How can self assessment strategies be designed?

2013 ◽  
pp. 197-207
Keyword(s):  
Self Assessment ◽  
Assessment Strategies

Who Is Community Engagement For?: The Endless Loop of Democratic Transparency

2020 ◽  
Vol 64 (11) ◽  
pp. 1565-1587
Author(s):  
Caroline W. Lee
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
State Legislatures ◽  
Professional Associations ◽  
Top Down ◽  
Self Assessment ◽  
College And University ◽  
American Academia ◽  
Assessment Strategies ◽  
The U.S

This article approaches college and university community engagement as a publicity practice responding to complex pressures in the U.S. higher education field. Democracy initiatives in American academia encompass a range of civic activities in communities near and far, but the forces driving their production are decidedly nonlocal and top-down. Good intentions are no longer enough for colleges and universities facing crises on a number of fronts. Today’s community collaborations must be intensive, reciprocal, deliberative, and appreciative. This mission of democratic transparency pursued by institutions involves extensive efforts to certify civic empowerment for public audiences and funders, trade and professional associations, state legislatures, and federal regulators. A promotional perspective on community engagement in higher education shifts attention from the authentic grassroots transformations that are its putative focus to the larger processes driving this activity and its outcomes: not least, the pursuit of legitimacy through increasingly elaborate self-assessment strategies. This endless loop—and its demands that engagement be ever more democratic and transparent, in its practice and in its evaluation—demonstrates not only the reach of promotional transparency, but its characteristic shape and reflexive organizational routines.

Evidence for assessment disappears in mixed-sex contests of the crayfish, Orconectes virilis

Behaviour ◽  
2015 ◽  
Vol 152 (7-8) ◽  
pp. 995-1018 ◽  
Author(s):  
Sarah J. Wofford ◽  
Ryan L. Earley ◽  
Paul A. Moore
Keyword(s):  
Energy Expenditure ◽  
Information Exchange ◽  
Sources Of Information ◽  
Same Sex ◽  
Agonistic Interactions ◽  
Orconectes Virilis ◽  
Self Assessment ◽  
Assessment Strategy ◽  
Resource Valuation ◽  
Assessment Strategies

During agonistic interactions, decisions about contest persistence can be informed by assessment of one’s own energy or time expenditure (self-assessment), one’s own expenditure combined with opponent inflicted costs (cumulative assessment), or through information exchange with an opponent (mutual assessment). Females and males can be expected to exhibit different strategies for contest resolution due to contrasting energetic requirements and resource valuation. We examined the assessment strategies crayfish employ during same-sex and mixed-sex fights. Two individuals interacted for 15 min, and fight duration and times spent at various intensity levels were quantified. Results indicated that both sexes employ a self-assessment strategy during same-sex fights. Evidence for assessment during mixed-sex fights was notably weaker, suggesting the resolution of mixed-sex fights involves different behavioural elements and/or sources of information. In species where mixed-sex fights are common year-round, the lack of common rules can lead to greater energy expenditure for both sexes.

scholarly journals Utilizing realistic assessment strategies and tools in the assessment of students of the upper elementary stage in public schools in Zarqa I - Jordan

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Yousry Abdel Rahim Yousef Al Najjar
Keyword(s):  
Public Schools ◽  
Real Life ◽  
Survey Method ◽  
Self Assessment ◽  
The Public ◽  
Evaluation Strategies ◽  
Questions And Answers ◽  
Realistic Assessment ◽  
Analytical Research ◽  
Assessment Strategies

The objective of this research is to investigate the extent to which teachers and teachers are employed for real-life evaluation strategies and tools in the public schools of Zarqa I, Jordan. The research used the survey method and quantitative qualitative analytical research method. A questionnaire was distributed to a sample of 100 teachers from various disciplines. The results of the study showed that the degree of teachers' reliance on the realistic assessment strategies based on communication (questions and answers), observation (automatic), paper and pen (multiple choice) and self assessment were the highest among the teachers with average (4.55) (5). As for the evaluation tools, the monitoring lists topped the highest (4.99), followed by the digital estimation scales (4.41). The results of the study showed that there were no statistically significant differences due to gender, specialization or years of service. There were statistically significant differences due to the variable receiving training courses for realistic evaluation strategies. In light of the results, a number of recommendations were recommended to improve the evaluation of the basic stage students in Jordan.

KONTRIBUSI ASESMEN FORMATIF TERHADAP HABITS OF MIND MAHASISWA BIOLOGI

2010 ◽  
Vol 15 (2) ◽  
pp. 77
Author(s):  
Mrs Siti Sriyati ◽  
Nuryani Y. Rustaman ◽  
Mr Asmawi Zainul
Keyword(s):  
Formative Assessment ◽  
Peer Assessment ◽  
Biology Education ◽  
Habits Of Mind ◽  
Group Presentation ◽  
Self Assessment ◽  
Biology Students ◽  
Student Questionnaire ◽  
Assessment Strategies ◽  
Presentation Activity

Study about formative assessment contribution to habits of mind of the Biology students purposes to describe weather there is a formative assessment contribution (feedback, self assessment and peer assessment) to the forming of student habits of mind. The research was carried out in Biology Education Departement to students who took Botany Phanerogamae instruction on 2009/2010. Many of formative assessment strategies were applied on theory and practical study, such as group presentation task, concept diagram, to observe practical and presentation activity, drawing book task and practical report. And some of the instrument used on this study were habits of mind tracing questionnaire, work observation sheet on the theoty and practical study, concept diagram, task and rubric for drawing book task, practical report and student questionnaire. The result of the research shows that there is an contribution of formative assessment to the habits of mind, with medium classified with the R value of 0,654. While determination coefficient value is 0.372 which means that 37.2% variation of habits of mind was influenced by formative assessment. Through the path analysis know that the direct influence on feedback, self assessment and peer assessment to habits of mind is 16,7%, 11.1% and 2.6%.Keywords: contribution, formative assessment, habits of mind

scholarly journals Further mismeasures of animal contests: a new framework for assessment strategies

2019 ◽  
Vol 30 (5) ◽  
pp. 1177-1185 ◽  
Author(s):  
Kenneth James Chapin ◽  
Paulo Enrique Cardoso Peixoto ◽  
Mark Briffa
Keyword(s):  
Behavioral Ecology ◽  
Information Transfer ◽  
Information Gathering ◽  
Self Assessment ◽  
Individual Level ◽  
Assessment Strategy ◽  
And Behavior ◽  
Assessment Strategies ◽  
Competition For Resources ◽  
New Framework

Abstract Competition for resources is a ubiquitous feature of life, and a central topic in behavioral ecology. Organisms use assessment strategies to resolve contests, which can be delineated into two broad categories by the information individuals use to make decisions: mutual assessment (MA) or self-assessment (SA). Most research hitherto has worked to bin a species into one of these categories. In this review, we discuss the limitations of this approach and provide solutions. We posit that assessment strategies do not need to be fixed within a species, individuals, or interactions, and that many organisms should adjust their assessment strategy as the environment, opponent, and opportunities for information gathering change. We show that assessment strategies are an individual-level characteristic, can vary within and between contests, and are not mutually exclusive. We argue that MA is the midpoint along a spectrum of self only and opponent only assessment. We discuss the effects of resource distribution, demographics, experience, information transfer, and ontogeny on assessment strategy evolution and behavior. We conclude by providing empirical guidelines and an example with a simulated dataset.

scholarly journals Online assessment strategies to enhance students’ competence and their implementational challenges

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Ida Ayu Made Sri Widiastuti ◽  
Ida Bagus Nyoman Mantra ◽  
Heru Sukoco ◽  
Made Hery Santosa
Keyword(s):  
Classroom Assessment ◽  
Effective Interaction ◽  
Learning Processes ◽  
Living Standard ◽  
Online Assessment ◽  
Human Beings ◽  
Self Assessment ◽  
Online Systems ◽  
Learning Competence ◽  
Assessment Strategies

Education is a key to a successful life for all human beings. Having a good education certainly helps people to have a better life and improve their living standard. Therefore, education should be continually conducted meaningfully to enhance students’ competence. However, carrying out effective learning and appropriate classroom assessment during the coronavirus pandemic could be highly challenging for the teachers to do. Teachers need to utilize various technological devices to assess students' learning competence. This is due to online learning has become a priority in learning activities in the pandemic situation. Consequently, teachers must have broader horizons on how to conduct the learning processes and appropriate assessment strategies and operate various communication technologies. This study found that English teachers implemented three types of online assessment strategies to improve students' learning competence during the pandemic of Covid-19 in Indonesia. Those strategies are online test administration, portfolio, and self-assessment. Several challenges were accoutered by the teachers in carrying out the classroom assessment through online systems such as slow internet network, expensive internet quota prices, limited access to computer and smartphone devices, poor ability in using digital technology, difficulty in conducting effective interaction. Feedback was occasionally provided when the learning processes were conducted through zoom meeting or google meet. The study implies that teachers should improve their communication technology ability and fulfill online assessment strategies' administrative procedures.

scholarly journals LA AUTORREGULACIÓN Y LA AUTOEVALUACIÓN COMO PARTE DE LA ESTRATEGIA DE APRENDIZAJE EN LOS CURSOS OBLIGATORIOS QUE OFRECE EL CENTRO DE CAPACITACIÓN EN EDUCACIÓN A DISTANCIA. SELF-REGULATION AND SELF-EVALUATION AS PART OF THE LEARNING STRATEGY IN THE CORE CO

2014 ◽  
Vol 5 (2) ◽  
pp. 68-102
Author(s):  
Daniela Ugalde-Hernández ◽  
Julia Pérez-Chaverri
Keyword(s):  
Distance Education ◽  
Learning Strategy ◽  
Online Courses ◽  
Self Regulation ◽  
Self Assessment ◽  
Student Centered ◽  
Self Evaluation ◽  
Educación A Distancia ◽  
Assessment Procedures ◽  
Assessment Strategies

Desde hace tres años el Centro de Capacitación en Educación a Distancia (CECED) empezó a implementar acciones dentro de los cursos que ofrece, con el fin de potenciar la autorregulación y la autoevaluación como estrategias que promuevan y evidencien la centralidad del estudiantado, tal como se menciona en el Modelo Pedagógico de la Universidad Estatal a Distancia (UNED).En ese sentido, esta ponencia pretende exponer la sistematización de la experiencia vivida en dos cursos ofertados en el I cuatrimestre de 2014 (Pedagogía Universitaria y Organización y Diseño de Cursos en Línea), en los cuales se han realizado ajustes metodológicos para promover procesos de aprendizaje a través de la autorregulación y la autoevaluación por parte de las personas participantes, de manera que estas personas, a su vez, puedan implementarlas en sus propios cursos o asignaturas. Dichos ajustes metodológicos se pueden evidenciar en diferentes componentes del curso y no solo en el instrumento de autoevaluación.Palabras clave: autorregulación, autoevaluación, estrategia de aprendizaje, cursos virtuales, modalidad a distancia AbstractThree years ago, the Distance Education Training Center (CECED) began to implement actions to improve self-regulation and self-assessment strategies on its courses and following the student centered orientation indicated in UNED´s Teaching Model.In that sense, this paper aims to describe the systematization of the experience of implementing self-regulation and self-assessment strategies on two courses offered in the first quarter of 2014. The courses Pedagogy for Distance Education and Organization and Design of Online Courses have been modified in terms of methodology, to promote learning processes by using self-regulation and self-assessment procedures. Also, course participants are encouraged to implement these strategies in the courses they teach. These strategies and the methodological adjustments will be evident in different course components of the training sessions not only in the self-assessment instrument.Keywords: self-regulation, self-assessment, learning strategy, online courses, distance mode. 

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