Student Self-evaluation Research Articles

High-Fidelity Environment Effect on Early Postpartum Haemorrhage Management

Objective: In order to compare outcomes of a simulation of early postpartum haemorrhage management through a medium-fidelity mannequin in a high-fidelity environment before clinical practicums with those after clinical practicums in nursing students. Methods: This quasi-experimental study was performed on second-year nursing students (n=61). After the simulation, the students were asked to perform postpartum haemorrhage control in clinical practicums. Data were collected with the State-Trait Anxiety Inventory, Student Satisfaction and Self-Confidence in Learning Scale, Educational Practices Questionnaire, and Student Self-Evaluation Form. Results: The mean satisfaction, self-confidence, and Educational Practices Questionnaire scores after the simulation were high. The mean scores for feeling competent in involution, haemorrhage control, fundus massage, perineal care, andestablishing appropriate communication with patients and their relatives were 19.18±5.70 after the simulation and 23.83±5,03 after the clinical practicums. Conclusion: The medium-fidelity simulation in a high-fidelity environment of early postpartum haemorrhage management enhanced the students’ learning satisfaction and self-confidence. This helped them to feel more competent in the clinical practicums.

Clinical Learning Activities and Improvements in NP Student Self-Evaluation Scores.

Clinical Learning Activities and Improvements in NP Student Self-Evaluation Scores.

Profiling EFL writing teachers’ feedback provision practices and activity uses in Saudi universities

Understanding the realities of feedback practices and activity uses in writing classrooms is key to optimizing them. This study attempted to profile Saudi university English writing teachers’ uses of feedback delivery modes, error correction strategies, and learner-centered feedback activities. The study drew upon the qualitative approach by using an open-ended questions to explore and gain an in-depth understanding of teachers’ feedback provision practices and activity uses. Open-end questionnaire responses were collected from 74 English writing teachers working at eight Saudi universities. The results revealed that handwritten and oral feedback modes are more dominant in the teachers’ practices than electronic and audio-recorded modes. Additionally, a relatively larger number of the teachers reported using direct and comprehensive error correction strategies more than indirect and selective ones. A considerable number of the teachers were found to use combinations of feedback modes, direct-indirect and comprehensive-selective error correction forms. With regard to their use of learner-centered feedback activities, a larger number of the teachers reported making use of peer feedback in their classes but neglecting student self-evaluation and automated writing evaluation activities. The paper discusses the implications pertinent to improving feedback provision practices and activity uses in the Saudi university context.

Motivational GenAI chatbot for promoting SRL in problem solving: Data-driven design principles

Self-regulated learning (SRL) is crucial in today‟s educational landscape, championing students' autonomy over their learning journey. Yet, SRL, especially in problem-solving, poses significant difficulties for students. This study innovatively bridges this gap with a set of design principles for a generative AI chatbot specifically shaped to promote students' SRL skills during problem-solving tasks. Leveraging insights from feedback collected from both educators and students involved in a blended SRL program, this research shines a light on the range of difficulties involves in SRL within problem solving context. It pinpoints three main difficulties: Inconsistencies in assessment and perception that create a gap between student self-evaluations and educator assessments; Cognitive strategies difficulties that hinder skill application; and beyond cognitive difficulties such as motivation and task self-management obstacles toward independent learning. Responding to these difficulties, the design principles of the proposed AI chatbot are focused on providing structured guidance, which includes explicit instruction in cognitive and motivational skills, offering personalized feedback based on the specific difficulties, and facilitating the assessment of these skills during task performance. This approach not only advances the theoretical framework of SRL but also translates these concepts into tangible support mechanisms, equipping educators with an innovative tool to enhance SRL. The chatbot stands as a testament to the power of generative AI in transforming educational practices, paving the way for learners to become more self-reliant and adept in navigating the complexities of the digital learning era.

Advancing Data Science Competencies for Nursing PhD Students.

Given the evolving importance of data science approaches in nursing research, we developed a 3-credit, 15-week course that is integrated into the second year PhD curriculum at Columbia University School of Nursing. As a complement to didactic content, the students address a research question of their choice using a big data source, Jupyter Notebook, and R programming language. The course evolved over time with generative AI tools being added in 2023. Student self-evaluations of their data science competencies improved from baseline. This case study adds to the evolving body of literature on data science and AI competences in nursing.

Pengembangan Kompetensi Mahasiswa Sosiologi Pedesaan Dalam Analisis Kehidupan Masyarakat Desa Melalui Penerapan Metode Pembelajaran Inkuiri Sosial

The aim of this research is to determine the development of rural sociology students' competence in analyzing village community life through the application of social inquiry learning methods. The research method applied in this study is the action research method. This research is included in the applied research category which integrates knowledge, research and action. This research explains the effectiveness of social inquiry learning methods in improving the analytical competence of rural sociology students. The social inquiry method, which emphasizes active student involvement through exploration and investigation of social phenomena, has proven effective in improving students' understanding, analytical skills and critical thinking abilities. Through applying this method, students not only understand rural sociology theory but are also able to apply it in empirical analysis. The implementation of this method in the form of action research shows a significant increase in student learning outcomes from the first cycle to the second cycle. The research results show that students who are involved in the social inquiry method are able to carry out a more in-depth analysis of social phenomena in rural areas, as well as showing increased cooperation skills and courage in discussions. This conclusion is supported by observation results which show an increase in the quality of learning and the results of student self-evaluation.

The Implementation of Self-Assessment in Character Pillar Activities of Elementary School Students

Self-awareness is a person's ability to accept and understand their strengths and weaknesses so that they can develop their potential. Self-assessment is a tool that can be used to assess one's level of self-awareness. This research seeks to explore how 6-7-year-old students' awareness of themselves in assessing certain behaviors. The purpose of this study is to identify the application of self-assessment in character pillar activities in grade 1 students at SD Karakter, analyze students' perceptions of self-attitude and behavior on the tested character development aspects, and make recommendations for effective self-assessment development strategies to increase students' self-awareness. This study used a descriptive quantitative method with probability systematic sampling on 30 participants. The results show that self-assessment can measure students' self-awareness regarding generous, helpful, and cooperative attitudes and behaviors. Students and parents felt changes in behavior after the character pillar activities. Cooperation is the pillar concept that most often appears in students. This research proves that self-assessment can be used as a tool for student self-evaluation. Teachers can develop effective learning strategies based on students' self-assessment results.

Satisfaction level and correlation between performance and self-evaluation of physical therapy students in an objective structured clinical examination (OSCE) designed to assess clinical reasoning

Introduction: The Objective Structured Clinical Evaluation (OSCE) is an instrument that allows evaluating clinical reasoning among physical therapy students, considering that knowing the correlation between their performance and their self-evaluation, as well as their level of satisfaction with this instrument, is essential. Objectives: To determine the correlation between performance and self-evaluation (perceived performance) of physical therapy students in an OSCE designed to assess clinical reasoning, and to evaluate their level of satisfaction with this instrument. Materials and methods: Analytical cross-sectional study conducted in 159 physical therapy students from a university in Chile who participated in an 11-station OSCE. Performance checklists and answer sheets were used for performance evaluation (passing score: 70% of the maximum score per station and in the OSCE). Two perception surveys were also used, one for self-evaluation of performance (for each station) and another to determine the students’ level of satisfaction with the OSCE. The correlation between performance in the OSCE (overall score, score by station, and score by type of station) and perceived performance was determined using the Spearman’s correlation coefficient. Results: The level of satisfaction with the OSCE was high in 57.23% of the students. The correlation between the total score in the OSCE and perceived performance was significant, but weak (Rho=0.31; p<0.001). In students with a low satisfaction level with the OSCE, the correlation between performance and perceived performance was not significant (Rho=0.15; p=0.23), while in those with high satisfaction level it was significant and moderate (Rho=0.48; p<0.001). Conclusions: Most students reported a high level of satisfaction with the OSCE. However, in most stations, the correlation between observed and perceived performance was weak and very weak.

College and career competency needs assessment of home economics strand students: Basis for Career Guidance Program

The study analyzes Home Economics Strand program students' demographic profiles, career aspirations, and perceived competencies. It finds that most students are 17-18 years old, aligning with Senior high school levels. However, there is a significant gender imbalance, with more female students enrolled. The socio-economic status of students’ parents indicates financial challenges, with 78.08 % earning less than P10,000 monthly. This highlights the students’ economic background and potential difficulties meeting basic needs, including education. The study suggests exploring these factors to inform the design of targeted support systems. The survey examines students’ interests, capabilities, career choices, and professional objectives. Results show a higher interest in bread and pastry production and food and beverage/bartending, while financial management, culinary expertise, and leadership qualities are highly valued. The research suggests that educational institutions should modify curricula to enhance these skills. Self-evaluation of students’ abilities in home economics curriculum areas can help determine confidence levels. Proficiency in Fashion in Hospitality Management and family and consumer sciences knowledge are seen as weaker, while entrepreneurial mindset and adaptability/flexibility are highly valued. The correlation matrix explores the relationships between students' interests and skills, suggesting strong connections between various hospitality management sub-fields. Finally, the study concludes by highlighting the importance of the presented data in informing decision-making regarding curriculum development, support systems, and career guidance. Moreover, it emphasizes the importance of investigating how socio-economic factors impact learners' academic experiences to nurture an educational atmosphere that promotes inclusivity and provides support.

Analysis and Discussion on the Correlation between Core Selfevaluation and Interpersonal Disturbance of Junior Middle School Students —A Case Study of S Middle School in Sichuan Province

Analysis and Discussion on the Correlation between Core Selfevaluation and Interpersonal Disturbance of Junior Middle School Students —A Case Study of S Middle School in Sichuan Province

Using Flashcard-Based Techniques to Improve Students’ Vocabulary Retention

The study aims to investigate how flashcard-based techniques are used to improve students’ vocabulary retention as well as the students’ perceptions and attitudes toward using flashcard-based techniques to improve vocabulary retention and the difficulties they faced during their learning process. The four-week study involved 18 students from an entire class at a language center. The data from vocabulary tests, questionnaires, student self-evaluation checklists, and students’ reflections were analyzed using both qualitative and quantitative methods. The test results and student reflections demonstrate that flashcard-based techniques contributed significantly to the students’ vocabulary recall. The findings of the survey, together with student self-evaluation checklists and their comments, reveal that these students had favourable perceptions and positive attitudes toward their vocabulary retention as a result of the teacher’s use of flashcard-based techniques. A variety of challenges during the learning process faced by the participants also offer meaningful suggestions for both the learners and teachers to effectively facilitate the former’s vocabulary retention.

Potret Implementasi Kurikulum Merdeka Dalam Pembelajaran Bahasa Indonesia Di MTSN 03 Subang

The aim of this research is to find out how this curriculum is implemented, in Indonesian language lessons in class VII MTs Negeri 3 Subang, how the independent curriculum is implemented. This research was conducted qualitatively and data was collected through observation, interviews and questionnaires. The research results show that the Project Based Learning (PBL) approach, formative evaluation and literacy improvement for students, are all used to adopt the independent curriculum. The implementation of this curriculum has resulted in increased student independence and the development of soft skills. Overall, the Merdeka Curriculum at MTs Negeri 3 Subang supports student independence, facilitates critical learning, and develops Pancasila character. The obstacles faced require further attention to increase the effectiveness of curriculum implementation, although there are obstacles related to the availability of books and teacher understanding. The effectiveness of the curriculum is assessed through student self-evaluation and teacher observation. Limited resources and teachers' understanding of the curriculum are some of the obstacles. This research provides insight into the difficulties and opportunities of an independent curriculum to improve the quality of education at the secondary level.

Unlocking the potential of technology usage in fostering education quality and students' satisfaction: a case of Pakistani higher education

PurposeThis research aims to determine the levels of education quality (EQ), technology usage (TU), students' satisfaction (SS) and the impact of EQ on SS. Also, it seeks to find out how TU as a moderator affects EQ and SS in Pakistani private higher education institutions (HEIs).Design/methodology/approachA total of 440 postgraduate students at eleven private universities in Lahore, Punjab Province, Pakistan, participated in empirical research and data were obtained through the use of an online questionnaire. Simple random sampling was used to choose participants and partial least square structural equation modeling was employed to analyze the data.FindingsThe findings revealed that Pakistani private HEIs have a medium level of EQ, TU and SS. Furthermore, the data reveal the existence of a significant positive relationship between EQ and SS, whereas TU as a moderator was found to negatively affect EQ and SS.Research limitations/implicationsPostgraduate students of private HEIs in Pakistan were considered for this investigation and this study was limited to testing only in Punjab province. Another limitation of this study is that it was based on a research framework from previous research and literature. This study employed questionnaire surveys to conduct evaluations of teachers' teaching quality by university students. Furthermore, the questionnaire employed student self-evaluations to assess the quality of teaching. The research data would be more detailed if it were possible to include teachers' self-evaluations of their teaching quality.Practical implicationsThe current study provides key insights for policymakers, higher education commission and HEIs. The results suggest leveraging the identified medium levels of EQ, TU and student satisfaction in Pakistani private HEIs. In an effort to boost the medium levels, policymakers are encouraged to enhance the teaching and learning experience by robustly integrating Web 4.0 technologies. Institutions can intervene strategically by investing in infrastructure and innovative tools aligned with students' technological needs. Likewise, policymakers and institutions can optimize learning management systems (LMS) by developing and implementing policies that encourage their adoption and optimization across HEIs. This may contribute to the accomplishment of the United Nations' sustainable development goal of providing quality education. Moreover, with the help of this research HEIs can establish minimum quality standards regarding academic teaching and learning materials. Implementing the above-mentioned practical implications might boost student satisfaction in HEIs which would benefit not only students but also the institutions.Originality/valueThe novelty of the article lies in the fact that it addresses the gap in the existing literature by exploring the levels of EQ, TU and student satisfaction in the context of private higher education in Pakistan. Furthermore, this study investigated whether TU served as a moderator in the relationship between student satisfaction and UNESCO-recommended EQ. This study elaborates on EQ indicators recommended by UNESCO in Pakistan’s private higher education sector.

Milestones for neurosurgery sub-interns: a novel evaluation tool to quantitatively differentiate residency applicants.

The study objective was to create a novel milestones evaluation form for neurosurgery sub-interns and assess its potential as a quantitative and standardized performance assessment to compare potential residency applicants. In this pilot study, the authors aimed to determine the form's interrater reliability, relationship to percentile assignments in the neurosurgery standardized letter of recommendation (SLOR), ability to quantitatively differentiate tiers of students, and ease of use. Medical student milestones were either adapted from the resident Neurological Surgery Milestones or created de novo to evaluate a student's medical knowledge, procedural aptitude, professionalism, interpersonal and communication skills, and evidence-based practice and improvement. Four milestone levels were defined, corresponding to estimated 3rd-year medical student through 2nd-year resident levels. Faculty and resident evaluations as well as student self-evaluations were completed for 35 sub-interns across 8 programs. A cumulative milestone score (CMS) was computed for each student. Student CMSs were compared both within and between programs. Interrater reliability was determined with Kendall's coefficient of concordance (Kendall's W). Student CMSs were compared against their percentile assignments in the SLOR using analysis of variance with post hoc testing. CMS-derived percentile rankings were assigned to quantitatively distinguish tiers of students. Students and faculty were surveyed on the form's usefulness. The average faculty rating overall was 3.20, similar to the estimated competency level of an intern. Student and faculty ratings were similar, whereas resident ratings were lower (p < 0.001). Students were rated most highly in coachability and feedback (3.49 and 3.67, respectively) and lowest in bedside procedural aptitude (2.90 and 2.85, respectively) in both faculty and self-evaluations. The median CMS was 26.5 (IQR 21.75-29.75, range 14-32) with only 2 students (5.7%) achieving the highest rating of 32. Programs that evaluated the most students differentiated the highest-performing students from the lowest by at least 13 points. A program with 3 faculty raters demonstrated scoring agreement across 5 students (p = 0.024). The CMS differed significantly between SLOR percentile assignments, despite 25% of students being assigned to the top fifth percentile. CMS-driven percentile assignment significantly differentiated the bottom, middle, and top third of students (p < 0.001). Faculty and students strongly endorsed the milestones form. The medical student milestones form was well received and differentiated neurosurgery sub-interns both within and across programs. This form has potential as a replacement for numerical Step 1 scoring as a standardized, quantitative performance assessment for neurosurgery residency applicants.

PSX-3 Animal Science for Non-Majors: Insights on the Relationship Between Student Background and Identity with Overall Course Experience

Abstract The objective of this study was to investigate how a diverse student cohort was influenced by a general introductory Animal Science course offered to non-majors (ANSC 107, General Animal Science) by the Texas A&amp;M University Department of Animal Science. To achieve this goal, an online survey was offered to students upon course completion and received 270 responses, from a total of 634 enrolled students. Questions on the survey covered aspects of student identity, such as classification, major and self-perception regarding agricultural background. The survey also inquired students about the influence of the course on decision making regarding their future interest in pursuing other animal science-related courses. Respondents in the survey were enrolled in 38 different majors, which were grouped according to college and domain of study, yielding four major-areas: Business, Administration and Economics, (BUAD, n = 36); Agriculture and Life Sciences (AGLS, n = 48); Humanities and Arts, (HUMA, n = 94) and Biomedical Sciences (BIMS, n = 92). There was an effect of major-area (P &amp;lt; 0.01) on perceived agricultural background. More students in AGLS self-identified as having an agricultural background compared with the ones in BIMS (P = 0.0059), who, in turn, also had greater self-perception of their agricultural background (P &amp;lt; 0.0001) when compared with HUMA and BUAD (P = 0.73; 55.72 ± 5.77%; 35.91 ± 4.2%; 4.25 ± 4.38%; 2.38 ± 6.99%, respectively). A major-area effect was also detected for student self-evaluation of their agricultural background in a scale of 0 (weak) to 10 (strong), with AGLS students showing stronger background (5.81 ± 0.42; P &amp;lt; 0.001) compared with BIMS, HUMA and BUAD (3.78 ± 0.30; 3.53 ± 0.32; 3.43 ± 0.51; respectively, P &amp;gt; 0.54). There was a major-area effect on the overall course experience, which was rated by students on a scale from 0 (Negative) to 10 (Positive). Students in BIMS had a more positive experience compared students in AGLS and HUMA (P &amp;lt; 0.04; 9.19 ± 0.19; 8.52 ± 0.26; 8.47 ± 0.20, respectively), but similar to the ones in BUAD (P = 0.38; 8.87 ± 0.32). Major-area also influenced interest of students in animal science based on the course, with students in AGLS, BIMS and BUAD rating their future interest in animal science greater than students in HUMA (P &amp;lt; 0.03, 7.95 ± 0.35; 7.93 ± 0.25; 7.77 ± 0.42; 6.65 ± 0.26, respectively). These results support that student background and perceived self-identity have a significant impact on their experiences in higher education, which is especially relevant for educators in the area of agriculture and animal science.

The impact of core self-evaluation on school adaptation of high school students after their return to school during the COVID-19 pandemic: the parallel mediation of positive and negative coping styles.

To explore the direct effect of core self-evaluation and the indirect effects of positive and negative coping styles on school adaptation of high school students after their return to school during the COVID-19 pandemic. The Core Self-Evaluation Scale, Simple Coping Style Scale, and School Adaptation Questionnaire were used for the psychometric analysis of 500 high school students (229 males and 271 females) one month after their return to school. The bootstrap method was applied for mediation analysis. A positive correlation was noted between core self-evaluation and school adaptation (r=0.56), and the predictive effect was significant (β=0.43). Core self-evaluation positively predicted positive coping styles, which positively predicted school adaptation, while core self-evaluation negatively predicted negative coping styles, which negatively predicted school adaptation. Positive and negative coping styles played a significant mediating role between core self-evaluation and school adaptation. The mediating effect included the indirect effects generated by two pathways: core self-evaluation → positive coping style → school adaptation (95% CI [0.08-0.19]) and core self-evaluation → negative coping style → school adaptation (95% CI [0.03-0.11]). There is a positive association between the core self-evaluation and school adaptation of high school students after their return to school during the COVID-19 pandemic. It may directly or indirectly affect the school adaptation of high school students after their return to school through positive or negative coping styles. After returning to school, educators should guide students to view themselves positively, cultivate healthy core self-evaluation, and enable them to have good school adaptation.

THE RELATIONSHIP BETWEEN MOTIVATION AND INTEREST IN ACHIEVING NON-ACADEMIC FIELDS IN NURSING STUDENT

Introduction: The current phenomenon is that the interest of nursing students in non-academic fields is still low. Apart from being required to complete academic assignments, nursing students are also expected to participate in organizational activities and be able to balance between the two. The purpose of this study was to determine the relationship between motivation and interest in achievement in non-academic fields among nursing students. Methods: This study used a correlational analytic design with a cross-sectional method using the Cluster Random Sampling technique and obtained 111 students. Research data was taken using a questionnaire to measure motivation and interest in achievement in the non-academic field. In this study, the results showed that most students had high motivation (68%) and most of the interest in achieving non-academic activities was in the high category (57%). Based on the research above, it is hoped that students will be able to develop their abilities so that they become graduates who master the branches of science and technology to fulfill national interests and increase foreign power. The analysis used was Spearman's analysis with a significance level of α &lt;0.05. Results: The Spearman test results obtained p = 0.008 rs = 0.513, which means there is a relationship between the motivation of semester VI nursing students and their interest in achieving non-academic fields. Conclusions: Based on these results, it is hoped that motivation can be used as material for student self-evaluation so that it can increase interest in achievement in non-academic fields

A study on the “community-hospital-community” model of community nursing practice teaching for undergraduate nursing students

ObjectiveTo improve the quality of community nursing teaching practice and cultivate undergraduate nursing students who meet the quality accreditation standards of our nursing profession, and to explore the establishment of an undergraduate nurse practice model.MethodsUsing the methods of literature review, survey, expert consultation, and discussion, we established the steps and contents of community practice teaching for undergraduate nursing students, and implemented them for the students of Grades 2014, 2015, and 2016, and evaluated the “community-hospital-community” practice model through various forms, such as student self-evaluation, faculty evaluation, exit examination, and evaluation by certified experts.ResultA three-stage community nursing practice model of “community-hospital-community” was established for undergraduate nursing students. After three stages of practice, nursing undergraduates successfully passed the practical assessments and achieved excellent grades in each stage that met the requirements of the training program. In the first stage (community probation), community probation emphasizes a fundamental understanding of the community, using free clinics, health education, and home visits as entry points to effectively cultivate students’ job competence and proficiency in nursing operations and nurse-patient communication skills. In the second stage (internship in the hospital), through nursing internships in various systems, students are trained to integrate theoretical knowledge with practical skills and consolidate their understanding of fundamental knowledge, theory, and techniques. They are capable of preventing, diagnosing, intervening, and providing health education for common, frequent, urgent and critical complications in various clinical systems. They can formulate nursing plans and implement whole-person care. In the third stage (returning to the community for internship), students can master basic skills such as nursing operations and patient communication skills, and then they can enter the community internship.ConclusionThe community nursing practice model of “community- hospital- community” for undergraduate nursing students can systematically train undergraduate nursing students’ ability to work in the community.

Model For Forming Personal Branding For Students At Madrasah Aliyah Model Zainul Hasan Genggong Probolinggo

In this era of intense job competition, every individual needs to have the ability to showcase their potential. Personal branding is a way to show oneself in society in a positive way. This research is a qualitative study which aims to analyze the model for forming students' personal branding at the Zainul Hasan Genggong Model Madrasah Aliyah. This madrasa was chosen because this madrasa is one of the madrasas that implements the Semester credit system, one of the educational institutions under the auspices of the Zainul Hasan Islamic Boarding School Foundation with the largest number of students, and has alumni spread across various well-known universities at home and abroad. From this research, it was found that the formation of student personal branding at the Zainul Hasan Genggong Model Madrasah was carried out by finding student ambitions, evaluating student self-evaluation, determining student personal branding and strengthening student personal branding. The formation of students' personal branding is carried out in extracurricular activities and superior programs at the madrasah.

Developing a Multimodal Classroom Engagement Analysis Dashboard for Higher-Education

Developing learning analytics dashboards (LADs) is a growing research interest as online learning tools have become more accessible in K-12 and higher education settings. This paper reports our multimodal classroom engagement data analysis and dashboard design process and the resulting engagement dashboard. Our work stems from the importance of monitoring classroom engagement, which refers to students' active physical and cognitive involvement in learning that influences their motivation and success in a given course. To monitor this vital facade of learning, we developed an engagement dashboard using an iterative and user-centered process. We first created a multimodal machine learning model that utilizes face and pose features obtained from recent deep learning models. Then, we created a dashboard where users can view their engagement over time and discover their learning/teaching patterns. Finally, we conducted user studies with undergraduate and graduate-level participants to obtain feedback on our dashboard design. Our paper makes three contributions by (1) presenting a student-centric, open-source dashboard, (2) demonstrating a baseline architecture for engagement analysis using our open-access data, and (3) presenting user insights and design takeaways to inspire future LADs. We expect our research to guide the development of tools for novice teacher education, student self-evaluation, and engagement evaluation in crowded classrooms.