Student Self-evaluation Research Articles

Application of visual oral health literacy instrument in health education for senior high school students

There is a discrepancy in knowledge and comprehension about oral health between dental professionals and students. Therefore, for dental professionals to give health education, it is essential that they fully understand students' oral health literacy level. The purpose of this research was to determine the usefulness of a mouth drawing as a visual oral health literacy instrument by comparing changes in health literacy before and after oral health education. Mouth drawing by students, as the visual oral health literacy instrument, was conducted before (first drawing) and after (second drawing) oral health education in 2010 to 162 Japanese senior high school students. Tooth and gingiva scores were calculated based on the criteria and changes in the scores before and after oral health education were analyzed. Tooth scores were significantly higher than gingiva scores in both male and female students. Comparison of scores before and after health education showed that both tooth and gingiva scores significantly increased after health education. A student's self-evaluation comparing his/her own first and second drawings showed that 72.8% of all students answered the ‘second drawing’ was better, and 27.2% answered the ‘first drawing’ or ‘the same’. A visual oral health literacy instrument makes possible evaluation of students' oral health literacy both visually and quantitatively. A proper health education program, based on the subjects' oral health literacy level, should effectively improve oral health behavior and oral health status.

Using Low- and No-Stakes Quizzing for Student Self-Evaluation of Readiness for Exams

Introductory level materials and methods courses in Construction Management programs require students to acquire an enormous new discipline-specific vocabulary in preparation for future courses. Students are often not prepared for the self-directed studying they must do to be successful in these types of courses, particularly in their first year of college. To assist students in more accurately gauging their readiness for an exam, online low- and no-stakes quizzes were implemented in a freshman course, giving students an opportunity to practice their new language with little or no grade-related consequences. This quizzing strategy provides students an opportunity to self-assess their current level of knowledge. The quizzes also provide feedback, helping students adjust their behavior to ensure that acquisition of the missing knowledge is successful. This research evaluated (1) whether quizzing helps students better prepare for medium and high-stakes exams; (2) whether quizzing increases mean exam scores compared to previous semesters with no quizzing; and (3) whether quizzing should be required to be effective, or whether it can be optional and still benefit students. It was found that quizzes helped students prepare for exams, increased mean exam scores for seven of twelve exams, and, based on student feedback, optional quizzes are recommended.

Implementing student self-video of performance

Resource and curriculum constraints within contemporary university programmes limit opportunities for supervision and feedback of student practice. This study investigated the technological challenges, solutions and educational rewards in implementing Web-based student self-video of performance as a method to foster the development of student self-evaluation. Physiotherapy students (n = 60) in their final preclinical semester participated in the study. All students received guidelines for constructing and uploading self-videos of performance to a Web-based learning system. Students completed a reflective task on each video submission after receiving online tutor feedback and viewing an exemplar peer performance. Students completed a survey of their learning experiences and challenges in completing the learning tasks. Technical information on submissions was obtained in usage reports from the Web-based learning system. Students were successful in recording and uploading digital videos of performance for remote tutor review. Students and tutors encountered technical problems that could be rectified and potentially avoided through activity design. Students reported that the utility of Web-based self-video for enhancing clinical performance outweighed the additional time and effort required in participation. Web-based student self-video of performance, with remote tutor feedback and guided reflection, is a feasible method for increasing students' capacity for reflection and self-evaluation. Although technical difficulties are inherent in any technology-reliant activity, the students' increasing competence with emerging technologies encourage self-video teaching and learning activities as a resource for facilitating clinical skill development.

Using a concept map knowledge management system to enhance the learning of biology

This study was undertaken with the goal of developing a Concept Map Knowledge Management System (CMKMS) for use as a tool in observing change in a student's understanding of biology concepts over time. The CMKMS should be useful in assessing the extent of a student's knowledge and in revealing their unique thought processes. The study was concerned not only with a student's self-evaluation of learning but also with their level of satisfaction after using the CMKMS. The CMKMS combines the diagnosis of concept mapping with the style of thought processing, and promotes teaching activities step-by-step, in order to promote effective student learning. In analyzing the factors that influence the effect of teaching, the teacher can determine a student's knowledge structure and highlight misconceptions by inspecting the concept maps and logs. The results of this study show that knowledge management involved in computer-aided instruction in the teaching of biology had a positive influence on learning effectiveness. The CMKMS also was useful in promoting the student's thought processing, creativity, and ability to judge.

Effectiveness of a Co-Taught Handwriting Program For First Grade Students

ABSTRACTOur study examined the effects of Write Start, a classroom-embedded handwriting/writing program on handwriting and writing fluency for first grade students, co-taught by occupational therapists and teachers. Two first grade classrooms received the Write Start and two received standard handwriting instruction. This co-taught program included specific feedback during handwriting practice, small group activities, student self-evaluation, and peer supports. The students were evaluated on handwriting legibility, fluency, and written expression at baseline, immediately after the program, and 6 months later. When performance was compared between the two groups, the students in the Write Start program improved significantly more in legibility (d = .57) and fluency (d = .75) than students who received standard instruction. Gains in handwriting speed (d = .18), average legibility (d = .26), and written expression (d = .25) did not differ significantly between the two groups. A co-taught, inclusive handwriting/writing program can promote first grade students’ achievement of lower case legibility and writing fluency.

Revisiting the Academic Hardiness Scale

We used two studies to evaluate, modify, and provide initial validation for a revised Academic Hardiness scale. First, 16 experts rated scale items for content validity and identified two problematic questions. Second, confirmatory factor analyses with 300 Grade 10 students (46% boys, age range 14–17) identified a 17-item version to be the best fit. Construct validity was demonstrated by testing correlations between this revised scale and academic achievement (spelling, reading, and mathematics) and student self-evaluations (competencies, self-efficacy, and self-worth). Predictive validity was supported by showing that the scale differentiated between students who enrolled in academic and nonacademic streams, and differentiated between students who completed their course and those who did not. We failed to identify a second-order factor for hardiness, suggesting (a) that hardiness should be interpreted at the subscale, rather than at the global level, and (b) that the hardiness construct might need to be reconsidered for adolescents.

Standardized Patient Instructorsʼ and Physician Assistant Studentsʼ Evaluation of Diabetes Counseling Skills

Standardized patient instructors (SPIs) have been used in medical and physician assistant (PA) teaching and have been shown to be a valuable resource for assessing interviewing and clinical skills. This study evaluated the agreement between SPI ratings and student self-ratings in the assessment of counseling skills. PA students in three graduating classes (2009-2011) participated in this study. SPIs received specialized training to simulate a patient with diabetes. SPIs provided feedback during simulated encounters using the Diabetes Risk Factor Interview Scale (DRFIS). The DRFIS provides a criteria-based scale for student assessment. Students completed the DRFIS as a self-assessment prior to receiving SPI feedback. Agreement between SPI evaluation and student self-evaluation using the DRFIS were evaluated. The total DRFIS score was generally comparable between all three graduation classes. SPI ratings of students by individual DRFIS items for all three classes indicate the highest scores occurred for Rapport and Empathy items while the lowest scores were evident for items including Reinforce Effort and Reframing Failure. The percent agreement between SPI and student self-rating was within one point for greater than 70% for all 12 DRFIS items for the cohort of three graduation classes. PA students rated themselves on average lower on the DRFIS than SPIs but within an acceptable overall percentage range. Using an evaluation scale that is focused around patient counseling skills is a viable teaching tool for students and SPIs. Acceptable agreement between students and SPI was found. The DRFIS provides an effective criteria-based scale for student assessment.

Student Self-Evaluation in Albanian Language

The aim of the topic is to teach students how to asses their own progress . Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation.To use other explicit criteria of evaluation. Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. Alternate forms of assessment can generate that other information.We explore the research and practice related to student self-evaluation. The new: Evidence about the positive effect of self-evaluation on student performance is particularly convincing for difficult tasks, especially in academically oriented schools and among high need pupils . Perhaps just as important, students like to evaluate their work.The help will give: Teachers today are experimenting with alternatives to traditional tests. Performance assessment, portfolio collections, classroom observation, peer assessment, and self-evaluation are joining the unit test and the final exam in the repertoire of the skillful teacher. Such teachers ensure that an over-reliance on testing does not seriously distort instruction or impede important school improvement efforts. Accordingly, their programs are based on a range of assessment approaches. Teachers who include authentic assessment in their repertoires are driven by a belief that curriculum-assessment experiences should prepare students for life in the real world. DOI: 10.5901/jesr.2013.v3n7p431

Validity of scores from communication skills instruments for patients and their dental student‐clinicians

The development of appropriate communication skills by healthcare providers is central to providing quality patient-centred care. Patients can provide valuable feedback to practitioners about their clinical communication. However, in oral health care, their involvement is uncommon and instruments specific for communication in oral health care have not been available. Recently, two complementary instruments have been developed by the Faculty of Dentistry, University of Manitoba for evaluating student-clinicians' clinical communication: one for patient evaluation and one for student self-evaluation. The aim of the current study was to provide validity evidence for the scores related to the internal structure of the revised 2007 versions of these instruments in two dental clinical/education contexts, namely the Universities of Manitoba, Canada (UM) and Adelaide, Australia (UA). The proposed factor structure and loadings, and their stability across contexts were assessed using confirmatory factor analysis, and the adequacy of the internal consistency reliability of the scores was analysed using Cronbach's alpha. The factor structure of the current 2007 versions of the patient and student instruments, derived from the previously developed longer versions of these instruments, was confirmed and was consistent across the two clinical/educational contexts. A model of partial invariance provided the best fit for these data due to variations in the magnitude of the factor loadings between sites. The internal consistency reliability of scores was high with a range of 0.88-0.97. In conclusion, the current study provides preliminary evidence regarding the validity of the scores of the current 2007 instruments, in terms of the internal structure, as measuring the five factors well. Replication of the factor structure of these instrument scores with more participants at both UA and other institutions is required.

Web-Based System for the Self-Evaluation of the Calculations of Students Applied to Education in Surveying Engineering and Photogrammetry

In this paper, a Web-based system oriented toward students of surveying engineering and photogrammetry is presented. This application allows student self-evaluation of the calculations and problems involved in practical work. Students can evaluate their calculations before the final evaluation, minimizing the usual mistakes, primarily those of calculation errors. The evaluation of this system is based on the numbers and types of access to the system; the results of a satisfaction survey; and, primarily, a test of the proposed learning methodology. These results have demonstrated the viability of the tool developed in this project with regard to achieving the main objective, which consists of the students’ self-evaluation of their calculations and assimilation of the causes of their mistakes. The system is therefore shown to reinforce and stimulate autonomous learning.

An Example of Self-evaluation of a Sense of Achievement by Students in 6-Year Pharmacy School with the Model Core Curriculum of Pharmaceutical Education

In March 2012, the first students, finishing the newly introduced 6-year-course of pharmaceutical education, have graduated and gone out into the world. At this point, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is going to revise the model core curriculum of pharmaceutical education to be more suited for educating students to achieve their goal of becoming the clinical pharmacist standard defined by the revised School Education Act. Here we report the self-evaluation study based on the survey using questionnaire about a sense of achievement with Visual Analog Scales, regarding the fundamental quality as a pharmacist standard proposed by the Professional Activities Committee in the MEXT. The sample size of survey was about 600 of students studying in the Faculty of Pharmaceutical Sciences in Josai International University (JIU) and the survey was carried out during the period of March-April in 2012. The study suggested that the majority of graduates were satisfied with the new education system and marked as a well-balanced quality to be a pharmacist standard, after completing the 6-year pharmaceutical education based on "the model core-curriculum". It would be worthwhile to perform this kind of survey continuously to monitor the student's self-evaluation of a sense of achievement to verify the effectiveness of 6-year-course pharmaceutical education based on the newly establishing core curriculum in Japan.

1020 Students Self-Assessment in Pediatrics in Al-Qadisiah University School of Medicine (Iraq)

ObjectiveStudent self-evaluation is an important component of clinical education and also of a comprehensive clinical evaluation system. Our aim was to determine whether student self-evaluation is a reliable method of...

Embodied Reimagining of Pedagogical Places/Spaces

Students often find themselves disconnected from foundations courses such as Philosophy of Education, citing the abstract nature of some of the ideas studied and a perceived disconnect from practical issues. Moreover, the place/space of the university classroom itself can be seen to contribute to students’ disengagement and stunting of their critical capacities. In this article, we present two intertwined narratives. In one strand, we describe our attempt to secure our students’ engagement in our course, Introduction to Philosophy of Education, as well as remedy the forms of interaction that are called out of a university classroom through our employment of what we termed the pedagogical spaces project. This project is built upon the notion of a situated pedagogy and emphasizes a performative stance for students. We present a description of the pedagogical steps undertaken. Intertwined with the first narrative, we also present a mapping of how our very understanding of our project and its goals evolved. Theoretical grounding for our project occurs through theorists such as Howard Cannatella, David A. Gruenewald, John Martin, Harold Rugg, Augusto Boal, Martin Buber, and Mikhail Bakthin. Utilizing excerpts from student self-evaluations, final essays, and insights from theorists such as Megan Boler, we illustrate the ways in which students were able to holistically engage in critical and situated thought about familiar and dominant images of teaching and learning.

High-fidelity multiactor emergency preparedness training for patient care providers

Providing comprehensive emergency preparedness training (EPT) for patient care providers is important to the future success of emergency preparedness operations in the United States. Disasters are rare, complex events involving many patients and environmental factors that are difficult to reproduce in a training environment. Few EPT programs possess both competency-driven goals and metrics to measure life-saving performance during a multiactor simulated disaster. The development of an EPT curriculum for patient care providers-provided first to medical students, then to a group of experienced disaster medical providers-that recreates a simulated clinical disaster using a combination of up to 15 live actors and six high-fidelity human simulators is described. Specifically, the authors detail the Center for Health Professional Training and Emergency Response's (CHPTER's) 1-day clinical EPT course including its organization, core competency development, medical student self-evaluation, and course assessment. Two 1-day courses hosted by CHPTER were conducted in a university simulation center. Students who completed the course improved their overall knowledge and comfort level with EPT skills. The authors believe this is the first published description of a curriculum method that combines high-fidelity, multiactor scenarios to measure the life-saving performance of patient care providers utilizing a clinical disaster scenario with > 10 patients at once. A larger scale study, or preferably a multicenter trial, is needed to further study the impact of this curriculum and its potential to protect provider and patient lives.

A Multisite Study of Learning in Introductory Psychology Courses

Four hundred and fifty-four students enrolled in introductory psychology at different institutions across the nation participated in a study of factors related to learning. Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning, self-report of learning, and a measure of quiz performance using biopsychology and learning chapter questions from a College Board Advanced Placement exam. The authors found significant predictors of both self-reported learning (deep approach, less surface approach, instructor ratings, student self-evaluations, and study behaviors) and quiz performance (grade point average, study time, metacognitive activity, and less use of a surface approach to learning). These results are discussed in the context of optimizing student learning and providing a foundation for future research.

Understanding the influences on self‐confidence among first‐year undergraduate nursing students in Ireland

To report a mixed-methods study of the development of self-confidence in Irish nursing students undertaking the first year of an undergraduate nursing programme. Self-confidence underpins nurses' competence to carry out care effectively, yet there is little empirical evidence of how this attribute is fostered in pre-registration preparation. There is an assumption, however, that self-confidence develops independently and spontaneously. A sequential, mixed methods three-phase design was used. The design involved pretest and posttest measurements of self-confidence, focus group interviews, a student self-evaluation questionnaire and analysis of the relevant curriculum content. Data were collected between September 2007-April 2008 and sampling was from three cohorts of students at three different Institutes of Technology in Ireland. Data collection matched the nature of the data, including descriptive, non-inferential statistics and qualitative content analysis. There was considerable variation in the amount and nature of theoretical preparation. Factors in clinical practice exerted the most influence. Self-confidence fluctuated during the first clinical placement and as students' self-confidence developed, simultaneously, motivation towards academic achievement increased. Conversely, self-confidence was quickly eroded by poor preceptor attitudes, lack of communication, and feeling undervalued. The development of self-confidence is complex and multi-factorial. This study offers further understanding of facilitators and barriers that may be relevant elsewhere in promoting student nurses' developing self-confidence. The development of self-confidence must be recognized as a central tenet for the design and delivery of undergraduate programmes.

Sound Off!: Learning from Finland: Formative Assessment

This article examines the use of formative assessment practices in Finland classrooms, including intervention, teacher feedback, and student self-evaluation, and explores connections between standardized testing and formative assessment.

理工系大学生の社会人基礎力向上のための要素間の関係についての研究

In recent years, in addition to basic scholastic abilities and technical knowledge, it is thought that basic abilities required to function as a member of society are important to use them in society, then basic abilities required to function as a member of society have been trained in many educational institutions. Moreover, communicative abilities are regarded as important for social working. In this study, we measure abilities evaluated by short group work and related to communicative abilities in basic abilities required to function as a member of society, and we analyze the relations between the elements by graphical modeling for improving abilities. Based on the hypothesis that measurements by self-evaluations are higher than them by others evaluations, we measured abilities by self-evaluations and others evaluations. However, measurements by self-evaluation were not only higher than them by others evaluations, but also the models of the relations between elements were different. Therefore, we compared the models by TTA evaluations, student self-evaluations and student others evaluations, and examine what kinds of improvement are effective.

Self-regulated learning in higher education: identifying key component processes

The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this positional article. The first is to emphasise self-regulated learning as a relevant and valuable concept in higher education. The second is to promote the study of those constituent elements considered most likely to develop our understanding beyond a mere description of those processes thought to be involved in self-regulated learning. A case is presented for learning style, academic control beliefs and student self-evaluation as key constructs which contribute to an increased understanding of student self-regulated learning, and which facilitate the application of self-regulated learning in pedagogy by enhancing its tangibility and utility.

高校生の時間的展望と自己評価の関連-全体的自己価値,具体的側面の自己評価, 具体的側面の重要度の観点から-

高校生の時間的展望と自己評価の関連-全体的自己価値,具体的側面の自己評価, 具体的側面の重要度の観点から-