guru kimia mengalami kesulitan melakukan penilaian sikap karena instrumen yang berubah- ubah, jumlah siswa yang banyak, dan karakter siswa yang berbeda-beda.Kata kunci: penilaian sikap, dampak pengiring, karakterAbstractThis study aims to determine the assessment of attitude as an impact of chemistry learning accompaniment. This research uses qualitative research with a phenomenological approach. The subjects in this study were chemistry teachers. Activities in this research are attitude assessment carried out by teachers including aspects of planning, implementation, evaluation, and supervision. Data collection methods used in this study were observation, interviews, and document studies. The data of this study were analyzed using descriptive qualitative techniques. The data validity checking technique in this research is to use two triangulation techniques, namely source and method triangulation. The results of this study indicate that, (1) the chemistry teacher prepares an attitude assessment plan by listing all spiritual attitudes and social attitudes, as well as planning observations, self-assessments, and interpersonal assessments. But experience obstacles in implementation so that not all attitude assessment planning can be done, (2) the implementation of the teacher implements indirect learning that impacts on the formation of student character which is done by example, the character values that appear are religious, tolerant, disciplined, honest, cooperation, responsibility, confidence, and courtesy while the teacher assesses the attitude of only four aspects of character values, namely responsibility, curiosity, discipline, and honesty, (3) the attitude assessment carried out by the teacher only uses observation observation with journals while interpersonal assessment and assessment self is not done because the results of peer assessment and self-assessment are not in accordance with the assessment of observations carried out by the teacher during learning, (4) the monitoring process carried out found that chemistry teachers had difficulty doing attitudes because of changing instruments, the large number of students, and character s different iswa.Keywords: attitude assessment, accompaniment impact, character

scholarly journals Capability development by educational technology

2021 ◽  
Author(s):  
Cedomir Gladovic
Keyword(s):  
Educational Technology ◽  
Peer Assessment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Learning Trajectories ◽  
Capability Development ◽  
Educational Values ◽  
Self Assessment ◽  
Evaluative Judgement

The capability to identify and make a judgement about the quality of own and work of others is known as evaluative judgement. Such capability is crucial for learners and their learning trajectories, allowing them to become job-ready graduates and life-long learners. The overall concept is newly named but existed in different forms and shapes in the literature. There is sporadic literature investigation of evaluative judgement development by educational technology. Self-assessment, peer-assessment and portfolios in the online learning environment bring various educational values and benefits. Each of these pedagogical activities can contribute to the development of evaluative judgement in an online environment enhanced by educational technology. The primary purpose of this paper is to expand the discussion about the development of evaluative judgement using educational technology. This paper provides some rationale for the inclusion of selected pedagogical activities in the curriculum and actively using them in student-centred education.

Enter the Feedback Loop

2019 ◽  
pp. 297-317
Author(s):  
Adam Patrick Bell
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Feedback Loop ◽  
Peer Assessment ◽  
Music Technology ◽  
Multiple Perspectives ◽  
Self Assessment ◽  
Definition Of ◽  
Meaningful Experiences

The core question that this chapter examines is how music technology in, for, and as music education should be assessed in teaching and learning contexts. Commencing with an explanation of the concept of the personal best in the context of running culture, it suggests that this approach to assessment, which incorporates self-assessment and peer-assessment, ought to be used in music education settings. The chapter then presents a rationale for delimiting the definition of “music technology” as a means of making music, before proceeding to discuss the theories of assessment that provide a framework for suggesting ways of realizing learners’ personal bests. The chapter argues that peer feedback and self-feedback are synergistic strands of the feedback loop that learners must enter to experience an authentic and complex learning environment, and that summative assessment can and should be a natural outgrowth of formative assessment. Ultimately, the aim of this approach is to construct a context in which learners of all levels and abilities can engage in meaningful experiences with music technology while providing a framework to evaluate the quality of the learning that has taken place from multiple perspectives. If teachers and learners commit to this iterative process of assessment as learning, one in which they start but do not stop, then they will have entered the feedback loop.

scholarly journals THE STUDENT PORTFOLIO - INTERACTIVE TECHNOLOGY FOR QUALITY OF THE PRACTICAL PEDAGOGICAL PREPARATION OF THE STUDENTS

2020 ◽  
Vol 17 ◽  
Author(s):  
Tiha Delcheva ◽  
Elena Georgieva
Keyword(s):  
Peer Assessment ◽  
Academic Preparation ◽  
Interactive Technology ◽  
Self Assessment ◽  
Learning Tasks ◽  
Structural Content ◽  
Creative Learning ◽  
Key Competencies ◽  
Professional Value

A model of a student portfolio for improving the quality and effectiveness of students’ pedagogical practical competencies during their practical academic preparation is presented. The structure of the model includes target, structural-content, organizational-procedural and evaluation block. Content and process of developing the learning portfolio reflects the level of formation of three key competencies of teachers: to work with others; to work with knowledge, technology and information; to work with society. The technology includes a variety of reflexive exercises, variable-creative learning tasks with a dialogic style, with a practical focus, reflexive techniques, methods, tools and forms of organization. The criteria for assessment and self-assessment are: professional-value-cognitive and professional-operational-active. The indicators are: motivational; cognitive-two-way reflexive grounded analysis/ self-analysis; peer assessment and self-assessment; variable-creative proposals.

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