scholarly journals The assessment of teamwork competencies for students focuses on dimensionality and mixed-method assessment

2021 ◽  
Vol 54 (6) ◽  
pp. 126-140
Author(s):  
Chaiwichit Chianchana ◽  
◽  
Samart Swangjang ◽  
Keyword(s):  
Quantitative Assessment ◽  
Assessment Criteria ◽  
Qualitative Assessment ◽  
Self Assessment ◽  
Internal Structures ◽  
Eigen Value ◽  
Moderate Effect Size ◽  
High Level ◽  
Significant Region ◽  
Very High

The challenges of assessing teamwork competency, which internal structures can be multidimensional and complex. It is necessary to assess of the teamwork competency as unidimensional or multidimensional structures and perform assessments in a variety of ways to ensure accuracy and accuracy from the assessment. The research objectives were to assess the dimension of students’ teamwork competencies and to assess students’ teamwork competencies using mixed methods assessment. Participants were 385 students in advanced professional innovation scholarship undergoing empowerment process for dimensional and quantitative assessment, 10 experts panel for setting cut-off score of assessment criteria, and 40 students for qualitative assessment. Research instrumentations were teamwork competency self-assessment digital form, the setting questionnaire of the cut-off score of assessment criteria for expert judgment, and an interview form for qualitative assessment. Data were analysed by mean, standard deviation, Eigen value, one-way multivariate analysis of variance (one-way MANOVA), thematic analysis. Research results found that: The teamwork competencies were appropriate for multi-dimension assessment, the ratio between the Eigen value of factor 1 toward the Eigen value of factor 2 was equal to 1.078. Quantitative assessment of teamwork competencies, Building a team relationship (BTR) at high to a very high level, participation in a team exchange (PTE) at a high level, adapting and creating a team atmosphere (ACT) at a very high level, and supporting a team (STE) high to a very high level. In addition, the main effect (region) on BTR and STE, the results showed that there were statistically significant region differences with small to moderate effect size, but on PTE and ACT, the results showed that there were no statistically significant region differences. Qualitative assessment of students’ perspective reflects the reasons for the teamwork competencies found that significant of building a team relationship comprised nineteen-theme (Priority three: Make a success of the team, good working friendship, and it's easy to build harmony and grouping with friends) and significant of supporting a team comprised six-theme Priority three: Reduce conflicts, Strengthen teamwork, and Make it work better). The quantitative assessment of teamwork competencies reflects to appropriate for multi-dimension assessment, and the qualitative assessments also support the explanation of teamwork competencies with multidimensional characteristics of students.

scholarly journals Features of Professional Health of a Teacher at Different Stages of Professional Development

2018 ◽  
Author(s):  
A Pecherkina ◽  
R Muslumov
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Emotional States ◽  
School Teachers ◽  
Self Assessment ◽  
Development Level ◽  
Emotional Component ◽  
Professional Health ◽  
High Level ◽  
Very High

The article presents the results of a study of the professional health of a teacher at different stages of professional development. 270 school teachers participated in the study. The research methods were selected in accordance with the defined components of the teacher’s professional health: motivational (questionnaire ”Motivation for success” (T. Ehlers), questionnaire ”Motivation to avoid failures” (T. Ehlers)), emotional(questionnaire «Self-assessment of emotional states» (H. Eysenck), questionnaire «Empathy» (A. Mehrabyan)) and reflective (differential reflexivity test (D.A. Leontiev, Y.N. Osin), method of the diagnostic of the development level of reflexivity (A.V. Karpov)). The sample was divided into groups in accordance with the stages of professional development: 0 to 5 years of work experience in school - the adaptation stage; 6 to 15 years - primary professionalization; 16 to 25 years - secondary professionalization; over 25 years – mastery. It is established that the motivational component of a teacher’s professional health is characterized by a moderately high and average motivation for success and a high and very high level of avoidance of failures. The emotional component of a teacher’s professional health is characterized by a low level of frustration and aggressiveness,a high level of anxiety and an average level of rigidity and effective empathy. The reflective component of a teacher’s professional health is characterized by average indicators of the level of development of reflexivity and systemic reflection, as well as low indicators of introspection and quasi-reflection. As professionaldevelopment occurs, the intensity of the indicators of motivational, emotional and reflective components of a teacher’s professional health changes. It is characterized by increasing motivation for success, increased level of anxiety, increased level of rigidity, development of systemic reflection. Keywords: health, teacher’s professional health, teacher’s professional health structure, motivational component of teacher’s professional health, emotional component of teacher’s professional health, reflective component of teacher’s professional health

scholarly journals SELF ASSESSMENT FOR HIGHER LANGUAGE LEARNERS’ AUTONOMY

2021 ◽  
Vol 6 (2) ◽  
pp. 264-276
Author(s):  
Gita Mutiara Hati ◽  
Wisma Yunita ◽  
Anggun Citra Sari Dewi
Keyword(s):  
Action Research ◽  
Language Learners ◽  
English Education ◽  
Action Observation ◽  
Intensive English ◽  
Self Assessment ◽  
Study Program ◽  
The Subject ◽  
High Level ◽  
Very High

The objective of this research is to describe how the use of self-assessment could improve learners’ autonomy. This study employed an action research design involving freshmen of English Education Study Program University of Bengkulu as the subject of the research. This action research was conducted in the Intensive English Course. The cycle of research consisted of plan, action, observation, and reflection. The cycle consisted of fifteen meetings covering four themes of materials. During the meetings, students were instructed to do self-assessment guided by the instructor after they have finished learning each theme. The indicator of success for this research was at least 25% students were categorized as having Very High level of autonomy, while the rest were at High level of autonomy. To measure the level of learners’ autonomy, a questionnaire was used. The questionnaire covers nine aspects of autonomy with the total fifty items. It was given to the subject at the end of the cycle. From the analyzed data, it was found that after only conducting one cycle of the action research, the indicator of success in this research was achieved. Hence, there was no need to continue it to the second cycle. From the result, 30% of students were categorized as having Very High Learning Autonomy.

scholarly journals Translation Product: How is it Assessed by the Trainees, the Trainers and the Employers?

2019 ◽  
Vol 19 (2) ◽  
Keyword(s):  
Rating Scale ◽  
Service Providers ◽  
Assessment Criteria ◽  
Point Scale ◽  
Self Assessment ◽  
Teachers And Students ◽  
Translation Service ◽  
High Level ◽  
Inverse Translation ◽  
Senior Students

According to Koby (2014), translation assessment for pedagogical implications needs to be investigated further. This paper discusses how translations of university senior students in the Jordanian context are assessed by university translation teachers, employers in the translation labour market and by the students themselves. It probes into the assessment criteria employed by the teachers and the employers for pedagogical implications. Teachers and students were sampled from five different universities in Jordan while the employers were sampled from translation service providers Amman. Twenty six senior students were requested to perform a task of inverse translation to be assessed by the three groups of assessors. The teachers and the employers were asked to rate the product on a five-point scale and comment on the errors and deficiencies that are considered crucial from their perspective. In addition, they were requested to elaborate on the assessment criteria they used. Students, on the other hand, had to respond to a self-criterion rating scale. The results show that there was a high level of concurrence in the assessment of the teachers and the employers and a disjunction between that and the self-assessment where the latter showed some over-estimation in comparison with the second party assessment.

Barriers of physical activity (kinesiophobia) in patients subjected to cardiac rehabilitation

2014 ◽  
Vol 6 (4) ◽  
Author(s):  
Janusz Kocjan ◽  
Andrzej Knapik
Keyword(s):  
Physical Activity ◽  
Cardiac Rehabilitation ◽  
Short Form ◽  
Social Activity ◽  
Self Assessment ◽  
Rehabilitation Process ◽  
Sf 36 ◽  
Polish Version ◽  
High Level ◽  
The Relationship

AbstractBackground: Comprehensive cardiac rehabilitation (CR) is a process designed to restore full physical, psychological and social activity and to reduce cardiovascular risk factors. Fear of movement may contribute to the occurrence and intensification of hypokinesia, and consequently affect the effectiveness of therapy. The aim of the study was to determine the level of barriers of physical activity in patients undergoing cardiac rehabilitation. The relationship between selected determinants (age and health selfassessment) and the kinesiophobia level were also examined.Material/Methods: 115 people aged 40-84 years were examined: 50 females (x = 63.46; SD = 11.19) and 65 males (x = 64.65; SD = 10.59) - patients undergoing cardiac rehabilitation at the Upper-Silesian Medical Centre in Katowice. In the present study, the Polish version of questionnaires: Kinesiophobia Causes Scale (KCS) and Short Form Health Survey (SF-36) were used. Questionnaires were supplemented by authors’ short survey.Results: The patients presented an elevated level of kinesiophobia, both in general as well as in individual components. In women, the kinesiophobia level was higher than in men. The psychological domain was a greater barrier of physical activity than the biological one. Strong, negative correlations of psychological and biological domains of kinesiophobia to physical functioning (SF-36) were noted in women. In the case of men, correlations were weaker, but also statistically significant.Conclusions: 1. Sex differentiates patients in their kinesiophobia level 2. Poor self-assessment of health is associated with a greater intensification of kinesiophobia 3. A high level of kinesiophobia may negatively affect cardiac rehabilitation process

التغير المناخي واثره في المقنن المائي لمحصول العنب في محافظة ديالى

2019 ◽  
Vol 1 (34) ◽  
pp. 391-422
Author(s):  
اشواق حسن حميد صالح
Keyword(s):  
Climate Change ◽  
Statistical Analysis ◽  
Wind Speed ◽  
Extreme Temperature ◽  
Solar Brightness ◽  
The Subject ◽  
Climate Station ◽  
The Times ◽  
High Level ◽  
Very High

Climate change and its impact on water resources is the problem of the times. Therefore, this study is concerned with the subject of climate change and its impact on the water ration of the grape harvest in Diyala Governorate. The study was based on the data of the Khanaqin climate station for the period 1973-2017, (1986-2017) due to lack of data at governorate level. The general trend of the elements of the climate and its effect on the water formula was extracted. The equation of change was extracted for the duration of the study. The statistical analysis was also used between the elements of the climate (actual brightness, normal temperature, micro and maximum degrees Celsius, wind speed m / s, relative humidity% The results of the statistical analysis confirm that the water ration for the study area is based mainly on the X7 evaporation / netting variable, which is affected by a set of independent variables X1 Solar Brightness X4 X5 Extreme Temperature Wind Speed ​​3X Minimal Temperature and Very High Level .

Relations between carbon removal rates, biofilm size and density of a novel anaerobic reactor: the inverse turbulent bed

2000 ◽  
Vol 41 (4-5) ◽  
pp. 253-260 ◽  
Author(s):  
P. Buffière ◽  
R. Moletta
Keyword(s):  
Removal Rate ◽  
Removal Rates ◽  
Carbon Removal ◽  
Biofilm Growth ◽  
Loading Rates ◽  
Biomass Activity ◽  
High Turbulence ◽  
The One ◽  
High Level ◽  
Very High

An anaerobic inverse turbulent bed, in which the biogas only ensures fluidisation of floating carrier particles, was investigated for carbon removal kinetics and for biofilm growth and detachment. The range of operation of the reactor was kept within 5 and 30 kgCOD· m−3· d−1, with Hydraulic Retention Times between 0.28 and 1 day. The carbon removal efficiency remained between 70 and 85%. Biofilm size were rather low (between 5 and 30 μm) while biofilm density reached very high values (over 80 kgVS· m−3). The biofilm size and density varied with increasing carbon removal rates with opposite trends; as biofilm size increases, its density decreases. On the one hand, biomass activity within the reactor was kept at a high level, (between 0.23 and 0.75 kgTOC· kgVS· d−1, i.e. between 0.6 and 1.85 kgCOD·kgVS · d−1).This result indicates that high turbulence and shear may favour growth of thin, dense and active biofilms. It is thus an interesting tool for biomass control. On the other hand, volatile solid detachment increases quasi linearly with carbon removal rate and the total amount of solid in the reactor levels off at high OLR. This means that detachment could be a limit of the process at higher organic loading rates.

A Tight Connection Among Wealth, Income, Sustainability, and Accounting in an Ultra-Simplified Setting

2017 ◽  
Author(s):  
Martin L. Weitzman
Keyword(s):  
Economic Theory ◽  
Quantitative Relationship ◽  
Theoretical Relationship ◽  
Level Of Abstraction ◽  
Tight Connection ◽  
Basic Concepts ◽  
High Level ◽  
Very High

In theory, and under some very strong assumptions, there exists a tight quantitative relationship among the following four fundamental economic concepts: (1) ‘wealth’; (2) ‘income’; (3) ‘sustainability’; (4) ‘accounting’. These four basic concepts are placed in quotation marks here because a necessary first step will be to carefully and rigorously define what exactly is meant by each. This chapter reviews what is known about this important fourfold quantitative relationship in an ultra-simplified setting. It identifies some basic applications of this simplified economic theory of wealth and income (and sustainability and accounting). While the contents of this chapter are expressed at a very high level of abstraction and require many restrictive assumptions, the fundamental fourfold relationship it sharply highlights should be useful for conceptualizing, at least in principle, what is ‘wealth’ and what is its theoretical relationship to ‘income’, ‘sustainability’, and ‘accounting’.

SBA MCQs for the MRCS Part A

2012 ◽  
Author(s):  
Sri G. Thrumurthy ◽  
Tania Samantha De Silva ◽  
Zia Moinuddin ◽  
Stuart Enoch
Keyword(s):  
Clinical Case ◽  
Multiple Choice ◽  
Surgical Anatomy ◽  
Surgical Patients ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Self Assessment ◽  
High Level ◽  
Factual Recall ◽  
Selection Of

Specifically designed to help candidates revise for the MRCS exam, this book features 350 Single Best Answer multiple choice questions, covering the whole syllabus. Containing everything candidates need to pass the MRCS Part A SBA section of the exam, it focuses intensively on the application of basic sciences (applied surgical anatomy, physiology, and pathology) to the management of surgical patients. The high level of detail included within the questions and their explanations allows effective self-assessment of knowledge and quick identification of key areas requiring further attention. Varying approaches to Single Best Answer multiple choice questions are used, giving effective exam practice and guidance through revision and exam technique. This includes clinical case questions, 'positively-worded' questions, requiring selection of the most appropriate of relatively correct answers; 'two-step' or 'double-jump' questions, requiring several cognitive steps to arrive at the correct answer; as well as 'factual recall' questions, prompting basic recall of facts.

Sign in / Sign up

Export Citation Format

Share Document