scholarly journals A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders

2018 ◽  
Vol 13 (10) ◽  
pp. 225
Author(s):  
Denise Villanyi ◽  
Romain Martin ◽  
Philipp Sonnleitner ◽  
Christina Siry ◽  
Antoine Fischbach
Keyword(s):  
Reading Comprehension ◽  
Rating Scale ◽  
Assessment Tool ◽  
Standardized Test ◽  
Fourth Graders ◽  
Tablet Computer ◽  
School Students ◽  
Self Assessment ◽  
Computer Based ◽  
Self Assessments

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.

scholarly journals Influence of video-based feedback on self-assessment accuracy of endoscopic skills: a randomized controlled trial

2019 ◽  
Vol 07 (05) ◽  
pp. E678-E684 ◽  
Author(s):  
Michael Scaffidi ◽  
Catharine Walsh ◽  
Rishad Khan ◽  
Colleen Parker ◽  
Ahmed Al-Mazroui ◽  
...  
Keyword(s):  
Rating Scale ◽  
Assessment Tool ◽  
Controlled Trial ◽  
Global Rating Scale ◽  
Competency Assessment ◽  
Global Rating ◽  
Self Assessment ◽  
Video Review ◽  
Group Assignment ◽  
Self Assessments

Abstract Background and study aims Novice endoscopists are inaccurate in self-assessment of procedures. One means of improving self-assessment accuracy is through video-based feedback. We aimed to determine the comparative effectiveness of three video-based interventions on novice endoscopists’ self-assessment accuracy of endoscopic competence. Materials and methods Novice endoscopists (performed < 20 previous procedures) were recruited. Participants completed a simulated esophagogastroduodenoscopy (EGD) on a virtual reality simulator. They were then randomized to one of three groups: self-video review (SVR), which involved watching a recorded video of their own performance; benchmark review (BVR), which involved watching a video of a simulated EGD completed by an expert; and self- and benchmark video (SBVR), which involved both videos. Participants then completed two additional simulated EGD cases. Self-assessments were conducted immediately after the first procedure, after the video intervention and after the additional two procedures. External assessments were conducted by two experienced endoscopists, who were blinded to participant identity and group assignment through video recordings. External and self-assessments were completed using the global rating scale component of the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT GRS). Results Fifty-one participants completed the study. The BVR group had significantly improved self-assessment accuracy in the short-term, compared to the SBVR group (P = .005). The SBVR group demonstrated significantly improved self-assessment accuracy over time (P = .016). There were no significant effects of group or of time for the SVR group. Conclusions Video-based interventions, particularly combined use of self- and benchmark video review, can improve accuracy of self-assessment of endoscopic competence among novices.

Development of a System of Self-Assessment Indicators and its Optimization with the Help of Rasch Model

2015 ◽  
Vol 770 ◽  
pp. 729-734
Author(s):  
Christina N. Zavalishina
Keyword(s):  
Rasch Model ◽  
Performance Indicators ◽  
Structural Model ◽  
Assessment Tool ◽  
Objective Data ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
Self Assessments

The paper discusses advantages and disadvantages of self-assessment of an organization conducted by filling out a reporting form. A questionnaire is suggested as a self-assessment tool together with a self-assessment structural model. It is proved that the process of obtaining more objective data can be regulated by reducing or increasing the number of performance indicators. Consideration is given to the process of self-assessment indicators development as an integral package and its subsequent optimization by means of Rasch model. Advantages of the measuring model are demonstrated and are supported by the results of self-assessments conducted in 7 organizations.

scholarly journals Validating a problem-based learning process assessment tool in a Nepalese medical school

2017 ◽  
Vol 4 (2) ◽  
pp. 65-72
Author(s):  
Shambhu Kumar Upadhyay ◽  
Shital Bhandary ◽  
Satish Raj Ghimire ◽  
Babu Raja Maharjan ◽  
Ira Shrestha ◽  
...  
Keyword(s):  
High School Students ◽  
Cognitive Skills ◽  
Rating Scale ◽  
Assessment Tool ◽  
Problem Based Learning ◽  
Process Assessment ◽  
Student Behaviors ◽  
School Students ◽  
Point Rating Scale ◽  
Valid Instrument

Introductions: The newly established Patan Academy of Health Sciences (PAHS) has incorporated the measurement of non-cognitive skills and behaviors into the summative assessment in the setting of problem based learning (PBL). This study was conducted to validate a PBL process assessment tool for PAHS. Methods: A list of 72 items of student behaviors observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials. Results: The internal-consistency of the TAS-Tool was very high (Cronbach’s α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%). Conclusions: TAS-Tool was found to be reliable and valid instrument deemed applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.

scholarly journals ADHD Symptoms and School Impairment History in Parents of ADHD Children are a Fundamental Diagnostic and Therapeutic Clue.

2020 ◽  
Author(s):  
Luisa Cortellazzo Wiel ◽  
Francesco Rispoli ◽  
Giulia Peccolo ◽  
Valentina Rosolen ◽  
Egidio Barbi ◽  
...  
Keyword(s):  
Rating Scale ◽  
Assessment Tool ◽  
High Rate ◽  
Therapy Outcome ◽  
Self Assessment ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Educational Therapy ◽  
Emotional Impairment

Abstract Background: Attention Deficit and Hyperactivity Disorder (ADHD) is a multi-factorial condition, with inheritance playing a major role. Recognizing parents’ ADHD represents a clue not only for an earlier diagnosis of the disease in their children, but also to optimize psycho-educational therapy outcome, by addressing the impairment of parenting related to untreated ADHD. This study aimed to assess the frequency of features suggestive of ADHD during childhood among parents of affected children, and the presence of school and emotional impairment.Methods: We administered the Wender Utah Rating Scale-25, a self-assessment tool for the retrospective identification of symptoms consistent with ADHD during childhood, to a cohort of 120 parents of 60 children diagnosed with ADHD, and to a consistent number of “controls”.Results: The WURS-25 proved positive in 49.1% of fathers and 30.0% of mothers of ADHD patients, compared to 1.7% of fathers and 1.7% of mothers of non-ADHD patients (p < 0.0001). The questions addressing learning and emotional impairment provided significantly higher scores in parents with an overall positive test compared to those with negative test (p < 0.0001).Conclusions: This study demonstrates a remarkably high rate of symptoms consistent with ADHD during childhood in parents of affected children. Physicians should be aware that this is a relevant anamnestic clue and, given the relevance of parents’ role in the management of children with ADHD, an important issue in order to improve patients’ treatment.

scholarly journals The Ubiquitous Cognitive Assessment Tool for Smartwatches: Design, Implementation, and Evaluation Study (Preprint)

2019 ◽  
Author(s):  
Pegah Hafiz ◽  
Jakob Eyvind Bardram
Keyword(s):  
Cognitive Assessment ◽  
Semantic Analysis ◽  
Rating Scale ◽  
Assessment Tool ◽  
Pearson Correlation ◽  
Mobile App ◽  
Assessment Tools ◽  
Difficulty Level ◽  
In The Wild ◽  
Computer Based

BACKGROUND Cognitive functioning plays a significant role in individuals’ mental health, since fluctuations in memory, attention, and executive functions influence their daily task performance. Existing digital cognitive assessment tools cannot be administered in the wild and their test sets are not brief enough to capture frequent fluctuations throughout the day. The ubiquitous availability of mobile and wearable devices may allow their incorporation into a suitable platform for real-world cognitive assessment. OBJECTIVE The aims of this study were threefold: (1) to evaluate a smartwatch-based tool for the assessment of cognitive performance, (2) to investigate the usability of this tool, and (3) to understand participants’ perceptions regarding the application of a smartwatch in cognitive assessment. METHODS We built the Ubiquitous Cognitive Assessment Tool (UbiCAT) on a smartwatch-based platform. UbiCAT implements three cognitive tests—an Arrow test, a Letter test, and a Color test—adapted from the two-choice reaction-time, N-back, and Stroop tests, respectively. These tests were designed together with domain experts. We evaluated the UbiCAT test measures against standard computer-based tests with 21 healthy adults by applying statistical analyses significant at the 95% level. Usability testing for each UbiCAT app was performed using the Mobile App Rating Scale (MARS) questionnaire. The NASA-TLX (Task Load Index) questionnaire was used to measure cognitive workload during the N-back test. Participants rated perceived discomfort of wearing a smartwatch during the tests using a 7-point Likert scale. Upon finishing the experiment, an interview was conducted with each participant. The interviews were transcribed and semantic analysis was performed to group the findings. RESULTS Pearson correlation analysis between the total correct responses obtained from the UbiCAT and the computer-based tests revealed a significant strong correlation (<i>r</i>=.78, <i>P</i>&lt;.001). One-way analysis of variance (ANOVA) showed a significant effect of the N-back difficulty level on the participants' performance measures. The study also demonstrated usability ratings above 4 out of 5 in terms of aesthetics, functionality, and information. Low discomfort (&lt;3 out of 7) was reported by our participants after using the UbiCAT. Seven themes were extracted from the transcripts of the interviews conducted with our participants. CONCLUSIONS UbiCAT is a smartwatch-based tool that assesses three key cognitive domains. Usability ratings showed that participants were engaged with the UbiCAT tests and did not feel any discomfort. The majority of the participants were interested in using the UbiCAT, although some preferred computer-based tests, which might be due to the widespread use of personal computers. The UbiCAT can be administered in the wild with mentally ill patients to assess their attention, working memory, and executive function.

scholarly journals PENTINGNYA RUBRIK PENILAIAN DALAM PENGUKURAN KEJUJURAN PESERTA DIDIK

2021 ◽  
Vol 19 (1) ◽  
pp. 161
Author(s):  
Suwarno Suwarno ◽  
Candra Aeni
Keyword(s):  
High School ◽  
Rating Scale ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Social Attitude ◽  
Expected Performance ◽  
Competency Based

<p><strong>Abstrak</strong></p><p>Pengembangan Kurikulum 2013 berbasis kompetensi diharapkan dapat meningkatkan kualitas peserta didik. Penilaian bertujuan untuk menilai perilaku peserta didik di dalam maupun di luar pembelajaran. Tujuan penulisan artikel untuk menguraikan pentingnya rubrik penilaian dalam pengukuran kejujuran peserta didik di SMA. Apabila efektivitas pengajaran kejujuran dapat dilakukan, maka akan menjadi landasan yang kuat untuk bangsa. Kejujuran merupakan salah satu sikap sosial. Penilaian kejujuran dapat dilakukan menggunakan observasi, penilaian diri, penilaian teman sejawat, serta jurnal. Instrumen yang digunakan pada jurnal berupa catatan pendidik. Sedangkan untuk observasi, penilaian diri, dan penilaian antarpeserta didik menggunakan instrumen berupa daftar cek atau skala penilaian yang disertai rubrik. Rubrik adalah alat penilaian yang memiliki deskripsi kinerja yang diharapkan setiap kriteria untuk mencapai nilai tertentu. Rubrik bisa analitik, holistik maupun keduanya yang dikombinasikan. Rubrik bermanfaat bagi peserta didik dan juga pendidik.</p><p> </p><p><strong><em>Abstract</em></strong></p><p><em>Competency-based 2013 curriculum development hopes to improve the quality of students, The assessment aims to assess the behavior of students inside and outside of learning. The purpose of this article was to describe the importance of assessment rubrics in measuring the honesty of students in high school. If the effectiveness of teaching honesty can be carried out, it will create a strong foundation for the nation. Honesty is a social attitude. Assessment of honesty can be done using observation, self-assessment, peer assessment, and journals. The instrument used in the journal was in the form of educator notes. As for observation, self-assessment, and assessment among students using instruments in the form of a checklist or rating scale accompanied by a rubric. A rubric is an assessment tool that has a description of the expected performance of each criterion to achieve a certain value. Rubrics can be analytical, holistic, or both. A rubric is useful for students and educators.</em></p>

scholarly journals Instrumento de autoavaliação para estudantes de cursinhos populares: a evasão como problemática

2020 ◽  
Vol 10 (2) ◽  
pp. 31
Author(s):  
Luciana Maria Lunardi Campos ◽  
Natália Harue da Cruz
Keyword(s):  
Evaluation Method ◽  
Assessment Tool ◽  
School Dropout ◽  
Public University ◽  
Sao Paulo ◽  
São Paulo ◽  
Self Assessment ◽  
Self Evaluation ◽  
Self Assessments ◽  
New Form

O presente estudo teve por objetivo elaborar um instrumento de autoavaliação e analisar a viabilidade de sua utilização junto a estudantes de um cursinho pré-universitário, vinculado a uma universidade pública do estado de São Paulo. Esta proposta avaliativa visa possibilitar aos estudantes a realização de um exercício de autocrítica e de reflexão sobre o desempenho e as dificuldades no decorrer do curso e justifica-se pelos altos índices da evasão em cursinhos populares. O instrumento foi elaborado com três eixos: identificação, desempenho geral e dificuldades, para ser utilizado mensal e individualmente pelos/as estudantes. A cada autoavaliação, o/a estudante recebeu uma nova ficha para preenchimento dos mesmos aspectos e os dados das autoavaliações anteriores para analisá-los e compará-los com as novas respostas. Participaram do estudo duas turmas de extensivo, num total de 21 estudantes. Os resultados foram organizados em: instrumentos elaborados e aplicação do instrumento e indicam que o instrumento proporcionou uma nova experiência aos estudantes e que dificuldades, desmotivação e evasão estão relacionados à dimensão subjetiva, que só pode ser compreendida em articulação com à objetiva.Palavrs-chave: Cursinho pré-universitário; Autoavaliação; Evasão Escolar. ABSTRACT: The present study aimed to develop a self-assessment tool and analyze the feasibility of its use among pre-university students course from a public university from the state of São Paulo. This proposes evaluation method aims to lead the students to perform an exercise of self-criticism, reflecting on the performance and difficulties that are found during the course period and justified by the high evasion rates in popular courses. The instrument was elaborated with three axes: identification, general performance, and difficulties, to be used monthly and individually by the students. At each self-assessment, the student received a new form to fill in the same aspects and data from the previous self-assessments to analyze and compare them with the new answers. A total of 21 students participated in the study. The results were organized in how the self-assessment was elaborated and its application and indicate that instrument provided a new experience for students and that difficulties, desmotivation and evasion are related to the subjective dimension, which can only be understood in articulation with the objective.Keywords: Pre-university Coursework; Self- Evaluation; School Dropout.

Dispositional Optimism and Self-Assessed Situation Awareness in a Norwegian Military Training Exercise

2005 ◽  
Vol 100 (3) ◽  
pp. 649-658 ◽  
Author(s):  
Jarle Eid ◽  
Nils Tore Meland ◽  
Michael D. Matthews ◽  
Bjørn Helge Johnsen
Keyword(s):  
Situation Awareness ◽  
Rating Scale ◽  
Assessment Tool ◽  
Military Training ◽  
Dispositional Optimism ◽  
Naval Academy ◽  
Self Assessment ◽  
Training Exercise ◽  
Life Orientation Test ◽  
Life Orientation

The current study examined the relationship between dispositional optimism and situation awareness. A sample of 77 Royal Norwegian Naval Academy and 57 Royal Norwegian Army Academy cadets were administered the Life Orientation Test prior to participating in a field-training exercise involving a series of challenging missions. Following an infantry mission component of the exercise, situation awareness was measured using the Mission Awareness Rating Scale (MARS), a self-assessment tool. The analysis indicated that dispositional optimism correlated negatively with situation awareness under these conditions. The role of intrapersonal variables in mediating situation awareness and decision-making in stressful situations is discussed.

scholarly journals Developing a self-assessment tool for English language teachers

2018 ◽  
Vol 23 (5) ◽  
pp. 655-679 ◽  
Author(s):  
Simon Borg ◽  
Adam Edmett
Keyword(s):  
Teacher Evaluation ◽  
English Language ◽  
Assessment Tool ◽  
Language Teachers ◽  
Classroom Observations ◽  
Self Assessment ◽  
The World ◽  
Self Assessments ◽  
English Language Teachers

In the context of increasing global interest in teacher evaluation, this article describes the development of a self-assessment tool (SAT) for teachers of English and analyses responses to it by 1,716 teachers from around the world. One feature of respondents’ self-assessments was that they were mostly positive, and this issue is discussed in relation to concerns about the accuracy of self-assessed competence more generally. Teachers also provided feedback on the tool itself and their comments on its relevance, clarity, coverage and value were mostly positive too. The teachers did, though, suggest ways in which the SAT could be developed further, and a number of design enhancements are discussed. Two particular challenges highlighted by the results of this study are also considered: the feasibility of developing a self-assessment tool that teachers of English in all contexts can use, and the extent to which teachers are able to assess their competence without reference to the specific circumstances in which they work. The potential for further research around the SAT is also noted, particularly in terms of how it can be combined with classroom observations to provide a more robust overall picture of what teachers are able to do.

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