Self-evaluation Skills Research Articles

LEARNERS’ ATTITUDES TOWARDS PORTFOLIO ASSESSMENT: A STUDY ON ELT AND ELL STUDENTS

<p>The current study set out to define ELT and ELL students' attitude towards portfolio assessment in academic writing and to define the positive and negative aspects of portfolio assessment along with the aims to define their preferences on choosing portfolios versus traditional pen-and-paper tests. The sample of this study consists of 49 students studying English Language Teaching (ELT) and English Language and Literature departments at Tokat Gaziosmanpaşa University in the second term of academic year 2021-2022. Study was conducted using survey research design; a Likert scale questionnaire and one-on-one interviews in order to collect data on attitudes towards Portfolio Assessment. The results of the final analysis showed that participants are competent about the content of portfolio assessment and the portfolio sharing activities offer learners the chances to learn good English with the help of acquired technics from their classmates. According to participants, self-evaluation, peer-evaluation, active participation and language skills development were considered as advantages of portfolio Requiring much time, reliability and validity issues and neglecting listening and speaking skills were among the disadvantages of portfolio assessment. Moreover, the subject participants of current study mostly prefer to be evaluated by portfolio assessment rather than the traditional paper-pen tests.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0910/a.php" alt="Hit counter" /></p>

Connecting teacher and student assessment literacy with self-evaluation and peer feedback

Teachers’ feedback literacy is a focus of increasing attention in higher education. It may be framed through intentional design decisions, inter-relational aspects of engagement and pragmatic considerations of enacted curricula. Thus, teachers’ feedback literacy is connected to both the enacted curriculum and students’ relationship to feedback. How these connections take shape in particular approaches to the curriculum, affecting students’ roles in feedback and evaluation is not as well-understood. This paper presents findings from an intervention aimed at developing students’ peer feedback and self-evaluation skills in an undergraduate business course. Peer feedback and self-evaluation are increasingly common modes of engaging students as active participants in feedback and evaluation processes. It is therefore worthwhile to understand the ways in which these processes affect and link teacher and student feedback literacy. Data was analysed from a 14-week course aimed at developing students’ competencies in self-evaluation, peer feedback and teamwork. Results are presented and discussed according to three major areas: how teacher’s feedback on student engagement with feedback served as affective ‘meta’ scaffolding, the trajectory of students’ growth in feedback literate self-evaluation, and the relationship of feedback literacy to trajectory of growth in teamwork competencies. The paper concludes with suggestions for further, crossdisciplinarity research.

Analysis of pharmacy student communication self-evaluation skills during standardized patient encounters

IntroductionThe objective of this study was to evaluate pharmacy students' communication self-evaluation skills by comparing student self-evaluations with those completed by course graders and standardized patients (SP). MethodsAs part of a required communications course, third-year pharmacy students completed a medication counseling encounter with a SP during a midpoint encounter and final assessment. Students' communication skills were evaluated by course graders and SPs. Students used the same assessment rubric to also complete self-evaluations immediately after each event and after reviewing a recording of their midpoint encounter. Agreement among student, SP, and course grader ratings on individual items were examined using the kappa statistic. ResultsA total of 206 students completed the midpoint encounter, and 208 completed the final assessment. Agreement between students' and SPs' evaluations was high during both the midpoint and final encounters, with >90% agreement on 14 out of 17 items at the midpoint encounter and 16 out of 17 during the final assessment. There were diffiences in scoring for the use of verbal distractors/fillers, with SPs' evaluations showing more favorable scores when differences existed [at midpoint 69 (33.7%) SP vs. 7 (3.4%) student; at final 31 (15%) SP vs. 3 (1.5%) student]. Agreement improved from the midpoint to final assessment (62.9% vs. 83.7%, respectively). ConclusionsSelf-evaluation of communication skills may be an acceptable alternative to faculty or SP evaluations, when appropriate for the purpose of the activity, based on the high agreement observed among communication skills evaluations completed by students, course graders, and SPs.

Contemplative practices and their impact on achievement motivation among primary school mathematics teachers in the Alqassim region: الممارسات التأملية وأثرها على دافعية الإنجاز لدى معلمي الرياضيات في المرحلة الابتدائية في منطقة القصيم

The study aimed to identify contemplative practices and their impact on achievement motivation among primary school mathematics teachers in the Al-Qassim region. To achieve this, a qualitative research approach was used. They have enthusiasm, willingness to participate in the study, and a desire to develop their teaching performance to obtain information, and the study tool was the use of the interview, and the results of the study resulted in the teachers ’contemplative practices being practiced in a moderate degree and affected by the degree of their confidence in their sufficiency related to achieving the learning objectives, and their beliefs and values that they carry towards Teaching, and a direct reflection on achievement motivation, as the results showed that teachers used contemplative practices in education and diversified in using strategies that help students develop their creative thinking, and the results showed that there is a positive relationship between contemplative practices and achievement motivation among mathematics teachers, as the results showed. It is one of the most prominent means of promoting contemplative practices to positively affect DAF Realization of achievement, application of educational games, taking into account individual differences, use of problem-solving strategy and the development of higher levels of thinking. The researcher recommends the necessity of enhancing the reflective teaching skills of mathematics teachers by adopting procedural research, training peers, activating reciprocal participation among colleagues of the specialization, in addition to developing self-evaluation skills among teachers, and working on directing mathematics teachers towards employing contemplative teaching, and developing the capabilities of mathematics supervisors on Exercise this role.

Metacognition in the Middle: Mismatch between Anticipated and Actual Exam Grades of Allied Health Anatomy Students

Introduction: Accurate evaluation of one's knowledge and performance is a key metacognitive skill critical to success in the classroom. Students who lack this skill may over-estimate their knowledge and under-prepare for exams, resulting in poor academic performance. Therefore, the purpose of this study was to assess the ability of allied health students to evaluate their exam performance in an anatomy course to identify which groups, if any, need support with this skill. Methods In an IRB-approved study, first-year physician assistant (PA), physical therapy (PT), and occupational therapy (OT) students (n=129) participated in a doctoral-level anatomy course. This course covered human anatomy through asynchronous lectures and synchronous virtual labs (due to COVID). Students’ anatomical knowledge was assessed via four exams throughout the course. Prior to the start of the course and again at the end, students were invited to complete a de-identified pre-survey including the Metacognitive Awareness Inventory (MAI), a 52-item survey that assesses metacognition. Throughout the course, students were asked to reflect on their exam performances (anticipated grade, actual grade, and satisfaction) using a modified Likert scale. For analyses, students were divided into terciles based on their mean combined exam performance. Reflections and MAI scores were then compared across terciles in SPSS using Kruskal-Wallis H test. Results Average exam scores of high (93%±2.0), middle (86%±2.7), and low-performers (74%±4.6) were significantly different from each other (p<0.01). A total of 113 (88%) and 59 (46%) students completed the pre- and post-surveys, respectively, resulting in 52 matched pairs (40%). Overall, students significantly improved their metacognition (p<0.01). Reflection participation ranged from 67% to 97%. When asked how their actual grade measured against their anticipated grade, high- and middle-performers’ anticipated grades were similar to each other but significantly higher than those of low-performers (p<0.01 for three exams). High-performers reported significantly greater exam satisfaction than middle- and low-performers on two exams (p<0.01). The performance terciles scored similarly across all metacognition subcategories in the post-survey except declarative knowledge, the factual knowledge of structures and concepts that provides the foundation for higher-order thinking (p=0.01). Conclusion In this study, middle-performers appear to have the greatest mismatch between their anticipated grade, actual grade, and exam satisfaction when compared to high- and low-performers. These students anticipate strong exam performances, but appear to fall short, leaving them less satisfied. This metacognitive disconnect may be related to how students evaluate their knowledge. Students seem to evaluate their progress based on their declarative knowledge, which may not accurately represent their ability to apply that knowledge. Significance Metacognitive activities that improve student self-evaluation skills should be implemented in anatomy courses to minimize the metacognitive disconnect between anticipated and actual exam performance.

Self-Evaluation of Industrial Case Studies with Iterative Improvements to Support Chemical and Biological Systems Engineering and Sustainability Teaching and Learning

Industrial case studies play an increasingly important role in the teaching of systems engineering and sustainability within an industrial ecological framework utilising metacognitive and experiential learning principles. The principal classroom teaching tool of the experiential learning combines the student’s development of self-awareness and selfevaluation skills whilst they focus on providing optimal solutions to challenges provided by industrial case study examples. The learning process here relies on developmental and experiential learning with students attempting at iterative improvements to the industrial processes and plant operations being studied with a view to create a “best fit” to the efficiency of use of the resources at hand, specific ecological setting and circular economy constraints regarding recycle, re-use and regeneration of resources. Two alternative approaches of iterative case study evaluations are presented and compared here; one relying on the “bottom-up” approach to systems identification and development to enable the use of new material and energy resources and the other on a “top-down” approach to evaluate and improve an existing system of complex and integrated process plant operations. In each case, the student is challenged in an increasing order of complexity of issues through a self-learning and evaluation process which also requires the necessary deepening of engagement with the normative knowledge base comprising of core engineering and applied science teaching curricula. The additional benefit of the student-centered teaching and learning (see also Tuzun 2020 [8]) is the ability to draw upon core scientific and engineering science “hands-on”; as opposed to classic passive learning by lectures and tutorials in advance of any case study applications to real-life challenges.

The impact of a health introduction course for medical interpreters in the healthcare sector

The aim was to examine the impact on interpreters’ health knowledge, attitudes and self-evaluated skills after they participated in a pilot health introduction course at a university hospital in Denmark. The study was conducted as an intervention study using a questionnaire with both closed and open-ended questions. The questionnaire was distributed to interpreters one week before the six-week course started, and again at one week and at three months after course completion. Level of knowledge was calculated based on the number of answers to 18 multiple-choice questions on common health issues, diagnoses and treatments. Of the 100 interpreters who registered for the course, 86 completed the course, and 61 of these participants (70%) completed both the baseline and the one-week questionnaire. The mean knowledge score increased from 48 ( SD 6.9) at baseline to 52 ( SD 3.4; p &lt; 0.001) one week after the course and was 51 ( SD 7.3; p &lt; 0.001) three months after the course ( n = 55). Participants who increased their knowledge score the most were those with the least interpreter experience ( p = 0.001). One week after the course, most participants (83–95%) agreed that the individual lessons had been useful in their subsequent interpreting activities and that they had gained useful information. The health introduction course appeared to be beneficial for interpreters. This study highlights the need for greater focus on education for interpreters working in the healthcare sector.

A new training package (3Cs: Connect, Communicate and Collaborate) for improving family responsive service delivery in early intervention for children with hearing loss: A proof of concept study

BackgroundAn objective of early intervention for children with hearing loss is to enhance family engagement in therapy to maximise a child's speech and language potential. However, requiring a service provider to work collaboratively with a child's family can create problems in developing and underdeveloped countries, where skilled service providers and services for children with hearing loss are lacking and where an expert model of intervention prevails. ObjectivesTo determine the preliminary effectiveness of a new training package Connect, Communicate and Collaborate (3Cs), in improving the knowledge and confidence of service providers in the delivery of family responsive services in an early intervention program for children with hearing loss. MethodsFive learning modules were developed based on service provider experience working with children with hearing loss, and parents of children with hearing loss. Six participants completed the training package comprising five training modules and an introductory session over a 6-week period. Participants’ confidence and knowledge in providing family responsive practice was measured pre and post training using visual analogue scales, and participants were also invited to provide their reflections on the program. ResultsPre- and post-training confidence ratings revealed significant improvements in the perceptions of participants in the implementation of responsive family practice across four of five of programme learning modules (p < 0.002). Participant reflection statements indicate they became more considerated in their family responsive practice. Despite positive experiences working with parents, participants stated they had ongoing difficulties guiding families through the decision-making processes of habilitation. The reflection process assisted learning and improved practice by supporting participants to build on their strengths. ConclusionThe 3Cs package improved the confidence in and knowledge of delivery of responsive family services for six participants in Kuwait. It also improved the participant's self-evaluation skills. The 3Cs provides professional development that meets the needs of service providers working with children with hearing loss to improve inclusion of families in the therapy process.

Reflective writing: Implementation and learning perception from students and teachers of French nursing schools

To support reflective skills development, French nursing students write analyses of professional situations (Situation Analysis) experienced during their practice. Sixteen nursing schools in Paris have developed a common framework to support and evaluate students on these skills. The aims of the study were to assess and understand the implementation of the Situation Analysis in French nursing schools as well as their effects on students' learning. A quantitative approach was based on two questionnaires: students (n = 1525, 27.6% of participation) and teachers (n = 131, 49.2%). The results showed that there were variations in teaching of situation analysis. There were correlations between the perception of learning and the modalities of implementation. Not always easy to choose, the situations described were authentic for 97.8% of students, concerned mainly their own practice and relationship with patients. Emotional situations were less frequent. Feedback was generally present and encouraging, but not enough on the students' self-evaluation skills. Slightly more than half of students and teachers were satisfied of the situation analysis. Both of them made positive and negative comments. The study highlights what can be improved in teaching to increase student's learning through situation analysis, for example teamdefined objectives.

Bridging the gap

The European Language Portfolio (ELP) has been widely implemented to support the development of learner autonomy in the teaching and learning of spoken languages, but, until this study, had not been implemented with learners of sign languages. Across 2017–18, we developed and piloted a sample ELP for Irish Sign Language (ISL), which fed into work on the development of an ELP for sign language learners, under the umbrella of the PRO-Sign 2 project (European Centre for Modern Languages). We piloted the ELP with a cohort of ISL learners in the second year of their Bachelor in Deaf Studies, who perform at A2-B1 level on the Common European Framework of Reference for Languages (CEFR) (2001; Leeson et al., 2016). All are learning ISL as a second language (L2), and are acquiring this sign language in what is, for them a new modality (M2). We met students on four occasions across 2017–18 to explore how/if use of the ELP in the ISL classroom supports the development of robust self-evaluation skills, and how the ELP enhances student-reported perception of motivation and autonomy. We report on the process, and present a grounded theory (Glaser &amp; Strauss, 1968), “Bridging the Gap”, drawn from key concerns of these ISL M2L2 learners at A2–B1 level.

Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands

We still have only a limited understanding of the effectiveness of schools in promoting citizenship, the factors explaining this effectiveness and the way in which these aspects interact. Using elaborate cross-sectional data from students, teachers, team leaders and school leaders at 78 Dutch secondary schools, this study empirically examines a school effectiveness model of citizenship education in order to achieve a more comprehensive explanation of citizenship competence acquisition. Using multilevel structural equation models, we analyze direct and indirect school-level predictors of student knowledge, attitudes and self-evaluated skills regarding citizenship. Four aspects of citizenship education are examined: the school’s policies regarding citizenship education, its teaching practices, and its professional and pedagogical learning environment (i.e., teaching community and classroom climate). With respect to school policies, positive effects are found for the attention paid to citizenship education in staff meetings. The professional learning environment is related to students’ citizenship competences mainly indirectly, via the average classroom climate. Effects of teaching practices vary: more emphasis on monitoring is more frequently found at schools with lower average levels of citizenship competences, whereas schools that let students choose their own topics in class have on average higher levels of citizenship competences.

Student Potential for Self-assessment in a Clinical Dentistry Practical Training Course on Communication Skills

This study aimed to investigate student potential for self-assessment in a clinical dentistry practical training course focused on communication skills. Participants were 124 fourth-year students (70 males, 54 females; all Japanese) in 2017 and 2018 at the Nippon Dental University, School of Life Dentistry at Niigata. Participating students belonged to different cohorts in 2017 and 2018. Participants were asked to complete a self-evaluation sheet at the end of each unit of the course. Their self-evaluation scores and the faculty evaluation scores for each student for Units 1-1, 1-2, and 1-3 were statistically analyzed. The results showed that females tended to rate themselves significantly higher than males. Furthermore, there were significant differences in evaluation scores between students and faculty for nine of 11 evaluation items for male students and 10 of 11 items for female students in Unit 1-3. Faculty expectations increased from Unit 1-1 to Unit 1-3, although students were satisfied with their performance and had a sense of achievement. However, students’ actual performance was below faculty expectations, suggesting faculty evaluations were stricter than students’ self-evaluation. Self-assessment may enhance students’ ability for self-directed learning and may also inform how faculty can effectively educate dental students. Dental educators should support students to increase their levels of self-efficacy, which will enhance their self-evaluation skills.

Coping strategies of family caregivers in spinal cord injury: a qualitative study

Purpose To identify the coping strategies used by family caregivers of persons with spinal cord injury (SCI) in Switzerland in order to develop tailored support programs. Materials and methods Purposive sample of >18 years participants, speaking an official Swiss language fluently, being family caregivers of persons with SCI for at least 4 years, and perceiving either a high or low burden in relation to caregiving. Data were collected through face-to-face semi-structured interviews (N = 22). Thematic analysis was performed. Results Four main coping strategies were identified: reappraisal, active acceptance, setting limits to the caregiver role, and seeking support. These strategies can be used one at a time or combined, and at different times of a caregiver pathway. Our analysis highlighted that caregivers need skills to implement these strategies (e.g., self-evaluation skills). Conclusions Caregivers of persons with SCI develop cognitive coping strategies to make sense of the situation and establish a “new normal” and problem-focused coping strategies to deal with their new tasks and role. These strategies do not seem to be typical only of SCI caregivers. Hence, interventions that worked for caregivers in other fields could be adapted. Rehabilitation centers should systematically integrate programs targeted to caregivers into their offerings. IMPLICATIONS FOR REHABILITATION Healthcare systems need to develop educational and support measures for both persons with a health condition and their caregivers. Caregivers should become long-term partners in rehabilitation and a regular and structured needs assessment should be offered. Interventions that worked for caregivers in other fields can be adapted to support also caregivers in SCI. Educational and support programs dedicated to caregivers should teach not only how to perform caregiving tasks but also how to balance between responding to the care recipient’s needs and their own needs.

Comparison of Resident Self-Evaluation to Standardized Patient Evaluators in a Multi-Institutional Objective Structured Clinical Examination: Objectively Measuring Residents' Communication and Counseling Skills.

For the past 30 years, there has been a growing emphasis on communication and self-evaluation skills training in graduate medical education. This is reflected in the Next Accreditation System. The Objective Structured Clinical Examination (OSCE) is widely used in graduate medical education for assessing dimensions of interpersonal communication and counseling skills. The OSCEs may be developed to target challenging clinical scenarios difficult to capture in clinical practice and can be used as a medium for resident self-evaluation. The aims of the study were to evaluate residents' interpersonal, communication, and counseling skills using Kalamazoo Essential Elements Communication Checklist in 4 clinically challenging scenarios and to compare standardized patient (SP) evaluations to residents' self-evaluation by category of medical school. South East Michigan Center for Medical Education is a consortium of teaching hospitals. Member residents participate in 4 OSCEs as part of their postgraduate 1 curriculum. The OSCEs were developed to evaluate clinically relevant but difficult to capture scenarios including: (a) error disclosure/counseling an angry patient; (b) delivering bad news/end of life; (c) domestic violence; and (d) counseling a patient with colon cancer requesting alternative treatments. At the conclusion of each OSCE, SPs evaluated and residents self-evaluated their performance. Once evaluations were completed, SPs provided residents with feedback. Six member institutions and 344 residents participated during the 2014, 2015, and 2016 academic years. There were more international medical graduates (59%) than graduates of Liaison Committee for Medical Education-accredited medical schools. There were more males (62.2%) than females. Standardized patients rated residents higher than residents rated themselves in 2014 (<0.001), but not in 2015 or 2016. When combining all years and all residents, there was no correlation of SP and resident scores. Standardized patients rated female residents higher than female residents rated themselves (P < 0.0001). Male residents scored themselves similarly to the SPs, but male residents rated themselves higher than female residents rated themselves (P < 0.001). Standardized patient scores for male and female residents were not significantly different. Targeted OSCEs provide an objective format to evaluate residents in challenging clinical scenarios. Resident self-evaluations did not correlate with SPs. In addition, female residents rated themselves lower than male residents and lower than SPs. There is need to develop interventions and curricula to improve resident's self-evaluation skills and in particular address lower self-evaluation by female trainees.

Teachers' Self-Efficacy Perceptions in Terms of School Principal's Instructional Leadership Behaviours

The aim of this study is to analyse the effects of principals’ instructional leadership on the teachers' perceptions of their self-efficacy. Mixed method, in which quantitative and qualitative techniques are employed together, was used in order to analyse the data obtained. The sample for quantitative analysis included 435 teachers working in schools in Sahinbey Province and study group for qualitative analysis included 24 teachers working in these schools. For the quantitative data, regression and correlation analysis were done; for the quantitative data, descriptive and content analysis were done. Data were obtained using Instructional Leadership Behaviours Scale (Hallinger, 2011) and Teachers' Self-Efficacy Perception Scale (Tschannen-Moran ve Woolfolk Hoy, 2001). According to the result of the study, there is a significant medium level relationship between principals’ instructional behaviours and teachers' self-efficacy. In addition, instructional leadership behaviours displayed by principals contribute positively to teachers' motivation and task focality, the development of learners' ability to learn, and the self-evaluation skills of the teachers about themselves and students.

PLASTIKNOLOGY DEVELOPMENT AND UTILIZATION AMONG PERSON WITH DISABILITY (PWDs) IN SINACABAN, MISAMIS OCCIDENTAL

In response to the global community problem on solid waste management and the empowerment of the persons with disability (PWDs), this study is focused on Plastiknology development and utilization among persons with disability (PWDs) in Sinacaban, Misamis Occidental, Philippines. The study employed IPO (input process output) model using the respondents’ profile as the input variables and sanitation, sorting, cutting, folding and connecting skills as the process variables. Plastiknology products such as coin purse, clutch bag, wallet and placemats serves as the output variables. Using descriptive statistics, the mean, standard deviation, frequency, percentage and percentage distribution are used to describe each variable. Regression analysis was used to test the input and process variables’ influence on the creation of the output products. Statistics shows minimal background on handicrafts, but interest in trainings is high. Active participation on livelihood trainings was shown in respondents’ positive attendance, attitude and product construction. As a result, there was no significant difference between self-evaluated and post-evaluated skills. Qualitatively, the products of the partcipants are promising and well-constructed. It was therefore recommended that the national and local institutions shall provide livelihood assistance to special sectors such as PWDs by facilitating the continuity of this livelihood program.

The Relationships Between the Accuracy of Self-Evaluation, Kanji Proficiency and the Learning Environment for Adolescent Japanese Heritage Language Learners

This paper focuses on Japanese heritage language (JHL) learners in an Australian context. The paper reports on a research project in a hoshuu-koo institution, a Japanese supplementary school, and explores the experiences of a group of Year 7 students. This study was initiated by identifying to what extent JHL learners can recognise their own skills, especially in proficiency in kanji, one of the Japanese scripts. It was predicted that several elements could relate to the accuracy of self-evaluation. By exploring levels of self-evaluation skills and the elements concerned in Japanese learning, the aim of the research was to help develop differentiated curriculum in the future. Data were based on student performance on kanji tests and answers to questionnaires, and the Excel Correl Function was used to calculate correlation coefficients. Graphs were also used to analyse the data. It was found that students who had relatively high kanji proficiency, especially in higher year levels, recognised their own skills but an overall overestimation was found amongst other students. Specific areas of kanji learning, such as okurigana and radicals, were identified as areas that need to be enhanced for appropriate self-evaluation for most of the students. Learning environment related to evaluation skills was also identified. Concluding comments centre on implications for further teaching approaches and research on the enhancement of kanji self-evaluation skills.

Self-Evaluation in a Clinical Setting to Develop Nursing Students’ Clinical Judgment

Background: The Lasater clinical judgment rubric is based upon Tanner’s clinical judgment model for developing clinical judgment and the incorporation of the Benner Novice to Expert theory. The Lasater clinical judgment rubric has been used in nursing programs at the baccalaureate level and with simulation exercises.Method: In this study, the Lasater clinical judgment rubric was used to compare instructor and associate degree nursing students’ evaluations in an acute care setting during their first nursing care rotation. Data analysis included a split-plot ANOVA with repeat measures. A sample size of 16 students yielded an effect size of .40 with a = .001.Results: There was no significant difference in mean scores between the five administrations of the assessment with different groups.Conclusion: The interactions between the evaluator and the scores over time were consistent between groups. Development of student’s ability to use self-evaluation, introspection, and self-awareness skills are foundational for thinking that is more complex.

Effects of a Mindfulness-Based Intervention on the Perception of Basic Psychological Need Satisfaction among Special Education Students

Mindfulness-Based Interventions (MBIs) have been increasingly implemented in schools to foster better emotional regulation skills for students with special education needs such as learning disabilities (LDs). This pilot study aimed to evaluate the impact of a MBI on the need satisfaction of elementary students with severe LDs. A prospective quasi-experimental design involving one group and two time points was employed. A sample of 14 elementary school students from a severe LDs special education class participated in this project. Repeated-measures ANOVAs were conducted and revealed a significant reduction in need satisfaction, with a large effect size (η2 = .35). Contrary to our hypothesis, the MBI appeared to be negatively related to need satisfaction among participants. These results indicate that MBIs could be linked with better self-evaluation skills in students with severe LDs, which, in turn, may change (or increase the accuracy of) the perception that children have of their own need satisfaction.

Prior education of Open University students contributes to their capability in critical thinking

The focus of this study is on Open University students’ entry-level critical thinking skills. The research questions were: how are students’ age, and level and discipline of previous education related to critical thinking skills; is the level and discipline of previous education connected to the accuracy of students’ self-evaluation of their critical thinking skills? Totally 138 students participated altogether. Critical thinking skills were measured by the constructed-response task of the Collegiate Learning Assessment and retrospective self-evaluation scale. The results showed that students’ critical thinking skills, as measured by both the constructed-response task and the self-evaluation scale, differed statistically between groups of different educational levels. The students with higher education degrees had the most developed critical thinking skills. Furthermore, the students who had previous higher education studies in hard sciences succeeded better in critical thinking than those of soft sciences. Between age-groups there were no differences in critical thinking. Students with prior higher education studies evaluated their skills more accurately. A variety of teaching and learning methods and ample feedback are needed in order to learn critical thinking. In addition, to learn metacognitive skills, students should rehearse self-evaluation skills.