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 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 Competencies to Guide a Leadership Curriculum for Family Medicine Chief Residents

2018 ◽  
Vol 50 (9) ◽  
pp. 694-697 ◽  
Author(s):  
M. Kim Marvel ◽  
Janell Wozniak ◽  
Alex J. Reed
Keyword(s):  
Family Medicine ◽  
Assessment Tool ◽  
Leadership Skills ◽  
Chief Resident ◽  
Leadership Competencies ◽  
The Self ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Leadership Curriculum ◽  
Further Development

Background and Objectives: Chief resident leadership competencies are neither clear nor standardized. The goal of this project was to identify specific leadership skills for chief residents and to develop a self-assessment tool. Methods: Chief residents from 10 family medicine residencies participated in focus groups to identify leadership skills required to be an effective chief resident. The ideas generated by participants were grouped into 10 competencies and a self-assessment tool was developed. The tool has been used to help chief residents self-assess their leadership strengths and weaknesses, and to identify teaching priorities for biannual leadership workshops. Results: The self-assessment instrument was completed by 83 chief residents over 5 years. Mean ratings range from 3.19 to 3.57 on a 5-point scale (low to high competency). The self-ratings of residents starting their chief year compared to residents at the end of their chief year showed an increase in 9 of the 10 competencies. Conclusions: The leadership competencies are a useful tool to identify training priorities and to help chief residents or other leaders within a residency program identify skills for further development.

scholarly journals Infantilization of adolescents in the digital environment

2021 ◽  
Vol 258 ◽  
pp. 07033
Author(s):  
Vladimir N. Panferov ◽  
Svetlana A. Bezgodova ◽  
Anastasia V. Miklyaeva
Keyword(s):  
Empirical Data ◽  
Diagnostic Method ◽  
Negative Impact ◽  
Intergenerational Relationships ◽  
The Self ◽  
The Other ◽  
Digital Environment ◽  
Self Assessment ◽  
The Subject ◽  
The One

The article presents the results of studying the personal maturity of adolescents aged 13-17 (n=1078) who are infantilized in intergenerational relationships (on the model of relations with parents and teachers). Empirical data were collected with the use of the Self-Assessment Scale of Personal Maturity, as well as the modified Dembo-Rubinstein Self-Assessment Diagnostic Method, which measured the actual self-assessment of adolescents’ adulthood, as well as reflected assessments of their own adulthood from the parents’ and teachers’ positions. Infantilization in intergenerational relationships was assessed by comparing the self-assessment of adulthood and the reflected assessments of parents and teachers. The results show that the relationships between adolescents, on the one hand, and parents and teachers, on the other hand, are characterized by a tendency to infantilization. Obvious infantilization is found in about 10 % of cases. Infantilization in intergenerational relationships affects, first of all, the regulatory maturity of adolescents, and its influence differs depending on who is the subject of infantilization: in the case of infantilization by parents, the regulatory maturity of adolescents decreases as they grow up, while in the case of infantilization by teachers it increases. In general, infantilization in relations with parents has more intense negative impact on the formation of personal maturity in adolescence, in comparison with infantilization on the part of teachers.

scholarly journals The project of the self-assessment descriptors for Czech as a second language

2018 ◽  
Vol 9 (1) ◽  
pp. 173-180
Author(s):  
Kateřina Šormová
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Pilot Project ◽  
The Self ◽  
Difficulty Level ◽  
Ability Level ◽  
Self Assessment ◽  
The Subject ◽  
The Given

The project of the self-assessment descriptors for Czech as a second language Aim. The aim of the research is to evaluate the set of the self-assessment descriptors for Czech as a second language. Methods. The subject of the study were 753 descriptors evaluated by 50 teachers and 640 students. They are analysed with the application od quetionaires and controlled interviews. Pilot project tested the methodology to estabilish the difficulty level of descriptors and the ability level of learners. Results. The analysis shows that some of the descriptors need to be reduced and some of them reformulated. Conclusion. The analysis shows that many teachers are not sufficiently informed on Czech as a second language, they evaluate the descriptors from the perspective of a foreign language. Another finding is the inexperience of many teachers with the language levels following the CEFR; they label words or grammatical elements as an inappropriate level, but their estimate is very often incorrect. The teachers mark sayings, proverbs and idioms as the most problematic. The students are often able to express the given meaning, but they are shy to speak in a foreign language.

scholarly journals KOMPETENSI IPA TERINTEGRASI MELALUI PENDEKATAN KETERAMPILAN PROSES MAHASISWA S-1 PENDIDIKAN IPA

2010 ◽  
Vol 3 (3) ◽  
Author(s):  
Insih Wilujeng, Agus Setiawan & Liliasari
Keyword(s):  
Science Education ◽  
Undergraduate Students ◽  
Subject Matter ◽  
Science Learning ◽  
Lesson Plan ◽  
Assessment Instrument ◽  
Integrated Science ◽  
Science Process Skill ◽  
Test Instrument ◽  
The Subject

Abstract: Science Education Undergraduate Students’ Competence in IntegratedScience through the Process Skills Approach. This study aimed to describe thecompetence of science education undergraduate students, in terms of subject mattercompetence and pedagogic competence in integrated science using the processskills approach. This study was a descriptive study involving 31 semester VI undergraduatestudents of science education. The data were collected using the integratedscience I test instrument and the integrated science II test instrument; thecompetence map development assesment instrument and integrated science learningsyllabus; and the lesson plan assessment instrument and peer teaching instrument.The results showed increases in the subject matter competence, science interdisciplinaryunderstanding competence for objective questions, and science interdisciplinaryunderstanding competence for essay questions. Students’ pedagogiccompetence in planning integrated science learning ranged from the good categoryto the very good category, their competence in lesson plan development was good,and their competence in doing and managing learning was fairly good.Keywords : subject matter competence, pedagogic comptetence, integrated science, process skill approach

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.

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.

The Effect of Career Cruising on the Self-efficacy of Students Deciding on Majors

2014 ◽  
Vol 34 (2) ◽  
pp. 16-25 ◽  
Author(s):  
Karen Cunningham ◽  
Anthony Smothers
Keyword(s):  
Academic Advising ◽  
Self Efficacy ◽  
Short Form ◽  
Career Decision ◽  
The Self ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Test Methodology ◽  
Post Test ◽  
The Impact

We analyzed the impact of a self-assessment instrument on the self-efficacy of those deciding on majors in a university setting. Using a pre- and post-test methodology, we employed Career Cruising to measure career decision-making self-efficacy. Participants completed the Career Decision Self-Efficacy–Short Form (CDSE-SF) with dependent variables of academic advising and the levels of self-efficacy among the CDSE-SF five subscales: Accurate Self-Appraisal, Gathering Occupational Information, Goal Selection, Planning for the Future, and Problem Solving. The data were subjected to paired and independent t tests to measure any differences in mean scores. The results indicated a slight increase in career self-efficacy for students who participated in both Career Cruising and academic advising.

INFLUENCE OF PROCRASTINATION ACADEMIC ON THE SELF ASSESSMENT STUDENT PERFORMANCE ACCORDING TO STUDENT’S LEVEL OF SELF EFFICACY

2016 ◽  
Vol 2016 (4) ◽  
pp. 48-67
Author(s):  
Hugo Dias Amaro ◽  
Elder Semprebon ◽  
Edson Adir Baron Junior ◽  
Angelo Felipe Dezevecki
Keyword(s):  
Student Performance ◽  
Self Efficacy ◽  
The Self ◽  
Self Assessment

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.

Sign in / Sign up

Export Citation Format

Share Document