scholarly journals Self Evaluation: Building Student Self-awareness and Competence

2018 ◽  
Author(s):  
Denard Lynch
Keyword(s):  
Student Assessment ◽  
Electrical Power ◽  
Engineering Ethics ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Evaluation ◽  
Student Assessments ◽  
Second Year ◽  
The Impact ◽  
Junior Students

This paper discusses the results of two experiments in self assessment and discusses their value in evaluating student consciousness of their competence, and the opportunity to improve self-awareness and competence in students. The data was gathered from two different engineering courses. The first experiment was conducted in a second-year course on basic electronics and electrical power. As part of the final examination, students were asked to assess their confidence in their answer to each question. The student self-assessment was compared to the actual result in an effort to determine the student’s perception of their competence. Student assessment was coded with respect to consciousness and competence. The second experiment was performed on a midterm examination in engineering ethics and professionalism, a senior course discussing the impact and interaction of the engineering profession on society. Students were given an annotated exemplar and a marking rubric and asked to grade their own midterm submissions. The student assessments were compared to the instructor assessment and again the results were coded with respect to consciousness and competence. The results showed a contrast between the second-year and senior courses. For the second-year course, 50.3% were coded as consciously competent or incompetent. In the senior course, 80% of students were coded as consciously competent. The comparison of the two results suggest that senior students, given suitable instruction, are more aware of their competence than junior students suggesting that current methods do develop an improved awareness of competence, although other factors may be relevant. It is suggested that student awareness be formally monitored, and results used to modify pedagogy to improve and accelerate consciousness in graduates.  

Comparison of faculty and student self-assessment scores of aseptic technique skills and the impact of video review on self-awareness for second-year pharmacy students

2018 ◽  
Vol 10 (2) ◽  
pp. 201-205 ◽  
Author(s):  
Eliza A. Dy-Boarman ◽  
Beth Diehl ◽  
Wendy Mobley-Bukstein ◽  
Michelle M. Bottenberg ◽  
Ginelle A. Bryant ◽  
...  
Keyword(s):  
Pharmacy Students ◽  
Self Awareness ◽  
Aseptic Technique ◽  
Self Assessment ◽  
Assessment Scores ◽  
Video Review ◽  
Second Year ◽  
The Impact

scholarly journals An Analytical Perspective of the Reliability of Multi-Evaluation in Higher Education

Mathematics ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1223
Author(s):  
Antonio Rodríguez Fuentes ◽  
José Luis Gallego Ortega
Keyword(s):  
Selection Process ◽  
Self Assessment ◽  
Statistical Software ◽  
Self Evaluation ◽  
Participant Selection ◽  
Analytical Perspective ◽  
Second Year ◽  
The University ◽  
And Control ◽  
And Training

It is urgent to evaluate the rest of the renewed elements within the university didactic action, overcoming the hegemony of traditional methods in which the professor constitutes as the sole evaluator. If autonomous and cooperative group-based learning is encouraged, self-assessment and co-assessment must also be promoted, apart from the traditional lecturing and evaluation by others. The assessing competence of Teacher Training degree students (n = 175) was researched, started with stratified sampling (in the second and fourth years), following a participant selection process in each group. The compiled data were subject to descriptive, inferential, and correlation analysis by means of statistical software. The results pointed to low execution levels as for the self-evaluation (individual and group), although a certain progress was identified in the four year students compared to those in their second year of study. A better execution in evaluation was observed in all students regarding co-assessment (among different work groups in the classroom) and assessment by others (towards the professor). The use of all types of assessment is proposed, having a certain awareness and training regarding self-evaluation, and counting with a full supervision and control over it. All in all, the advantages of multiple and democratic assessment surpass the drawbacks derived from them.

scholarly journals LOS PROCESOS DE AUTOEVALUACIÓN Y ACREDITACIÓN: SU INCIDENCIA EN LA GESTIÓN DE LA CALIDAD. UN ACERCAMIENTO POR MEDIO DEL ESTUDIO DE CASO. THE SELF-ASSESSMENT AND ACCREDITATION PROCESSES: THEIR IMPACT ON QUALITY MANAGEMENT. AN APPROACH THROUGH CASE STUDY RE

2012 ◽  
Vol 3 (1) ◽  
pp. 140-156
Author(s):  
Javier Cox-Alvarado
Keyword(s):  
Quality Management ◽  
Methodological Approach ◽  
The Self ◽  
Academic Excellence ◽  
Self Assessment ◽  
Self Evaluation ◽  
Study Case ◽  
The Impact ◽  
Estudio De Caso

Este artículo es un avance de una investigación, la cual pretende comprender la incidencia  de los procesos de autoevaluación y acreditación en la gestión de calidad en la Universidad Estatal a Distancia (UNED), desde la perspectiva de tres encargados de carreras acreditadas, por medio de un  abordaje metodológico de investigación centrado en el estudio de caso.Palabras clave: Autoevaluación, acreditación, gestión de la calidad, excelencia académica, estudio de caso.AbstractThis article is an advance of an investigation, which seeks to understand the impact of self-assessment and accreditation processes in quality management at the Universidad Estatal a Distancia (UNED), since the perspective of three directors of accredited programs, through a methodological approach focused in study case research.Keywords: Self-evaluation, accreditation, quality management, academic excellence, case study.

scholarly journals SELF PERCEPTIONS OF STUDENTS’ HUMANITIES-BASED SKILLS IN AN ENGINEERING PROGRAM: OVERVIEW OF A LONGITUDINAL STUDY’S FIRST TWO YEARS (2017-2019)

2020 ◽  
Author(s):  
Laura Patterson
Keyword(s):  
Longitudinal Study ◽  
Research University ◽  
Engineering Students ◽  
Engineering Ethics ◽  
Self Assessment ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Self Perceptions ◽  
Perceptions Of Students ◽  
Second Year

This paper is a continuation of research from a previous paper presented to CEEA on a three-year longitudinal study aimed at assessing engineering accreditation non-technical skills at a medium sized engineering school at a large research university.  The goal of this longitudinal study is to improve the assessment of these non-technical graduate attributes and test a metric to do so.  The Likert-style survey focuses on engineering students self-perceptions of teamwork, communication skills, engineering ethics, professionalism, and lifelong learning in order to gather quantitative data that can be analyzed for trends. Self-perceptions are the focus of this study because student self-efficacy has been found to be correlated with student success over the long term. The study has been conducted through pre-and post-surveys testing whether engineering students’ self-assessment of their abilities in those areas increased or decreased from year to year.  Currently, the longitudinal study has only just completed data collection for its final year of the three-year study, so the focus of this paper will be adding the results of the second year to the first, which were presented to CEEA last year. This paper analyzes the data gathered in the second year of the longitudinal study and continue the analysis of those results to explore what they can offer to our understanding of non-technical engineering graduate attributes. These findings are not meant to replace other initiatives, but to offer another metric to examine the effectiveness of engineering programs and meeting non-technical accreditation requirements. 

scholarly journals LA AUTOEVALUACIÓN DE LOS PROGRAMAS DE POSGRADO EN LA UNED (SELF-ASSESSMENT OF POST GRADUATE PROGRAMS IN THE UNED)

2011 ◽  
Vol 2 (1) ◽  
pp. 69-85
Author(s):  
Aurora Trujillo-Cotera ◽  
Juan Carlos Quiros-Loría ◽  
Ariana Gabriela Acón-Matamoros
Keyword(s):  
Continuous Improvement ◽  
Graduate Programs ◽  
Self Awareness ◽  
State University ◽  
Qualitative Model ◽  
Education Programs ◽  
Self Assessment ◽  
Self Evaluation ◽  
The Moment

En la Universidad Estatal a Distancia, existe un movimiento orientado al desarrollo de la cultura de la acreditación, con miras a asegurar el mejoramiento continuo de los programas de educación que se imparten, en donde también participan de manera importante los programas de posgrado, quienes actualmente se basan en los estándares del modelo ACAP/SINAES.  La UNED utiliza el modelo cualitativo, que impulsa el autoconocimiento, la reflexión y el análisis de los actores que buscan asegurar la calidad de sus programas por medio de la autoevaluación, acreditación y mejoramiento continuo. Para lograr lo anterior, debe existir una cultura de compromiso de las partes involucradas, para concentrar esfuerzos en los lineamientos y objetivos trazados desde el momento en que se decide ingresar al proceso de autoevaluación de los programas.Palabras clave: posgrado, autoevaluación, mejoramiento, acreditación, calidad.Abstract In the State University Distance, there is a movement aimed at developing a culture of accreditation in order to ensure continuing improvement of education programs that are taught, which also involved a major graduate programs, who are currently are based on model standards ACAP / SINAES. UNED use the qualitative model, which promotes self-awareness, reflection and analysis of the actors who seek to ensure the quality of their programs through self-evaluation, accreditation and continuous improvement. To achieve this, there must be a culture of commitment of the parties involved to focus efforts on the guidelines and targets set from the moment you decide to join the process of self-evaluation of programs.Keywords: graduate, self, improvement, accreditation, quality 

scholarly journals Clustering Algorithm to Measure Student Assessment Accuracy: A Double Study

2021 ◽  
Vol 5 (4) ◽  
pp. 81
Author(s):  
Sónia Rolland Sobral ◽  
Catarina Félix de Oliveira
Keyword(s):  
Clustering Algorithm ◽  
Student Assessment ◽  
Academic Learning ◽  
First Year ◽  
Computer Engineering ◽  
Self Assessment ◽  
Final Grade ◽  
Self Evaluation ◽  
Active Teaching ◽  
The Difference

Self-assessment is one of the strategies used in active teaching to engage students in the entire learning process, in the form of self-regulated academic learning. This study aims to assess the possibility of including self-evaluation in the student’s final grade, not just as a self-assessment that allows students to predict the grade obtained but also as something to weigh on the final grade. Two different curricular units are used, both from the first year of graduation, one from the international relations course (N = 29) and the other from the computer science and computer engineering courses (N = 50). Students were asked to self-assess at each of the two evaluation moments of each unit, after submitting their work/test and after knowing the correct answers. This study uses statistical analysis as well as a clustering algorithm (K-means) on the data to try to gain deeper knowledge and visual insights into the data and the patterns among them. It was verified that there are no differences between the obtained grade and the thought grade by gender and age variables, but a direct correlation was found between the thought grade averages and the grade level. The difference is less accentuated at the second moment of evaluation—which suggests that an improvement in the self-assessment skill occurs from the first to the second evaluation moment.

scholarly journals Metacognition, Mindfulness and Robots for Autism Inclusion

2020 ◽  
Vol 8 (2) ◽  
pp. 4
Author(s):  
Eleni Mitsea ◽  
Niki Lytra ◽  
Antigoni Akrivopoulou ◽  
Athanasios Drigas
Keyword(s):  
Environmental Changes ◽  
Neurodevelopmental Disorder ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Metacognitive Skills ◽  
Autistic Children ◽  
Memory Mechanism ◽  
Self Evaluation ◽  
The Impact

<p class="0abstract">Autism is a neurodevelopmental disorder with multi factorial causes, characterized by major cognitive deficits in communication, socialization and emotion recognition and management. Children with autism face a memory mechanism malfunction, difficulty in the control processes (i.e attentional regulation and / or organizing their knowledge in order to make the appropriate decisions solving problems), making it difficult for them, adapt to various environmental changes. Many researchers have shown the effectiveness of robots in developing metacognitive skills to autistic children, as well as in improving social skills, emotion awareness and communication. This article highlights the detailed research took place between 2010 - present, while examining the impact of robots on autistic children through their interaction, use of art, programming, cooperative games and mindfulness training. The outcome of this review emphasizes to the ability of children, to manage and develop mechanisms such as self-control, self-reflection, visualization, focus attention, self-evaluation, self-regulation among others, necessary for their self-awareness. These results to helping children develop the higher mental abilities needed, so that decision-making and problem-solving achieved in their daily life.  </p>

scholarly journals SELF-EVALUATION AND SELF-ASSESSMENT IN SCIENCE TEACHER TRAINING

2009 ◽  
Vol 1 (2) ◽  
pp. 26-33
Author(s):  
Danuse Nezvalova
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Alternative Assessment ◽  
Science Teacher Education ◽  
Student Assessment ◽  
Assessment System ◽  
Self Assessment ◽  
Self Evaluation ◽  
Other Information ◽  
Science Teacher Training

This paper will build on the findings of a pilot study to investigate the extent to which self- assessment and self-evaluation are implemented to assess science teacher students and to put into practice reformed assessment system. The self-assessment and self-evaluation in science teacher education is s an important aspect of quality in science teacher training. Currently these approaches to assessment have called for more authentic student assessment. Teachers who include authentic assessment in their repertoires are driven by a belief that alternative assessment experiences should prepare students for life in the real world. While teacher-made tests give us information about student learning, they do not provide all the information. Alternate forms of assessment can generate that other information. Key words: science teacher training, self-assessment, self-evaluation, quality of science teacher training.

scholarly journals Self-Assessment Video: An Effective Supplementary Learning Tool in the Development of Cardiovascular Examination Skills of Medical Students

2021 ◽  
Vol 5 (1) ◽  
pp. 572-585
Author(s):  
Melvin Remulla Marcial
Keyword(s):  
Medical Students ◽  
Repeated Measures ◽  
Teaching And Learning ◽  
Control Group ◽  
Evaluation Tool ◽  
Learning Tool ◽  
Self Assessment ◽  
Self Evaluation ◽  
Second Year ◽  
Experimental Group

Background: Self-evaluation can augment the facilitation of acquiring knowledge, skills and attitude through a reflective method. Self-assessment video (SAV) can be a very useful reflective method tool that is student-centered and self-directed. Objective: This study aimed to identify if SAV is an effective supplementary learning tool in improving cardiovascular examination knowledge, skills and attitude of second year medical students. Methodology: A quasi-experimental two-group design with pre- and post-test was used. The study population by convenience sampling involved second year medical students of the University of Santo Tomas Faculty of Medicine and Surgery. A structured direct observation checklist on cardiovascular precordial examination was used, done on two occasions in a week interval period. The said examinations were recorded in a video and evaluated and scored by two independent facilitators on these two occasions. The experimental group had the opportunity to review their videos immediately after the two examinations and accomplished self-assessment form. One-Way Repeated Measures Multivariate Analysis of Variance (One-Way RM-MANOVA), a parametric multivariate test for between- and within-group comparison of multiple dependent variables was used. Results: It showed that there was a significant improvement in all parameters measured after the intervention (SAV in the experimental group compared to the control group). Conclusion: The study showed that SAV is an effective supplementary learning tool in cardiovascular examination attitude, knowledge, and skills, and can be a very useful teaching and learning self-evaluation tool. Key words: Self-Assessment Video, Reflective Learning, Self-Directed Learning, Learning Tools, Evaluation Tools.

scholarly journals Impact of Transactional Analysis Psychotherapy Training on Self Awareness and Ability for Contact

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Biljana Van Rijn ◽  
Ciara Wild ◽  
Heather Fowlie ◽  
Charlotte Sills ◽  
Servaas Van Beekum
Keyword(s):  
Psychological Health ◽  
Psychotherapy Training ◽  
Small Scale ◽  
First Year ◽  
Self Awareness ◽  
Transactional Analysis ◽  
Training And Supervision ◽  
Second Year ◽  
The Uk ◽  
The Impact

This research was a small scale quantitative study involving students undergoing Relational Transactional Analysis psychotherapy training at Metanoia Institute in London in the UK between September 2007 and July 2008. The researchers aimed to evaluate the impact of the training on students’ psychological health, using the ‘Autonomy Questionnaire’ (Beekum & Krijgsman, 2000). This allowed measurement of developments in students’ self awareness and ability for contact with others during their second year of training (first year of clinical practice) compared to students in their 4th and final year. The scope of the study and the findings are exploratory. The research raises questions for further research in the areas of psychotherapy training and supervision.

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