Self-evaluation Of Practice Research Articles

Grammar enhancement in EFL instruction: a reflection on the effects of self-evaluation, teacher support, and L2 grit

Advancement in learning grammar and using it practically is one of the challenges of English as foreign learners (EFL) learners. Its progression may be expedited or slowed down by a variety of causes. Among the crucial factors, the possible effects of self-evaluation, teacher support, and L2 grit were still untouched which is the target of the current research. In so doing, 86 EFL students at the intermediate level were divided into two groups (i.e., experimental group and control group). The students in the control group (CG) are exposed to normal education, whereas learners in experimental group (EG) get extra instruction to practice self-evaluation and L2 Grit. Moreover, the emphasis on the teacher’s position as a facilitator and supporter was more prominent in the EG. Based on data screening which was completed via one-way ANCOVA, learners in EG were more successful in grammar assessment due to the treatment. Further research avenues and educational implications were elaborated upon.

Simulator-based driving test prescreening as a complement to driver testing – Toward safer and more risk-aware drivers

Young people represent a high-risk group of drivers and the prevalence of road traffic crashes among young drivers is high. Thus, to increase traffic safety, it is essential to ensure that new drivers are both sufficiently educated in and assessed for risk awareness.The aim of this study was to examine the possibility and potential benefit of using a driving simulator screening test as a complement to the existing on-road driving test. The main idea is to detect drivers who are not ready to proceed to the driving test.A comparative study was performed with participants who passed and failed a simulator test and an on-road driving test, respectively. A comparison between subjective and objective measures of performance and risk was also included. A driving simulator was placed at a traffic school and customers were recruited as participants. In total, 70 participants took part in the study and the simulated drive consisted of rural roads, urban traffic, and motorways with 16 different scenarios, constructed from the second level of the GDE matrix, to examine driving behavior, attention, and risk perception.The results show that with a screening test in a driving simulator, it is possible to detect drivers who consider themselves ready to take a driving test, but who have not yet reached the level of risk awareness required to be a safe driver. Test scenarios should be suited to detect deficiencies in risk awareness, test different levels of the GDE matrix and, to complement the driving test, be difficult to assess in an on-road driving test. Deficiencies in self-evaluation that are well-known among young drivers are again confirmed. To practice self-evaluation, the driving simulator is suggested as a pedagogical tool, linked to the GDE matrix.

A pilot study to develop a nursing practice self-evaluation scale: subject practice through categorization of specified medical acts

A pilot study to develop a nursing practice self-evaluation scale: subject practice through categorization of specified medical acts

Development of “Mental Health Outreach Practice Self-Evaluation Scale”: Verication of Reliability and Valibity

Development of “Mental Health Outreach Practice Self-Evaluation Scale”: Verication of Reliability and Valibity

Development of a Visiting Nursing Practice Self-Evaluation Scale: Assessment of Skill for Caring for Individuals With Behavioral and Psychological Symptoms of Dementia.

Behavioral and psychological symptoms of dementia (BPSD) continue to be a concern for our rapidly progressing aging society. Visiting nurses play an important role in community service for individuals with BPSD. The aim of the current study was to develop a visiting nursing practice self-evaluation scale for nurses who care for individuals with BPSD. The study was conducted in two phases. Semi-structured interviews were arranged to generate a draft scale that was further examined by an expert panel. A national survey was performed using the draft scale and two existing scales. Four factors and 22 items were obtained from exploratory factor analysis: (a) assessment and response factors related to BPSD, (b) interventions for reducing family care burdens, (c) nonpharmacological approaches, and (d) attitudes in trying to understand a patient's intentions. Reliability and validity were verified. The scale is useful for improving visiting nursing services for individuals with dementia. [Research in Gerontological Nursing, 13(1), 49-60.].

¿Cómo enseñan nuestros maestros de instrumento musical? Situación de la enseñanza de estrategias de práctica efectiva en seis escuelas de música en México

Este artículo presenta los resultados de un estudio exploratorio que tuvo como objetivo determinar el nivel de enseñanza de estrategias de práctica efectiva por parte de 84 profesores de instrumento en seis departamentos universitarios de música en México. A través de la técnica de la encuesta, los profesores respondieron un cuestionario que incluyó preguntas contextuales y preguntas con escalas tipo Likert y opción múltiple para determinar su nivel de compromiso para enseñar estrategias de practica efectiva, la manera de monitorizar la práctica de sus estudiantes, el grado de satisfacción con su desempeño, su opinión respecto a los recursos que podrían mejorar el proceso de enseñanza y aprendizaje instrumental, la manera como se mantienen actualizados y su filosofía de enseñanza. Los datos fueron capturados y analizados con la ayuda del programa de computación Statistics Package for the Social Sciences IBM SPSS 2.0. Los resultados sugieren que los profesores encuestados poseen un alto nivel de compromiso; sin embargo, se detectaron algunos aspectos mejorables, tales como deficiencias en la enseñanza de estrategias relacionadas con el control de ejecución y la autoevaluación, falta de monitorización efectiva de la práctica de sus estudiantes, así como falta de interés en fundamentar su práctica docente en resultados de investigación. Adicionalmente, los resultados indican que las instituciones se preocupan poco por promover la impartición de cursos de pedagogía del instrumento. El investigador propone algunas recomendaciones en las secciones de discusión y conclusiones

Development Of Transversal Skills In Content And Language Integrated Learning Classes

The issue of transversal or soft skill development is an important challenge for educational institutions preparing prospective employees for successful integration in the modern global labour market. The implementation of content and language integrated learning (CLIL) provides ample opportunities for the development of soft skills, apart from in-depth learning of the subject and development of language competences. The study presents some insights gained during the in-service training courses for secondary school teachers, while implementing the European Social Fund supported project “Synergy of Content and Foreign Language” at the Institute of Foreign Languages of Vytautas Magnus University in Lithuania, with regard to possibilities to better prepare graduates for social integration through efficient implementation of CLIL at school. Among other objectives, the project aimed at professional development of secondary school subject teachers by raising their awareness of CLIL methodology, including transversal skill development. The paper presents investigation into teacher perception of the importance of soft skills and their self-evaluation of practice of soft skill integration into their subject teaching. The issue of transversal skill development is discussed as an integral constituent of project activities, an added value and/or the synergic effect which may be achieved while implementing CLIL at school. The study concludes that CLIL implementation requires the whole school policy, new approach to subject and language teacher in-service training and presents some recommendations for educational policy developers.

Providing opportunities for student self-assessment: the impact on the acquisition of psychomotor skills in occupational therapy students

The Occupational Therapy department at the University of the Witwatersrand in South Africa is responsible for ensuring students achieve psychomotor skill proficiency, as it is an essential component of health care practice. The aim of this study was to determine whether the introduction of opportunities to afford self-evaluation better prepared students for psychomotor skill performance during clinical fieldwork. A quantitative analytical longitudinal design was used with a sample of second-year BSc occupational therapy students from 2007–2010. Self-assessment opportunities were introduced to students in 2009, enabling the comparisons of students’ performance based on Fitts and Posner’s motor skills learning theory. The results indicated that the pre-intervention group demonstrated poor psychomotor skill ability compared to the intervention group, concluding that students require deliberate opportunities to practice self-evaluation skills in their early years of study.

Teaching Practice Self-Evaluation: Experiences at the University of Arusha- Musoma Centre, Tanzania

The present study investigated on student teachers’ competence in various aspects of teaching practice through self-evaluation approach. A total of 105 student-teachers filled the questionnaire; descriptive and inferential statistics established mean scores and differences. The study established that student-teachers, regardless of their demographic categorizations, are very competent in teaching, evaluation and supervision of co-curricular activities. Student-teachers are competent in guidance and counselling activities, though the competence level in this area is slightly lower than that of other dimensions of teaching practice. The study recommends strong motivation to educators by the University administration for them to continue doing their best in teacher training and calls for university lecturers to put more efforts in giving student-teachers guidance and counselling skills. Similar studies are recommended at the University of Arusha’s main campus and other universities in the country.

EDUCATION, TRAINING, AND PROFICIENCY OF PROCEDURAL SKILLS

Clinical competence exists when a practitioner has sufficient knowledge and skill such that a procedure can be performed to obtain intended outcomes without harm to the patient. Practitioners who want to be competent in performing clinical procedures should examine how the procedures are relevant to their practice, place the procedures in a familiar context, learn what outcomes are expected, and practice self-evaluation. Competence has several components, including knowledge, clinical decision making, judgment, technical skills, attitudes, professional habits, and interpersonal skills. Each of these must be mastered using a variety of sources of information and skill acquisition.

The Children Want to Be There!

Is the three-way conference the best way for children to practice self-evaluation? Is it the next significant development in reporting pupil progress?