System-Based Ontology for Assessing Learner's Programming Practical Works Activities (S_Onto_ALPPWA)

This article introduces a new learner's self-assessment environment as CEHL that allows comparison of learners' programs with those elaborated by the teacher. The subjacent idea is to indirectly compare programs through their graphical representations described by ontologies. So, CEHL developed so-called S_Onto_ALPPWA which allows comparing learners' productions with those elaborated by the teacher. The tool allows essentially (1) generating two ontologies from the learner's program and the teacher's one, (2) applies some matching algorithms for measuring degrees of similarity and dissimilarity between learner's program and teacher's one, and (3) assessing the learners by giving them a list of semantic and syntactic errors detected in their programs. The present work is an extension of the authors' previous work, which did not take into account semantics errors. In the present work, they have managed to detect syntactic and semantic errors by using ontologies. To demonstrate the effectiveness of the system, two prospective experiments were conducted. The obtained results were very encouraging.

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A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students

Computers & Education ◽

10.1016/j.compedu.2011.08.005 ◽

2012 ◽

Vol 58 (1) ◽

pp. 303-320 ◽

Cited By ~ 40

Author(s):

Chi-Cheng Chang ◽

Kuo-Hung Tseng ◽

Shi-Jer Lou

Keyword(s):

High School ◽

High School Students ◽

Comparative Analysis ◽

Peer Assessment ◽

Portfolio Assessment ◽

Teacher Assessment ◽

School Students ◽

Self Assessment ◽

Web Based ◽

Assessment Environment

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A Useful Chart for Providing Self-Assessment Opportunities to Students

International Journal of English Language Teaching ◽

10.5430/ijelt.v4n2p11 ◽

2017 ◽

Vol 4 (2) ◽

pp. 11

Author(s):

Julio César Núñez García ◽

Marisela Alfaro Tamayo

Keyword(s):

English Language ◽

Self Assessment ◽

And Performance ◽

And Control ◽

Assessment Environment ◽

Learning And Performance

When learning something, it is of paramount importance to evaluate our progress during the several steps involved inthe process. Providing an assessment environment helps our students to reflect constantly about their performanceand the things they should avoid or do as to attain better results. It is also a necessary activity for helping them tolearn effectively the English language. As they become aware of the possibilities that offers using a tool allowingthem to assess their learning and performance, their proficiency, monitored in this type of environment, shapes theexpected results.This article presents an experience based on the use of an assessment chart provided to students to help themassessing themselves when learning the English language. Professors involved in the application of the chart referredto the changes occurred in the students´ performance and their awareness about certain elements that they were notable to identify and control previously to the implementation of the chart. After that, they considered them as of greatimportance for evaluating their performance when learning the English language both as learners and as professors tobe.

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A Design of Self-Assessment Environment in Project-based Learning: Monitoring and Reorganizing Tasks and Division of Labor

2005 6th International Conference on Information Technology Based Higher Education and Training ◽

10.1109/ithet.2005.1560278 ◽

2005 ◽

Author(s):

T. Mochizuki ◽

H. Kato ◽

T. Nishimori ◽

S.-i. Hisamatsu ◽

K. Yaegashi ◽

...

Keyword(s):

Division Of Labor ◽

Project Based Learning ◽

Self Assessment ◽

Assessment Environment

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Student self-assessment in dental technology

Journal of Dental Education ◽

10.1002/j.0022-0337.1973.37.9.tb00731.x ◽

1973 ◽

Vol 37 (9) ◽

pp. 19-21 ◽

Cited By ~ 4

Author(s):

PR Geissler

Keyword(s):

Self Assessment ◽

Dental Technology

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Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

Perspectives on Administration and Supervision ◽

10.1044/aas20.2.64 ◽

2010 ◽

Vol 20 (2) ◽

pp. 64-70 ◽

Cited By ~ 2

Author(s):

Mary Pat McCarthy

Keyword(s):

Clinical Education ◽

Performance Indicator ◽

Clinical Skills ◽

Self Assessment ◽

Clinical Practicum ◽

Self Reflection ◽

Healthcare Settings ◽

Language Pathology ◽

Traditional Performance ◽

The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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