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.

Teaching for Epistemological Change

2017 ◽  
pp. 207-225 ◽  
Author(s):  
Gloria Nogueiras ◽  
David Herrero ◽  
Alejandro Iborra
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Thematic Analysis ◽  
The Self ◽  
Levels Of Analysis ◽  
Epistemological Development ◽  
Self Assessment ◽  
Self Assessments

As higher education teachers, the authors are committed to supporting students in their epistemological development, specifically in their transition towards self-direction. In this chapter, they share their experience of using self-assessment in a Teacher Training Degree course as a way to both enhance self-direction and assess its development. A thematic analysis of the self-assessments of a sample of 30 students is carried out, and four themes are identified: 1) the degree of authorship, 2) the degree of elaboration, 3) “taking notice of” subtle levels of analysis, and 4) the identification of temporal milestones throughout the course. These themes enable a different pattern of mental complexity to be identified, a complexity which is understood as evidence of students' different degrees of self-direction. The findings are discussed in the light of developmental constructivist theories. In addition, some implications for education regarding the current debates on self-assessment literature are presented.

Bioethics, Adaptive Preferences, and Judging the Quality of a Life with Disability

2021 ◽  
Vol 47 (1) ◽  
pp. 199-220
Author(s):  
Joseph A. Stramondo ◽  
Keyword(s):  
Health Policy ◽  
Clinical Ethics ◽  
Well Being ◽  
Status Quo ◽  
The Self ◽  
Disabled People ◽  
Self Assessment ◽  
Adaptive Preferences ◽  
The Status

Both mainstream and disability bioethics sometimes contend that the self-assessment of disabled people about their own well-being is distorted by adaptive preferences that are only held because other, better options are unavailable. I will argue that both of the most common ways of understanding adaptive preferences—the autonomy-based account and the well-being account—would reject blanket claims that disabled people’s QOL self-assessment has been distorted, whether those claims come from mainstream bioethicists or from disability bioethicists. However, rejecting these generalizations for a more nuanced view still has dramatic implications for the status quo in both health policy and clinical ethics.

scholarly journals SERVQUAL, SELF-ASSESSMENT THE USE OF THE SERVQUAL MODEL FOR THE COMPOSITION OF SELF-ASSESSMENT IN HEI, CASE STUDY: FACULDADE DO LITORAL PARANAENSE - ISEPE

2019 ◽  
Vol 7 (7) ◽  
pp. 382-389
Author(s):  
Sebastião Cavalcanti Neto ◽  
Ivan Travassos ◽  
Cleverson Molinari Mello
Keyword(s):  
Present Article ◽  
The Self ◽  
Assessment Process ◽  
Self Assessment ◽  
Direct Communication ◽  
Five Dimensions ◽  
Structured Questionnaire

The present article intends to identify the levels of satisfaction of the Faculdade do Litoral Paranaense ISEPE, in order to assess the results in relation to the five Dimensions structured in the Self-assessment being the Tangible Dimensions of Confidence, Responsibility, Security and Empathy. With that it adapted the model SERVQUAL developed by Parasuraman, Zeithaml and Berry (2006) and with the scale of Likert establishing a structured questionnaire in order to establish a direct communication with the academics and users. The general objective of this work is to adapt this model to be used in the Institutional Self-Assessment process of the Faculdade do Litoral Paranaense - ISEPE Guaratuba, seeking to verify the feasibility of the use of these models. After the results obtained and analyzed during the research, it is necessary to appreciate the management of the Institution with the objective of improving the quality of the services provided by the Institution, which are included in the dimensions surveyed.

scholarly journals Efektifitas SUSCATIN dalam Membentuk Keluarga yang Sakinah Mawaddah Wa Rahmah

2019 ◽  
Vol 5 (1) ◽  
pp. 114-129
Author(s):  
Muhammad Al Faruq
Keyword(s):  
Research And Development ◽  
Quantitative Research ◽  
Qualitative Data ◽  
Director General ◽  
Qualitative And Quantitative ◽  
The Family ◽  
Harmonious Family

Abstract Ministry of Religious initiatives to implement the program in accordance with the regulations issued by the Director-General of Islamic Community guidance of the Department of Religious candidates for the No. DJ. II/491 Year 2009. Therefore, the quality of a marriage is determined by the readiness and maturity of the two prospective spouses to meet the life of the household in order to form a harmonious family in accordance with the premarital ideals. The research uses Research and Development (R&D) methods by combining qualitative and quantitative research. Qualitative data is obtained through verbal and written interview results. The problems that occur in the community that the effectiveness of the prospective bride course has not walked fully well, with a variety of factors that inhibit, so that the bride who has not understood the whole material about the concept of family Sakinah that has been poured in the course process Bride brides. For that, the research seeks to uncover the implementation of the bride candidate course at the Office of Religious Affairs (KUA) of Papar District of Kediri, as well as how the prospective bride understanding the family concept of Sakinah.

Improving Lab Culture Through Self-Assessment: A Case Study

2021 ◽  
Author(s):  
Soleil Hernandez ◽  
Raymond Mumme ◽  
Laurence Court ◽  
Daniel El Basha ◽  
Skylar Gay ◽  
...  
Keyword(s):  
Relevant Literature ◽  
Well Being ◽  
The Self ◽  
Working Environment ◽  
Assessment Process ◽  
Self Assessment ◽  
Survey Results ◽  
Self Assessments ◽  
Team Project

Purpose: Motivated by perceived dissatisfaction within our lab’s changed working environment brought about by the COVID-19 pandemic, we performed a self-assessment of our lab culture through anonymous surveys and live sessions. Methods: In Survey 1, we asked each lab member to identify and rank up to 10 values that are important for a healthy lab environment. They were then asked to rate how well the lab embodied those values at two time points: before the COVID-19 pandemic while working onsite, and at the time of the survey while working remotely (10 months into the pandemic). In a series of live group sessions, we reviewed relevant literature and the survey results to finalize ten themes. We then reflected on each theme and proposed action items to address any deficiencies. Finally, we conducted Survey 2 after the self-assessment to judge the group's finalized themes, implemented changes, and overall satisfaction with the assessment process. Results: Themes identified were attitude, accountability, teamwork/collaboration, communication, diversity/inclusion, emotional intelligence, integrity, training, well-being, and adaptability in crisis-management. All lab members liked the self-assessment process and felt their voices were heard. On average, there was a 1 2 % increase in satisfaction across all themes from the start to end of the lab assessment. Conclusion: We successfully assessed the culture of our lab and subsequently improved lab member satisfaction. The success of this team project suggests that other scientific labs could benefit from similar interactive self-assessments.

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.

Student self-assessment of oral explanations: Use of language learning progressions

2019 ◽  
Vol 36 (3) ◽  
pp. 391-417 ◽  
Author(s):  
Despina P. Goral ◽  
Alison L. Bailey
Keyword(s):  
Language Learning ◽  
Elementary Students ◽  
Learning Experience ◽  
The Self ◽  
Learning Progressions ◽  
Self Assessment ◽  
Assessment Protocol ◽  
Assessment Activity ◽  
Self Assessments ◽  
And Gender

Students’ self-assessment of language features in their oral explanations of a mathematics task was supported by language learning progressions. Learning progressions map a continuum of knowledge or skills development as they increase in sophistication over time. Learning progressions can be a framework to support formative assessment by both teachers and students. Fifty-eight predominantly English-speaking US elementary students used language learning progressions to complete their self-assessment of either discourse stamina or vocabulary usage in the elicited oral explanations. Students were guided through a four-step, highly scaffolded self-assessment protocol that was analyzed for (1) concordance with researcher placements of their explanations on the progressions, and (2) student commentary on their own placements. Overall, 50% of the students self-assessed in accordance with researchers’ independent placement of their explanations on the progressions. However, significant grade-level and gender differences in concordance were found. Results were consistent with prior research findings that upper-elementary students’ self-assessments are more aligned with external measures than are younger students’ self-assessments (e.g., Butler & Lee, 2006). However, even the youngest students in the current study were able to complete the self-assessment activity, if not always with the same degree of concordance. Successful participation may be attributable to the format, scaffolding, and contextualization of the self-assessment activity with its use of language learning progressions. Also consistent with prior research, girls were more likely to agree with researchers’ placements than boys. Student self-assessment differed by the two language features. Most students found the self-assessment activity to be a useful learning experience. Implications for research and practice are discussed.

scholarly journals ASPEK DAN PENILAIAN KESEJAHTERAAN SUBJEKTIF: KEBAHAGIAAN, KEGEMBIRAAN, KEPUASAN DAN KUALITI HIDUP

2021 ◽  
Vol 32 (2) ◽  
pp. 95-112
Author(s):  
Nik Shahrizan Nik Mad ◽  
Marzudi Md Yunus ◽  
Muhammad Shamsinor Abdul Azziz
Keyword(s):  
Quality Of Life ◽  
Life Satisfaction ◽  
Family Environment ◽  
Good Life ◽  
Well Being ◽  
The Self ◽  
Subjective Well Being ◽  
Negative Effects ◽  
Self Assessment

Subjective well-being is the self-assessment of happiness, pleasure, satisfaction and quality of life, measured specifically and holistically. The assessment of subjective well-being is varied based on the area of focus of the researcher. Events that occur over some time also could affect an individual’s evaluation. Various factors assess well-being, such as character, love, wisdom, excitement and experiences leading to a good life. The evaluation of the positive and negative effects also affects the subjects’ emotions and mood during a study. Earlier studies showed that well-being is not merely related to income and ownership, but issues on health, activities, personality, emotions, mood, family, environment and various other factors. Therefore, this article aims to discuss aspects, assessment methods, theories and progress based on articles, books and research related to subjective well-being. This study utilises the literature review approach to collect data on subjective well-being. The finding shows that the level of subjective well-being is diverse and dynamic, and not limited to certain aspects and factors that could affect humans. Keywords: subjective well-being; self-assessment; happiness; life satisfaction; quality of life.

scholarly journals Role of Technology in Self-Assessment and Feedback Among Hospitalist Physicians: Semistructured Interviews and Thematic Analysis (Preprint)

2020 ◽  
Author(s):  
Andrew Lukas Yin ◽  
Pargol Gheissari ◽  
Inna Wanyin Lin ◽  
Michael Sobolev ◽  
John P Pollak ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Primary Source ◽  
Self Assessment ◽  
Specific Objective ◽  
Semistructured Interviews ◽  
Data Points ◽  
Self Assessments ◽  
Using Data ◽  
Patient Relationships

BACKGROUND Lifelong learning is embedded in the culture of medicine, but there are limited tools currently available for many clinicians, including hospitalists, to help improve their own practice. Although there are requirements for continuing medical education, resources for learning new clinical guidelines, and developing fields aimed at facilitating peer-to-peer feedback, there is a gap in the availability of tools that enable clinicians to learn based on their own patients and clinical decisions. OBJECTIVE The aim of this study was to explore the technologies or modifications to existing systems that could be used to benefit hospitalist physicians in pursuing self-assessment and improvement by understanding physicians’ current practices and their reactions to proposed possibilities. METHODS Semistructured interviews were conducted in two separate stages with analysis performed after each stage. In the first stage, interviews (N=12) were conducted to understand the ways in which hospitalist physicians are currently gathering feedback and assessing their practice. A thematic analysis of these interviews informed the prototype used to elicit responses in the second stage. RESULTS Clinicians actively look for feedback that they can apply to their practice, with the majority of the feedback obtained through self-assessment. The following three themes surrounding this aspect were identified in the first round of semistructured interviews: collaboration, self-reliance, and uncertainty, each with three related subthemes. Using a wireframe, the second round of interviews led to identifying the features that are currently challenging to use or could be made available with technology. CONCLUSIONS Based on each theme and subtheme, we provide targeted recommendations for use by relevant stakeholders such as institutions, clinicians, and technologists. Most hospitalist self-assessments occur on a rolling basis, specifically using data in electronic medical records as their primary source. Specific objective data points or subjective patient relationships lead clinicians to review their patient cases and to assess their own performance. However, current systems are not built for these analyses or for clinicians to perform self-assessment, making this a burdensome and incomplete process. Building a platform that focuses on providing and curating the information used for self-assessment could help physicians make more accurately informed changes to their own clinical practice and decision-making.

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.

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