Performance Assessment

2003 ◽  
pp. 210-224
Author(s):  
Apiwan D. Born ◽  
Carol M. Jessup
Keyword(s):  
Performance Assessment ◽  
Classroom Environment ◽  
Assessment Tool ◽  
Online Courses ◽  
Virtual Classroom ◽  
Assessment Tools ◽  
Future Research ◽  
Online Instructors ◽  
Traditional Assessment ◽  
Emerging Trends

This chapter examines a performance assessment tool (i.e., rubric) that is increasingly being utilized in online courses. The concept of performance assessment in the virtual classroom environment is discussed, including the proposition that using traditional assessment tools alone is not sufficient. Issues related to rubrics are identified, and guidelines are presented for online instructors and course developers. Emerging trends and future research opportunities are also provided.

scholarly journals Concussion in para sport: the first position statement of the Concussion in Para Sport (CIPS) Group

2021 ◽  
pp. bjsports-2020-103696
Author(s):  
Richard Weiler ◽  
Cheri Blauwet ◽  
David Clarke ◽  
Kristine Dalton ◽  
Wayne Derman ◽  
...  
Keyword(s):  
Consensus Statement ◽  
Assessment Tool ◽  
Return To Sport ◽  
Position Statement ◽  
Assessment Tools ◽  
Future Research ◽  
Concussion Management ◽  
Rule Changes ◽  
Specific Rule ◽  
And Performance

Concussion is a frequent injury in many sports and is also common in para athletes. However, there is a paucity of concussion research related to para sport, and prior International Concussion in Sport (CIS) consensus papers have not substantively addressed this population. To remedy this and to improve concussion care provided to para athletes, the concussion in para sport (CIPS) multidisciplinary expert group was created. This group analysed and discussed in-depth para athlete-specific issues within the established key clinical domains of the current (2017) consensus statement on CIS. Due to the onset of the COVID-19 pandemic, the group held all meetings by video conferencing. The existing Sport Concussion Assessment Tool 5 (SCAT5) for the immediate on-field and office-based off-field assessment of concussion was evaluated as part of this process, to identify any para athlete-specific concerns. Regular preparticipation and periodic health examinations are essential to determine a baseline reference point for concussion symptoms but pose additional challenges for the interpreting clinician. Further considerations for concussion management for the para athlete are required within the remove, rest, reconsider and refer consensus statement framework. Considering return to sport (RTS), the 2017 CIS consensus statement has limitations when considering the RTS of the para athlete. Case-by-case decision making related to RTS following concussion is imperative for para athletes. Additional challenges exist for the evaluation and management of concussion in para athletes. There is a need for greater understanding of existing knowledge gaps and attitudes towards concussion among athlete medical staff, coaches and para athletes. Future research should investigate the use and performance of common assessment tools in the para athlete population to better guide their clinical application and inform potential modifications. Concussion prevention strategies and sport-specific rule changes, such as in Para Alpine Skiing and Cerebral Palsy Football, also should be carefully considered to reduce the occurrence of concussion in para athletes.

Examining the Use of Robots as Teacher Assistants in UAE Classrooms: Teacher and Student Perspectives

10.28945/4749 ◽  
2021 ◽  
Vol 20 ◽  
pp. 245-261
Author(s):  
Mariam Alawi Alhashmi ◽  
Omar Mubin ◽  
Rama Bassam Baroud
Keyword(s):  
Arab World ◽  
Humanoid Robots ◽  
Assessment Tools ◽  
Future Research ◽  
Nao Robot ◽  
Emerging Trends ◽  
Teachers And Students ◽  
Methodological Assessment ◽  
Qualitative Exploration ◽  
Educational Robots

Aim/Purpose: This study sought to understand the views of both teachers and students on the usage of humanoid robots as teaching assistants in a specifically Arab context. Background: Social robots have in recent times penetrated the educational space. Although prevalent in Asia and some Western regions, the uptake, perception and acceptance of educational robots in the Arab or Emirati region is not known. Methodology: A total of 20 children and 5 teachers were randomly selected to comprise the sample for this study, which was a qualitative exploration executed using focus groups after an NAO robot (pronounced now) was deployed in their school for a day of revision sessions. Contribution: Where other papers on this topic have largely been based in other countries, this paper, to our knowledge, is the first to examine the potential for the integration of educational robots in the Arab context. Findings: The students were generally appreciative of the incorporation of humanoid robots as co-teachers, whereas the teachers were more circumspect, expressing some concerns and noting a desire to better streamline the process of bringing robots to the classroom. Recommendations for Practitioners: We found that the malleability of the robot’s voice played a pivotal role in the acceptability of the robot, and that generally students did well in smaller groups with the robot; teachers expressed concern that the children would become easily distracted should too many children be privy to one robot. Recommendation for Researchers: Our results provide valuable recommendations for researchers in the area. We believe, there needs to be continued efforts in devising suitable methodological assessment tools to evaluate student and teacher attitudes in the classroom particularly in the Arab world. We also advise researchers to focus on providing adaptive behavior in the context of educational robots. There are different distinct areas that need further clarifications and study based on our review. Impact on Society: On a wider scale, the findings of this paper have a huge implication for the educational technology as the integration of robotics in education is one of the emerging trends in the area, particularly in the UAE. This study allows to answer questions related to attitudes and perceptions of both teachers and students toward educational robots in the UAE. Future Research: Possible avenues of research in the area include focusing on the adaptive and natural behavior of robots in disciplines other than Mathematics as a means of successfully integrating robots in the classroom.

scholarly journals The Patchwork Text as Assessment Tool for Postgraduate Law Teaching in South Africa

Obiter ◽  
2020 ◽  
Vol 41 (2) ◽  
pp. 292-308
Author(s):  
JG Horn ◽  
L Van Niekerk
Keyword(s):  
Deep Learning ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Postgraduate Students ◽  
Traditional Assessment ◽  
Academic Knowledge ◽  
Assessment Approach ◽  
Problem Solvers ◽  
The Right

In the increasingly competitive higher education sphere, delivering graduates with a sound academic grounding in their discipline is no longer enough. Institutions of higher learning must yield lifelong learners who are employable and equipped with the practical skills required by the profession. To ensure this, the right assessment approach is key. While assessment has always been a crucial component of instruction, traditional assessment tools run the risk of being mere tools for certification, facilitating surface learning instead of deep learning. Assessment approaches need to be re-evaluated to strike a balance between encouraging deep learning and instilling proper academic knowledge in graduates. To contribute to such a re-evaluation of traditional assessment methods, this article reports on the introduction of the patchwork text (PWT) as an alternative assessment tool in postgraduate law teaching at the University of the Free State (UFS). After making the case for the move towards more authentic, alternative assessment techniques, the authors embark on a discussion of the main features of the PWT, as well as guidelines for drafting a PWT assessment. The focus then shifts to an overview of PWT implementation in other postgraduate modules, ending with a discussion of the authors’ experience introducing the PWT in their own teaching. Useful information about the authors’ approach is shared, including examples of formative assessment exercises used as part of the PWT, specifics regarding the portfolio of evidence of learning to be handed in, and an outline of the four “patches” making up the assessment. It is concluded that the PWT has proven to be a viable tool for assessing postgraduate students in certain law modules at the UFS. It has managed to promote deep learning, develop students into critical thinkers and problem-solvers, and compel them to continuously engage with the study material – all while achieving the intended learning outcomes. The PWT is therefore recommended to lecturers who seek to equip students with a macro-vision of their field of study, the ability to integrate and contextualise different areas of the discipline, and the skill to reflect critically on new, emerging developments in the field.

scholarly journals Psychotic-Like Experiences: A Challenge in Definition and Assessment

2021 ◽  
Vol 12 ◽  
Author(s):  
Barbara Hinterbuchinger ◽  
Nilufar Mossaheb
Keyword(s):  
Psychotic Disorders ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Psychotic Symptoms ◽  
Future Research ◽  
Psychotic Experiences ◽  
Standard Assessment ◽  
Conceptual Clarity ◽  
Persistence Rates ◽  
Definition Of

Assuming a continuum between psychotic experiences and psychotic symptoms aligned between healthy individuals and patients with non-psychotic and psychotic disorders, recent research has focused on subclinical psychotic experiences. The wide variety of definitions, assessment tools, and concepts of psychotic-like experiences (PLEs) might contribute to the mixed findings concerning prevalence and persistence rates and clinical impact. In this narrative review, we address the panoply of terminology, definitions, and assessment tools of PLEs and associated concerns with this multitude. Moreover, the ambiguous results of previous studies regarding the clinical relevance of PLEs are described. In conclusion, we address clinical implications and highly suggest conceptual clarity and consensus concerning the terminology and definition of PLEs. The development of an agreed upon use of a “gold standard” assessment tool seems essential for more comparable findings in future research.

scholarly journals Evaluation of the Effect of Items’ Format and Type on Psychometric Properties of Sixth Year Pharmacy Students Clinical Clerkship Assessment Tools

2019 ◽  
Author(s):  
Suha Al Muhaissen ◽  
Hatim S. AlKhatib ◽  
Gayle Brazeau ◽  
Amal Akour
Keyword(s):  
Assessment Tool ◽  
Academic Programs ◽  
Assessment Tools ◽  
Item Format ◽  
Traditional Assessment ◽  
Cognitive Levels ◽  
Examination Quality ◽  
Standardized Examinations ◽  
Case Based

Abstract Background Examination is the traditional assessment tool, and are used to guide the improvement of academic programs. Accreditation committees’ emphasis on the implementation of standardized examinations. The aims of the current study are to evaluate the quality of assessment tools of sixth year PharmD students as a function of assessment item format and type/structure and to assess the effect of the number of response choices on the characteristics of MCQs as assessment items. Methods. A total of 173 assessment items used in the examinations of sixth year rotations of PharmD program were included. Items were classified as case based or non-case based and as MCQs or open-ended. The psychometric characteristics of examinations were studied as a function of the level of the Bloom’s levels addressed by an item, item format, and number of choices in MCQs. Results. Items addressing intellectual and analysis skills were more difficult, while items associated with multiple cognitive levels were more discriminative. No differences were found between case based and noncase based items in terms of their difficulty, with a slightly better discrimination in the letter. Open-ended items were easier, yet more discriminative. MCQs with higher number of options were easier and more discriminative. Open-ended questions were significantly easier and more discriminative in comparison to MCQs as case based items while they were more difficult and more discriminative as non-case based items. Conclusion. Item formats, structure, and number of options in MCQs, affected students’ performance and overall examination quality. The discrimination of items associated with multiple Bloom’s levels was significantly higher than those associated with a single level. Noncase based items and open-ended items were easier and more discriminative than case based items and MCQs, respectively.

scholarly journals Development and Validation of Payment Performance Assessment Tool for Construction Industry

2018 ◽  
Vol 7 (2.29) ◽  
pp. 1130
Author(s):  
Sani Abdullahi Sarki ◽  
Razali Adul-Hamid ◽  
Mahmood W.Y.W
Keyword(s):  
Organizational Culture ◽  
Performance Assessment ◽  
Construction Industry ◽  
Analytical Hierarchy Process ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Development And Validation ◽  
Hierarchy Process ◽  
Pair Wise Comparison ◽  
Case Organization

The late payment has been the major issues facing the construction industry across the globe. Many studies have looked at this issues from management and legal perspectives. Despite its endemic effect on the construction industry, there is no any assessment tools for measuring the payment performance (late and prompt payment). This paper developed and validated a payment performance assessment tool in the context of construction industry client organization, particularly in the Nigerian construction industry. The tool was developed based on the organizational culture and payment performance attributes for the client organization. Analytical Hierarchy Process (AHP) was used to elicit pair-wise comparison and weight of each variable. This led to the development of the tool. The tool was then validated in the assessment of client’s payment performance of a case organization. The assessment tool was calibrated based on consensus benchmarking. However, the calibration ranges from 0.00-0.69 as late payment performance, 0.70-0.98 prompt payment performance and 0.99-1.00. Absolute prompt payment performance. The result shows that the payment assessment tool succeeded in measuring payment performance of a case organization with a score of 0.50 points indicating that the organization do not pay its contractors on time. Therefore, the organization is experiencing late payment. However, there is need to replication the study to revalidate the tool in another organization or country.  

scholarly journals Coverage Analysis of Indonesia Sustainability Assessment Tools: Similarity in Dimension and Assessment Results

2018 ◽  
Vol 7 (2.34) ◽  
pp. 52
Author(s):  
Rahmat Nurcahyo ◽  
Komang Tattya Lokhita A.K ◽  
Djoko Sihono Gabriel
Keyword(s):  
Manufacturing Industry ◽  
Assessment Tool ◽  
Sustainability Assessment ◽  
Assessment Tools ◽  
Future Research ◽  
Sustainability Performance ◽  
Coverage Analysis ◽  
Sustainability Assessment Tools ◽  
Sustainability Assessments ◽  
Assessment Results

The number of sustainability assessment tools in Indonesia is growing rapidly, concerns are raised on whether the assessment results of different tools present similar and valid conclusion about the sustainability performance in manufacturing industry. In this paper, we analyze dimensions of sustainability assessment tools and compare the structures of sustainability tools in Indonesia. Using a coverage analysis to demonstrate the similarity and differences between two sustainability assessments in Indonesia (PROPER and Industri Hijau) we then compare the results of both and analyze it. This study shows that two sustainability assessment tools in Indonesia which are PROPER and Industri Hijau have high variations in their structures, indicators, criteria, and sub-themes despite their similar dimension and purpose.  Consequently,  these sustainability assessment  tools  show  differences  in  assessment results  and  conclusions  on  the  sustainability  performance  of firms. Future research may propose a new integrated sustainability assessment tool so there will be only one sustainability assessment tool in Indonesia.  

scholarly journals MP42: Validation of the Stoplight Pain Scale tool in the Canadian emergency setting

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S55-S56
Author(s):  
S. Shwetz ◽  
E. Morrison ◽  
A. Drendel ◽  
M. Yaskina ◽  
M. Rajagopal ◽  
...  
Keyword(s):  
Family Involvement ◽  
Pain Assessment ◽  
Assessment Tool ◽  
Pain Treatment ◽  
Pain Scale ◽  
Assessment Tools ◽  
Future Research ◽  
Kappa Statistics ◽  
Emergency Setting ◽  
Direct Guidance

Introduction: Introduction: A variety of pain assessment tools exist for children, however none of the current scales were created specifically for family use. Further, none provide direct guidance with regards to pain treatment threshold. This study aimed to validate a novel, three faced, coloured coded (red, yellow, green), family-friendly pain tool, the Stoplight Pain Scale, by comparing it to the widely accepted and validated Faces Pain Scale-Revised (FPS-R). This novel tool has the capability to guide families with regards to treatment, as well as measure pain. Methods: Methods: A prospective observational cohort study was conducted at the Stollery Childrens Hospital emergency department (ED) (Edmonton, Alberta) from November, 2014 to February, 2017. Demographic information was collected, and patients (3-12 years) and their caregivers were asked to rate their pain using the novel Stoplight Pain Scale as well as the FPS-R. Pain was measured at presentation to the ED, immediately following painful procedures, and thirty minutes after analgesia administration. Patients and their caregivers also indicated their preferred scale for assessing pain. Results: Results: A purposeful random sample of 227 patients were included for analyses; 61/227 (26.9%) of patients were 3-5 years old and 166/227 (73.1%)were 6-12 years old. 53/227 (23.3%) of patients had been previously hospitalized. Correlation between the two pain scales was consistently fair to moderate; using Kappa Statistics, a baseline correlation for Stoplight and FPS-R was fair for both caregivers (0.38, 95% CI 0.28 0.48) and patients (0.36 95% CI 0.27-0.45). The Stoplight Pain Scale had fair to moderate correlation between caregiver and patient scores, (0.37, 95% CI 0.27-0.47), compared to FPS-R which showed poor to fair agreement between caregiver and child scores (0.20, 95% CI 0.12-0.29). Regardless of age or hospitalization status, 64% of patients (139/218) and 54% caregivers (118/220) preferred the Stoplight Pain scale (p=0.001). Conclusion: Conclusions: The Stoplight Pain Scale correlates moderately well with FPS-R, a validated pain assessment tool for children and shows good correlation between patients and caregivers assessment of reported pain. The Stoplight Pain Scale is a simple, easy to administer tool that may have a role in empowering family involvement in ED pain management. Future research should focus on at-home study of the tool.

Best Practices of Distance Dissertation Mentorship through Social Presence

2014 ◽  
pp. 215-234
Author(s):  
Libi Shen ◽  
Irene Linlin Chen
Keyword(s):  
Social Presence ◽  
Online Courses ◽  
Critical Role ◽  
Future Research ◽  
Online Instructors ◽  
Depth Interview ◽  
Virtual Interaction ◽  
Future Research Directions ◽  
Use Of Social Media

This chapter explores online instructors’ distance dissertation mentorship through social presence. Eight dissertation chairs were invited to answer in-depth interview questions in this case study. The theories and definitions of social presence, the effectiveness of social presence in online courses, and the strategies to improve social presence in online settings were reviewed. Major findings of this study reveal the critical role of social presence in dissertation mentoring, successful strategies to improve social presence in online dissertation courses, teachers’ limited use of social media, emoticons, and University Mobile 3.0, the need for synchronous virtual interaction in online dissertation classes, and teachers’ challenges of online dissertation mentorship. Finally, the study recommends future research directions.

scholarly journals Performance Assessment for Mastoidectomy: State of the Art Review

2016 ◽  
Vol 156 (1) ◽  
pp. 61-69 ◽  
Author(s):  
Rishabh Sethia ◽  
Thomas F. Kerwin ◽  
Gregory J. Wiet
Keyword(s):  
Virtual Reality ◽  
Performance Assessment ◽  
English Language ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Validity Evidence ◽  
Inclusion Criteria

Objective The aim of this report is to provide a review of the current literature for assessment of performance for mastoidectomy, to identify the current assessment tools available in the literature, and to summarize the evidence for their validity. Data Sources The MEDLINE database was accessed via PubMed. Review Methods Inclusion criteria consisted of English-language published articles that reported use of a mastoidectomy performance assessment tool. Studies ranged from 2007 to November 2015 and were divided into 2 groups: intraoperative assessments and those performed with simulation (cadaveric laboratory or virtual reality). Studies that contained specific reliability analyses were also highlighted. For each publication, validity evidence data were analyzed and interpreted according to conceptual definitions provided in a recent systematic review on the modern framework of validity evidence. Conclusions Twenty-three studies were identified that met our inclusion criteria for review, including 4 intraoperative objective assessment studies, 5 cadaveric studies, 10 virtual reality simulation studies, and 4 that used both cadaveric assessment and virtual reality. Implications for Practice A review of the literature revealed a wide variety of mastoidectomy assessment tools and varying levels of reliability and validity evidence. The assessment tool developed at Johns Hopkins possesses the most validity evidence of those reviewed. However, a number of agreed-on specific metrics could be integrated into a standardized assessment instrument to be used nationally. A universally agreed-on assessment tool will provide a means for developing standardized benchmarks for performing mastoid surgery.

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