scholarly journals 'A productive and happy collaboration': maximising impact through project design.

2014 ◽  
Author(s):  
Janet Hargreaves ◽  
Susan Bond ◽  
Paul Dagg ◽  
Benji Dawson ◽  
Blake Kendrick ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Work Place ◽  
Project Design ◽  
Key Factors ◽  
Self Assessment ◽  
Collaborative Project ◽  
Project Outcomes ◽  
Student Power ◽  
Teaching Learning

This case study describes a highly collaborative project created to develop an online self-assessment tool that offers students the opportunity to plan their preparedness to enter the work place named the Preparation for Placement Assessment Tool. The aim of the project was to develop an artefact that aids all students to think about and prepare for placements, and more broadly to bework-ready. It also aims to help disabled students to identify and manage theirindividual needs. Working in collaboration with students is offered as aneffective strategy for improving project outcomes and managing the tensions foracademics of balancing research, teaching, learning and scholarly activities.This paper discusses the project background, design and delivery, which includesthe engagement of a diverse mix of students, and the practice researchmethodologies used. Discussion focuses on the project's impact, particularly on the students involved. Four key factors: student power, methodology, the use offunding and slow burn are identified as significant for success.

Formative Online Assessment in E-Learning

2011 ◽  
pp. 279-300
Author(s):  
Izaskun Ibabe ◽  
Joana Jauregizar
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Computer Assisted ◽  
Online Assessment ◽  
Self Assessment ◽  
Adaptive Assessment ◽  
E Learning ◽  
Online Formative Assessment ◽  
Planning Development

This chapter provides an introduction to formative assessment, especially applied within an online or e-learning environment. The characteristics of four strategies of online formative assessment currently most widely used—online adaptive assessment, online self-assessment, online collaborative assessment, and portfolio—are described. References are made throughout recent research about the effectiveness of online formative assessment for optimizing students’ learning. A case study in which a computer-assisted assessment tool was used to design and apply self-assessment exercises is presented. The chapter emphasizes the idea that all type of assessment needs to be conceptualized as “assessment for learning.” Practical advices are detailed for the planning, development, implementation, and review of quality formative online assessment.

scholarly journals Environmental Sustainability Evaluation of Apparel Product: A Case Study on Knitted T-Shirt

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Md. Mazedul Islam ◽  
Md. Mashiur Rahman Khan
Keyword(s):  
Environmental Sustainability ◽  
Assessment Tool ◽  
Design Tool ◽  
Evaluation Tool ◽  
Self Assessment ◽  
Full Life Cycle ◽  
Aggregate Information ◽  
Branded Product ◽  
Higg Index

The work reported in this paper presents the assessment of environmental performances of selected branded apparel T-Shirt products made by Bangladesh. The study is based on a standard evaluation tool named Higg Index which is basically used widely to measure the environmental sustainability of various apparel products. Higg Index is an internal self-assessment tool created by the outdoor apparel industry and Nike’s apparel environmental design tool which aims to aggregate information on the environmental performance of products. The Index considers performance across the full life-cycle of a product, including impacts from “input materials, manufacturing, packaging, transportation, use, and end-of-life.” Selected apparel branded T-Shirt products from S. Oliver, BUTex-Innovation, PUMA, Esprit, Aarong, and Yellow were taken into consideration. The results indicate that newly developed ecofriendly T-shirt and foreign branded products named S. Oliver, PUMA, and Esprit gained higher score but local branded product like Aarong and Yellow gained lower score in terms of environmental sustainability based on Higg Index assessment tool. Moreover, many weaknesses and opportunities for improvement of both local and foreign branded T-Shirt products have been identified and suggested which would eventually lead the fashion designer, apparel manufacturer, stakeholder, and consumer towards greener apparel products.

scholarly journals Student collaboration in developing an on-line self assessment tool, to enhance development for student and newly qualified professionals

2013 ◽  
Vol 4 (7) ◽  
Author(s):  
Julie Laxton ◽  
Paul Dagg ◽  
Janet Hargreaves ◽  
Duane Laverick ◽  
Carrie Mitchell
Keyword(s):  
Teaching And Learning ◽  
Assessment Tool ◽  
Learning Assessment ◽  
Positive Outcomes ◽  
Self Assessment ◽  
Student Collaboration ◽  
Self Evaluation ◽  
Preparedness For Practice ◽  
On Line

A “Competence in Practice” (CiPA) self assessment tool was developed initially as a research instrument as part of the Centre for Excellence in Teaching and Learning; Assessment and Learning in Practice Settings. The tool asks a series of questions against which participants self-rate their preparedness for practice. A working group then created software from this that is used as a formative exercise to rate confidence and perceived competence in practice. This freely available package (http://cipa.hud.ac.uk ) responds with feedback to individual users on their self evaluation, facilitating reflection and guided supervision. The development involved an innovative, collaborative partnership with academics and students, who undertook the work as a paid project as well as actively participating in workshops and conferences. Working collaboratively was a powerful experience for all involved. This case study presents the development of the tool, focusing on the collaborative aspects of the work. Working collaboratively with students in this manner enabled many positive outcomes and lessons for the future. 

scholarly journals Exploring the Use of Rubrics as a Self Assessment Tool for Pre-service Teachers

2020 ◽  
Vol 10 (10) ◽  
pp. 781-786
Author(s):  
Somyata Gupta ◽  
◽  
Sangeeta Chauhan
Keyword(s):  
Assessment Tool ◽  
Education Institution ◽  
Assessment Tools ◽  
Independent Learning ◽  
Self Assessment ◽  
English Writing ◽  
Writing Class ◽  
Teacher Education Institution ◽  
Teaching Learning ◽  
Pre Service Teacher

Evaluating students constructively through a host of self-assessment tools can help create engaged and committed learners which are a requisite for the current educational scenario. This study was attempted in an English writing class at a Pre-Service Teacher Education Institution in India to deconstruct the significance of rubrics as a self-assessment tool leading to the attainment of better learning experiences. For an empirical investigation of relationships between variables, the authors designed a Rubric Table, collected data using a Questionnaire and conducted a statistical analysis of the responses recorded. Preliminary findings suggested that students believed the process of teaching-learning to be more empowering and structured as rubrics not only enhance student learning but also involve the elimination of failure by asserting that every learner can succeed. Rubrics, thus are a functional tool that offer room for reflection and self-independent learning.

scholarly journals Collective portfolio: assessment of teaching and learning in health undergraduate courses

2018 ◽  
Vol 23 (11) ◽  
pp. 3779-3787
Author(s):  
Glauce Dias da Costa ◽  
Erik Driessen ◽  
Luciana Saraiva da Silva ◽  
Aline Aparecida de Oliveira Campos ◽  
Thiago de Melo Teixeira da Costa ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Assessment Tool ◽  
High Reliability ◽  
Portfolio Assessment ◽  
Descriptive Analysis ◽  
Weighted Kappa ◽  
Self Assessment ◽  
Creative Thought ◽  
Kappa Test ◽  
Teaching Learning

Abstract The potential of the reflective collective portfolio as a method of teaching, learning and assessment needs to be emphasized. The objectives is to assess and validate the quality of the collective portfolio as a method of teaching, learning and assessment in the training of health professional. Portfolio quality was analyzed using an inventory of analysis that was adapted and tested for this study. In total, 70 portfolios were analyzed. The Kappa test was used to analyze reproducibility, confirming the level of agreement between the appraisers. Descriptive analysis and the t-test were performed to compare results from the years the portfolios were produced. The constructs (layout and organization, comprehensive, reflective, critical and creative thought) exhibited Cronbach alpha values above 0.7, confirming the high reliability of the tool. The weighted Kappa test revealed an elevated and significant agreement (+90%) between the appraisers. Notably, certain items and constructs exhibited significant differences over the years. All of the constructs were assessed better from 2011 onwards, when the assessment and self-assessment tool was implemented. The success of the portfolio depends on strategies that provide students with greater clarity and forms of developing the method.

scholarly journals Informe de autoevaluación como herramienta formativa para árbitros de fútbol. Estudio de caso

2020 ◽  
pp. 33
Author(s):  
David Recio Moreno ◽  
Tiberio Feliz Murias
Keyword(s):  
Formative Evaluation ◽  
Assessment Tool ◽  
Educational Practice ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Level Of Satisfaction ◽  
Evaluation Feedback ◽  
High Level

In this article we present the results of an evaluative study of an educational practice that focused on the training of participating referees at an international football tournament. The aim was to provide referees with a self-assessment instrument for analyzing and evaluating their refereeing performances at the tournament. The instrument also provided the teaching team with a source of information for detecting the referees’ daily needs and facilitating dialogical feedback processes in the context of a formative evaluation. Feedback was conducted at training meetings characterized by a participative, interactive and collaborative methodology in which video was used as a fundamental didactic resource. This case study employed a range of complementary methodological, qualitative and quantitative techniques and instruments. We analyzed 371 self-assessment reports produced after the matches by the 28 participating referees and evaluated the usefulness and contributions of the self-assessment tool. We also evaluated the referees’ level of satisfaction with the training proposal by analyzing their responses to a questionnaire and holding discussions with their trainers. The results revealed a high level of satisfaction and acceptance of both the instrument and the methodology developed at the work meetings. They also highlight the value of video content as teaching material, the quality of the feedback received, and the participatory, interactive and collaborative approach adopted at the sessions. This proposal is intended to be transferable to other situations and training contexts.

scholarly journals TEACHERS’ UNDERSTANDING TOWARDS PORTFOLIO ASSESSMENT: A CASE STUDY AMONG MALAYSIAN PRIMARY SCHOOL TEACHERS

2019 ◽  
Vol 77 (6) ◽  
pp. 695-704 ◽  
Author(s):  
Kalai Selvan Arumugham
Keyword(s):  
Primary School ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Portfolio Assessment ◽  
Assessment Method ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Learning ◽  
Mathematics And Science

Alternative assessment plays an important role in gathering information about students’ learning. Introduction of new curriculum in Malaysian primary school education namely Standard Curriculum of Primary School has highlighted portfolio as an assessment tool. Therefore, research has been conducted to examine teachers’ understanding towards this new alternative assessment method. The qualitative data used in this research were gathered from three interview sessions and classroom observations. Five primary school teachers were selected as participants of this research. They are teaching core subject such as English, Mathematics and Science. Thematic analysis was conducted to examine the themes emerged to represent their understandings towards portfolio. Teachers’ understandings towards portfolio were grouped into three major themes: As students’ work collections, as feedback and improvement tools and as teaching, learning and grading tools. They used portfolio in classroom as they understood. Different understandings were revealed as these teachers are also teaching different subjects. This may be the reason why these teachers were having different understandings towards portfolio assessments. This research is significant to teachers, stakeholders, school administration and even society about portfolio assessment.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
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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