Self-assessment Learning Research Articles

The implementation of feedback to facilitate students’ self-regulation in learning English in Madrasah Aliyah context

Feedback is necessary to measure whether students have understood well the lesson that has been delivered. Students should be given feedback to help them become autonomous learners who can regulate aspects of their thinking, motivation, and behaviour during learning. The study aimed to find out how feedback is implemented by the teacher based on Nicol’s framework and to find out students’ perceptions towards the application of formative assessment. A questionnaire was administered to get the data on how feedback that facilitates students’ self-regulation is implemented at MA Negeri 2 Kota Palu. Further, an in-depth interview was used to get students’ perception towards the implementation of feedback. The questionnaire showed that the implementation of feedback at MA Negeri 2 Kota Palu helps clarify what good performance is, facilitates the development of self-assessment in learning, delivers high quality information to students about their learning, encourages teacher and peer dialogue around learning, encourages positive motivational beliefs and self-esteem, and provides opportunities to close the gap between current and desired performance. The interview revealed that students have positive perception towards the feedback implemented by the teacher.

Can self-assessment and augmented feedback improve performance and learning retention in manual therapy: results from an experimental study

BackgroundThe purpose of this study was to investigate how feedback and self-assessment strategies affect performance and retention of manual skills in a group of chiropractic students.MethodsSeventy-five students participated in two spinal manipulation (SM) learning sessions using a force-sensing table. They were recruited between May and November 2022 during HVLA technical courses. Students were randomly assigned into three different groups: participants in group 1 received visual feedback, those in group 2 received visual feedback after self-assessment, and participants in group 3 (C) received no feedback. During the first session, participants started with one block of 3 familiarization trials, followed by two blocks of 6 SM HVLA (high velocity low amplitude) posterior-to-anterior thoracic SM trials, with 3 trials performed with a target force of 450 N and 3 others at 800 N. They received feedback according to their group during the first block, but no feedback was provided during the second block. All participants were invited to participate in a second session for the retention test and to perform a new set SM without any form of feedback.ResultsResults showed that visual feedback and visual feedback in addition to self-assessment did not improve short-term SM performance, nor did it improve performance at the one-week retention test. The group that received visual feedback and submitted to self-assessment increased the difference between the target force and the peak force applied, which can be considered a decrease in performance.ConclusionNo learning effects between the three groups of students exposed to different feedback and self-assessment learning strategies were highlighted in the present study. However, future research on innovative motor learning strategies could explore the role of external focus of attention, self-motivation and autonomy in SM performance training.

Adaptation and validation of the Evidence-based Practice Profile Questionnaire (EBP2Q) for clinical postgraduates in a Chinese context

BackgroundEvidence-based practice (EBP) is an essential approach of optimizing patient outcomes and driving progress in clinical practice. As an important reserve talent of medical staff and researchers, the clinical postgraduates are expected to become the backbones of supporting the implementation of EBP in clinical units after graduation. The assessment of their EBP learning outcomes is an important issue, yet few tools have been developed specifically in Mainland China. The purpose of this study is to adapt the Evidence-Based Practice Profile Questionnaire (EBP2Q) to Mainland China’s cultural context and to evaluate the psychometric properties of the Chinese EBP2Q in clinical postgraduates.MethodsCross-cultural modification, including translating the original EBP2Q into Chinese was implemented according to established guidelines. A pilot study was carried out in Mainland China among 30 clinical postgraduates. A subsequent validation study was conducted among 633 clinical postgraduates majoring in clinical medicine, stomatology and nursing from Mainland China. Construct validity was assessed by exploratory factor analysis (n = 313), together with confirmatory factor analysis (n = 320). Reliability was determined by internal consistency and test-retest reliability.ResultsThe Chinese EBP2Q consisted of 40 items. The content validity index of the Chinese EBP2Q achieved 0.938 at an acceptable level. Principal component analysis resulted in a four-factor structure explaining 61.586% of the total variance. All fitting indices satisfied the standard based upon confirmatory factor analyses, indicating that the four-factor structure contributed to an ideal model fit. The internal consistency appeared high for the Chinese EBP2Q, reaching a Cronbach’s alpha value of 0.926. Test–retest reliability was 0.868 and the split-half coefficient was 0.925.ConclusionChinese version of EBP2Q possesses adequate validity, test-retest reliability and internal consistency. It is a promising questionnaire to be adopted by Chinese medical educators in designing their course and curriculum, or by clinical postgraduates for self-assessment of EBP learning.

When educators are locked down: transitioning an international faculty development program from in-person to online during the COVID-19 pandemic in China.

Introduction: The coronavirus disease 2019 (COVID-19) pandemic forced international faculty development programs in medical education to forgo in-person activities and transition to online learning. We sought to examine changes in international medical educators' evaluations of our faculty development program as it transitioned due to the pandemic. Methods: We compared survey responses from participants in our International Medical Educators Program between 2019 (in-person) and 2020 (online). The 43-item survey addressed aspects such as program evaluation and self-assessment of curriculum development and teaching skills. We analyzed data using t-tests to compare means and chi-square test for categorical variables, and performed thematic analysis of open-ended responses. Results: We found that trainees in both cohorts rated the program highly with regard to overall program quality and self-assessed learning outcomes, but the 2019 group reported stronger relationships with peers and instructors. Some scores for self-assessed outcomes were lower for the 2020 class, but no statistically significant differences were found in pre- and post- training scores between the two cohorts. Four themes emerged from the feedback: positive program utility, IMEP as an example of good curriculum design, timing issues, and online learning environment challenges. Conclusions: Despite pandemic challenges, the transition to online faculty development was favorably evaluated, with high confidence in the applicability of learned skills. Future efforts should focus on fostering community and optimizing interaction times to enhance learning experiences. The study contributes insights for global medical education communities in pandemic circumstances.

"Logra tu meta": Estrategia de evaluación formativa para el ingreso al posgrado y el desarrollo profesional en medicina

Achieve your goal” is an evaluation Project that is part of the “Program for the Academic Strengthening of the Medical Pasantei in Rural Areas”. It considers the elaboration of objective exams, which allow the participant to self-evaluate their learning given their formative condition. The exams were designed from clinical cases and their corresponding reagents, based on the structure and contents of the electronic books “FundamentalSS”. From 2018 to 2022, general practitioners and specialists prepared 383 cases and 7,059 items from various medical areas. Some of these have been used in the design of seven exams that were applied to 1,899 participants between 2019 and 2022. Achieve your goal is a project in development, promotes self-assessment of learning and its strengthening, which will guide interns and graduates in their preparation for admission to a medical specialty or another postgraduate, as well as for their profesional development. This project stands out for its solid methodology and is an effort carried out by FM-UNAM with the support of the Gonzalo Rio Arronte Foundation, with the purpose of promoting health care for the Mexican population. Keywords: Formative evaluation; profesional development; medical interns; social service; ENARM.

Learner-oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self-assessment and test-taking anxiety management of the EFL learners

Students may better keep tabs on their own development by engaging in self-assessment (S-A), academic buoyancy (AB) construction, and reflective thinking (RT). Although S-A, AB, and RT have been known for a long time, very little is known regarding their potential effects on test-taking anxiety (TTA) and learner enjoyment (LE). Therefore, this study aimed to present a framework depicting the dynamic interaction of AB, RT, LE, S-A, and TTA. Specifically, 394 EFL students from Turkey were given the Academic Buoyancy Scale (ABS), the Reflective Thinking Questionnaire (RTQ), the Test-Taking Anxiety Scale (TTAS), the Core of Self-Assessment Questionnaire (CSAQ), and the Foreign Language Enjoyment Scale (FLES). Higher levels of S-A, AB, RT, and LE were associated with more S-A and less TTA among EFL students, as shown by confirmatory factor analysis (CFA) and structural equation modeling (SEM). The findings of this research have important implications for the development of S-A, AB, and RT practices and the introduction of learning-oriented evaluation in educational settings.

KENDİ KENDİNE ÖĞRENME ÖZ DEĞERLENDİRME ÖLÇEĞİNİN UYARLANMASI VE ÜNİVERSİTE ÖĞRENCİLERİNİN KENDİ KENDİNE ÖĞRENME ALGILARI

Bu araştırmada, Williamson (2007) tarafından geliştirilen ‘Kendi Kendine Öğrenme Öz Değerlendirme Ölçeği’ni Türk kültürüne uyarlanıp üniversite öğrencilerinin kendi kendine öğrenme algılarının çeşitli değişkenlere göre anlamlı farklılık gösterip göstermediğini belirlemek amaçlanmıştır. Araştırmanın örneklemi, Atatürk Üniversitesi bünyesinde farklı bölümlerde öğrenim gören 441 üniversite öğrencisinden oluşmaktadır. Açımlayıcı faktör analizi sonuçlarına göre tek boyutlu bir yapı ortaya çıkmıştır. Doğrulayıcı faktör analizi sonuçları da tek faktörlü yapıyı doğrulamıştır. Araştırma sonucunda, üniversite öğrencilerinin kendi kendine öğrenme algıları cinsiyet, yaş, bölüm ve sınıf değişkenlerine göre anlamlı bir farklılık göstermediği fakat öğretim kademesi değişkenine göre anlamlı bir farklılık gösterdiği ortaya çıkmıştır. Üniversite öğrencilerinin kendi kendine öğrenme algılarının yüksek olduğu elde edilmiştir. Ölçekten alınan puan ortalamalarına bakıldığı zaman üniversite öğrencilerinin kendi kendine öğrenme algılarının kadın öğrencilerin erkek öğrencilere göre yirmi iki yaş ve üzeri öğrencilerin yirmi iki yaş altı öğrencilere göre Türkçe ve Sosyal bölümlerde öğrenim gören öğrencilerin İlahiyat, Fen ve Matematik, Temel Eğitim ve Eğitim Bilimleri öğrenim gören öğrencilere göre birinci sınıfta öğrenim görenlerin ikinci, üçüncü ve dördüncü sınıfta öğrenim görenlere göre daha yüksek olduğu belirlenmiştir. Ayrıca lisansüstü eğitim alan öğrencilerin lisans eğitimi alan öğrencilere göre kendi kendine öğrenme algılarının anlamlı düzeyde yüksek olduğu sonucuna varılmıştır.

The contributions of group work, utility value, and self-assessments of learning to student performance in a general education class

We triangulated self-assessments of learning, course grades, and course evaluations from 28 students in a general education class to examine the effects of group work and perceptions of utility on learning, investigating three hypotheses: 1) self-assessments of learning provide triangulating information that deepens interpretations of traditional assessments; 2) group experiences influence students’ views of the course’s utility value; 3) students who believe the course has high utility value will learn more than students who believe the course has low utility value. We found support for all hypotheses. Triangulating information about learning provided a more nuanced understanding of learning than any single source did in isolation. Group work was associated with beliefs that the class was professionally useful. Stronger academic performance was present for students who believed the class was professionally useful, or reported more different types of class utility value. We discuss the implications of these findings for teaching and assessment of student learning.

Enhancing Learner Engagement Through Experiential Learning With Learner-Generated Data.

Integrating self-generated learner data into hands-on curricula enhances learner engagement with material and self-assessed learning. Using learner self-generated data to enhance learner engagement can have widespread applicability and benefit for use in design of educational curricula.

THE RELATIONSHIP OF SELF-ASSESSMENT WITH LEARNING ACHIEVEMENT OF PRE CLINICAL MEDICAL STUDENT UDAYANA UNIVERSITY BATCH 2020

Self-assessment is an important component in the self-development of a student or clinician. Self-assessment clarifies learning objectives, monitors the learning process and conducts self-reflection. This study aims to analyze the relationship between self-assessment and learning achievement of pre-clinical medical student udayana university batch 2020. This study used an analytical method (cross-sectional). A sample of 165 students of pre clinical medical student udayana university batch 2020 participated in this study. The self-assessment data was obtained using a questionnaire of 12 items that were valid and reliable (0.770>0.600). Meanwhile, student achievement data uses MCQ scores on the Clinical Nutrition and Disorders exam. Analysis of the relationship between self-assessment and student achievement using Spearman correlation with a significance degree of 95% (p<0.05). The results show that there is no significant relationship between self-assessment and learning achievement of pre clinical medical student udayana university batch 2020 with the value of Sig. (2-tailed) was 0.666 (>0.05). Self-assessment of learning does not correlate with student achievement.
 Keywords: Self-assessment, learning achievement, medical education.

A bibliometric study of Rubrics in self – assessment

Self-assessment in learning is an important skill that needs to be formed for students in the current teaching process. In order for students' self-assessment to take place regularly, it is necessary to have supportive assessment tools, in which rubric is considered an effective support tool in the self-assessment process. This article provides a bibliographic assessment of rubric's use in the learner's self-assessment process. Data were obtained from Scopus, where 69 databases related to the research issue from 2006 to 2021 were used.

Web-based Database Courses E-Learning Application

This study was focused on the development of a web e-learning application for the database courses taken by Information Technology (IT) students at the College of Information and Communications Technology (CICT) of Bulacan State University (BulSU). The research methodology used in this project was the cross-sectional developmental approach. The Agile Software Development methodology was followed phase by phase, up to the development phase, to develop the system. It was used to produce the desired output rapidly while allowing users to go back through phases without finishing the whole cycle. The goal of this study was to create a web application that teaches Structured Query Language (SQL) in both the MySQL and SQL Server approaches. The application contains quizzes and examinations to allow self-assessment of learning. Additionally, an Entity Relationship Diagram (ERD) simulation was included to provide ERD creations in a drag-and-drop fashion. This study was evaluated using ISO/IEC 25010 software quality evaluation criteria. The study's overall mean was 4.24, 4.41, and 4.33, all with the descriptive meaning of "Very Good," which showed that the system performed its necessary functions as perceived by students, faculty members, and experts, respectively. In summary, the e-learning web application for database courses was fully developed. Moreover, the entity-relationship diagram was integrated well within the system and is accessible to the users. Lastly, respondents evaluated the developed web application using the ISO/IEC 25010 with an overall descriptive interpretation of "Very Good." For future developments of the study, an administrator panel may be developed to manage users and do other administrative tasks. Lastly, higher-order thinking skills questions on assessments and quizzes may be included.

Implementing Undergraduate Research in an Online Gateway Political Science Course

Introductory political science courses are considered Gateway courses to student success in college, yet those courses rarely use high impact practices. This study investigated student-led research projects based on the idea of a Coursebased Undergraduate Research Experience (CURE) as a means to increase students’ self-assessed learning gains and motivation to acquire critical thinking skills. This study used a quasi-experiment across two online sections of American Government taught at a large public university. The experimental section made use of a CURE project, and the control section did not. Pre- and post- surveys indicated significant differences in self-assessed learning gains. The section with the CURE project showed more confidence and a better understanding of political science. No difference was found in motivation for acquiring critical thinking skills.

Transition Into Practice for Nursing Professional Development Specialists: A Pilot Program.

Novice nursing professional development practitioners lack the experience and confidence needed to be successful in their new role. A large, multistate healthcare system implemented a facilitated, virtual nursing professional development fellowship program intended to bridge the gap by providing learning integrated with current practice, support, and community. An initial pilot of the program led to curriculum adjustments, resulting in a 6-month program that has demonstrated a positive impact on self-assessed learning gains.

Use of Self-Assessment Questionaries with Moodle Surveys to Improve Reading Comprehension and Study Habits in Preservice Teacher Education

Self-regulation strategies of learning are key to improving the learning process, and to teach students to use them, teachers must master them. To improve self-regulation of pre-service teachers, continuous self-assessments of their learning is included with Moodle survey resource. To measure the improvement of self-regulation, a pre-post study was conducted with two scales: ARATEX-R, for texts, and the inventory of self-regulation strategies, SRSI-SR, for study habits. Results showed a significant impact on self-regulation, specifically on planning, connecting ideas, subsequent assessment of difficulties and prior self-motivation. Continuous self-assessment has been key to improving reflection on the achievement of objectives on a weekly basis, and thus monitoring and improving learning planning throughout the course. This means that the Moodle survey resource can be very useful for self-assessment of learning in preservice teacher education, as well as being an easy to implement resource.

When educators are locked down: transitioning an international faculty development program from in-person to online during the COVID-19 pandemic in China

Introduction: The coronavirus disease 2019 (COVID-19) pandemic forced international faculty development programs in medical education to forgo in-person activities and transition to online learning. We sought to examine changes in Chinese medical educators’ evaluations of our faculty development program as it transitioned from in-person intensive to online longitudinal due to the pandemic. Methods: A 30-item program evaluation and self-assessment of curriculum development and teaching skills was sent to our 2020 cohort. Results were compared to our 2019 cohort. We analyzed data using t-tests to compare means and chi-square test for categorical variables. Results: We found that trainees in both cohorts rated the program highly with regard to overall program quality and self-assessed learning outcomes. Comparison of cohorts also showed similar growth in pre- and post-training assessment. However, the 2020 cohort rated their relationships with instructors and peers less strongly than the 2019 cohort. Conclusions: Despite the rapid transition to online learning due to social distancing measures, trainees were as confident in the skills they learned as the prior in-person participants. Time zone differences placed additional restrictions on the implementation of the training program, which affected the amount of face-to-face interaction time available.

The Effect of Teachers’ Support on Learners’ Online Self-Regulated Learning: Mediating Analysis Based on Self-Efficacy

In the Internet era, as more and more online education platforms are launched, the application of online learning will become more and more popular. The learner's online self-regulated learning is not only the learner's self-assessment of the learning effect, but also the learners' motivation for further learning. Therefore, using the structural equation model as an analytical tool, this paper studies the influencing factors of learners' online self-regulation learning from two aspects of teachers' support and self-efficacy, in order to understand the mechanism of related influencing factors. The findings show that learners' online self-regulated learning is jointly influenced by teachers' support and learner self-efficacy, wherein self-efficacy has a significant direct effect on learners' online self-regulated learning. Teachers' support has an indirect effect on learners' online self-regulated learning through the mediating effect of self-efficacy.

Designing a Quiz on Twitter for Self-assessment of Classroom Learning: A Technical Guide

Designing a Quiz on Twitter for Self-assessment of Classroom Learning: A Technical Guide

A consistent definition of cultural safety within Australian health professional education: a scoping review

This scoping review aims to explore how cultural safety is defined in the Australian literature with health professional learners in clinical interactions. It maps how the components of the Australian Health Practitioner Regulation Agency definition of cultural safety align with this evidence. Databases were systematically searched for original, peer-reviewed research that included Australian Aboriginal and Torres Strait Islander peoples, health professional learners who were eligible for registration in Australia, teaching and assessment. Many elements of cultural safety lacked Indigenous input and had no patient involvement. General consultation and communications skills were key components of culturally safe interactions. The Australian Health Practitioner Regulation Agency consensus statement on cultural safety provides a consistent definition for teaching and learning cultural safety within health professions in Australia. The findings suggest that developing an approach for cultural safety requires incorporation of Indigenous voices, patient-centred care metrics, patient feedback, learner self-assessment and attitude measures.

Self-assessment of active learning and critical thinking during problem-based learning: An exploratory study.

To assess whether problem-based learning enhances students' perception of their active learning and critical thinking skills with time, and to validate the self-assessment scale regarding active learning and critical thinking in the local context. The exploratory study was conducted at the Bahria University Dental College, Karachi, from February to September 2020, and comprised dental undergraduates in their first and second years of the academic programme. Data was collected using the self-assessment scale on active learning and critical thinking questionnaire which was administered twice after problem-based learning tutorials. Data was analysed using SPSS 23. There was a significant difference in the mean questionnaire scores of modules 1 and 3 of the first-year batch and modules 4 and 6 of the second-year batch (p=0.001). Cronbach's alpha value was 0.735 in the first-year cohort and 0.802 in the second-year cohort. Dental students' perception of active learning and critical thinking increased with time using problem-based learning as the tool. The self-assessment scale on active learning and critical thinking was also found validated in the local context.