scholarly journals Self-Monitored versus Criterion-Referenced Self-Evaluation Training

2002 ◽  
Vol 50 (1) ◽  
pp. 81-91
Author(s):  
ESHO NAKAGAWA ◽  
TAKAKO MORIYA
Keyword(s):  
Self Evaluation ◽  
Evaluation Training ◽  
Criterion Referenced

Effects of Self-Evaluation Training of Seriously Emotionally Disturbed Children on the Generalization of their Classroom Rule following and Work Behaviors across Settings and Teachers

1989 ◽  
Vol 14 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Linda A. Clark ◽  
Hugh S. Mckenzie
Keyword(s):  
Emotionally Disturbed ◽  
Multiple Baseline ◽  
Institutional Setting ◽  
Work Behaviors ◽  
Teacher Praise ◽  
Baseline Design ◽  
Appropriate Behavior ◽  
Self Evaluation ◽  
Evaluation Training ◽  
Seriously Emotionally Disturbed Children

Self-evaluation training was operationalized as a training package comprised of the following components: systematic contingent reinforcement intended to promote acceptable rates of appropriate behavior prior to the introduction of self-evaluation training procedures; self-evaluation, and procedures designed to promote accurate self-evaluation; tokens and back-up reinforcement; and teacher praise. Training was provided to a group of three seriously emotionally disturbed students, ages 9, 10, and 11, who received their education in an institutional setting. Then, in a multiple baseline design, subjects self-evaluated in their classroom to determine if generalization of high rates of appropriate behavior demonstrated in the training setting would occur. Data indicate that generalization to the classroom could be claimed for each of the three subjects.

Assessing Online Learning Pedagogically and Andragogically

2012 ◽  
pp. 44-56
Author(s):  
Victor X. Wang
Keyword(s):  
Online Learning ◽  
Virtual Environment ◽  
Assessment Methods ◽  
Self Evaluation ◽  
Traditional Age ◽  
New Form ◽  
Criterion Referenced

Online learning occurs among traditional age students as well as among non-traditional age students. Because traditional age students learn differently from non-traditional age students, especially in the virtual environment, educators are required to employ either pedagogical or andragogical assessment methods accordingly. Using pedagogical assessment methods may not work for non-traditional age learners. Likewise, trying to apply andragogical methods to traditional age students may not work for younger learners. Available assessment methods such as objectively-scored tests, subjectively-rated tests and criterion referenced tests will be discussed as well as a new form of assessment-learner self-evaluation. To use the proper tests to assess online learning, educators are required to possess both pedagogical and andragogical knowledge.

scholarly journals Effects of self-evaluation training on narrative writing

1999 ◽  
Vol 6 (1) ◽  
pp. 107-132 ◽  
Author(s):  
John A. Ross ◽  
Carol Rolheiser ◽  
Anne Hogaboam-Gray
Keyword(s):  
Narrative Writing ◽  
Self Evaluation ◽  
Evaluation Training

The Effects of Self-Evaluation Training on Maintenance and Generalization during Stuttering Treatment

1982 ◽  
Vol 47 (3) ◽  
pp. 271-280 ◽  
Author(s):  
Roger J. Ingham
Keyword(s):  
The Self ◽  
Multiple Baseline ◽  
Self Management ◽  
Training Procedure ◽  
Management Research ◽  
Baseline Design ◽  
Self Evaluation ◽  
Maintenance Schedule ◽  
Speech Performance ◽  
Evaluation Training

Training in self-evaluation of speech performance was combined with a self-managed, performance-contingent maintenance schedule during the treatment of two young adult stutterers. A multiple baseline design was used to investigate the effect of introducing this procedure to a variety of speaking situations. Covert and overt assessment indicated that whenever the self-evaluation training procedure was introduced to the maintenance schedule, it was associated with substantially reduced stuttering which was sustained over a period of at least six months across speaking situations. Some implications of these findings for treatment and self-management research are discussed.

Assessing Learning via Web 2.0 Technologies

2011 ◽  
Vol 1 (2) ◽  
pp. 42-61 ◽  
Author(s):  
Victor X. Wang ◽  
Beth Kania-Gosche
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Virtual Environment ◽  
Assessment Methods ◽  
Web 2.0 Technologies ◽  
Self Evaluation ◽  
Traditional Age ◽  
Online Assessments ◽  
New Form ◽  
Criterion Referenced

Online learning takes place among learners of all ages in both formal and informal contexts. Due to the fact that traditional age students learn differently from non-traditional age students, especially in the virtual environment, educators are encouraged to employ either pedagogical or andragogical assessment methods accordingly. Using pedagogical assessment methods may work for traditional age learners. Likewise, applying andragogical methods may work for non-traditional age learners. Available assessment methods such as objectively-scored tests, subjectively-rated tests and criterion referenced tests will be discussed as well as a new form of assessment--learner self-evaluation. To use the proper tests or methods to assess online learning, educators are encouraged to possess both pedagogical and andragogical knowledge and/or skills. Instructors should use a variety of instructional and assessment methods. The authors of this article provide specific examples of online assessments from both andragogy and pedagogy.

Assessing Learning via Web 2.0 Technologies

2013 ◽  
pp. 274-293
Author(s):  
Victor X. Wang ◽  
Beth Kania-Gosche
Keyword(s):  
Online Learning ◽  
Web 2.0 ◽  
Virtual Environment ◽  
Assessment Methods ◽  
Web 2.0 Technologies ◽  
Self Evaluation ◽  
Traditional Age ◽  
Online Assessments ◽  
New Form ◽  
Criterion Referenced

Online learning takes place among learners of all ages in both formal and informal contexts. Due to the fact that traditional age students learn differently from non-traditional age students, especially in the virtual environment, educators are encouraged to employ either pedagogical or andragogical assessment methods accordingly. Using pedagogical assessment methods may work for traditional age learners. Likewise, applying andragogical methods may work for non-traditional age learners. Available assessment methods such as objectively-scored tests, subjectively-rated tests and criterion referenced tests will be discussed as well as a new form of assessment--learner self-evaluation. To use the proper tests or methods to assess online learning, educators are encouraged to possess both pedagogical and andragogical knowledge and/or skills. Instructors should use a variety of instructional and assessment methods. The authors of this article provide specific examples of online assessments from both andragogy and pedagogy.

Student self-evaluation in preclinical restorative dentistry

1982 ◽  
Vol 46 (4) ◽  
pp. 221-226 ◽  
Author(s):  
LS Forehand ◽  
WF Vann ◽  
DA Shugars
Keyword(s):  
Restorative Dentistry ◽  
Self Evaluation

Student Clinicians Self-Evaluating Performance by Reviewing Session Videos and Using a Rubric

2015 ◽  
Vol 25 (2) ◽  
pp. 78-84 ◽  
Author(s):  
Holly C. Smith
Keyword(s):  
Clinical Education ◽  
Crucial Element ◽  
Self Evaluation ◽  
Pertinent Information ◽  
Evaluation Rubrics

Development of self-evaluation skills in student clinicians is a crucial element of clinical education. This article reviews pertinent information regarding supervisors' responsibilities related to teaching supervisees to self-evaluate. Previously identified methods of facilitating these skills are discussed. The use of video self-analyses paired with self-evaluation rubrics is explored.

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