scholarly journals Good practices in the self-evaluation of graduate distance learning programs

Apertura ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 158-173
Author(s):  
Michel Jean Pierre Valdés-Montecinos ◽  
◽  
Susana Andrea Correa-Castillo ◽  
Margarita América Briceño-Toledo ◽  
Wendolin Margarita Suárez-Amaya ◽  
...  
Keyword(s):  
Latin American ◽  
Graduate Programs ◽  
Evaluation Process ◽  
The Self ◽  
Virtual Education ◽  
Good Practices ◽  
Self Evaluation ◽  
Learning Programs ◽  
Technological Platform ◽  
New Criteria

The purpose of this essay is to share the good practices installed in the virtual postgraduate programs of the Universidad Arturo Prat (UNAP), Chile associated with the continuous evaluation of quality processes. Our focus is on the continuous improvement of good practices through the accreditation process with the Latin American and Caribbean Institute for Quality in Distance Education (CALED) and the self-evaluation that the institution carries out to deliver quality service. The methodology used in this work is the documentary review and description of experiences under a qualitative approach. The results reveal that the UNAP has promoted the self-evaluation and international certification of its programs, in a context of normative change in Chile, which establishes new criteria and standards under the new Law of Higher Education Nº v 21.091, in wich are recognized as good practices: the institutional policies, the planning of the self-evaluation process, the updates of the technological platform, the virtual education enviroment, the virtualization adequate to the context, the active-participative academic actions, the rol of the teacher and the student, the academic training, as well as the components of the self-evaluation process, that must be constantly monitored and evaluated, in order to deliver quality services in the training of people participating in graduate programs under the virtual learning modality.

scholarly journals Improving Quality Assurance with CDIO Self-Evaluation

2012 ◽  
Vol 2 (2) ◽  
pp. 55-66 ◽  
Author(s):  
Juha Kontio ◽  
Janne Roslöf ◽  
Kristina Edström ◽  
Sara Naumann ◽  
Peter Munkebo Hussmann ◽  
...  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Evaluation Model ◽  
Evaluation Process ◽  
The Self ◽  
Good Practices ◽  
Self Evaluation ◽  
Main Development ◽  
New Ideas ◽  
Definition Of

The main goal of the Nordic project Quality Assurance in Higher Education was to develop and implement a self-evaluation model in the participating Higher Education Institutes (HEIs) to support their quality assurance work and continuous curriculum development. Furthermore, the project aimed at strengthening the cooperation of HEIs in quality assurance (QA) and disseminating good practices of QA. The framework of development is based on the CDIO approach and the CDIO self-evaluation process. The main results are a detailed definition of the self-evaluation process, well-documented self-evaluations of the participating degree programmes, and the identification of the main development areas and actions in each participating degree programme. Furthermore, the project has increased the partners’ understanding of other partners and their challenges. Finally, quality assurance has been enhanced in each participating programme and new ideas and support for quality assurance work in other higher education institutes have been produced.

A regulatory focus approach to the self evaluation process

2005 ◽  
Author(s):  
Geoffrey Leonardelli ◽  
Jessica Lakin ◽  
Robert Arkin
Keyword(s):  
Regulatory Focus ◽  
Evaluation Process ◽  
The Self ◽  
Self Evaluation

The ideal self is me: Deconstructing the self-evaluation process

2011 ◽  
Author(s):  
Corey L. Guenther ◽  
Kathryn Applegate ◽  
Steven Svoboda ◽  
Emily Adams
Keyword(s):  
Evaluation Process ◽  
The Self ◽  
Ideal Self ◽  
Self Evaluation ◽  
The Ideal

The Female Physique: Motives Guiding Self-Evaluation

2004 ◽  
Vol 13 (2) ◽  
pp. 5-16
Author(s):  
Carolyn Vos Strache ◽  
Alana Strong ◽  
Cheree Peterson
Keyword(s):  
Southern California ◽  
Evaluation Process ◽  
The Self ◽  
Physical Aspect ◽  
Individual Response ◽  
Structured Interviews ◽  
Chi Square ◽  
Self Evaluation ◽  
Significant Measure ◽  
Chi Square Analysis

The omnipresent physical self remains for young adult females a significant measure of self-worth. Therefore, it comes as no surprise that coping strategies are as complex as they are pervasive as young women strive to maintain positive psychological outlooks despite negatively-perceived physical attributes. Self-presentational concerns may affect one’s activity choice.This study expands on the work of Taylor, Neter, and Wayment (1995) to determine which motives guide the self-evaluation processes of the physical self. An examination of structured interviews identifies which motives direct women in the self-evaluation of their bodies, and concurrently examines whether different motives determine individual response when appraising a “good” versus “not good” physical aspect. Motives, as defined by Taylor et al. (1995), were self-enhancement, self-verification, self-improvement and self-assessment. Interviews were conducted with 30 female, Southern California, undergraduate college students from Southern California, ranging in age from 19-22.A chi-square analysis revealed that women employed different motives in “good” versus “not good” body aspect comparisons (Enhancement: X2 = 21.78 p< .01; Verification: X2 = 10.05 p< .01; Improvement: X2 = 5.15 p< .05). When describing a “good” aspect, women employed the enhancement motive 92 percent of the time, verification 80 percent of the time, and improvement 15 percent of the time. For “not good” aspects, women used enhancement motive 53 percent of the time, verification 98 percent of the time, and improvement 33 percent of the time. Women used more than one motive 74 percent of the time and single motives only 26 percent of the time in the evaluation process. Direct quotes reveal that almost all the women sought out information about themselves when they thought it would reflect favorably. However, when they reported on a “not good” aspect, coping mechanisms included redirecting their attention to more positive characteristics or mentally cordoning off an area of weakness to prevent that attribute from permeating all aspects of their identity. Understanding how we think in the self-evaluation process may offer an explanation why some people are motivated to exercise and why others are not.

scholarly journals Desarrollo de un sistema de información como apoyo en la autoevaluación para el proceso de acreditación

2019 ◽  
Vol 6 (2) ◽  
pp. 31-36
Author(s):  
J.A. Sandoval Bringas ◽  
M.A Carreño León ◽  
N.I. Higuera Castillo ◽  
I. Durán Encinas
Keyword(s):  
Continuous Improvement ◽  
Educational Program ◽  
Evaluation Process ◽  
Educational Programs ◽  
The Self ◽  
Evaluation Instrument ◽  
National Accreditation ◽  
Self Evaluation ◽  
Design And Implementation ◽  
The University

En el ámbito universitario para asegurar la calidad y el mejoramiento continuo de los programas educativos, es necesario someterse a un proceso de evaluación a través de un organismo acreditador. Dentro de este proceso, el primer paso necesario es la autoevaluación del programa educativo, el cual consiste en reunir información sustantiva que permita evidenciar el cumplimiento de los criterios que ha establecido el organismo acreditador. Las Tecnologías de la Información (TI) se han convertido en un componente fundamental de las universidades en todos sus ámbitos: docencia, investigación y administración. En el presente trabajo, se presenta el diseño y la implementación de un sistema de información que permite concentrar las evidencias de las diferentes categorías e indicadores del instrumento de evaluación utilizado por el Consejo Nacional de Acreditación en Informática y Computación (CONAIC). In the university context to ensure the quality and continuous improvement of educational programs, it is necessary to undergo an evaluation process through an accrediting body. Within this process, the first necessary step is the self-evaluation of the educational program, which consists of gathering substantive information that makes it possible to demonstrate compliance with the criteria established by the accrediting body. Information Technology (IT) has become a fundamental component of universities in all their fields: teaching, research and administration. In this paper, the design and implementation of an information system that allows to concentrate the evidences of the different categories and indicators of the evaluation instrument used by the National Accreditation Council in Computing and Computing (CONAIC) is presented.

scholarly journals The Importance of Portfolio Assessment in Personality Development

2019 ◽  
Vol 5 (4) ◽  
pp. 466-470
Author(s):  
Sh. Abdimurodova ◽  
D. Bozorova ◽  
N. Kurbonova
Keyword(s):  
Portfolio Assessment ◽  
Personality Development ◽  
Evaluation Process ◽  
The Self ◽  
Self Management ◽  
Structural Components ◽  
Pedagogical Tools ◽  
Self Evaluation ◽  
Self Development

Self-management is one of the structural components in the competitiveness model of the student’s as prospective specialists. Reflection is one of the most important elements of san elf-management, indication of competitiveness and the self-evaluation process as well. The aim of the research was to analyze and evaluate the theoretical aspects of reflection, including self-evaluation, for facilitation of self-development of prospective specialists’ competitiveness. Reflection is an important pre-condition for facilitation of self-development of prospective specialist’s competitiveness. Portfolio is one of the pedagogical tools for facilitation of reflection and self-development of competitiveness of prospective specialists in the study environment at university.

scholarly journals Linguistic and psychological bases of the self-developing personality: the effective practices of the implementation of “Portfolio” technology

2020 ◽  
Vol 87 ◽  
pp. 00076
Author(s):  
A.Yu. Arsentyeva ◽  
O.N. Prokofieva ◽  
E.I. Khachikyan
Keyword(s):  
Evaluation Process ◽  
The Self ◽  
Self Management ◽  
Effective Practices ◽  
Structural Components ◽  
Pedagogical Tools ◽  
Self Evaluation ◽  
Self Development

Self-development is one of the structural components in the competitiveness model of the student’s as prospective specialists. Linguistic and psychological bases are one of the most important elements of self-management, indication of competitiveness and the self-evaluation process as well. The aim of the research was to analyze and evaluate the effective practices of the implementation of “Portfolio” technology. Portfolio is one of the pedagogical tools for facilitation of self-development of competitiveness of prospective specialists in the study environment at university.

Integrating Glasser Quality School Concepts Into Online Courses

2018 ◽  
pp. 16-31 ◽  
Author(s):  
Patricia A. Robey
Keyword(s):  
Problem Solving ◽  
Student Motivation ◽  
Online Courses ◽  
Evaluation Process ◽  
The Self ◽  
Historical Background ◽  
Self Evaluation ◽  
Online Classrooms ◽  
Lead Management ◽  
Quality School

The purpose of this chapter is to provide information on how William Glasser's quality school concepts can be integrated into online classrooms. The author provides a historical background for the development of Glasser Quality Schools, including the conditions for quality and the criteria for becoming a quality school. The author will provide suggestions for creating online relationships, explain the concept of boss versus lead management, and give examples of how lead management is utilized in a quality school. The importance of making learning useful and relevant will be linked to student motivation. The self-evaluation process of assessment will be discussed and how self-evaluation can be integrated with feedback for continued improvement of outcomes and quality. Finally, the author will provide a problem-solving format that can be used by faculty, administration, and students.

scholarly journals Aplicativo en la evaluación y acreditación de universidades con carreras técnicas

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Renso Carrasco L.
Keyword(s):  
Higher Education ◽  
Continuous Improvement ◽  
Evaluation Process ◽  
The Self ◽  
Generic Model ◽  
Substantial Part ◽  
External Evaluation ◽  
Self Evaluation ◽  
Self Assessments ◽  
Future Work

Higher Education in Ecuador entered a stage of changes driven by the regulations that govern the system as of 2008, such situation has required universities and polytechnical schools to start continuous improvement processes based on periodic self-assessments taking as reference different models Of quality and in particular that issued by the Council of Evaluation, Accreditation and Quality Assurance, CEAACES and whose purpose is to accredit as well as their careers. The establishment of the evidence that justifies the quality indicator, as well as the weight given to each is the substantial part of the self-evaluation process that the institutions carry out and it is necessary to have a tool that minimizes subjectivity and generates Results that in principle can be good but that in the end do not reach for the external evaluation; For which it has been made a tour of different concepts, regulations and processes that are applied in Ecuador for the evaluation of careers based on a generic model establishing a procedure that has been used to determine the weights of the indicators and proposes some lines Of future work.

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