A combination of transformative and authentic assessment through ICT in Physical Education (Combinando una evaluación auténtica y transformativa a través de las TIC en Educación Física)

This work analyses the results of an authentic assessment (AA) and transformative assessment (TA) experience and use of information and communication technology (ICT) in Physical Education (PE) classes in high school. The experience involves the use of the Plickers application, and the participation of the students in the evaluation (self-evaluation and peer evaluation processes). This study was carried out in a high school from Spain, as part of a didactic dance unit, with 38 students (15th years old). The AA and TA task was for small groups of students to create a video tutorial of salsa steps as a final product of a dance teaching unit; were self-assessed and peer-assessed using Plickers. Experience was also evaluated. Results: the use of AA and TA processes in PE in high school based on the use of ICT has been a very positive experience. For the students the video tutorial is a good method of learning and assessment and they value positively the peer-assessment and self-assessment processes they carried out, as well as the use of the Plickers. This study can be interesting to PE teachers interested in using AA, TA and ICT. Further research about this topic may be need. Resumen. Este trabajo analiza los resultados de una experiencia de evaluación auténtica (EA) y evaluación transformativa (ET) que utiliza las Tecnologías de la Información y la Comunicación (TIC) en Educación Física (EF) en Educación Secundaria. La experiencia implica la utilización de la aplicación “Plickers” y la participación del alumnado en la evaluación (procesos de autoevaluación y de evaluación entre iguales). El estudio se desarrolla en un instituto de educación secundaria español, como parte de una unidad didácica de danza, con 38 alumnos de 15 años. Las actividades de EA y ET se realizaron en pequeños grupos, que crearon un video-tutorial de pasos de salsa como producto final de la unidad didáctica, el cual fue autoevaluado y coevaluado utilizando la aplicación “Plickers”. Se evaluó también toda la experiencia. Los resultados muestran que la utilización de procesos de EA y ET a través de las TIC en EF en secundaria ha sido una experiencia muy positiva. Los alumnos lo consideran un buen método de aprendizaje y evaluación y valoran positivamente los procesos de evaluación entre iguales y autoevaluación utilizados, así como el uso de “Plickers”. El estudio puede ser de interés para el profesorado de EF interesado en utilizar EA, ET y TIC. Parece necesario realizar más investigación sobre la temática.

EXPLORING METACOGNITIVE READING STRATEGIES USED BY LOW AND HIGH PROFICIENCY FORM THREE ESL STUDENTS

Background and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students. Methodology: To serve the purpose of this research, an explanatory sequential mixed method design was used. As for the sampling, purposive sampling was employed in this study. The respondents were drawn from two Form Three classes in the selected secondary school in Pasir Gudang, Johor, Malaysia. There were twenty-four boys and thirty-six girls. They were all fifteen years old and represented three main ethnic groups which are Malays, Indians and Chinese. The number of respondents was equally the same for both groups; 30 from the low proficiency group and 30 from the high proficiency group. Findings: The data gathered in this study revealed that the most popular metacognitive reading strategy among the respondents is self-evaluation. In addition, the most significant difference between the high and low proficiency students is that the latter employed fewer metacognitive reading strategies than the former. Furthermore, through the findings, this research also suggested the metacognitive reading strategies suitable for the low proficiency students; advanced organization, selective attention, self-management, directed attention and monitoring. Contributions: This research aids the teachers in adapting their instructions and putting extra effort into training students, especially low proficiency students, to use suitable metacognitive reading strategies. Keywords: Low proficiency students, high proficiency students, purposive sampling, metacognitive reading strategies, explanatory sequential mixed method design. Cite as: Jeevaratnam, J. A., & Stapa, M. (2022). Exploring metacognitive reading strategies used by low and high proficiency form three ESL students. Journal of Nusantara Studies, 7(1), 335-365. http://dx.doi.org/10.24200/jonus.vol7iss1pp335-365

Dynamic Flood Resilience Typology: A Systemic Transitional Adaptation from Peitou Plateau, Taiwan

Resilience practice is a place-based activity. This study incorporates the notion of “Transitional Progress” as an available scoping tool pin-pointing the human-habitat domain; the critical human resilience build-up can be identified by the site-specific and locally adapted practice as the residents’ perception and interaction within the local geographical character are examined. The assessment framework is proposed as a measurable process, followed by an adaptive cycle valuation performed for each of the scales at the different transitional stages. This resilience varies from the degree and time exposed to flood and the resident’s respective responses regarding people, community, and place; accordingly, the semi-structured interview documented respondents’ self-evaluation from the Peitou Plateau in Taipei. The study ascertained that in the face of climate risks: (1) adaptive measures aided and enhanced the information gathered for risk impact is based on the residents’ perception of the habitat and human domain (2) adaptive capacity assessment is an effective mean in understanding residents’ mitigation will and confidence, and (3) community ability to reflect on past actual time scenario. Most importantly, the assessment framework contributes to understanding local adaptation practice and contributes toward the sustainability of the urbanity.

Improving key competencies of project managers

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Efficiency of project managers demands competence in many areas. Through appropriate development in different dimensions of core self-evaluation and cultural intelligence, companies can strengthen these manager competencies and enhance overall performance. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Two components of body-image disturbance are differentially associated with distinct eating disorder characteristics in healthy young women

Body-image disturbance comprises two components. The first is perceptual in nature, and is measured by a discrepancy between one’s actual body and perceived self-image (“perceived–actual discrepancy”). The other component is affective, and is measured by a discrepancy between one’s perceived self-image and ideal body image (“perceived–ideal discrepancy”). The present study evaluated the relationships between body-image disturbance and characteristics of eating disorders such as symptoms and related personality traits. In a psychophysiological experiment, female university students (mean ± SD age = 21.0 ± 1.38 years) were presented with silhouette images of their own bodies that were distorted in terms of width. The participants were asked whether each silhouette image was more overweight than their actual or ideal body images. Eating-disorder characteristics were assessed using six factors from the Japanese version of the Eating Disorder Inventory 2 (EDI2). We found that perceived–actual discrepancies correlated with negative self-evaluation (i.e., factor 3 of the EDI2), whereas perceived–ideal discrepancies correlated with dissatisfaction with one’s own body (i.e., factor 2 of EDI2). These results imply that distinct psychological mechanisms underlie the two components of body-image disturbance.

The Impact of Resilience on the Psychological Health of Disadvantaged Children: The Mediating Role of Coping Styles and Core Self-evaluation

Objective: Based on the environment-individual interaction model and the "evaluation-coping" theory, the relationship between Resilience, Coping Style, Core Self-evaluation and psychological health of disadvantaged children was explored to provide some theoretical support for psychological health intervention research. Methods: Resilience Scale for Chinese Adolescent (RSCA), core self-evaluation Scale (CSES), Simplified Coping Style Questionnaire (SCSQ), General Health Questionnaire (GHQ-12) were used to conduct a questionnaire survey among 618 middle school students in South Xinjiang. Results: First, GHQ-12 scores were negatively correlated with RSCA, CSES, and SCSQ scores (r=-0.57/r=-0.56/r=-0.49, P <0.001), and positively correlated with the level of psychological health; second, coping styles is a mediator between resilience and psychological health (mediator effect value is -0.04); third, core self-evaluation is a mediator between coping styles and psychological health, there is "resilience — coping styles — core self-evaluation — psychological health" path. Conclusion: Resilience can directly predict the psychological health of disadvantaged children, and indirectly predict psychological health level through chain mediation of coping styles — core self-evaluation.