Student Self-assessment Research Articles

Synergy of Positive Emotional Stimuli and Education Technologies in JobLab English Speaking Development for Graduates

This study delves into the effectiveness of integrating the PERMA model, emphasising the synergy of positive emotional stimuli and education technologies satisfying digital natives daily within JobLab's framework for FLA (Foreign Language Acquisition) development among graduate students. The research methodology combined qualitative and quantitative data. With a focus on nurturing holistic well-being and language proficiency, this research involves forty-six students divided into an experimental group (N=23) with an innovative approach and a control group (N=23) following traditional teaching methods. Pre/post-observations and student self-assessment questionnaires FLCAS (Foreign Language Classroom Anxiety Scale) were utilised to assess the impact of the intervention. Statistical analysis using established software revealed notable improvements in English-speaking proficiency among the experimental group, emphasising the significance of the PERMA model's integration in JobLab. Results indicated improved professional English language learning performance for the experimental group with the positive emotional stimuli and technology integration approach, highlighting the potential for cultivating proficient communicators among graduates.

Student Self-Assessment of Exam Preparation in 100- and 200-Level Chemistry Courses

Student Self-Assessment of Exam Preparation in 100- and 200-Level Chemistry Courses

Enhancing Students' Preparation for Math Exams using the Advanced Features of the Halomda Platform

This paper highlights the new enhancements of the Halomda platform designed to improve students' learning and exam preparation. The new features include a Graph Plotter, Algebraic Calculator and Context ChatGPT Recommended Key Guidelines. The use of these features is demonstrated though a working example of solving a double integral, illustrating how students' self-preparation for mathematics exams is supported by interactive context feedback. In addition, the system's ability to check intermediate steps of a solution, complemented by graphing, comparison of algebraic equivalence of algebraic operations, and guided AI bot assistance, contributes to an enriched learning experience and improved self-assessment for students. In case of insufficient understanding of the solution, the AI chat can be consulted for further clarification. Since the solution in the "Help" mode is developed by the teacher who prepared the test paper, in case of misunderstanding, the student can turn to external sources, and the fastest way is the AI chat.

Formative Assessment: A Significant Facilitator of Student Learning

In recent decades, formative assessment has garnered substantial interest of teachers and educational researchers. Definitions of formative assessment vary in the literature. Relatively well-accepted among them is the one that describe it as the process of seeking and interpreting evidence for learners and their teachers to determine where the learners are in their learning, where they need to go and how best to get there (Antoniou & James, 2014). As opposed to summative assessment, formative evaluation gives comprehensive evaluation and feedback throughout the learning process of students, with the purpose of assisting students in identifying learning gaps, modifying learning methods, and enhancing learning outcomes. Common forms of formative assessment include quizzes, observation records, face-to-face conversations, questionnaires, feedback, student self-assessment, etc. It is meant to evaluate not only students’ academic performance but also their progress in learning attitudes, learning strategies, emotional skills, and other aspects (Wu, 2023).

Teachers’ insights on self-assessment of multilingual students according to the CEFR

Assessment issues are particularly sensitive, complex and demanding when they involve a second language (L2) and multilingual students who attend national schools (Ross 2006). The modern student-centered pedagogical orientation combined with the ever-increasing needs for more authentic, equitable, individualized and differentiated assessment has led to the implementation of alternative practices, including self-assessment (Andrews 2016; Butler and Lee 2010). During self-assessment students are encouraged to express their opinion on their own work and to judge the extent to which it meets predetermined goals and criteria (Panadero et al. 2016: 2). This paper presents teacher beliefs on the implementation of self-assessment in the teaching Greek as L2 in Experimental Intercultural public schools. The participants were 124 teachers who answered an e-questionnaire, while 12 of them were also interviewed. The results revealed that most teachers develop a positive attitude towards self-assessment recognizing its multiple benefits. As was also reported in previous research (e.g., Oscarson 1989; Gardner 2000), self-assessment supports the contemporary student-centered pedagogical orientation and autonomous learning while it also enhances student performance, motivation, and metacognitive skills. However, teachers continue to question their own and the student’s readiness to adopt it, a finding also attested in the literature (Figueras et al. 2009).

Instructors' perspectives on teaching music online after the COVID-19 lockdown: A qualitative analysis in Indonesia

The current study analyzes the practices and strategies used by university instructors in Indonesia to deliver online music classes after the COVID-19 lockdown. Using a qualitative method based on semi-structured interviews, perspectives from music professors were gathered to explore various aspects, including the support provided by universities, teaching practices adopted by instructors, students’ reactions, limitations, and advantages of online music learning. The data were analyzed with an inductive method based on grounded theory. Participants highlighted several strategies utilized during online learning, such as (a) the use of video recordings to focus on specific aspects of music performance; (b) the implementation of project-based assessments to address various learning outcomes in different classes; and (c) the development of teamwork for sharing the best teaching practices. Teachers reported being more responsive to the students, placing a greater emphasis on self-reflection and becoming more effective educators. While recognizing several limitations associated with online music learning, the participants believe that this will be the teaching approach of the future, attributing it to improvements in students' independence and self-assessment skills, teachers' self-reflexivity, and enhanced flexibility in scheduling. Implications for institutions and university professors regarding the development of policies and curricula for online music education are also discussed.

Self and Peer Assessment Based on Storytelling: Implementation on Islamic Education Learning

This study aims to find out the techniques of self-assessment and peer assessment through the storytelling method as well as the benefits of the storytelling-based self-assessment and friend process for students and teachers. This article uses qualitative research methods to explore a deep understanding of self-assessment and peer judgment based on storytelling. Data were collected through self-assessment and in-depth interviews that allowed researchers to explore the rich perspectives of the participants directly. Data analysis is carried out thematically, by highlighting patterns that emerge from the data and providing a holistic interpretation of the phenomenon being studied. The results of the study show that self-assessment and peer assessment using storytelling in Islamic religious education learning can be done in several steps, namely determining the competencies or aspects to be assessed, determining the assessment criteria to be used, formulating an assessment format, and in the form of assessment guidelines, checklists, or assessment scales, asking students to do self-assessments, teachers reviewing evaluation samples at random, encourage students to always conduct careful and objective self-assessments. The second technique can be done by providing some narrative questions. In this case, students will be asked to share the results of their assessment in front of teachers and friends in turn

A Comparison between Online Quizzes and Serious Games: The Case of Friend Me

The rapid changes in digital technology have had a substantial influence on education, resulting in the development of learning technologies (LTs) such as multimedia, computer-based training, intelligent tutoring systems, serious games, social media, and pedagogical agents. Serious games have demonstrated their effectiveness in several domains, while there is contradictory data on their efficiency in modifying behavior and their possible disadvantages. Serious games are games that are specifically created to fulfill a primary goal other than entertainment. The objective of our study is to evaluate the effectiveness of a serious game designed for the self-assessment of students concerning their knowledge of web technologies on students with an equivalent online quiz that uses the same collection of questions. The primary hypotheses we stated were that those utilizing the serious game would experience better results in terms of engagement, subjective experience, and learning compared to those using the online quiz. To examine these research questions, the IMI questionnaire, the total number of completed questions, and post-test grades were utilized to compare the two groups, which consisted of 34 undergraduate students. Our findings indicate that the serious game users did not have a better experience or better learning outcomes, but that they engaged more, answering significantly more questions. Future steps include finding more participants and extending the experimental period.

Self Assessment of Second Level Students' Learning Style

Self Assessment of Second Level Students' Learning Style

Enhancement of teaching and learning quality through assessment for learning: a case in chemical engineering

PurposeThis article presents our experience in implementing the assessment for learning process (AfL) to enhance the teaching–learning quality, which has faced numerous challenges impacting educational quality. The effectiveness of this technique is demonstrated through a case study conducted in a core course of chemical engineering.Design/methodology/approachThe article shares insights into the systematic course design and planning processes that were discussed and developed through AfL practices. Significant emphasis is placed on implementing formative and summative student self-assessment surveys as simple yet effective methods to meet this purpose. Quantitative data were collected and analyzed over three consecutive academic years (2020–2022) using various statistical parameters such as percentage, interquartile range and the program’s numerical goal (%G).FindingsThe AfL process via formative and summative surveys could significantly and effectively improve teaching–learning quality. These findings assist educators in identifying appropriate teaching methods and recognizing areas of weakness and strength, thereby facilitating continuous improvement in the teaching–learning quality. Validation methods, including quizzes and numerical grades, were employed to practically verify the outcome obtained from the questionnaires.Practical implicationsThe AfL techniques demonstrated in this study can be directly implemented or adapted for various educational fields to enhance the teaching–learning quality.Originality/valueThe practical implementation of AfL in an engineering context has hardly been reported, particularly in chemical engineering. This work represents the practical implementation of AfL to enhance engineering field education.

Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

Despite the critical role of academic English writing proficiency in higher education, existing research has inadequately addressed the comparative impact of teacher-led and student-involved assessments on writing outcomes. To address the research gap, this study aimed to evaluate the effectiveness of 'Teacher-Only Assessment' compared to 'Combined Teacher and Student Self-Assessment' in English writing at a university in southern Thailand. Additionally, the study examined the viewpoints of students regarding the implementation of these approaches. It utilized a sequential explanatory research design in conjunction with a quasi-experimental design. The research instruments included a series of writing tasks, a teacher assessment rubric, a self-assessment form, and a questionnaire with open-ended questions. A group of 62 first-year English majors was divided into two groups: a control group and an experimental group, consisting of 31 students each. Both groups were taking an English Composition I course for 12 weeks and were assigned the same writing tasks. The experimental group was provided with both self-assessments and teacher evaluations, whereas the control group solely received teacher evaluations. The quantitative data was analyzed using an independent sample, while the qualitative data was examined through a thematic analysis. Quantitatively, the independent t-test results indicated that there was no statistically significant distinction in overall writing performance between both groups, except for narrative paragraphs. Moreover, the qualitative findings emphasized the merits of incorporating teacher-led and student-involved assessments. This study suggests various implications for English as a Foreign Language (EFL) instruction and assessment practices.

Association between gender and self-assessment skills amongst Japanese dental students

Background/purposeSelf-assessment in dental education is considered a fundamental skill for proficient oral healthcare providers. While previous studies looked at self-assessment in education, few have done so at Japanese institutions. This study aimed to assess potential associations between gender and self-assessment skills in Japanese dental students. Materials and methodsDental students from Niigata University (n = 301) completed preclinical prosthodontic exercises and self-assessed their practical exam performance. Three calibrated faculty evaluated students’ work using the same rubric. The difference between student self-assessment score and mean faculty grade was defined as the student-faculty (S-F) gap, indicating how accurately students evaluated their work. The gap scores were stratified by quartiles by faculty grade and by gender. Regression analysis was used to investigate potential associations. ResultsStudents mean S-F gap was 2.9 ± 10.5 % with a significant negative association to faculty grades (coefficient, −0.32; P < 0.001). There was no significant difference between male and female students for faculty grades, self-assessment scores, and S-F gaps. When stratified by quartile, mean S-F gaps of bottom quartile students (5.7 ± 11.9 %) were significantly higher than the rest of the class (1.9 ± 9.8 %; P = 0.01), while the mean S-F gaps of students in the top quartile (−0.8 ± 10.2 %) were significantly lower than the rest of the class (4.2 ± 10.3 %; P < 0.001). ConclusionNiigata University students generally overestimated their performance. Students with higher faculty grades self-assessed themselves more accurately than students with lower faculty grades. Gender did not influence S-F gaps, despite dentistry in Japan shifting toward a female-dominated field.

Practical effect of different teaching modes in teaching gastrointestinal surgery nursing.

With the continuous development and progress of medical technology, the position of surgical nursing in the field of clinical medicine is becoming increasingly prominent. As an important branch of the surgical field, the nursing requirements and difficulty of gastrointestinal surgery are also increasing. In order to improve the teaching quality of nursing care in gastrointestinal surgery, many educators and researchers are actively exploring new teaching methods. Among them, the teaching method case-based learning (CBL), scene-simulated learning (SSL), task-based learning (TBL), combining self-evaluation and training mode is considered as an effective method. This method aims to help students to better master knowledge and skills and improve their comprehensive quality by cultivating their self-evaluation ability. To explore the practical effect of CBL-SSL-TBL combined with training mode and student self-assessment in nursing teaching of gastrointestinal surgery. Seventy-one nursing interns in our hospital from December 2020 to December 2021 were selected. According to different teaching modes, they were divided into observation group CBL-SSL-TBL combined with training mode combined with student self-assessment and control group (conventional teaching mode), of which 36 were in observation group and 35 were in control group. The results of operational skills, theoretical knowledge, nursing students' satisfaction, learning effectiveness questionnaire and teaching effect were compared between the two groups. Compared between the two groups, the operational skills and theoretical knowledge scores of the observation group were higher than those of the control group, and the difference was statistically significant (P < 0.05). Compared between the two groups, the total satisfaction ratio of the observation group was higher than that of the control group, the difference was statistically significant (P < 0.05). Compared between the two groups, the observation group was lower than the control group in the questionnaire results of learning efficacy, and the difference was statistically significant (P < 0.05). Compared between the two groups, the proportion of thinking ability, subjective initiative and understanding of theoretical knowledge in the observation group was higher than that in the control group, the difference was statistically significant (P < 0.05). The use of CBL-SSL-TBL combined with training mode and student self-assessment in gastrointestinal surgery nursing teaching can improve the operational skills of nursing interns, theoretical knowledge and satisfaction scores of nursing students, improve the results of learning efficiency questionnaire and teaching effect, which can be popularized in clinical teaching.

The Merdeka Curriculum Reform on Aspects of Historical Thinking Skills in History Subjects in Senior High Schools

The aims of this research are (1) to plan history learning using the Merdeka curriculum for historical thinking skills, (2) to improve the Merdeka curriculum in relation to aspects of history learning for historical thinking skills, and (3) As an evaluation of history teaching and learning activities based on thinking skills. Merdeka Curriculum Aspects of Historical Thinking Skills in SMA Pasundan 2 Cimahi, Especially in Schools that Implement the Merdeka Curriculum. This research applies qualitative methods with a case study approach. The data sources are informants: teachers, students, documents, curriculum, and historical thinking skills. Research findings show that (1) Merdeka Curriculum history learning planning is carried out by teachers who prepare their own ATP and learning modules; However, one of the schools where he could use KOSP was closed, and the teachers at both schools did not know the whereabouts and contents of his KOSP. (2) Implementation of history learning depends on student performance. There are several learning processes that do not follow learning principles, such as Education modules that are not prepared. PLP students take classes based on a unique curriculum. There are no student teaching evaluations for teachers. There are also monotonous learning methods, less situational learning, and unused social studies books. (3) In evaluating teaching and learning activities, there are several cases where the implementation does not follow the principles of teaching and learning evaluation based on the Merdeka Curriculum. Teaching and learning activities in history classes are not in line with assessment principles. There are no student self-assessments or peer assessments, no in-module assessment rubrics, and no post-test quizzes. However, teachers have tried to adhere to some principles and implement their own curriculum as closely as possible. Implementing the Merdeka Curriculum from the perspective of historical thinking skills in history education can be adapted to the implementation of the Merdeka Curriculum established by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia.

Métodos de avaliação institucional que incluem o corpo discente em faculdades de Medicina: uma revisão sistemática

Abstract Introduction: Institutional evaluation is an important tool for the constant improvement of medical courses, especially when they take the student’s opinion as one of their focuses. Objective: The main objective of this study is to investigate which methods are used to conduct institutional evaluations involving student opinion through a scoping systematic review. Methodology: In compliance with the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews (PRISMA-ScR)”, the searches were conducted in a standardized form, involving at least two researchers and consulting the Lilacs, Scielo, Pubmed, and Embase databases and the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), using the software Rayyan, to signal duplicates and allow an independent and unbiased evaluation by the two reviewers. The inclusion criteria used were: Studies published between 2009 and 2019, containing the methodology of evaluation, which assessed medical courses and in which this evaluation was carried out by students at some stage. Also, the following exclusion criteria were used: studies written in languages other than Portuguese, English, French and Spanish; evaluations of a specific pedagogical intervention or limited to some subjects; and articles focusing on student self-assessment. The restriction of time and languages carries the risk of selection bias. Results: 2355 records were found and 12 articles were included. Most studies created their questionnaire and used mostly quantitative scales, although many also included some type of qualitative analysis with written questions. Most of the studies dealt with an occasional analysis and not with a project of permanent evaluation of the institution. Conclusion: Publications in the field of institutional evaluation that involve students and describe the questionnaire are still rare, especially when related to permanent evaluations.

Reorientation of Basic Medical Education Curriculum to Primary Healthcare: University of Southeastern Philippines School of Medicine

Abstract The University of Southeastern Philippines School of Medicine is reorienting its curriculum to emphasize primary health care (PHC), in response to the Universal Health Care Act (RA 11223) and the Department of Health-Commission on Higher Education (CHED)-Professional Regulation Commission Joint Administrative Order 2021-0001. This initiative includes embedding PHC principles across all educational levels through new modules, extensive faculty training workshops, and the development of a primary care facility for hands-on training. Educational strategies, such as case-based collaborative learning, promote active, learner-centered education and practical PHC concept application. The curriculum emphasizes community-based education, interdisciplinary collaboration, and preventive medicine. Faculty development features regular training and mentorship programs to ensure educators are well-equipped to teach PHC principles. Success is assessed through academic evaluations, student self-assessments, and stakeholder feedback. Future success can also be measured by the students’ performance in the physician’s licensure examinations and the number of graduates who eventually decide to practice in the community. Despite challenges such as resistance to change and resource limitations, strategic planning and stakeholder engagement support successful integration. The project began in 2022 and will span several years for full implementation and evaluation.

Tools for self- or peer-assessment of interprofessional competencies of healthcare students: a scoping review.

Healthcare professionals are expected to demonstrate competence in the effective management of chronic disease and long-term health and rehabilitation needs. Care provided by groups of collaborating professionals is currently well recognized as a more effective way to support people living with these conditions than routine, single-profession clinical encounters. Clinical learning contexts provide hands-on opportunities to develop the interprofessional competencies essential for health professional students in training; however, suitable assessment tools are needed to support student attainment of interprofessional competencies with self-assessment espoused as an important component of learning. A structured approach was taken to locate and review existing tools used for the self-assessment and peer assessment of students' competencies relevant to interprofessional practice. A range of self- and/or peer assessment approaches are available, including formally structured tools and less structured processes inclusive of focus groups and reflection. The identified tools will usefully inform discussion regarding interprofessional competency self- and peer assessment options by healthcare students participating in a broad range of clinical learning contexts. Self- and/or peer assessment is a useful approach for those seeking to effectively enhance interprofessional learning and measure the attainment of related competencies.

Mitigating Misinformation Toolkit: Online Simulation and Standardized Patient Cases for Interprofessional Students to Address Vaccine Hesitancy and Misinformation.

Medical misinformation, which contributes to vaccine hesitancy, poses challenges to health professionals. Health professions students, while capable of addressing and advocating for vaccination, may lack the confidence to engage with vaccine-hesitant individuals influenced by medical misinformation. An interprofessional in-person simulation activity (90 minutes) using standardized patients was developed and instituted for students in medicine, nursing, pharmacy, and public health programs. Student volunteers were recruited from classes approximately halfway through their respective degree programs (i.e., second or third year of a 4-year program). Online simulation was used as a method to prepare for in-person simulation. Impact on students was assessed primarily through a postprogram student self-assessment. A total of 220 students participated in the program; 206 (94%) had paired data available to analyze. Following program participation, self-assessed abilities increased from pre to post, from 2.8 out of 5 (good) to 3.9 out of 5 (very good; p < .001). Ninety-eight percent of students felt that their ability to address medical misinformation was somewhat/much better after the activity, compared to before, and that their ability to address vaccine hesitancy was somewhat/much better. The overall program was rated highly, with mean scores for each program evaluation item >4 out of 5 (very good). An interprofessional cohort of students demonstrated improvement in self-assessed skills to participate in a conversation with an individual with hesitancy to receive vaccines and/or beliefs informed by misinformation. Students felt that this program was relevant and important to their professional development.

Research on the Application of Internet+-based Blended Teaching Mode in English Grammar Teaching

Abstract Emerging from the advancements of the Internet+ era, the blended teaching mode synergistically combines online and offline methodologies, thereby fostering innovative pathways for the enhancement of English grammar instruction. The architecture of a hybrid model for English grammar teaching is presented in this paper that seamlessly integrates digital and traditional educational practices. We structured the implementation of this model through a three-part framework: initial pedagogical analysis, development of teaching resources, and design of teaching practices. Our approach involves extracting English grammar data from the Baidu Encyclopedia and authoritative grammar texts, followed by the construction of an English grammar knowledge graph utilizing a BiLSTM-CRF method for grammar entity extraction and a BERT-BiLSTM-Attention model for delineating grammar relationships. We assessed the accuracy of extracting grammar concepts and validated the effectiveness of our blended teaching model through a combination of student self-assessment, peer reviews, and instructor evaluations. Statistical analysis of self and peer assessments reveals that 50% of the evaluated questions scored above 4.0, with the average peer assessment exceeding 3.90. These findings underscore that the blended teaching approach is not only well-Received by students but also significantly enhances their overall language competencies.

Insights Into Modern Undergraduate Ultrasound Education: Prospective Comparison of Digital and Analog Teaching Resources in a Flipped Classroom Concept - The DIvAN Study.

Purpose Sonography training has become an important part of university medicine courses. This study explores the impact of digital and analog teaching resources on learning outcomes, knowledge retention, and student preferences and motivation in a flipped classroom setting. Materials and Methods This prospective controlled study involving two groups of third-year medical students included a voluntary three-day compact ultrasound course given in a flipped classroom, comprising 26 teaching units of 45 minutes each. Hardcopy lecture notes (control group) and E-learning (study group) were used as teaching resources. Evaluations were conducted before (pre) and during the preparation phase (intermediate), and after (post) the face-to-face course. Likert scale responses, written theory tests with very short answer questions (Theorypre, Theoryinter, Theorypost), and practical examinations (Practiceinter, Practicepost) were used for student self-assessment and to measure attitude, motivation, as well as theoretical and practical skills. Results A total of N=236 complete data sets (study group n=136; control group n=100) were analyzed. Both groups showed an equivalent initial level of, and a continuous and significant (p<0.01) increase in, subjective and objective skills over the evaluated time frame. The study group achieved significantly (p<0.05) better results in Theoryinter, Theorypost, Practiceinter, and Practicepost. The study group evaluated their teaching resource and the training concept significantly (p<0.05) better. Conclusion The integration of digital resources into sonography education provides comparable learning outcomes to traditional analog materials, enhancing the preparatory phase. In the future, digitally supported training should be used more.