scholarly journals Construcción colaborativa de una e-rúbrica para la autoevaluación formativa en estudios universitarios de pedagogía

2015 ◽  
Vol 13 (1) ◽  
pp. 319 ◽  
Author(s):  
Vanesa María Gámiz Sánchez ◽  
Norma Torres Hernández ◽  
María Jesús Gallego Arrufat
Keyword(s):  
Undergraduate Students ◽  
Learning Processes ◽  
The Self ◽  
Self Assessment ◽  
Collaborative Process ◽  
Education Professionals ◽  
Innovative Strategies ◽  
Final Questionnaire ◽  
The Subject

<p>Este artículo presenta un estudio sobre la construcción de e-rúbricas para la autoevaluación. Las rúbricas, como instrumento de autoevaluación, permiten la reflexión, aportan al estudiante una mayor implicación en su aprendizaje y un mayor grado de conciencia de sus propios logros. En este caso, se logró la colaboración del estudiante desde el mismo momento del diseño y creación de la rúbrica a través de un proceso de construcción colaborativa donde participaron estudiantes y profesorado. La investigación1 se realizó con estudiantes del grado de Pedagogía de la Universidad de Granada que cursaron una materia optativa de tercer curso de la titulación. Se desarrolló en varias etapas sucesivas durante un cuatrimestre: la formación para el uso de rúbricas electrónicas, el diseño y construcción de las e-rúbricas, la utilización de las e-rúbricas elaboradas como instrumento de autoevaluación y la aplicación de un cuestionario a las estudiantes participantes para conocer sus opiniones y valoración sobre el uso de la e-rúbrica. Es importante considerar que cuando se evalúa con herramientas innovadoras es fundamental que los alumnos no sólo conozcan el instrumento, sino que se les forme e informe sobre el potencial e importancia que este tiene para la mejora de sus aprendizajes y, lo más importante, lo usen y lo incorporen a sus propias prácticas evaluadoras. Como resultado principal, las estudiantes destacaron la importancia de la rúbrica para guiar y reflexionar sobre su aprendizaje y su capacidad para predecir sus resultados en la asignatura.</p><p><strong>ABSTRACT</strong></p><p><strong>Building a collaborative e-rubric for educational self-assessment in degree of pedagogy.</strong></p><p>This paper is focused on the self-assessment trough e-rubrics. Rubrics as an instrument of self-assessment involve a process of reflection that can contribute to increase the involvement and awareness of their own achievements. Here we wanted to engage students from the design and creation of rubric through a collaborative process of building an e-rubric by the students and the teacher. In this study, undergraduate students of Pedagogy participated in an elective subject in their third year. It was developed in several stages in a semester: training for using e-rubrics, designing and construction of e-rubrics, using the e-rubric as a tool for self-assessment and filling a final questionnaire to collect their views. It’s important to consider that when we work with innovative strategies of assessment, students have to know not only the features of the instrument but also they have to know the influence to improve their learning processes and they have to achieve the ability to incorporate it to their own skills as education professionals. As main result, students highlighted the importance of rubrics to guide their learning processes and to reflect about it and the capacity of rubric to predict their performance in the subject.</p>

scholarly journals THE SELF-ASSESSMENT INSTRUMENT IN PROJECT-BASED ASSIGNMENTS (A PIECE OF INSTRUMENTS ON ASSIGNMENT INSTRUMENT DEVELOPMENT RESEARCH)

2019 ◽  
Author(s):  
Tristan Rokhmawan ◽  
Lailatul Fitriyah
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Work Group ◽  
The Self ◽  
Assessment Instrument ◽  
Project Implementation ◽  
Oral Literature ◽  
Self Assessment ◽  
Performance Skills ◽  
The Subject

The self-assessment instrument in carrying out project-based lecturing assignments was developed to evaluate the performance and competence of students in working on project-based assignments. In this instrument the subject of the subject whose evaluation device was developed is the Folklore subject. This course is given to undergraduate students majoring in Indonesian or Indonesian Literature Education. Folklore subjects are courses that provide knowledge about folklore science, folklore types and their forms in society, folklore development and folklore science, and folklore research skills as a type of culture and literature that are spread by word of mouth (oral / traditional) in society; especially ancient culture and literature. In this lecture students get the final assignment in the form of a mini research project in the form of tracking various types of culture and oral literature in the community. As a form of evaluation of student performance in implementing the project, a set of instruments is needed that can measure the performance / skills and competencies of students in implementing projects both individually and in work groups. This form contains a series of statements that are useful as instruments of self-assessment of student performance while working on projects undertaken in the course. In order for this form to be used generally in other lectures, the author uses the code "X" as the type of subject intended in the assessment. The form consists of 152 items which are divided into 5 sections including: (1) Self-performance assessment, (2) Performance evaluation in preparation for project implementation, (3) Evaluation of project implementation performance, (4) Evaluation of project implementation evaluation, and (5 ) Assessment of the integrity of individuals in the work group. This instrument subsequently became a fragment of research product for developing project-based lecture task evaluation tools, as well as developing strategies and lecture models being carried out by both authors.

scholarly journals Infantilization of adolescents in the digital environment

2021 ◽  
Vol 258 ◽  
pp. 07033
Author(s):  
Vladimir N. Panferov ◽  
Svetlana A. Bezgodova ◽  
Anastasia V. Miklyaeva
Keyword(s):  
Empirical Data ◽  
Diagnostic Method ◽  
Negative Impact ◽  
Intergenerational Relationships ◽  
The Self ◽  
The Other ◽  
Digital Environment ◽  
Self Assessment ◽  
The Subject ◽  
The One

The article presents the results of studying the personal maturity of adolescents aged 13-17 (n=1078) who are infantilized in intergenerational relationships (on the model of relations with parents and teachers). Empirical data were collected with the use of the Self-Assessment Scale of Personal Maturity, as well as the modified Dembo-Rubinstein Self-Assessment Diagnostic Method, which measured the actual self-assessment of adolescents’ adulthood, as well as reflected assessments of their own adulthood from the parents’ and teachers’ positions. Infantilization in intergenerational relationships was assessed by comparing the self-assessment of adulthood and the reflected assessments of parents and teachers. The results show that the relationships between adolescents, on the one hand, and parents and teachers, on the other hand, are characterized by a tendency to infantilization. Obvious infantilization is found in about 10 % of cases. Infantilization in intergenerational relationships affects, first of all, the regulatory maturity of adolescents, and its influence differs depending on who is the subject of infantilization: in the case of infantilization by parents, the regulatory maturity of adolescents decreases as they grow up, while in the case of infantilization by teachers it increases. In general, infantilization in relations with parents has more intense negative impact on the formation of personal maturity in adolescence, in comparison with infantilization on the part of teachers.

scholarly journals The project of the self-assessment descriptors for Czech as a second language

2018 ◽  
Vol 9 (1) ◽  
pp. 173-180
Author(s):  
Kateřina Šormová
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Pilot Project ◽  
The Self ◽  
Difficulty Level ◽  
Ability Level ◽  
Self Assessment ◽  
The Subject ◽  
The Given

The project of the self-assessment descriptors for Czech as a second language Aim. The aim of the research is to evaluate the set of the self-assessment descriptors for Czech as a second language. Methods. The subject of the study were 753 descriptors evaluated by 50 teachers and 640 students. They are analysed with the application od quetionaires and controlled interviews. Pilot project tested the methodology to estabilish the difficulty level of descriptors and the ability level of learners. Results. The analysis shows that some of the descriptors need to be reduced and some of them reformulated. Conclusion. The analysis shows that many teachers are not sufficiently informed on Czech as a second language, they evaluate the descriptors from the perspective of a foreign language. Another finding is the inexperience of many teachers with the language levels following the CEFR; they label words or grammatical elements as an inappropriate level, but their estimate is very often incorrect. The teachers mark sayings, proverbs and idioms as the most problematic. The students are often able to express the given meaning, but they are shy to speak in a foreign language.

scholarly journals Educational Hall Escape: Increasing Motivation and Raising Emotions in Higher Education Students

2021 ◽  
Vol 11 (9) ◽  
pp. 527
Author(s):  
Almudena Macías-Guillén ◽  
Raquel Montes Díez ◽  
Lucía Serrano-Luján ◽  
Oriol Borrás-Gené
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Learning Processes ◽  
Control Group ◽  
Education Students ◽  
Student Groups ◽  
Innovative Method ◽  
The Subject ◽  
The Impact ◽  
Experimental Group

Educational Escape Room is an innovative method used in classrooms to motivate students. This article describes a version of Educational Escape Room applied to undergraduate students. Specifically, this work presents an adaptation of the method called Educational Hall Escape, characterized by the resolution of challenges in a game-adapted room in which several student groups compete to finish the activity in the least amount of time. To date, the Educational Hall Escape method applied to the field of business economy has not been reported in the literature. The objective of the study is to analyze the influence of the Educational Hall Escape method on the learning processes and emotions of students during the activity and its impact on their motivation and the reinforcement their competences and knowledge. An experiment was designed in which the class was divided into a control group and an experimental group. To measure the impact of the experience in the students, two tools were used: an exam and the Gamefulquest survey. Despite the fact that the results obtained show that the students perceived the experience as a game, it improved their motivation and increased their proclivity to have an emotional bond with the subject, the academic results remained steady.

scholarly journals Reflexive self-assessment of competencies by teachers and bachelor-students

2021 ◽  
Vol 1 (118) ◽  
pp. 8-18
Author(s):  
Elena V. Karpova ◽  
◽  
Anna V. Nevzorova ◽  
Keyword(s):  
Student Teachers ◽  
Undergraduate Students ◽  
The Self ◽  
Professional Competencies ◽  
Learning Activity ◽  
Professional Activity ◽  
Self Assessment ◽  
Certification Procedure ◽  
Poorly Differentiated ◽  
Assessment Of Competencies

The article presents theoretical and empirical materials devoted to the urgent problem of justification and implementation of the competence approach in pedagogical education. The most important component of the methodology of the competence approach is a reasonable assessment of the degree of formation of the main competencies of professional activity, including pedagogical activity. In addition, the assessment of competencies is also an important component of the teacher certification procedure. Of particular importance in this case there is the self-assessment of competencies: the teacher’s idea of the extent to which he has formed certain competencies. The study of this issue is relevant, first of all, in practical terms. The article presents and interprets the results of a comparative study of reflexive self-assessment of competencies by bachelor-students and teachers. The analysis of modern foreign and domestic approaches to the assessment and selfassessment of professional competencies is given, and their differences are characterized. It is shown, in particular, that individual aspects of pedagogical activity are mainly evaluated abroad, there is no integral characteristic of the teacher’s work, and the criteria for evaluating competencies are not clearly defined. Russian education is characterized by a comprehensive and multi-stage assessment of the teacher’s activity, taking into account the indicators of self-assessment of professional achievements and self-assessment of the formation of professional competencies. An empirical study has established that the self-assessment of competencies by both students and teachers is on average and below average levels. In addition, there is a very pronounced similarity in the self-assessment of competencies by third- and fourthyear undergraduate students. So, they both overestimate the competence in providing the information basis of teaching and competence of area of personal qualities and also have a low opinion of the competence of motivating learners to undertake learning activity. A new scientific fact was obtained and interpreted, which is that, contrary to the traditional opinion: not only students, but also professional teachers have a poorly differentiated view of the structure of their activity. As a result, their self-assessment of the degree of formation of the activity components and, accordingly, the main competencies of pedagogical activity is also poorly differentiated, generalized and in some cases syncretic. Therefore, an important direction for improving the training of student-teachers is the formation of correct and complete ideas about the psychological content and structural organization of their professional activity, as well as its main components.

scholarly journals Teaching Copyright Literacy in University Contexts

2020 ◽  
Author(s):  
Charlotte Högberg
Keyword(s):  
Prior Knowledge ◽  
Undergraduate Students ◽  
Classroom Climate ◽  
Learning Processes ◽  
National Legislation ◽  
Eu Member States ◽  
The Subject ◽  
Near Future ◽  
Principles Of Learning ◽  
The Eu

The IFLA Statement on Copyright Education and Copyright Literacy declares that libraries should work to enhance copyright literacy and that librarians should function as educators to achieve this. Libraries should offer workshops and training, especially when laws are amended. In the EU, member states need to implement the new copyright directive in their national legislation by June 2021 at the latest. This calls for additional focus on copyright education in the near future. This paper seeks to gain understanding of the prospects for teaching copyright literacy in university contexts and how the education best promote learning, by applying principles of learning processes on the teachings of copyright. Copyright is foremost a practical matter for students and faculty, which stresses the importance of shaping the content in relation to the target group. While undergraduate students struggle with how to re-use other sources for their work, researchers are more likely to struggle with what rights they are signing away or how to re-use their own work. Tailoring instruction is crucial, but what learning processes are important specifically for the subject of copyright, and how do we best approach them to foster learning? A set of principles is identified: activate prior knowledge, set the tone, establish ground for motivation and use case bases learning activities. These principles can enhance learning but also pose challenges, such as if prior knowledge of a differing national legislation is applied in an incorrect manner, or how to create a positive classroom climate where participants are at ease with sharing previous lack of knowledge or unlawful practice. By the use of practical scenarios make it easier to understand how copyright works. By using cases set within familiar contexts, a deeper understanding can develop and students and faculty can be empowered to solve copyright issues or know when to ask for support.

Shame and interpersonal sensitivity: Gender differences and the association between internalized shame coping strategies and interpersonal sensitivity

2018 ◽  
Vol 82 (2) ◽  
pp. 137-155 ◽  
Author(s):  
Markus B. T. Nyström ◽  
Emilie Kjellberg ◽  
Ulrica Heimdahl ◽  
Bert Jonsson
Keyword(s):  
Gender Differences ◽  
Gender Difference ◽  
Coping Strategies ◽  
Undergraduate Students ◽  
Interpersonal Sensitivity ◽  
The Self ◽  
Self Assessment ◽  
Internalized Shame ◽  
Highly Correlated ◽  
And Gender

The present study investigated gender differences in interpersonal sensitivity and internalized shame coping strategies in 252 undergraduate students. To measure interpersonal sensitivity and shame coping strategies, the self-assessment forms Interpersonal Sensitivity Measure and Compass of Shame Scale were used. The analyses revealed that compared to men, women display interpersonal sensitivity to a higher degree, and they use internalized shame coping strategies to a greater extent. The results also showed that interpersonal sensitivity is highly correlated with shame coping strategies. However, in contrast to earlier research, no gender difference was found, and gender did not significantly mediate the association between interpersonal sensitivity and internalized shame coping. These results could aid clinicians and researchers in promoting, designing, delivering, and evaluating treatments for patients with, for example, depression, anxiety, and interpersonal and/or relational problems.

scholarly journals Exploring self-assessments in university undergraduate students: how accurate are they?

2019 ◽  
Author(s):  
Hilda Mary Mulrooney
Keyword(s):  
Undergraduate Students ◽  
Thematic Analysis ◽  
Qualitative Data ◽  
The Self ◽  
Self Assessment ◽  
Qualitative And Quantitative ◽  
Self Assessments ◽  
University Undergraduate Students ◽  
Do So

Self-assessment, whereby students are actively engaged in assessing the quality of their work, has been shown to benefit them. It is not routinely carried out in all institutions. This pilot study aimed to explore the extent to which students chose to engage with self-assessment when invited to do so, and how accurate they were when they did. A short pilot tool including qualitative and quantitative elements, was circulated to students within a school of the largest faculty of Kingston University. Students completed the self-assessment and submitted it with their completed assignments. Actual grades achieved were compared with self-assessments. Qualitative data were analysed using basic thematic analysis. The highest average marks achieved were in the group who correctly self-assessed their work. More students incorrectly self-assessed than correctly assessed their work, and almost a third of students did not engage with the activity. Those who incorrectly over-assessed their work had average marks similar to those that did not engage with the activity, significantly lower than the average marks achieved by the incorrect under-assessors and the correct self-assessment groups. Correct self-assessing students were more specific about the skills they demonstrated and the support they used for their assignments.

scholarly journals Comparing Pair and Self Dynamics of Scaffolding by Written Languaging in English as a Foreign Language Learning

2021 ◽  
Author(s):  
Natasha Pourdana ◽  
Gholamhassan Famil Khalili ◽  
Elnaz Keshanchi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
The Self ◽  
Self Assessment ◽  
Learning Improvement ◽  
Hypothesis Formation ◽  
Stage 1

Abstract This study investigated the extent to which dynamics of scaffolding (self vs. pair) would impact the language learners’ written languaging in terms of quantity, focus, conceptual processes of languaging, and language learning improvement. To this end, in a pretest-posttest research design, we assigned 60 English-as-a-Foreign-Language undergraduate students into two groups of pair languagers and self-languagers before they engaged in three-stage (translating, comparing to the model translation, revising) Persian-to-English translation tasks. Content analysis of written languaging episodes (WLs) indicated that while pair languagers produced more WLs than the self-languagers, both groups used WLs in a descending order from Stage 1 to 3 in translation tasks. Also, distribution of lexis-focused (L-WL) and grammar-focused (G-WL) episodes indicated despite the fact that both pair and self-languagers produced more L-WL than G-WL episodes, pair languagers produced a larger amount of L-WL episodes than self-languagers who had relatively a higher record in production of G-WL episodes. Moreover, the proportions of conceptual processes incorporated into WLs was found to be uneven and more in favor of self-assessment and hypothesis formation by both groups. Finally, statistical analysis of variance (ANOVA) reported the advantage of pair languagers in language learning improvement over self-languagers, despite their mutual progress. The paper was concluded with a number of pedagogical implications.

UPAYA MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SDN TURUSGEDE DI SEMESTER I TAHUN PELAJARAN 2018/2019 DALAM MEMBUKA DAN MENUTUP PEMBELAJARAN MELALUI SUPERVISI AKADEMIK TEKNIK PENILAIAN DIRI SENDIRI

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Siti Ulfah
Keyword(s):  
Elementary School ◽  
Action Observation ◽  
The Self ◽  
Self Assessment ◽  
Test Technique ◽  
Assessment Technique ◽  
First Semester ◽  
Opening And Closing ◽  
Academic Year ◽  
Learning By Using

The purposes of this reasearch are 1) describing the efforts of increasing the elementary school of Turusgede teachers pedagogic competence at the first semester of 2018/2019 academic year in opening and closing the learning by using the self assessment technique and 2) analysing the increase of the elementary school of Turusgede teachers pedagogic competence at the first semester of 2018/2019 academic year in opening and closing the learning by using the self assessment technique. This research is School Action Research (SAR). This research is taken palce in elementary school of Turusgede, Subdistrict of Rembang, Regency of Rembang. The time of this research is the early-middle first semester of 2018/2019 academic year. The subjects of this research are teachers in the elementary school of Turusgede, Subdistrict of Rembang, Regency of Rembang, consist of twelve teachers. The data of this research is teachers pedagogic competence in opening and closing the learning. The techniques of collecting data are using nontest technique and test technique. The tools of collecting data are using the sheets of observation, camera application on hand phone and the form of self assessment. The technique of analizing data in this research is decriptive comparation. The procedure of this research is using Cycle Model, consist of four steps: planning, action, observation and reflection. Each cycle is going on one week. The results of this research are 1) the academic supervision with self assessment technique is previously sharing the form of self assessment to the subjects of this research, 2) self assessment technique is self assessment according to the next theme and matter, 3) self assessment technique is self assessment after the learning finish and 4) teachers pedagogic competence with self assessment technique is increasing and including good category (B) that according with the result of observation and including very good category (A) that according with the result of self assessment. Key words: Pedagogic, Supervision, Self Assessment Technique.

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