A comparison of the efficacy of test-driven learning versus self-assessment learning

Science.gov (United States)

He, Xiaohua; Canty, Anne

2013-01-01

Objective We compared self-assessment and test-driven learning in two groups of students who studied the same subject. Methods This was a randomized comparative experimental study. The subjects were 259 first-quarter students who were divided into a test group and a self-assessment group based on the methods they used for their learning assessments. We measured the scores and difficulty levels of 3 formal written exams. Students' attitudes toward self-assessment or test-driven learning were surveyed. Results The mean scores of exam 1, exam 2, and a summative exam were 34 (±6), 32 (±8), and 44 (±6) for the self-assessment group, respectively, with corresponding scores of 33 (±6), 33 (±7), 43 (±6) for the test group. There were no significant differences in the mean scores on all 3 tests between the two groups (p > .05). Of the students in the self-assessment group, 64% scored at least 90%, whereas 47% of students in the test group answered at least 90% of the questions correctly (p self-assessment and tests could have a significant impact on students' learning, but each offers different strengths and weaknesses. PMID:23957317

On the Accuracy of Iranian EFL Students' Reading Self-assessment and their Level of Reading Proficiency

Directory of Open Access Journals (Sweden)

Moein Shokr

2015-10-01

Full Text Available Reviewing the literature on self-assessment as an alternative method of assessment we find advocates claiming for the accuracy of the students’ self-assessments in general with little focus on their level of proficiency. With an eye on the students’ level of reading proficiency, the present study aimed at investigating the relationship between students’ reading self-assessment (as a formative and alternative method of assessment on the one hand, and teacher assessment (as a formative type of assessment as well as students’ final examination scores (as a summative and traditional method of assessment on the other. To this end, 65 students of Islamic Azad University- Tehran South Branch were selected to participate in this study. Initially, participants received PET test as pretest for assigning them into different levels of reading proficiency. Based upon the results of the pretest, participants were assigned to elementary and intermediate levels. Throughout the whole semester self-assessment questionnaire was employed for five times. Descriptive statistics and Pearson correlation were the data analysis techniques performed. The results of the study revealed a significant relationship between the intermediate learners’ self-ratings and teacher assessments; however, the results indicated no significant relationship between elementary learners’ self-assessments and teacher assessments. Also, the correlations between students’ self-assessments and their final examination scores were not significant for both levels. Therefore, given the teacher assessment as the yardstick, the accuracy of the intermediate levels and the inaccuracy of the elementary learners’ self-assessments could be concluded. Finally, the low correlation between the learners’ self-assessments and their scores on traditional final examination led the researcher to attribute it to the different nature of these two assessment types.

A mentor-based portfolio program to evaluate pharmacy students' self-assessment skills.

Science.gov (United States)

Kalata, Lindsay R; Abate, Marie A

2013-05-13

Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.

The influence of question design on the response to self-assessment in www.elearnSCI.org: a submodule pilot study.

Science.gov (United States)

Liu, N; Li, X-W; Zhou, M-W; Biering-Sørensen, F

2015-08-01

This is an interventional training session. The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. The study was conducted in a teaching hospital affiliated to Peking University, China. In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI.org for self-study. Both groups were then tested using the 10 self-assessment multiple-choice questions (MCQs) related to the same submodule. Group A used the original questions, whereas group B received an adjusted questionnaire. The responses to four conventional single-answer MCQs were nearly all correct in both groups. However, in three questions, group A, with the option 'All of the above', had a higher number of correct answers than group B, with multiple-answer MCQs. In addition, in another three questions, group A, using the original multiple-answer MCQs, had fewer correct answers than group B, where it was only necessary to tick a single incorrect answer. Variations in design influence the response to questions. The use of conventional single-answer MCQs should be reconsidered, as they only examine the recall of isolated knowledge facts. The 'All of the above' option should be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the questions asked should be in accordance with the content within the www.elearnSCI.org.

A Heuristic Tool for Teaching Business Writing: Self-Assessment, Knowledge Transfer, and Writing Exercises

Science.gov (United States)

Ortiz, Lorelei A.

2013-01-01

To teach effective business communication, instructors must target students’ current weaknesses in writing. One method for doing so is by assigning writing exercises. When used heuristically, writing exercises encourage students to practice self-assessment, self-evaluation, active learning, and knowledge transfer, all while reinforcing the basics…

Dental Hygiene Students' Self-Assessment of Ergonomics Utilizing Photography.

Science.gov (United States)

Partido, Brian B

2017-10-01

Due to postural demands, dental professionals are at high risk for developing work-related musculoskeletal disorders (WMSDs). Dental clinicians' lack of ergonomic awareness may impede the clinical application of recommendations to improve their posture. The aim of this study was to determine whether feedback involving photography and self-assessment would improve dental hygiene students' ergonomic scores and accuracy of their ergonomic self-assessments. The study involved a randomized control design and used a convenience sample of all 32 junior-year dental hygiene students enrolled in the autumn 2016 term in The Ohio State University baccalaureate dental hygiene program. Sixteen students were randomly assigned to each of two groups (control and training). At weeks one and four, all participants were photographed and completed ergonomic self-evaluations using the Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks two and three, participants in the training group were photographed again and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were given ergonomic scores by three raters. Students' self-assessments in the control group and faculty evaluations of the training group showed significant improvement in scores over time (F(1,60)=4.25, p<0.05). In addition, the accuracy of self-assessment significantly improved for students in the training group (F(1,30)=8.29, p<0.01). In this study, dental hygiene students' self-assessments using photographs resulted in improvements in their ergonomic scores and increased accuracy of their ergonomic self-assessments. Any improvement in ergonomic score or awareness can help reduce the risks for WMSDs, especially among dental clinicians.

Examining the Effects of Two Computer Programming Learning Strategies: Self-Explanation versus Reading Questions and Answers

Directory of Open Access Journals (Sweden)

Nancy Lee

2017-08-01

Full Text Available The study described here explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on learning the computer programming language JavaScript. Students’ test performance and perceptions of effectiveness toward the two strategies were examined. An online interactive tutorial instruction implementing worked-examples and multimedia learning principles was developed for this study. Participants were 147 high school students (ages 14 to 18 of a computer introductory course in six periods which were randomly divided into two groups (n = 78; n = 69 of three periods each. The two groups alternated learning strategies to learn five lessons. Students’ prerequisite knowledge of XHTML and motivation to learn computer programming languages were measured before starting the tutorial. Students largely expressed their preference toward self-explanation over reading questions and answers. They thought self-explanation incurred much more work yet was more effective. However, the two learning strategies did not have differential effects on students’ test performance. The seeming discrepancy arising from students’ preferred strategy and their test performance was discussed in the areas of familiar versus new strategy, difficulty of learning materials and testing method, and experimental duration.

A Mentor-Based Portfolio Program to Evaluate Pharmacy Students’ Self-Assessment Skills

Science.gov (United States)

Kalata, Lindsay R.

2013-01-01

Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students. PMID:23716749

Measuring University students' understanding of the greenhouse effect - a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students' mental models

Science.gov (United States)

Gold, A. U.; Harris, S. E.

2013-12-01

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed

Asset Mapping: A Course Assignment and Community Assessment

Science.gov (United States)

Crozier, Mary; Melchior, Florence

2013-01-01

Asset mapping is a relatively new data collection strategy to identify services, staff capacity, programs, resources, values, and other protective factors in a geographic area that can be juxtaposed to risk factors when initiating community planning. A substance abuse prevention course for undergraduates added an assignment of assessing community…

Multiple-Choice and Short-Answer Exam Performance in a College Classroom

Science.gov (United States)

Funk, Steven C.; Dickson, K. Laurie

2011-01-01

The authors experimentally investigated the effects of multiple-choice and short-answer format exam items on exam performance in a college classroom. They randomly assigned 50 students to take a 10-item short-answer pretest or posttest on two 50-item multiple-choice exams in an introduction to personality course. Students performed significantly…

Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-Level Intervention on Student Management of Curricular Activities in a Resource Context

Science.gov (United States)

Ness, Bryan M.; Sohlberg, McKay Moore

2013-01-01

The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…

Assessment of lower urinary tract symptoms in women by a self-administered questionnaire: test-retest reliability

DEFF Research Database (Denmark)

Bernstein, Inge Thomsen; Sejr, T; Able, I

1996-01-01

A self-administered questionnaire assessing female lower urinary tract symptoms and their impact on quality of life is described and validated, on 56 females in six participating departments. The patients answered two identical questionnaires on separate occasions before treatment. Test-retest re...

Evaluation of a novel risk assessment method for self-harm associated with Borderline Personality Disorder.

Science.gov (United States)

Rao, Sathya; Broadbear, Jillian H; Thompson, Katherine; Correia, Anna; Preston, Martin; Katz, Paul; Trett, Robert

2017-10-01

Borderline personality disorder (BPD) is associated with frequent self-harm and suicidal behaviours. This study compared physician-assessed self-harm risk and intervention choice according to a (i) standard risk assessment and (ii) BPD-specific risk assessment methods. Forty-five junior and senior mental health physicians were assigned to standard or BPD-specific risk training groups. The assessment utilized a BPD case vignette containing four scenarios describing high/low lethality self-harm and chronic/new patterns of self-harm behaviour. Participants chose from among four interventions, each corresponding to a risk category. Standard and BPD-specific groups were alike in their assessment of self-harm risk. Divergence occurred on intervention choice for assessments of low lethality, chronic risk ( pself harm-associated risk, BPD-specific training raised awareness of BPD-appropriate interventions, particularly in the context of chronic patterns of self-harm behaviour. Wider dissemination of BPD-specific risk training may enhance the confidence of mental health clinicians in identifying the nature of self-harm risk as well as the most clinically appropriate interventions for clients with BPD.

Improvement in Student Data Analysis Skills after Out-of-Class Assignments

Directory of Open Access Journals (Sweden)

Kristen Lee Williams Walton

2016-12-01

Full Text Available The ability to understand and interpret data is a critical aspect of scientific thinking.  However, although data analysis is often a focus in biology majors classes, many textbooks for allied health majors classes are primarily content-driven and do not include substantial amounts of experimental data in the form of graphs and figures.  In a lower-division allied health majors microbiology class, students were exposed to data from primary journal articles as take-home assignments and their data analysis skills were assessed in a pre-/posttest format.  Students were given 3 assignments that included data analysis questions.  Assignments ranged from case studies that included a figure from a journal article to reading a short journal article and answering questions about multiple figures or tables.  Data were represented as line or bar graphs, gel photographs, and flow charts.  The pre- and posttest was designed incorporating the same types of figures to assess whether the assignments resulted in any improvement in data analysis skills.  The mean class score showed a small but significant improvement from the pretest to the posttest across three semesters of testing.  Scores on individual questions testing accurate conclusions and predictions improved the most.  This supports the conclusion that a relatively small number of out-of-class assignments through the semester resulted in a significant improvement in data analysis abilities in this population of students.

Self-expression assignment as a teaching approach to enhance the interest of Kuwaiti women in biological sciences.

Science.gov (United States)

El-Sabban, Farouk

2008-06-01

Stimulating the interest of students in biological sciences necessitates the use of new teaching methods and motivating approaches. The idea of the self-expression assignment (SEA) has evolved from the prevalent environment at the College for Women of Kuwait University (Safat, State of Kuwait), a newly established college where the number of students is low and where students have varied backgrounds and interests and are being instructed biological sciences in English for the first time. This SEA requires each student to choose a topic among a long list of topics and interact with it in any way to produce a finished product without the interference of the course instructor. Students are told that the SEA will be graded based on their commitment, creative thinking, innovation in developing the idea, and finishing up of the chosen assignment. The SEA has been implemented in three introductory courses, namely, Biology, Introduction to Human Nutrition and Food Science, and The Human Body. Many interesting projects resulted from the SEA, and, based on an administered survey, students assessed this assignment very favorably. Students expressed their pleasure of experiencing freedom in choosing their own topics, interacting with such topics, learning more about them, and finishing up their projects. Students appreciated this type of exposure to biological sciences and expressed that such an experience enhanced their interest in such sciences.

Voice symptoms and vocal deviation self-assessment in different types of dysphonia

OpenAIRE

Moreti,Felipe; Zambon,Fabiana; Behlau,Mara

2014-01-01

PURPOSE: To identify the relationship among the type of dysphonia, vocal deviation self-assessed and the presence of voice symptoms in adults.METHODS: One hundred sixty-four subjects of both genders (58 males and 106 females, mean age 42.89 years) diagnosis of dysphonia, divided into three groups according to the type of dysphonia: 87 individuals with functional dysphonia, 35 individuals with organofunctional dysphonia and 42 individuals with organic dysphonia, answered the Brazilian validate...

The effect of assessment form to the ability of student to answer the problem correctly

Directory of Open Access Journals (Sweden)

Arifian Dimas

2017-02-01

Full Text Available Assessment is an important part of education. For educators, are collecting information about students learning and information about the learning process. For students, the assessment is the process of informing them about the progress of learning. Effective assessment process is responsive to the strengths, needs and clearly articulated student learning objectives. This research was aimed to know the effect of assessment form towards students ability in answering the problem correctly on kinematics and dynamics of motion. The method used in this research is descriptive qualitative. The data collecting method are assessment test and interview. Assessment test instrument are written test and animation form test. The question we use was taken "Force Concept Inventory" on kinematics and dynamics concepts. The sample are 36 student of 6th terms student of Physics Undergraduate Departement in Sebelas Maret University. The result shows that for kinematics concept, more students answer correctly for test presented in animation form but for dynamics concept conventional test is better.

WebAssign: Assessing Your Students' Understanding Continuously

Science.gov (United States)

Risley, John S.

1999-11-01

Motivating students to learn is a constant challenge for faculty. Technology can play a significant role. One such solution is WebAssign — a web-based homework system that offers new teaching and learning opportunities for educators and their students. WebAssign delivers, collects, grades, and records customized homework assignments over the Internet. Students get immediate feedback with credit and instructors can implement "Just-in-Time" teaching. In this talk, I will describe how assignments can be generated with different numerical values for each question, giving each student a unique problem to solve. This feature encourages independent thinking with the benefit of collaborative learning. Example assignments taken from textbook questions and intellectually engaging Java applet simulations will be shown. Studies and first-hand experience on the educational impact of using WebAssign will also be discussed.

Structured Attentions for Visual Question Answering

OpenAIRE

Zhu, Chen; Zhao, Yanpeng; Huang, Shuaiyi; Tu, Kewei; Ma, Yi

2017-01-01

Visual attention, which assigns weights to image regions according to their relevance to a question, is considered as an indispensable part by most Visual Question Answering models. Although the questions may involve complex relations among multiple regions, few attention models can effectively encode such cross-region relations. In this paper, we demonstrate the importance of encoding such relations by showing the limited effective receptive field of ResNet on two datasets, and propose to mo...

Why self-controlled feedback enhances motor learning: Answers from electroencephalography and indices of motivation.

Science.gov (United States)

Grand, Kirk F; Bruzi, Alessandro T; Dyke, Ford B; Godwin, Maurice M; Leiker, Amber M; Thompson, Andrew G; Buchanan, Taylor L; Miller, Matthew W

2015-10-01

It was tested whether learners who choose when to receive augmented feedback while practicing a motor skill exhibit enhanced augmented feedback processing and intrinsic motivation, along with superior learning, relative to learners who do not control their feedback. Accordingly, participants were assigned to either self-control (Self) or yoked groups and asked to practice a non-dominant arm beanbag toss. Self participants received augmented feedback at their discretion, whereas Yoked participants were given feedback schedules matched to Self counterparts. Participants' visual feedback was occluded, and when they received augmented feedback, their processing of it was indexed with the electroencephalography-derived feedback-related negativity (FRN). Participants self-reported intrinsic motivation via the Intrinsic Motivation Inventory (IMI) after practice, and completed a retention and transfer test the next day to index learning. Results partially support the hypothesis. Specifically, Self participants reported higher IMI scores, exhibited larger FRNs, and demonstrated better accuracy on the transfer test, but not on the retention test, nor did they exhibit greater consistency on the retention or transfer tests. Additionally, post-hoc multiple regression analysis indicated FRN amplitude predicted transfer test accuracy (accounting for IMI score). Results suggest self-controlled feedback schedules enhance feedback processing, which enhances the transfer of a newly acquired motor skill. Copyright © 2015 Elsevier B.V. All rights reserved.

Automated grading of homework assignments and tests in introductory and intermediate statistics courses using active server pages.

Science.gov (United States)

Stockburger, D W

1999-05-01

Active server pages permit a software developer to customize the Web experience for users by inserting server-side script and database access into Web pages. This paper describes applications of these techniques and provides a primer on the use of these methods. Applications include a system that generates and grades individualized homework assignments and tests for statistics students. The student accesses the system as a Web page, prints out the assignment, does the assignment, and enters the answers on the Web page. The server, running on NT Server 4.0, grades the assignment, updates the grade book (on a database), and returns the answer key to the student.

Answering without answering

DEFF Research Database (Denmark)

Gabrielsen, Jonas; Jønch-Clausen, Heidi; Pontoppidan, Christina

2017-01-01

In the context of political press conferences, the authors explore a particular category of subtle evasions they term shifting. When shifting, the interviewee seemingly accepts to answer the journalist’s question. However, in providing the answer, the interviewee refocuses the question replacing...

Voice symptoms and vocal deviation self-assessment in different types of dysphonia.

Science.gov (United States)

Moreti, Felipe; Zambon, Fabiana; Behlau, Mara

2014-01-01

To identify the relationship among the type of dysphonia, vocal deviation self-assessed and the presence of voice symptoms in adults. One hundred sixty-four subjects of both genders (58 males and 106 females, mean age 42.89 years) diagnosis of dysphonia, divided into three groups according to the type of dysphonia: 87 individuals with functional dysphonia, 35 individuals with organofunctional dysphonia and 42 individuals with organic dysphonia, answered the Brazilian validated version of Voice Symptom Scale (VoiSS) (Escala de Sintomas Vocais - ESV), that consists of 30 questions with four scores: Impairment, Emotional, Physical and Total, and self-assessed their voices as excellent, very good, good, fair or poor. According to the dysphonia type, there were differences in ESV Impairment, Emotional and Total mean scores, which was not found in the Physical score. The Impairment, Emotional and Total mean scores were higher in organic dysphonia, followed by organofunctional dysphonia and finally functional dysphonia. When the vocal self-assessment is poor, the higher are the deviations in the Impairment, Emotional and Total ESV scores. Individuals with organic dysphonia reported higher perception of voice symptoms, followed by subjects with organofunctional dysphonia and finally individuals with functional dysphonia. In general, individuals with dysphonia presented physical voice symptoms, regardless of the type of the dysphonia. Finally, there are direct correlations between Impairment, Emotional and Total ESV scores and the vocal self-assessment.

Apparel Marketing. [Student Manual] and Answer Book/Teacher's Guide.

Science.gov (United States)

Gaskill, Melissa Lynn

This document on apparel marketing contains both a student's manual and an answer book/teacher's guide. The student's manual contains the following 16 assignments: (1) introduction to fashion and fashion merchandising; (2) current fashion; (3) careers in fashion; (4) buying; (5) retailing; (6) merchandise basics; (7) merchandise--promotion and…

A monograph assignment as an integrative application of evidence-based medicine and pharmacoeconomic principles.

Science.gov (United States)

Law, Anandi V; Jackevicius, Cynthia A; Bounthavong, Mark

2011-02-10

To describe the development and assessment of monographs as an assignment to incorporate evidence-based medicine (EBM) and pharmacoeconomic principles into a third-year pharmacoeconomic course. Eight newly FDA-approved drugs were assigned to 16 teams of students, where each drug was assigned to 2 teams. Teams had to research their drug, write a professional monograph, deliver an oral presentation, and answer questions posed by faculty judges. One team was asked to present evidence for inclusion of the drug into a formulary, while another team presented evidence against inclusion. The teams' average score on the written report was 99.1%; on the oral presentation, 92.5%, and on the online quiz given at the end of the presentations, 77%. Monographs are a successful method of incorporating and integrating learning across different concepts, as well as increasing relevance of pharmacoeconomics in the PharmD curriculum.

THE EXPLICIT COMPREHENSION-STRATEGY INSTRUCTION: QUESTION-ANSWER RELATIONSHIP VS SELF-QUESTIONING

Directory of Open Access Journals (Sweden)

Lalu Thohir

2017-12-01

Full Text Available This study was aimed at examining and comparing the effectiveness of the Question-Answer Relationship (QAR and Self-Questioning (SQ strategies in improving the reading ability of the undergraduate students. This study was a quasi-experimental study in which two out of three classes of the third semester students at English department of Mataram University were selected randomly to receive either QAR strategy or SQ strategy instructions for ten weekly meetings. The findings of pre- and posttest with multiple-choice questions revealed that both comprehension strategies were effective in improving the undergraduate students‘ reading ability. The findings from the posttest with multiple-choice questions indicated the students who received SQ strategy instruction scored significantly higher than those students who received QAR strategy instruction. On the other hand, the students who received QAR strategy instruction scored slightly higher than those students who received SQ strategy instruction in the posttest with open-ended questions.

Comparison of participatively set and assigned goals in the reduction of alcohol use.

Science.gov (United States)

Lozano, Brian E; Stephens, Robert S

2010-12-01

The effects of setting goals on goal commitment, self-efficacy for goal achievement, and goal achievement in the context of an alcohol use intervention were examined using an experimental design in which participants were randomized to participatively set goals, assigned goals, and no goal conditions. One hundred and twenty-six heavy-drinking college students received a single cognitive-behavioral assessment/intervention session and completed measures of goal commitment, self-efficacy for goal achievement, and alcohol use. Results were consistent with, and expanded upon, previous research by demonstrating that having a goal for limiting alcohol consumption was predictive of lower quantity and frequency of alcohol use relative to not having a goal. Participation in goal setting yielded greater goal commitment and self-efficacy for goal achievement than assigned goals, but did not result in significantly greater reductions in alcohol use relative to assigned goals. Goal commitment and self-efficacy explained unique variance in the prediction of alcohol use at follow-up. Findings support the importance of goal setting in alcohol interventions and suggest areas for further research. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

A Web-based Peer Assessment System for Assigning Student Scores in Cooperative Learning

Directory of Open Access Journals (Sweden)

Anon Sukstrienwong

2017-11-01

Full Text Available Working in groups has become increasingly important in order to develop students' skills. However, it can be more successful when peers cooperate and are involved in the assigned tasks. However, several educators firmly show disadvantages when all peers received the same reward, regardless of individual contribution. Some teachers also considering peer assessment to be time and effort consuming because preparation and monitoring are needed. In order to overcome these problems, we have developed a web-based peer assessment referred to as the ‘Scoring by Peer Assessment System’ (SPAS that allows teachers to set up the process of peer assessment, in order to assign scores that reflect the contribution of each student. Moreover, a web-based application allows students to evaluate their peers regarding their individual contribution where cooperative learning and peer assessment are used. The paper describes the system design and the implementation of our peer assessment application.

The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency

Science.gov (United States)

Brown, Gavin T. L.; Harris, Lois R.

2014-01-01

Formative assessment policies and self-regulation theories argue that student self-assessment of their own work and processes are useful for raising academic performance and self-regulatory skills. However, research into student self-evaluation raises serious doubts about the quality of self-assessment as an assessment process and identifies…

Supermarket Special Departments. [Student Manual] and Answer Book/Teacher's Guide.

Science.gov (United States)

Gaskill, Melissa Lynn; Summerall, Mary

This document on food marketing for supermarket special departments contains both a student's manual and an answer book/teacher's guide. The student's manual contains the following 11 assignments: (1) supermarkets of today; (2) merchandising; (3) pharmacy and cosmetics department; (4) housewares and home hardware; (5) video/camera/electronics…

eDrugCalc: an online self-assessment package to enhance medical students' drug dose calculation skills.

Science.gov (United States)

McQueen, Daniel S; Begg, Michael J; Maxwell, Simon R J

2010-10-01

Dose calculation errors can cause serious life-threatening clinical incidents. We designed eDrugCalc as an online self-assessment tool to develop and evaluate calculation skills among medical students. We undertook a prospective uncontrolled study involving 1727 medical students in years 1-5 at the University of Edinburgh. Students had continuous access to eDrugCalc and were encouraged to practise. Voluntary self-assessment was undertaken by answering the 20 questions on six occasions over 30 months. Questions remained fixed but numerical variables changed so each visit required a fresh calculation. Feedback was provided following each answer. Final-year students had a significantly higher mean score in test 6 compared with test 1 [16.6, 95% confidence interval (CI) 16.2, 17.0 vs. 12.6, 95% CI 11.9, 13.4; n= 173, P variable in all tests with 2.7% of final-year students scoring formative dose-calculation package and encouragement to develop their numeracy. Further research is required to establish whether eDrugCalc reduces calculation errors made in clinical practice. © 2010 The Authors. British Journal of Clinical Pharmacology © 2010 The British Pharmacological Society.

The influence of question design on the response to self-assessment in www.elearnSCI.org

DEFF Research Database (Denmark)

Liu, N; Li, X-W; Zhou, M-W

2015-01-01

STUDY DESIGN: This is an interventional training session. OBJECTIVE: The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. SETTING: The study was condu......STUDY DESIGN: This is an interventional training session. OBJECTIVE: The objective of this study was to investigate the difference in response to self-assessment questions in the original and an adjusted version for a submodule of www.elearnSCI.org for student nurses. SETTING: The study...... was conducted in a teaching hospital affiliated to Peking University, China. METHODS: In all, 28 student nurses divided into two groups (groups A and B; 14 in each) received a print-out of a Chinese translation of the slides from the 'Maintaining skin integrity following spinal cord injury' submodule in www.elearnSCI...... be avoided because it would increase the number of correct answers arrived at by guessing. When using multiple-answer MCQs, it is recommended that the questions asked should be in accordance with the content within the www.elearnSCI.org....

Student self-assessment in dental hygiene education: a cornerstone of critical thinking and problem-solving.

Science.gov (United States)

Mould, Michelle R; Bray, Kimberly Krust; Gadbury-Amyot, Cynthia C

2011-08-01

Self-assessment is an integral component of learning and developing decision making and critical thinking skills in the practice of dental hygiene. Dental hygienists must think critically and develop problem-solving strategies during their formal education to ensure lifelong quality and ongoing development of their personal knowledge and skill as related to providing comprehensive, evidence-based patient care. The primary focus of this qualitative investigation was to obtain undergraduate dental hygiene students' perceptions of and experiences with self-assessment. The sample consisted of an intact undergraduate dental hygiene class of seventeen students in their final semester of a two-year, entry-level dental hygiene program at a community college in the southeast United States. Data for this research were obtained from three sources: 1) a program-designed self-assessment survey assignment, 2) in-depth interviews with four second-year dental hygiene students, and 3) program-designed clinical competence evaluation forms. Inductive data analysis revealed that the majority of students perceived that they had no prior experience with self-assessment in any prerequisite coursework and thus felt unprepared for its use in the dental hygiene program. As they matriculated in the program, students began to see the advantages of self-assessment in clinical practice. Programmatic orientation to self-assessment may therefore be beneficial due to the varying backgrounds of students entering dental hygiene programs.

Quality assessment of expert answers to lay questions about cystic fibrosis from various language zones in Europe: the ECORN-CF project

Directory of Open Access Journals (Sweden)

d'Alquen Daniela

2012-02-01

Full Text Available Abstract Background The European Centres of Reference Network for Cystic Fibrosis (ECORN-CF established an Internet forum which provides the opportunity for CF patients and other interested people to ask experts questions about CF in their mother language. The objectives of this study were to: 1 develop a detailed quality assessment tool to analyze quality of expert answers, 2 evaluate the intra- and inter-rater agreement of this tool, and 3 explore changes in the quality of expert answers over the time frame of the project. Methods The quality assessment tool was developed by an expert panel. Five experts within the ECORN-CF project used the quality assessment tool to analyze the quality of 108 expert answers published on ECORN-CF from six language zones. 25 expert answers were scored at two time points, one year apart. Quality of answers was also assessed at an early and later period of the project. Individual rater scores and group mean scores were analyzed for each expert answer. Results A scoring system and training manual were developed analyzing two quality categories of answers: content and formal quality. For content quality, the grades based on group mean scores for all raters showed substantial agreement between two time points, however this was not the case for the grades based on individual rater scores. For formal quality the grades based on group mean scores showed only slight agreement between two time points and there was also poor agreement between time points for the individual grades. The inter-rater agreement for content quality was fair (mean kappa value 0.232 ± 0.036, p Conclusions The quality assessment tool described in this study was feasible and reliable when content quality was assessed by a group of raters. Within ECORN-CF, the tool will help ensure that CF patients all over Europe have equal possibility of access to high quality expert advice on their illness.

Quality assessment of expert answers to lay questions about cystic fibrosis from various language zones in Europe: the ECORN-CF project.

Science.gov (United States)

d'Alquen, Daniela; De Boeck, Kris; Bradley, Judy; Vávrová, Věra; Dembski, Birgit; Wagner, Thomas O F; Pfalz, Annette; Hebestreit, Helge

2012-02-06

The European Centres of Reference Network for Cystic Fibrosis (ECORN-CF) established an Internet forum which provides the opportunity for CF patients and other interested people to ask experts questions about CF in their mother language. The objectives of this study were to: 1) develop a detailed quality assessment tool to analyze quality of expert answers, 2) evaluate the intra- and inter-rater agreement of this tool, and 3) explore changes in the quality of expert answers over the time frame of the project. The quality assessment tool was developed by an expert panel. Five experts within the ECORN-CF project used the quality assessment tool to analyze the quality of 108 expert answers published on ECORN-CF from six language zones. 25 expert answers were scored at two time points, one year apart. Quality of answers was also assessed at an early and later period of the project. Individual rater scores and group mean scores were analyzed for each expert answer. A scoring system and training manual were developed analyzing two quality categories of answers: content and formal quality. For content quality, the grades based on group mean scores for all raters showed substantial agreement between two time points, however this was not the case for the grades based on individual rater scores. For formal quality the grades based on group mean scores showed only slight agreement between two time points and there was also poor agreement between time points for the individual grades. The inter-rater agreement for content quality was fair (mean kappa value 0.232 ± 0.036, p value 0.105 ± 0.024, p change over time. The quality assessment tool described in this study was feasible and reliable when content quality was assessed by a group of raters. Within ECORN-CF, the tool will help ensure that CF patients all over Europe have equal possibility of access to high quality expert advice on their illness. © 2012 d’Alquen et al; licensee BioMed Central Ltd.

Assessment of Random Assignment in Training and Test Sets using Generalized Cluster Analysis Technique

Directory of Open Access Journals (Sweden)

Sorana D. BOLBOACĂ

2011-06-01

Full Text Available Aim: The properness of random assignment of compounds in training and validation sets was assessed using the generalized cluster technique. Material and Method: A quantitative Structure-Activity Relationship model using Molecular Descriptors Family on Vertices was evaluated in terms of assignment of carboquinone derivatives in training and test sets during the leave-many-out analysis. Assignment of compounds was investigated using five variables: observed anticancer activity and four structure descriptors. Generalized cluster analysis with K-means algorithm was applied in order to investigate if the assignment of compounds was or not proper. The Euclidian distance and maximization of the initial distance using a cross-validation with a v-fold of 10 was applied. Results: All five variables included in analysis proved to have statistically significant contribution in identification of clusters. Three clusters were identified, each of them containing both carboquinone derivatives belonging to training as well as to test sets. The observed activity of carboquinone derivatives proved to be normal distributed on every. The presence of training and test sets in all clusters identified using generalized cluster analysis with K-means algorithm and the distribution of observed activity within clusters sustain a proper assignment of compounds in training and test set. Conclusion: Generalized cluster analysis using the K-means algorithm proved to be a valid method in assessment of random assignment of carboquinone derivatives in training and test sets.

New Trends Of Measurement And Assessment In Distance Education

Directory of Open Access Journals (Sweden)

Zeki KAYA

2014-01-01

Full Text Available Distance education is a discipline that offers solutions to some important education problems. Distance education, contribute to the solution to the problems such as; inequality of opportunities, lifelong education, the implementation of a series of individual and social goals that can contribute to and benefit from educational technology and self-learning. In distance education, methods of measurement and assessment must be consistent with the objectives and contents of teaching. A major interest of formative assessment is determining the students’ learning level of each behavior in the interested unit. In summative assessment, performances of students on some units are measured broader than formative assessment. A computerized adaptive testing, CAT, is the test managed by computer in which each item is introduced and the decision to stop are dynamically imposed based on the students answers and his/her estimated knowledge level. In CAT applications, students do not take the same test. Despite item numbers and properties of items are different for the students; the precise of measures improves in positioning students on an ability or success continuum in CAT applications. In CAT applications, questions answered by a student depend on the student's ability or learning level. In item response theory, there are some models to estimate a student’s ability level, such as three-parameter logistic model. Cheating in exams or other academic assignments can be defined as use resources not allowed to use or having someone else to take exams or assignments. Some precautions must be taken about cheating such as a live proctoring, using web cams, and using a plagiarism detection program.

Dental status and self-assessed chewing ability in 70- and 80-year-old subjects in Sweden.

Science.gov (United States)

Unell, L; Johansson, A; Ekbäck, G; Ordell, S; Carlsson, G E

2015-09-01

The objective was to compare two cohorts of elderly people, 70 and 80 years old, with respect to dental status and self-assessed chewing ability. The hypotheses were as follows: (i) dental status is associated with self-assessed chewing ability; (ii) chewing ability is poorer among the 80- than the 70-year-old subjects. Identical questionnaires were in 2012 sent to all subjects born in 1942 and 1932, living in two Swedish counties. The response rate was 70.1% resulting in samples of 5697 70- and 2922 80-year-old subjects. Answers to questions on self-assessed chewing ability, dental status and some other factors have been analysed. Dental status varied but was in general good; 72% of the 70- and 60% of the 80-year-old subjects reported that they had all or only few missing teeth. Rate of edentulism was 3% and 7%, respectively. Removable partial dentures were reported by 6% and 10%, respectively, implant treatment by 13% in both cohorts. Self-assessed chewing ability was mostly good and correlated with the number of teeth (Spearman rho = 0.46). A majority of the edentulous subjects assessed their chewing ability as very or fairly good. Logistic regression showed that self-assessed chewing ability was significantly associated with a number of dental variables but also with general health. In conclusion, dental status was relatively good at both ages but somewhat poorer in the older cohort. Dental status, some other dental variables and being healthy were in both age groups significantly associated with self-assessed chewing ability. © 2015 John Wiley & Sons Ltd.

Self-assessment of managerial knowledge and skills of medical doctors in primary health care

Directory of Open Access Journals (Sweden)

Aida Pilav

2016-03-01

Full Text Available Introduction: The aim of this paper was to evaluate the managerial knowledge and skills of mid-level managers – medical doctors in Medical center of the Canton Sarajevo.Methods: A cross-sectional study of the mid-level managers in the Medical center of the Canton Sarajevo was conducted using an originally developed questionnaire for self-assessment of managerial knowledge and skills. The respondents answered each of the questions using a 5-point Likert scale. Apart from the quantitative section, the respondents could present their observations concerning the educational needs in the health care system.Results: Almost 40% of the respondents said that the process of assessing health care needs is not conducted. No statistical significance was observed in the responses according to the length of service in a managerial position. In total, 41% of the respondents were not sure whether a plan exists, even though the development of these plans should be a principal managerial responsibility in the quality management. Managers who were longer in the position reported no plans for corrective actions. This result was in contrast with the answers obtained from the managers who were in the position for a shorter period. In addition, 91% of the respondents said that they regularly discuss problems with their employees.Conclusions: Self- assessment and assessment of managerial competencies should be regular activities in a health care organization, in order to monitor the knowledge and skills, as well as to make the development plans. The results of this study could serve as the basis for planning and developing the health management education in the Canton Sarajevo.

Mapping Learning Outcomes and Assignment Tasks for SPIDER Activities

Directory of Open Access Journals (Sweden)

Lyn Brodie

2011-05-01

Full Text Available Modern engineering programs have to address rapidly changing technical content and have to enable students to develop transferable skills such as critical evaluation, communication skills and lifelong learning. This paper introduces a combined learning and assessment activity that provides students with opportunities to develop and practice their soft skills, but also extends their theoretical knowledge base. Key tasks included self directed inquiry, oral and written communication as well as peer assessment. To facilitate the SPIDER activities (Select, Prepare and Investigate, Discuss, Evaluate, Reflect, a software tool has been implemented in the learning management system Moodle. Evidence shows increased student engagement and better learning outcomes for both transferable as well as technical skills. The study focuses on generalising the relationship between learning outcomes and assignment tasks as well as activities that drive these tasks. Trail results inform the approach. Staff evaluations and their views of assignments and intended learning outcomes also supported this analysis.

Assigning probability distributions to input parameters of performance assessment models

Energy Technology Data Exchange (ETDEWEB)

Mishra, Srikanta [INTERA Inc., Austin, TX (United States)

2002-02-01

This study presents an overview of various approaches for assigning probability distributions to input parameters and/or future states of performance assessment models. Specifically,three broad approaches are discussed for developing input distributions: (a) fitting continuous distributions to data, (b) subjective assessment of probabilities, and (c) Bayesian updating of prior knowledge based on new information. The report begins with a summary of the nature of data and distributions, followed by a discussion of several common theoretical parametric models for characterizing distributions. Next, various techniques are presented for fitting continuous distributions to data. These include probability plotting, method of moments, maximum likelihood estimation and nonlinear least squares analysis. The techniques are demonstrated using data from a recent performance assessment study for the Yucca Mountain project. Goodness of fit techniques are also discussed, followed by an overview of how distribution fitting is accomplished in commercial software packages. The issue of subjective assessment of probabilities is dealt with in terms of the maximum entropy distribution selection approach, as well as some common rules for codifying informal expert judgment. Formal expert elicitation protocols are discussed next, and are based primarily on the guidance provided by the US NRC. The Bayesian framework for updating prior distributions (beliefs) when new information becomes available is discussed. A simple numerical approach is presented for facilitating practical applications of the Bayes theorem. Finally, a systematic framework for assigning distributions is presented: (a) for the situation where enough data are available to define an empirical CDF or fit a parametric model to the data, and (b) to deal with the situation where only a limited amount of information is available.

Assigning probability distributions to input parameters of performance assessment models

International Nuclear Information System (INIS)

Mishra, Srikanta

2002-02-01

This study presents an overview of various approaches for assigning probability distributions to input parameters and/or future states of performance assessment models. Specifically,three broad approaches are discussed for developing input distributions: (a) fitting continuous distributions to data, (b) subjective assessment of probabilities, and (c) Bayesian updating of prior knowledge based on new information. The report begins with a summary of the nature of data and distributions, followed by a discussion of several common theoretical parametric models for characterizing distributions. Next, various techniques are presented for fitting continuous distributions to data. These include probability plotting, method of moments, maximum likelihood estimation and nonlinear least squares analysis. The techniques are demonstrated using data from a recent performance assessment study for the Yucca Mountain project. Goodness of fit techniques are also discussed, followed by an overview of how distribution fitting is accomplished in commercial software packages. The issue of subjective assessment of probabilities is dealt with in terms of the maximum entropy distribution selection approach, as well as some common rules for codifying informal expert judgment. Formal expert elicitation protocols are discussed next, and are based primarily on the guidance provided by the US NRC. The Bayesian framework for updating prior distributions (beliefs) when new information becomes available is discussed. A simple numerical approach is presented for facilitating practical applications of the Bayes theorem. Finally, a systematic framework for assigning distributions is presented: (a) for the situation where enough data are available to define an empirical CDF or fit a parametric model to the data, and (b) to deal with the situation where only a limited amount of information is available

Socially-assigned race, healthcare discrimination and preventive healthcare services.

Directory of Open Access Journals (Sweden)

Tracy Macintosh

Full Text Available Race and ethnicity, typically defined as how individuals self-identify, are complex social constructs. Self-identified racial/ethnic minorities are less likely to receive preventive care and more likely to report healthcare discrimination than self-identified non-Hispanic whites. However, beyond self-identification, these outcomes may vary depending on whether racial/ethnic minorities are perceived by others as being minority or white; this perception is referred to as socially-assigned race.To examine the associations between socially-assigned race and healthcare discrimination and receipt of selected preventive services.Cross-sectional analysis of the 2004 Behavioral Risk Factor Surveillance System "Reactions to Race" module. Respondents from seven states and the District of Columbia were categorized into 3 groups, defined by a composite of self-identified race/socially-assigned race: Minority/Minority (M/M, n = 6,837, Minority/White (M/W, n = 929, and White/White (W/W, n = 25,913. Respondents were 18 years or older, with 61.7% under age 60; 51.8% of respondents were female. Measures included reported healthcare discrimination and receipt of vaccinations and cancer screenings.Racial/ethnic minorities who reported being socially-assigned as minority (M/M were more likely to report healthcare discrimination compared with those who reported being socially-assigned as white (M/W (8.9% vs. 5.0%, p = 0.002. Those reporting being socially-assigned as white (M/W and W/W had similar rates for past-year influenza (73.1% vs. 74.3% and pneumococcal (69.3% vs. 58.6% vaccinations; however, rates were significantly lower among M/M respondents (56.2% and 47.6%, respectively, p-values<0.05. There were no significant differences between the M/M and M/W groups in the receipt of cancer screenings.Racial/ethnic minorities who reported being socially-assigned as white are more likely to receive preventive vaccinations and less likely to report

Advanced grammar in use a self-study reference and practice book for advanced students of English : with answers and CD-ROM

CERN Document Server

Hewings, Martin

2013-01-01

An updated version of the highly successful Advanced Grammar in Use. This third edition, with answers and CD-ROM, is ideal for self-study. The book contains 100 units of grammar reference and practice materials, with illustrations in full colour and a user-friendly layout. It is ideal for learners preparing for the Cambridge Advanced, Proficiency or IELTS examinations, and is informed by the Cambridge International Corpus, which ensures the language is authentic and up-to-date. The CD-ROM includes 200 interactive exercises to reinforce the language learned in the book, plus customised tests and audio recordings to accompany the main exercises. Versions without answers and without the CD-ROM are available to purchase separately.

Dealing with patients in healthcare: A self-assessment tool.

Science.gov (United States)

Gremigni, Paola; Casu, Giulia; Sommaruga, Marinella

2016-06-01

This study aimed to investigate how healthcare personnel self-evaluate their ability to relate to patients in day-to-day practice from a patient-centered perspective, and to test the psychometric properties of a questionnaire developed to assess it. A sample of 600 healthcare personnel, recruited among eight hospitals in various parts of Italy, completed the 16-item Provider-Patient Relationship Questionnaire (PPRQ). A sample of 50 nurses answered the PPRQ twice, at a four-week interval. The PPRQ validity, reliability and susceptibility to social desirability were tested. PPRQ showed good reliability and structural validity, with four first-order factors: effective communication, interest in the patient's agenda, empathy, and patient involvement in care. Correlation with social desirability was negligible. Participants rated themselves as highly competent in communicating with patients, but less interested in involving the patient in care and in the patient's agenda. Differences in PPRQ dimensions were found between groups based on job type and geographic area. PPRQ is a brief self-report measure of the provider-patient relationship with promising psychometric properties in this sample. PPRQ has potential value in promoting a self-reflecting learning environment, whether through training or day-to-day practice. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Organic Chemistry YouTube Writing Assignment for Large Lecture Classes

Science.gov (United States)

Franz, Annaliese K.

2012-01-01

This work describes efforts to incorporate and evaluate the use of a YouTube writing assignment in large lecture classes to personalize learning and improve conceptual understanding of chemistry through peer- and self-explanation strategies. Although writing assignments can be a method to incorporate peer- and self-explanation strategies, this…

Self-SALP/self-assessment at Calvert Cliffs nuclear power plant

International Nuclear Information System (INIS)

Pieringer, P.; Slider, J.E.

1992-01-01

In recent years, utilities have undertaken various forms of self-assessment. These methods have as their goal early detection of weaknesses in plan performance to permit timely corrective action. Ideally, self-assessment methods identify problems at a lower threshold than do outside agencies, such as the US Nuclear Regulatory Commission (NRC) and the Institute of Nuclear Power Operations (INPO). One of the more popular methods of self-assessment has been the self-SALP (systematic assessment of licensee performance). This method emulates the procedures of the NRC's SALP to render a subjective, overall assessment of performance. The experience of Baltimore Gas and Electric Company (BG and E) in applying self-SALP methods at its Calvert Cliffs nuclear power plant (CCNPP) provides insights useful to other utilities considering use of self-SALP methods. The factors leading to BG and E's decision to use a different approach may help others evaluate their self-assessment choices. This paper summarizes BG and E's experience with self-SALP methods and describes the methods that will be used to evaluate performance in the future

Withholding answers during hands-on scientific investigations? Comparing effects on developing students' scientific knowledge, reasoning, and application

Science.gov (United States)

Zhang, Lin

2018-03-01

As more concerns have been raised about withholding answers during science teaching, this article argues for a need to detach 'withholding answers' from 'hands-on' investigation tasks. The present study examined students' learning of light-related content through three conditions: 'hands-on' + no 'withholding' (hands-on only: HO), 'hands-on' + 'withholding' (hands-on investigation with answers withheld: HOW), and no 'hands-on' + no 'withholding' (direction instruction: DI). Students were assessed in terms of how well they (1) knew the content taught in class; (2) reasoned with the learned content; and (3) applied the learned content to real-life situations. Nine classes of students at 4th and 5th grades, N = 136 in total, were randomly assigned to one of the three conditions. ANCOVA results showed that students in the hands-on only condition reasoned significantly better than those in the other two conditions. Students in this condition also seemed to know the content fairly better although the advance was not significant. Students in all three conditions did not show a statistically significant difference in their ability to apply the learned content to real-life situations. The findings from this study provide important contributions regarding issues relating to withholding answers during guided scientific inquiry.

Implementing Self-Assessment in Singapore Primary Schools: Effects on Students' Perceptions of Self-Assessment

Science.gov (United States)

Wong, Hwei Ming

2017-01-01

Student academic self-assessment engages the students in deliberate reflection about what they are learning and how they are learning it. This intervention study investigated the effects of self-assessment training on students' perceptions towards self-assessment in two Singaporean primary schools. The study, which used a pretest-posttest design,…

UOP LDR 300 All Assignments New

OpenAIRE

ADMIN

2018-01-01

UOP LDR 300 All Assignments New Check this A+ tutorial guideline at http://www.ldr300assignment.com/ldr-300-uop/ldr-300-all-assignments-latest For more classes visit http://www.ldr300assignment.com LDR 300 Week 1 Assignment Leadership Assessment (2 Papers) LDR 300 Week 2 Assignment Leadership Theories Matrix (2 Set) LDR 300 Week 2 Assignment Formulating Leadership Part I (2 Papers) LDR 300 Week 3 Assignment Interaction and Influence Amo...

Enhancing Cyber Security for SME organizations through self-assessments : How self-assessment raises awareness

OpenAIRE

Hassinen, Tarmo

2017-01-01

This thesis primarily studied the importance of self-assessment in increasing business organizations’ cyber security awareness of their ICT environment. The secondary studied item was the relevance of self-assessment in detecting new business potential while understanding ICT environment changes. The self-assessment is based on FINCS, the Finnish basic level cyber security certificate launched in December 2016. FINCSC consists of physical and management security, ICT service and system securi...

Self-motion perception: assessment by computer-generated animations

Science.gov (United States)

Parker, D. E.; Harm, D. L.; Sandoz, G. R.; Skinner, N. C.

1998-01-01

The goal of this research is more precise description of adaptation to sensory rearrangements, including microgravity, by development of improved procedures for assessing spatial orientation perception. Thirty-six subjects reported perceived self-motion following exposure to complex inertial-visual motion. Twelve subjects were assigned to each of 3 perceptual reporting procedures: (a) animation movie selection, (b) written report selection and (c) verbal report generation. The question addressed was: do reports produced by these procedures differ with respect to complexity and reliability? Following repeated (within-day and across-day) exposures to 4 different "motion profiles," subjects either (a) selected movies presented on a laptop computer, or (b) selected written descriptions from a booklet, or (c) generated self-motion verbal descriptions that corresponded most closely with their motion experience. One "complexity" and 2 reliability "scores" were calculated. Contrary to expectations, reliability and complexity scores were essentially equivalent for the animation movie selection and written report selection procedures. Verbal report generation subjects exhibited less complexity than did subjects in the other conditions and their reports were often ambiguous. The results suggest that, when selecting from carefully written descriptions and following appropriate training, people may be better able to describe their self-motion experience with words than is usually believed.

High self-perceived exercise exertion before bedtime is associated with greater objectively assessed sleep efficiency.

Science.gov (United States)

Brand, Serge; Kalak, Nadeem; Gerber, Markus; Kirov, Roumen; Pühse, Uwe; Holsboer-Trachsler, Edith

2014-09-01

To assess the association between self-perceived exercise exertion before bedtime and objectively measured sleep. Fifty-two regularly exercising young adults (mean age, 19.70 years; 54% females) underwent sleep electroencephalographic recordings 1.5 h after completing moderate to vigorous exercise in the evening. Before sleeping, participants answered questions regarding degree of exertion of the exercise undertaken. Greater self-perceived exertion before bedtime was associated with higher objectively assessed sleep efficiency (r = 0.69, P associated with more deep sleep, shortened sleep onset time, fewer awakenings after sleep onset, and shorter wake duration after sleep onset. Multiple linear regression analysis showed that objective sleep efficiency was predicted by increased exercise exertion, shortened sleep onset time, increased deep sleep, and decreased light sleep. Against expectations and general recommendations for sleep hygiene, high self-perceived exercise exertion before bedtime was associated with better sleep patterns in a sample of healthy young adults. Further studies should also focus on elderly adults and adults suffering from insomnia. Copyright © 2014 Elsevier B.V. All rights reserved.

SCRAED - Simple and Complex Random Assignment in Experimental Designs

OpenAIRE

Alferes, Valentim R.

2009-01-01

SCRAED is a package of 37 self-contained SPSS syntax files that performs simple and complex random assignment in experimental designs. For between-subjects designs, SCRAED includes simple random assignment (no restrictions, forced equal sizes, forced unequal sizes, and unequal probabilities), block random assignment (simple and generalized blocks), and stratified random assignment (no restrictions, forced equal sizes, forced unequal sizes, and unequal probabilities). For within-subject...

Use of Credibility Heuristics in a Social Question-Answering Service

Science.gov (United States)

Matthews, Paul

2015-01-01

Introduction: This study looked at the effect of community peripheral cues (specifically voting score and answerer's reputation) on the user's credibility rating of answers. Method: Students in technology and philosophy were asked to assess the credibility of answers to questions posted on a social question-answering platform. Through the use of a…

Evaluating Student Self-Assessment through Video-Recorded Patient Simulations.

Science.gov (United States)

Sanderson, Tammy R; Kearney, Rachel C; Kissell, Denise; Salisbury, Jessica

2016-08-01

The purpose of this pilot study was to determine if the use of a video-recorded clinical session affects the accuracy of dental hygiene student self-assessment and dental hygiene instructor feedback. A repeated measures experiment was conducted. The use of the ODU 11/12 explorer was taught to students and participating faculty through video and demonstration. Students then demonstrated activation of the explorer on a student partner using the same technique. While faculty completed the student assessment in real time, the sessions were video recorded. After completing the activation of the explorer, students and faculty completed an assessment of the student's performance using a rubric. A week later, both students and faculty viewed the video of the clinical skill performance and reassessed the student's performance using the same rubric. The student videos were randomly assigned a number, so faculty reassessed the performance without access to the student's identity or the score that was initially given. Twenty-eight students and 4 pre-clinical faculty completed the study. Students' average score was 4.68±1.16 on the first assessment and slightly higher 4.89±1.45 when reviewed by video. Faculty average scores were 5.07±2.13 at the first assessment and 4.79±2.54 on the second assessment with the video. No significant differences were found between the differences in overall scores, there was a significant difference in the scores of the grading criteria compared to the expert assessment scores (p=0.0001). This pilot study shows that calibration and assessment without bias in education is a challenge. Analyzing and incorporating new techniques can result in more exact assessment of student performance and self-assessment. Copyright © 2016 The American Dental Hygienists’ Association.

Performance success from self-assessments

International Nuclear Information System (INIS)

Hughes, G.

1996-01-01

This paper provides information on and successes of self-assessments completed at the Callaway plant. It stresses the vital needs and substantial benefits from these continual self-improvement efforts. The Callaway plant staff use a variety of methods and techniques to do self-assessments with the focus on performance outcomes. Self-assessments help Callaway focus on the priority issues and direct resources properly. Callaway's success has been due to this learning culture. The Callaway plant is a Westinghouse four-loop plant in the state of Missouri and has been operational since 1984

Assignment of uncertainties to scientific data

International Nuclear Information System (INIS)

Froehner, F.H.

1994-01-01

Long-standing problems of uncertainty assignment to scientific data came into a sharp focus in recent years when uncertainty information ('covariance files') had to be added to application-oriented large libraries of evaluated nuclear data such as ENDF and JEF. Question arouse about the best way to express uncertainties, the meaning of statistical and systematic errors, the origin of correlation and construction of covariance matrices, the combination of uncertain data from different sources, the general usefulness of results that are strictly valid only for Gaussian or only for linear statistical models, etc. Conventional statistical theory is often unable to give unambiguous answers, and tends to fail when statistics is bad so that prior information becomes crucial. Modern probability theory, on the other hand, incorporating decision information becomes group-theoretic results, is shown to provide straight and unique answers to such questions, and to deal easily with prior information and small samples. (author). 10 refs

A simplified questionnaire for self-assessment of hirsutism in population-based studies.

Science.gov (United States)

Gabrielli, Ligia; Aquino, Estela M L

2015-04-01

The measurement of excess body hair is not straightforward. As the modified Ferriman-Gallwey (mFG) score is unsuitable for self-assessment and requires specialist training, a short, self-administered questionnaire to identify hirsutism was constructed and validated for large-scale application, particularly targeting population-based studies. A validation study was conducted to assess a new hirsutism questionnaire. A total of 90 women aged 35-72 years who were enrolled in the Brazilian Longitudinal Study of Adult Health (ELSA-Brasil) were evaluated. A self-administered instrument containing four questions was designed to evaluate five body areas: upper lip, chin, chest, lower abdomen, and thighs with respect to the current distribution of body hair and that before 35 years of age. A score of 0-4 was attributed to each region based on drawings provided in the instrument. Test-retest reliability was evaluated by reformulating the initial questions. An independent medical examination was conducted to apply the gold standard, the mFG score. The area under the receiver operating characteristic curve was 0.93 (95% CI: 0.87-0.99). A cut-off score of 5 showed the best balance between sensitivity (85%) and specificity (90%), with 88.9% accuracy. Spearman's correlation between current and past body hair score was calculated at 0.82 (P=0.000), and showed a test-retest reliability of 0.49, with a trend toward similar answers regarding changes in the quantity of body hair over time, irrespective of how the questions were asked (P=0.000). The accuracy and internal consistency of this self-administered questionnaire for the identification of hirsutism were good. Therefore, this questionnaire represents a useful tool for self-assessment of hirsutism in population-based studies. © 2015 European Society of Endocrinology.

The Effect of Answering in a Preferred Versus a Non-Preferred Survey Mode on Measurement

Directory of Open Access Journals (Sweden)

Jolene Smyth

2014-12-01

Full Text Available Previous research has shown that offering respondents their preferred mode can increase response rates, but the effect of doing so on how respondents process and answer survey questions (i.e., measurement is unclear. In this paper, we evaluate whether changes in question format have different effects on data quality for those responding in their preferred mode than for those responding in a non-preferred mode for three question types (multiple answer, open-ended, and grid. Respondents were asked about their preferred mode in a 2008 survey and were recontacted in 2009. In the recontact survey, respondents were randomly assigned to one of two modes such that some responded in their preferred mode and others did not. They were also randomly assigned to one of two questionnaire forms in which the format of individual questions was varied. On the multiple answer and open-ended items, those who answered in a non-preferred mode seemed to take advantage of opportunities to satisfice when the question format allowed or encouraged it (e.g., selecting fewer items in the check-all than the forced-choice format and being more likely to skip the open-ended item when it had a larger answer box, while those who answered in a preferred mode did not. There was no difference on a grid formatted item across those who did and did not respond by their preferred mode, but results indicate that a fully labeled grid reduced item missing rates vis-à-vis a grid with only column heading labels. Results provide insight into the effect of tailoring to mode preference on commonly used questionnaire design features.

Assessing self-regulation strategies

DEFF Research Database (Denmark)

de Vet, Emely; de Ridder, Denise T. D.; Stok, Marijn

2014-01-01

intake and background characteristics. In study 3, the TESQ-E was administered twice within four weeks to evaluate test-retest reliability (n = 140). Study 4 was a cross-sectional survey (n = 93) that assessed the TESQ-E and related psychological constructs (e.g., motivation, autonomy, self-control). All...... general self-regulation and motivation measures. Conclusions: The TESQ-E provides a reliable and valid measure to assess six theory-based self-regulation strategies that adolescents may use to ensure their healthy eating....

SELF-ASSESSMENT AMONG YOUNG LEARNERS OF ENGLISH

Directory of Open Access Journals (Sweden)

Arni Sukmiarni

2015-12-01

Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

Self-Assessment among Young Learners of English

Directory of Open Access Journals (Sweden)

Arni Sukmiarni

2015-12-01

Full Text Available The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one’s own performance in learning. This is strongly related to one’s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011. In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011. Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students’s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student’s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

Basic self-disturbance, neurocognition and metacognition

DEFF Research Database (Denmark)

Koren, Dan; Scheyer, Ravit; Reznik, Noa

2017-01-01

AIM: The goal of this pilot study was to assess the association between basic self-disturbance (SD) and deficits in neurocognitive and metacognitive functioning among help-seeking adolescents with and without attenuated psychosis syndrome (APS). METHODS: Sixty-one non-psychotic, help-seeking adol......AIM: The goal of this pilot study was to assess the association between basic self-disturbance (SD) and deficits in neurocognitive and metacognitive functioning among help-seeking adolescents with and without attenuated psychosis syndrome (APS). METHODS: Sixty-one non-psychotic, help...... recognition) domains. After each answer, subjects were also requested to indicate their level of confidence in the answer and to decide whether they desired it to be "counted" toward their total score on the task. Each volunteered answer earned a 5-cent gain if correct, but an equal fine if wrong. RESULTS......, it was not moderated by the presence of APS. CONCLUSIONS: These pilot results provide preliminary support a modest association between SD and metacognition, which is not reducible to neurocognition and APS. In addition, they raise an intriguing possibility regarding metacognitive monitoring and control being...

Assessing the quality of pharmacist answers to telephone drug information questions.

Science.gov (United States)

Woodward, C T; Stevenson, J G; Poremba, A

1990-04-01

A quality assurance (QA) program is described in which frontline pharmacists were asked test drug information questions via anonymous telephone calls. The program was instituted at a university hospital that began providing decentralized pharmaceutical services in 1985. Questions were developed on the basis of a pilot study conducted to determine the types and complexity of drug information questions received by frontline pharmacists at the hospital. Data on departmental clinical productivity were used to determine the number of questions that would be posed during each shift in the various service areas. The questions were posed during a 10-day period; the pharmacists were aware of the program, but the callers did not identify their affiliation with it. In response to 105 questions asked, 86 were judged to have been answered correctly, 13 answers were deemed incomplete, and 6 were judged incorrect. Pharmacists were more likely to respond incorrectly to complex questions and questions posed during the night shift. As a result of the audit, staff members with advanced clinical knowledge were asked to help less experienced pharmacists, the position of assistant director for drug information and staff development was created, and educational programs were instituted. The QA audit has been repeated twice. Posing test drug information questions via anonymous telephone calls is effective in assessing the quality of drug information provided by pharmacists in patient-care areas.

Integrated reactive self-assessment for programmatic learning

International Nuclear Information System (INIS)

Corcoran, W.R.

1996-01-01

This paper presents a generalized method for using reactive self-assessment. The application is to programmatic learning involving the integration of reactive self-assessment results over a period of time. This paper also presents some of the results of one application of the process. Self-assessment, in general, is the assessment conducted or sponsored by an individual or organization of its own activities for the purpose of detecting improvement opportunities, either of the corrective or the enhancement types. Reactive self-assessment is a self-assessment activity conducted in reaction to a shortfall event. An integrative reactive self-assessment is a self-assessment that integrates a set of reactive self-assessment results. Programmatic learning is increasing the knowledge base in a program area. Self-assessment, in general, and reactive self-assessment, in particular, are required by federal quality requirements. One such program area is nuclear power plant testing, which is also required by federal quality requirements. Any program area could have been selected, but this one was selected because it was involved in the Chernobyl accident, the most consequential nuclear power accident up until the time of this writing. Other consequential accidents involving nuclear power plant testing were the Browns Ferry fire and the Salem overspeed event. (The author, of course, does not conduct nuclear power plant testing but is doing a self-assessment as if he were acting for an organization that did testing.)

Promoting Discussion in Peer Instruction: Discussion Partner Assignment and Accountability Scoring Mechanisms

Science.gov (United States)

Chou, Chih-Yueh; Lin, Pin-Hsun

2015-01-01

Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form…

The Rosenberg Self-Esteem Scale: a bifactor answer to a two-factor question?

Science.gov (United States)

McKay, Michael T; Boduszek, Daniel; Harvey, Séamus A

2014-01-01

Despite its long-standing and widespread use, disagreement remains regarding the structure of the Rosenberg Self-Esteem Scale (RSES). In particular, concern remains regarding the degree to which the scale assesses self-esteem as a unidimensional or multidimensional (positive and negative self-esteem) construct. Using a sample of 3,862 high school students in the United Kingdom, 4 models were tested: (a) a unidimensional model, (b) a correlated 2-factor model in which the 2 latent variables are represented by positive and negative self-esteem, (c) a hierarchical model, and (d) a bifactor model. The totality of results including item loadings, goodness-of-fit indexes, reliability estimates, and correlations with self-efficacy measures all supported the bifactor model, suggesting that the 2 hypothesized factors are better understood as "grouping" factors rather than as representative of latent constructs. Accordingly, this study supports the unidimensionality of the RSES and the scoring of all 10 items to produce a global self-esteem score.

Experiences of Using Automated Assessment in Computer Science Courses

Directory of Open Access Journals (Sweden)

John English

2015-10-01

Full Text Available In this paper we discuss the use of automated assessment in a variety of computer science courses that have been taught at Israel Academic College by the authors. The course assignments were assessed entirely automatically using Checkpoint, a web-based automated assessment framework. The assignments all used free-text questions (where the students type in their own answers. Students were allowed to correct errors based on feedback provided by the system and resubmit their answers. A total of 141 students were surveyed to assess their opinions of this approach, and we analysed their responses. Analysis of the questionnaire showed a low correlation between questions, indicating the statistical independence of the individual questions. As a whole, student feedback on using Checkpoint was very positive, emphasizing the benefits of multiple attempts, impartial marking, and a quick turnaround time for submissions. Many students said that Checkpoint gave them confidence in learning and motivation to practise. Students also said that the detailed feedback that Checkpoint generated when their programs failed helped them understand their mistakes and how to correct them.

Using mixed methods to identify and answer clinically relevant research questions.

Science.gov (United States)

Shneerson, Catherine L; Gale, Nicola K

2015-06-01

The need for mixed methods research in answering health care questions is becoming increasingly recognized because of the complexity of factors that affect health outcomes. In this article, we argue for the value of using a qualitatively driven mixed method approach for identifying and answering clinically relevant research questions. This argument is illustrated by findings from a study on the self-management practices of cancer survivors and the exploration of one particular clinically relevant finding about higher uptake of self-management in cancer survivors who had received chemotherapy treatment compared with those who have not. A cross-sectional study generated findings that formed the basis for the qualitative study, by informing the purposive sampling strategy and generating new qualitative research questions. Using a quantitative research component to supplement a qualitative study can enhance the generalizability and clinical relevance of the findings and produce detailed, contextualized, and rich answers to research questions that would be unachievable through quantitative or qualitative methods alone. © The Author(s) 2015.

Using self-assessment to develop metacognition and self-regulated learners.

Science.gov (United States)

Siegesmund, Amy

2017-06-15

Student success is too often challenged by a lack of metacognition and ability to self-regulate learning. This commentary argues that the use of self-assessment to increase student metacognition positively impacts student learning and self-regulation. In addition, several strategies for incorporating self-assessment will be presented. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Validity of a new assessment rubric for a short-answer test of clinical reasoning.

Science.gov (United States)

Yeung, Euson; Kulasagarem, Kulamakan; Woods, Nicole; Dubrowski, Adam; Hodges, Brian; Carnahan, Heather

2016-07-26

The validity of high-stakes decisions derived from assessment results is of primary concern to candidates and certifying institutions in the health professions. In the field of orthopaedic manual physical therapy (OMPT), there is a dearth of documented validity evidence to support the certification process particularly for short-answer tests. To address this need, we examined the internal structure of the Case History Assessment Tool (CHAT); this is a new assessment rubric developed to appraise written responses to a short-answer test of clinical reasoning in post-graduate OMPT certification in Canada. Fourteen physical therapy students (novices) and 16 physical therapists (PT) with minimal and substantial OMPT training respectively completed a mock examination. Four pairs of examiners (n = 8) participated in appraising written responses using the CHAT. We conducted separate generalizability studies (G studies) for all participants and also by level of OMPT training. Internal consistency was calculated for test questions with more than 2 assessment items. Decision studies were also conducted to determine optimal application of the CHAT for OMPT certification. The overall reliability of CHAT scores was found to be moderate; however, reliability estimates for the novice group suggest that the scale was incapable of accommodating for scores of novices. Internal consistency estimates indicate item redundancies for several test questions which will require further investigation. Future validity studies should consider discriminating the clinical reasoning competence of OMPT trainees strictly at the post-graduate level. Although rater variance was low, the large variance attributed to error sources not incorporated in our G studies warrant further investigations into other threats to validity. Future examination of examiner stringency is also warranted.

Assessing Self-Assessment: Can Age and Prior Literacy Attainment Predict the Accuracy of Children's Self-Assessments in Literacy?

Science.gov (United States)

Keane, Lainey; Griffin, Claire P.

2018-01-01

Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children's learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and…

Helpers' Self-Assessment Biases Before and after Helping Skills Training

Science.gov (United States)

Jaeken, Marine; Zech, Emmanuelle; Brison, Céline; Verhofstadt, Lesley L.; Van Broeck, Nady; Mikolajczak, Moïra

2017-01-01

Several studies have shown that therapists are generally biased concerning their performed helping skills, as compared to judges' ratings. As clients' ratings of therapists' performance are better predictors of psychotherapy effectiveness than judges' ratings, this study examined the validity and effectiveness of a helping skills training program at reducing novice helpers' self-enhancement biases concerning their helping skills, in comparison to their clients' ratings. Helping skills were assessed by three objective measures (a knowledge multiple choice test, a video test and a role play), as well as by a self- and peer-reported questionnaire. In addition, some performed helping skills' correlates (relationship quality, session quality, and helpers' therapeutic attitudes) were assessed both by helpers and their simulated helpees. Seventy-two sophomores in psychology participated to this study, 37 being assigned to a 12-h helping skills training program, and 35 to a control group. Helpers were expected to assess the aforementioned performed helping skills and correlates as being better than their helpees' assessments at pretest, thus revealing a self-enhancement bias. At posttest, we expected that trained helpers would objectively exhibit better helping skills than untrained helpers while beginning to underestimate their performance, thus indexing a self-diminishment bias. In contrast, we hypothesized that untrained helpers would continue to overestimate their performance. Our hypotheses were only partly confirmed but results reflected a skilled-unaware pattern among trainees. Trained helpers went either from a pretest overestimation to a posttest equivalence (performed helping skills and performed therapeutic attitudes), or from a pretest equivalence to a posttest underestimation (performed session quality and performed therapeutic relationship), as compared to helpees' ratings. Results showed that trained helpers improved on all helping skills objective measures

Helpers' Self-Assessment Biases Before and after Helping Skills Training.

Science.gov (United States)

Jaeken, Marine; Zech, Emmanuelle; Brison, Céline; Verhofstadt, Lesley L; Van Broeck, Nady; Mikolajczak, Moïra

2017-01-01

Several studies have shown that therapists are generally biased concerning their performed helping skills, as compared to judges' ratings. As clients' ratings of therapists' performance are better predictors of psychotherapy effectiveness than judges' ratings, this study examined the validity and effectiveness of a helping skills training program at reducing novice helpers' self-enhancement biases concerning their helping skills, in comparison to their clients' ratings. Helping skills were assessed by three objective measures (a knowledge multiple choice test, a video test and a role play), as well as by a self- and peer-reported questionnaire. In addition, some performed helping skills' correlates (relationship quality, session quality, and helpers' therapeutic attitudes) were assessed both by helpers and their simulated helpees. Seventy-two sophomores in psychology participated to this study, 37 being assigned to a 12-h helping skills training program, and 35 to a control group. Helpers were expected to assess the aforementioned performed helping skills and correlates as being better than their helpees' assessments at pretest, thus revealing a self-enhancement bias. At posttest, we expected that trained helpers would objectively exhibit better helping skills than untrained helpers while beginning to underestimate their performance, thus indexing a self-diminishment bias. In contrast, we hypothesized that untrained helpers would continue to overestimate their performance. Our hypotheses were only partly confirmed but results reflected a skilled-unaware pattern among trainees. Trained helpers went either from a pretest overestimation to a posttest equivalence (performed helping skills and performed therapeutic attitudes), or from a pretest equivalence to a posttest underestimation (performed session quality and performed therapeutic relationship), as compared to helpees' ratings. Results showed that trained helpers improved on all helping skills objective measures

Can language prime culture in Hispanics? The differential impact of self-construals in predicting intention to use a condom.

Science.gov (United States)

Lechuga, Julia; Wiebe, John S

2009-12-01

The highly influential theory of planned behavior suggests that norms and attitudes predict an important antecedent of behavior: intention. Cross-cultural research suggests that culturally influenced self-construals can be primed and differentially affect behaviors that are influenced by norms and attitudes. The purpose of this experiment was twofold: (1) To investigate whether language functions as a prime for culture in Hispanics, and (2) if so, if norms and attitudes differentially predict condom use intention. Fluent English-Spanish bilingual participants (N = 145) of Mexican descent were randomly assigned to answer questionnaires in English and Spanish. Subjective norms and private evaluations towards condom use were assessed and their relative strength in predicting condom use intention was evaluated. Results suggest that language can prime culture and affect the relative accessibility of culture-relevant norms and self-construals in Hispanics. Moreover, consistent with our expectations, norms and attitudes differentially predicted condom use intention.

Self-Assessment of Hearing and Purchase of Hearing Aids by Middle-Aged and Elderly Adults

Directory of Open Access Journals (Sweden)

Otavio, Andressa Colares da Costa

2015-06-01

Full Text Available Introduction Presbycusis is a consequence of aging. Prescription of hearing aids is part of the treatment, although the prevalence of use by elderly people is still small. Objective To verify whether or not self-assessment of hearing is a predictor for purchase of hearing aids. Methods Quantitative, cross-sectional, descriptive, and observational study. Participants were subjects who sought a private hearing center for selection of hearing aids. During the diagnostic interview, subjects answered the following question: “On a scale of 1 to 10, with 1 being the worst and 10 the best, how would you rate your overall hearing ability?” After that, subjects underwent audiometry, selected a hearing aid, performed a home trial, and decided whether or not to purchase the hearing aid. The variables were associated and analyzed statistically. Results The sample was comprised of 32 subjects, both men and women, with a higher number of women. Mean age was 71.41 ± 12.14 years. Self-assessment of hearing ranged from 2 to 9 points. Overall, 71.9% of the subjects purchased hearing aids. There was no association between scores in the self-assessment and the purchase of hearing aids (p = 0.263. Among those who scored between 2 and 5 points, 64.7% purchased the device; between 6 and 7 points, 76.09% purchased the device; and between 8 and 9 points, 50% purchased the device, respectively. Conclusion There is evidence that low self-assessment scores lead to the purchase of hearing aids, although no significant association was observed in the sample.

Randomized controlled trials in evidence-based mental health care: getting the right answer to the right question.

Science.gov (United States)

Essock, Susan M; Drake, Robert E; Frank, Richard G; McGuire, Thomas G

2003-01-01

The purpose of clinical research is to answer this question: Would a new treatment, when added to the existing range of treatment options available in practice, help patients? Randomized controlled trials (RCTs)--in particular, double-blind RCTs--have important methodological advantages over observational studies for addressing this question. These advantages, however, come at a price. RCTs compare treatments using a particular allocation rule for assigning patients to treatments (random assignment) that does not mimic real-world practice. "Favorable" results from an RCT indicating that a new treatment is superior to existing treatments are neither necessary nor sufficient for establishing a "yes" answer to the question posed above. Modeled on an experimental design, RCTs are expensive in time and money and must compare simple differences in treatments. Findings have a high internal validity but may not address the needs of the field, particularly where treatment is complex and rapidly evolving. Design of clinical research needs to take account of the way treatments are allocated in actual practice and include flexible designs to answer important questions most effectively.

Self-deprecations through assessments

DEFF Research Database (Denmark)

Asmuss, Birte; Oshima, Sae; Larsen, Tine

to the speaker as the inventor of the assessable, namely the term. The self-deprecation is accompanied by initial laughter and a tag in the end. The number of CA-studies on self-deprecations is little, but the following aspects have been documented. Pomerantz (1984) has pointed out that "subsequent to a self...

Answer selection in a multi-stream open domain question answering system

NARCIS (Netherlands)

Jijkoun, V.; de Rijke, M.; McDonald, S.; Tait, J.

2004-01-01

Question answering systems aim to meet users' information needs by returning exact answers in response to a question. Traditional open domain question answering systems are built around a single pipeline architecture. In an attempt to exploit multiple resources as well as multiple answering

Job Satisfaction and Self-Selection into the Public or Private Sector: Evidence from a Natural Experiment

OpenAIRE

Danzer, Natalia

2013-01-01

Are public sector jobs better than private sector jobs? To answer this question, this paper investigates observed differences in job satisfaction between public- and private-sector workers and disentangles the effect of worker sorting from the one caused by sector-specific job characteristics. A natural experiment – the massive privatization process in post-Soviet countries – allows correcting potential self-selection bias. Industry-specific privatization probabilities are assigned to workers...

Is Self-Assessment in Religious Education Unique?

Science.gov (United States)

Brooks, Val; Fancourt, Nigel

2012-01-01

This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state…

Exploring pre-service science teachers' pedagogical capacity for formative assessment through analyses of student answers

Science.gov (United States)

Aydeniz, Mehmet; Dogan, Alev

2016-05-01

Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in recent years. Purpose: The purpose of this study was to explore pre-service science teachers' pedagogical capacity for formative assessment. Sample: This study took place in Turkey. The participants include 53 pre-service science teachers in their final year of schooling. All but two of the participants are female. Design and methods: We used a mixed-methods methodology in pursing this inquiry. Participants analyzed 28 responses to seven two-tiered questions given by four students of different ability levels. We explored their ability to identify the strengths and weaknesses in students' answers. We paid particular attention to the things that the pre-service science teachers noticed in students' explanations, the types of inferences they made about students' conceptual understanding, and the affordances of pedagogical decisions they made. Results: The results show that the majority of participants made an evaluative judgment (i.e. the answer is correct or incorrect) in their analyses of students' answers. Similarly, the majority of the participants recognized the type of mistake that the students made. However, they failed to successfully elaborate on fallacies, limitations, or strengths in student reasoning. We also asked the participants to make pedagogical decisions related to what needs to be done next in order to help the students to achieve academic objectives. Results show that 8% of the recommended instructional strategies were of no affordance, 64% of low-affordance, and 28% were of high affordance in terms of helping students achieve the academic objectives. Conclusion: If our goal is to improve pre-service science teachers' noticing skills, and the affordance of feedback that they provide, engaging them in activities that asks them to attend to students' ideas

"The Reliability, Validity, and Utility of Self-Assessment"

Directory of Open Access Journals (Sweden)

John A. Ross

2006-11-01

Full Text Available Despite widespread use of self-assessment, teachers have doubts about the value and accuracy of the technique. This article reviews research evidence on student self-assessment, finding that (1 self-assessment produces consistent results across items, tasks, and short time periods; (2 self-assessment provides information about student achievement that corresponds only in part to the information generated by teacher assessments; (3 self-assessment contributes to higher student achievement and improved behavior. The central finding of this review is that (4 the strengths of self-assessment can be enhanced through training students how to assess their work and each of the weaknesses of the approach (including inflation of grades can be reduced through teacher action.

Global Clustering Quality Coefficient Assessing the Efficiency of PCA Class Assignment

Directory of Open Access Journals (Sweden)

Mirela Praisler

2014-01-01

Full Text Available An essential factor influencing the efficiency of the predictive models built with principal component analysis (PCA is the quality of the data clustering revealed by the score plots. The sensitivity and selectivity of the class assignment are strongly influenced by the relative position of the clusters and by their dispersion. We are proposing a set of indicators inspired from analytical geometry that may be used for an objective quantitative assessment of the data clustering quality as well as a global clustering quality coefficient (GCQC that is a measure of the overall predictive power of the PCA models. The use of these indicators for evaluating the efficiency of the PCA class assignment is illustrated by a comparative study performed for the identification of the preprocessing function that is generating the most efficient PCA system screening for amphetamines based on their GC-FTIR spectra. The GCQC ranking of the tested feature weights is explained based on estimated density distributions and validated by using quadratic discriminant analysis (QDA.

Benefits from self-assessments in nuclear stations

International Nuclear Information System (INIS)

Hamlin, K.W.

1996-01-01

Effective self-assessment is an essential characteristic of any top-performing organization. It is vital to the success of a commercial nuclear facility. It must be challenging. When done well, it clearly contributes to continuous improvement. A focus on self-assessments in nuclear stations helps define the terminology. An assessment done by an external organization usually fails to provide the added benefits and learning that result from actually performing the self-assessment, from actually experiencing the challenges of a critical self-examination

Self and Superior Assessment.

Science.gov (United States)

1986-06-01

model of the self-evaluation process as it differs from the evaluation process used by superiors. Symbolic Interactionism One view of self assessment is...supplied by the symbolic interactionists (Cooley, 1902; Head, 1934), who state that self perceptions are generated largely from individuals...disagreements remained even immediately after an appraisal interview in which a great deal of feedback was given. Research on the symbolic interactionist

Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

Directory of Open Access Journals (Sweden)

Chi-Cheng Chang

2014-04-01

Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

Hubungan Self Assessment-Peer Assessment dengan Nilai Kelulusan OSCE Mahasiswa Fakultas Kedokteran Unisba

Directory of Open Access Journals (Sweden)

Santun Bhekti Rahimah

2017-02-01

Full Text Available Abstrak Objective structured clinical examination (OSCE adalah cara penilaian kompetensi klinik mahasiswa secara komprehensif dan konsisten serta dapat dijadikan media untuk meningkatkan hasil belajar. Feedback dapat dilakukan oleh mahasiswa itu sendiri (self assessment maupun mahasiswa lain yang satu level (peer assessment. Self dan peer assessment diharapkan akan meningkatkan kemampuan mahasiswa dalam melihat tujuan pembelajaran, meningkatkan rasa percaya diri, kemampuan berpikir kritis, dan bertindak tepat dalam menghadapi ujian. Tujuan penelitian ini melihat hubungan self assessment dan peer assessment dengan nilai kelulusan OSCE mahasiswa tingkat dua dan empat FK Unisba tahun akademik 2012/2013. Nilai hasil ujian OSCE yang dipergunakan adalah pada periode Desember 2012–Juni 2013. Self dan peer assessment dilaksanakan setelah ujian OSCE. Self assessment dilakukan oleh mahasiswa itu sendiri, sedangkan peer assessment didapatkan dari lima orang mahasiswa lain yang pernah berada dalam satu kelompok dengan subjek. Hasil penelitian menunjukkan untuk mahasiswa tingkat dua terdapat korelasi bermakna self assessment dan peer assessment dengan nilai OSCE (p<0,001, arah hubungan antara keduanya positif, serta kekuatan hubungan keduanya sedang (R=0,426. Pada mahasiswa tingkat empat terdapat korelasi bermakna antara self assessment dan nilai OSCE (p<0,001 dengan kekuatan hubungan keduanya sedang (R=0,451, serta terdapat korelasi yang bermakna antara penilaian peer assessment dan nilai OSCE. Simpulan, self assessment mempunyai korelasi positif terhadap nilai kelulusan OSCE pada mahasiswa tingkat dua dan tingkat empat, sedangkan peer assessment mempunyai korelasi positif dengan nilai kelulusan OSCE hanya pada mahasiswa tingkat dua. Self assessment mempunyai korelasi positif dengan peer assessment pada mahasiswa tingkat dua dan tingkat empat FK Unisba tahun akademik 2012/2013. Abstract Objective structured clinical examination (OSCE is a tools to assess

A Cyclical Self-Assessment Process: Towards a Model of How Students Engage in Self-Assessment

Science.gov (United States)

Yan, Zi; Brown, Gavin T. L.

2017-01-01

While significant progress has been made on understanding the effects of student self-assessment, the processes by which these effects occur are much less studied. The present research identified the actions involved in a cyclical self-assessment process. In this qualitative study, 17 undergraduate students from a teacher education institute took…

Self harm and attempted suicide in adults: 10 practical questions and answers for emergency department staff

OpenAIRE

Mitchell, A J; Dennis, M

2006-01-01

Self harm is a complex behaviour that can be best thought of as a maladaptive response to acute and chronic stress, often but not exclusively linked with thoughts of dying. Patients presenting with self harm usually have current psychosocial difficulties, are likely to be suffering from mental health problems, and are at significant risk of further self harm and suicide. Recent guidelines suggest that all self harm attendees should receive an initial risk assessment at triage in the emergency...

Developing Independence in a Capstone Course: Helping Students Ask and Answer Their Own Questions

Science.gov (United States)

Camenga, Kristin A.

2013-01-01

We discuss a mathematics capstone course designed to help students grow in mathematical independence. We describe how the course is structured to support this goal and the major assignments: a course wiki, a group expository project, and an individual problem to solve and extend. Students learn to ask and answer their own questions, helping them…

Retrieval practice with short-answer, multiple-choice, and hybrid tests.

Science.gov (United States)

Smith, Megan A; Karpicke, Jeffrey D

2014-01-01

Retrieval practice improves meaningful learning, and the most frequent way of implementing retrieval practice in classrooms is to have students answer questions. In four experiments (N=372) we investigated the effects of different question formats on learning. Students read educational texts and practised retrieval by answering short-answer, multiple-choice, or hybrid questions. In hybrid conditions students first attempted to recall answers in short-answer format, then identified answers in multiple-choice format. We measured learning 1 week later using a final assessment with two types of questions: those that could be answered by recalling information verbatim from the texts and those that required inferences. Practising retrieval in all format conditions enhanced retention, relative to a study-only control condition, on both verbatim and inference questions. However, there were little or no advantages of answering short-answer or hybrid format questions over multiple-choice questions in three experiments. In Experiment 4, when retrieval success was improved under initial short-answer conditions, there was an advantage of answering short-answer or hybrid questions over multiple-choice questions. The results challenge the simple conclusion that short-answer questions always produce the best learning, due to increased retrieval effort or difficulty, and demonstrate the importance of retrieval success for retrieval-based learning activities.

Self-assessment versus self-grading – approaches to the education of self-regulated teachers

Directory of Open Access Journals (Sweden)

Elizabete Aparecida Garcia Ribeiro

2014-06-01

Full Text Available The development of teacher skills estimates actions which provides more responsibility and autonomy towards learning. One of these actions is to promote self-assessment activities, contributing to better awareness of one’s own learning and planning of interventions. This study focused on determining the potential for self-regulation of learning in self-assessment practices carried out in an undergraduate Pedagogy course. The research is qualitative, using the case study technique. Fifty-six students from the final year of the course at a public university in Paraná participated in the study. Information from questionnaires and interviews was submitted for content analysis, revealing that most participants were aware of the purposes of self-assessment, but they were found to be conducting self-grading activities, which consists on grading one’s own work in order to calculate a grade point average. The practices performed in the course do not encourage the development of self-regulatory skills.

Development of a self-report questionnaire designed for population-based surveillance of gingivitis in adolescents: assessment of content validity and reliability.

Science.gov (United States)

Quiroz, Viviana; Reinero, Daniela; Hernández, Patricia; Contreras, Johanna; Vernal, Rolando; Carvajal, Paola

2017-01-01

This study aimed to develop and assess the content validity and reliability of a cognitively adapted self-report questionnaire designed for surveillance of gingivitis in adolescents. Ten predetermined self-report questions evaluating early signs and symptoms of gingivitis were preliminary assessed by a panel of clinical experts. Eight questions were selected and cognitively tested in 20 adolescents aged 12 to 18 years from Santiago de Chile. The questionnaire was then conducted and answered by 178 Chilean adolescents. Internal consistency was measured using the Cronbach's alpha and temporal stability was calculated using the Kappa-index. A reliable final self-report questionnaire consisting of 5 questions was obtained, with a total Cronbach's alpha of 0.73 and a Kappa-index ranging from 0.41 to 0.77 between the different questions. The proposed questionnaire is reliable, with an acceptable internal consistency and a temporal stability from moderate to substantial, and it is promising for estimating the prevalence of gingivitis in adolescents.

Professional Growth & Support System Self-Assessment

Science.gov (United States)

Education Resource Strategies, 2013

2013-01-01

The "Professional Growth & Support System Self-Assessment" is designed to help school systems evaluate their current Professional Growth & Support strategy. The self-assessment is organized around the "Eight Principles of Strategic Professional Growth & Support." Each section allows school leaders to identify the…

A preliminary assessment of the assignment of Intermediate Level Waste streams to designs of transport containers

International Nuclear Information System (INIS)

Mairs, J.H.

1984-08-01

This paper considers the assignment of ILW to designs of transport container. Estimates are made of the radiation levels penetrating the transport containers and assesses the duration of any storage required prior to transportation. (author)

Self-Assessment at Krsko Nuclear Power Plant

International Nuclear Information System (INIS)

Strucic, M.; Kavsek, D.; Novak, J.; Dudas, M.

2006-01-01

Self-assessment program in NPP Krsko is based on plant effort to identify areas for improvements, as well as strengths in various processes. The highest level tool of that program is Inter-disciplinary Self-assessment. Extensive experience in methodology from many Peer Reviews worldwide, where NPP Krsko personnel were involved, was essential contributor for successful development and implementation of Inter-disciplinary Self-assessment. Every Inter-disciplinary Self-assessment, performed by experienced NEK people, results in highly efficient and constructive action plan. It is achieved by professional approach and positive attitude of team leader and members. Typical team composition includes members from different NEK departments including their managers. They are experienced in area being assessed, as well as in Cause analysis techniques. People involved in previous Internal or Inter-discipline Self-assessments and international peer reviews are indispensable part of the team and usually team leader is one of them. Inter-disciplinary Self-assessments are planned well in advance and are approved by NEK management board. NEK directors are also involved through sponsorship. Often, they are counterparts in the interviews sessions of assessment. Methodology of carrying out Self-assessment is developed using WANO Peer reviews experience and techniques. Areas for assessment are mostly identified through Corrective action or trending processes, Internal self-assessments or Performance Indicators. Field observations, interviews with workers in the field and their superiors are reason for frequent team meetings. That process is often iterative and results in clear and precise observation reports which are separately analyzed and at the end confirmed by owner of the process. Based on analysis described in observation reports, team defines areas where generic problems are found. Team members are dedicated for particular areas, usually where they are more educated and

English grammar in use a self-study reference and practice book for intermediate learners of English : with answers and CD-ROM

CERN Document Server

Murphy, Raymond

2012-01-01

English Grammar in Use Fourth edition is an updated version of the world's best-selling grammar title. It has a fresh, appealing new design and clear layout, with revised and updated examples, but retains all the key features of clarity and accessibility that have made the book popular with millions of learners and teachers around the world. The CD-ROM contains lots of additional practice exercises to consolidate learning, ideal for self-study but also suitable for reinforcement work in the classroom. An online version and book without answers are available separately.

Student Self-Assessment in Higher Education

NARCIS (Netherlands)

D.N.M. Lew (Magdeleine)

2009-01-01

textabstractThis thesis addresses the theme of student self-assessment in higher education. Self-assessment is defined as the process by which students make judgments about their learning, particularly their learning outcomes (Boud & Falchikov, 1989; Eva et al., 2004). It functions to train students

An Analysis Report of 2014 CALA Self-Assessment Survey

Directory of Open Access Journals (Sweden)

Jian Anna Xiong

2016-06-01

Full Text Available On the occasion of CALA’s 40th anniversary in 2014, the 2013 Board of Directors appointed a Self-Assessment Task Force to conduct an assessment survey with special focuses on members’ awareness of CALA’s organizational structure and policies, its services to members, the extent of participation in events sponsored by CALA, and the level of satisfaction with CALA leadership. Although only one-fifth of the active members responded to the survey, the answers and feedback have identified areas for organizational improvement and have shown how active members view the current state of CALA. Some essential findings from the survey include: 1 the growth of overseas membership as a demographic trend, 2 a need to recruit student members, 3 a high percentage of CALA members not aware of CALA’s Mission/Vision/Goal, 4 conflicting data on CALA’s leadership, 5 discovery of low ratings (10-30% of respondents on eleven out of twelve rating questions, and 6 strong support for CALA as a representative organization of Chinese American librarians in North America. The findings of the survey will serve as a valuable reference for future strategic planning and for carrying out CALA’s long term goals.

Do Accounting Students Believe in Self-Assessment?

Science.gov (United States)

Hill, Tanya

2016-01-01

In education, formal assessment focuses on summative assessment with the objective of allocating grades, limiting learning by students. Formative assessment, in the form of self-assessment, has been proposed as beneficial to student learning in various fields. This study explores the perceptions of accounting students of the self-assessment…

Efficient question answering with question decomposition and multiple answer streams

OpenAIRE

Hartrumpf, Sven; Glöckner, Ingo; Leveling, Johannes

2009-01-01

The German question answering (QA) system IRSAW (formerly: InSicht) participated in QA@CLEF for the fth time. IRSAW was introduced in 2007 by integrating the deep answer producer InSicht, several shallow answer producers, and a logical validator. InSicht builds on a deep QA approach: it transforms documents to semantic representations using a parser, draws inferences on semantic representations with rules, and matches semantic representations derived from questions and documents. InS...

Can simply answering research questions change behaviour? Systematic review and meta analyses of brief alcohol intervention trials.

Directory of Open Access Journals (Sweden)

Jim McCambridge

Full Text Available Participant reports of their own behaviour are critical for the provision and evaluation of behavioural interventions. Recent developments in brief alcohol intervention trials provide an opportunity to evaluate longstanding concerns that answering questions on behaviour as part of research assessments may inadvertently influence it and produce bias. The study objective was to evaluate the size and nature of effects observed in randomized manipulations of the effects of answering questions on drinking behaviour in brief intervention trials.Multiple methods were used to identify primary studies. Between-group differences in total weekly alcohol consumption, quantity per drinking day and AUDIT scores were evaluated in random effects meta-analyses. Ten trials were included in this review, of which two did not provide findings for quantitative study, in which three outcomes were evaluated. Between-group differences were of the magnitude of 13.7 (-0.17 to 27.6 grams of alcohol per week (approximately 1.5 U.K. units or 1 standard U.S. drink and 1 point (0.1 to 1.9 in AUDIT score. There was no difference in quantity per drinking day.Answering questions on drinking in brief intervention trials appears to alter subsequent self-reported behaviour. This potentially generates bias by exposing non-intervention control groups to an integral component of the intervention. The effects of brief alcohol interventions may thus have been consistently under-estimated. These findings are relevant to evaluations of any interventions to alter behaviours which involve participant self-report.

QUALITY OF LIFE AND HEALTH SELF-PERCEPTION IN CHILDREN WITH POOR SCHOOL PERFORMANCE.

Science.gov (United States)

Rezende, Bárbara Antunes; Lemos, Stela Maris Aguiar; Medeiros, Adriane Mesquita de

2017-01-01

To examine the association between quality of life and health self-perception of children with poor school performance, considering sociodemographic factors. An analytical, observational, cross-sectional study was conducted with 99 children aged 7 to 12 years receiving specialized educational assistance. Parents and legal guardians answered questions concerning the sociodemographic profile. For an assessment of the quality of life and proposed domains (autonomy, functioning, leisure, and family), the children completed the Autoquestionnarie Qualité de Vie Enfant Imagé (AUQEI) and answered a question concerning their self-perceived health. Data were analyzed using multiple linear regression, considering a 5% significance level. Among the evaluated children, 69 (69.7%) male participants with mean age of 8.7±1.5, 27% self-assessed their health status as poor/very poor, and 36.4% of the children reported having impaired quality of life. As for the domains assessed by AUQEI, there was statistical significance in the associations between family with age, autonomy with economic classification, and leisure and functioning with self-perceived health. The quality of life of children with academic underachievement is associated with their health self-perception and sociodemographic characteristics.

Towards answering the "so what" question in marine renewables environmental impact assessment.

Science.gov (United States)

Degraer, Steven; Birchenough, Silvana N. R.; Braeckman, Ulrike; Coolen, Joop W. P.; Dannheim, Jennifer; De Mesel, Ilse; Grégoire, Marilaure; Kerckhof, Francis; Lacroix, Geneviève; Lindeboom, Han; Moens, Tom; Soetaert, Karline; Vanaverbeke, Jan; Van Hoey, Gert

2016-04-01

Marine renewable energy (MRE) projects are increasingly occupying the European North-Atlantic coasts and this is clearly observed in the North Sea. Given the expected impacts on the marine environment, each individual project is accompanied by a legally mandatory, environmental monitoring programme. These programmes are focused on the resultant effects on ecosystem component structure (e.g. species composition, numbers and densities) of single industrial projects. To date, there is a tendency to further narrow down to only a selection of ecosystem components (e.g. marine mammals and birds). While a wide knowledge-based understanding of structural impacts on (a selection of) ecosystem components exists, this evidence is largely lacking when undertaking impact assessments at the ecosystem functioning level (e.g. trophic interactions, dispersal and nutrient cycling). This critical knowledge gap compromises a scientifically-underpinned answer to the "so what" question of environmental impacts, i.e. whether the observed impacts are considered to be good or bad, or acceptable or unacceptable. The importance of ecosystem functioning is further acknowledged in the descriptors 4 and 6 of the Marine Strategy Framework Directive (EU MSFD) and is at the heart of a sustainable use and management of our marine resources. There hence is a fundamental need to focus on ecosystem functioning at the spatial scales at which marine ecosystems function when assessing MRE impacts. Here, we make a plea for an increased investment in a large (spatial) scale impact assessment of MRE projects focused on ecosystem functioning. This presentation will cover a selection of examples from North Sea MRE monitoring programmes, where the current knowledge has limited conclusions on the "so what" question. We will demonstrate how an ecosystem functioning-focused approach at an appropriate spatial scale could advance our current understanding, whilst assessing these issues. These examples will cover

Investigating the relationship between socially-assigned ethnicity, racial discrimination and health advantage in New Zealand.

Science.gov (United States)

Cormack, Donna M; Harris, Ricci B; Stanley, James

2013-01-01

While evidence of the contribution of racial discrimination to ethnic health disparities has increased significantly, there has been less research examining relationships between ascribed racial/ethnic categories and health. It has been hypothesized that in racially-stratified societies being assigned as belonging to the dominant racial/ethnic group may be associated with health advantage. This study aimed to investigate associations between socially-assigned ethnicity, self-identified ethnicity, and health, and to consider the role of self-reported experience of racial discrimination in any relationships between socially-assigned ethnicity and health. The study used data from the 2006/07 New Zealand Health Survey (n = 12,488), a nationally representative cross-sectional survey of adults 15 years and over. Racial discrimination was measured as reported individual-level experiences across five domains. Health outcome measures examined were self-reported general health and psychological distress. The study identified varying levels of agreement between participants' self-identified and socially-assigned ethnicities. Individuals who reported both self-identifying and being socially-assigned as always belonging to the dominant European grouping tended to have more socioeconomic advantage and experience less racial discrimination. This group also had the highest odds of reporting optimal self-rated health and lower mean levels of psychological distress. These differences were attenuated in models adjusting for socioeconomic measures and individual-level racial discrimination. The results suggest health advantage accrues to individuals who self-identify and are socially-assigned as belonging to the dominant European ethnic grouping in New Zealand, operating in part through socioeconomic advantage and lower exposure to individual-level racial discrimination. This is consistent with the broader evidence of the negative impacts of racism on health and ethnic inequalities

Psychological distress negatively affects self-assessment of shoulder function in patients with rotator cuff tears.

Science.gov (United States)

Potter, Michael Q; Wylie, James D; Greis, Patrick E; Burks, Robert T; Tashjian, Robert Z

2014-12-01

In many areas of orthopaedics, patients with greater levels of psychological distress report inferior self-assessments of pain and function. This effect can lead to lower-than-expected baseline scores on common patient-reported outcome scales, even those not traditionally considered to have a psychological component. This study attempts to answer the following questions: (1) Are higher levels of psychological distress associated with clinically important differences in baseline scores on the VAS for pain, the Simple Shoulder Test, and the American Shoulder and Elbow Surgeons score in patients undergoing arthroscopic rotator cuff repair? (2) Does psychological distress remain a negative predictor of baseline shoulder scores when other clinical variables are controlled? Eighty-five patients with full-thickness rotator cuff tears were prospectively enrolled. Psychological distress was quantified using the Distress Risk Assessment Method questionnaire. Patients completed baseline self-assessments including the VAS for pain, the Simple Shoulder Test, and the American Shoulder and Elbow Surgeons score. Age, sex, BMI, smoking status, American Society of Anesthesiologists classification, tear size, and tear retraction were recorded for each patient. Bivariate correlations and multivariate regression models were used to assess the effect of psychological distress on patient self-assessment of shoulder pain and function. Distressed patients reported higher baseline VAS scores (6.7 [95% CI, 4.4-9.0] versus 2.9 [95% CI, 2.3-3.6], p = 0.001) and lower baseline Simple Shoulder Test (3.7 [95% CI, 2.9-4.5] versus 5.7 [95% CI 5.0-6.4], p = 0.001) and American Shoulder and Elbow Surgeons scores (39 [95% CI, 34-45] versus 58 [95% CI, 53-63], p psychological distress are associated with inferior baseline patient self-assessment of shoulder pain and function using the VAS, the Simple Shoulder Test, and the American Shoulder and Elbow Surgeons score. Longitudinal followup is

Self-Oriented Perfectionism and Self-Assessment as Predictors of Adolescents? Subjective Well-Being

Science.gov (United States)

Çelik, Eyüp

2014-01-01

The aim of the present study is to examine whether subjective well-being is predicted by self-oriented perfectionism and self-assessment. The self-oriented perfectionism scale, self-assessment scale and subjective well-being scale (SWB) were administrated to a sample of voluntary 272 eight-grade students from three secondary schools in Sultangazi,…

State Early Childhood Inclusion Self-Assessment

Science.gov (United States)

Whaley, Kathy T.; Cate, Debbie; Dell, Penny; Vinh, Megan; Neitzel, Jen

2017-01-01

This self-assessment tool provides a framework for examining key aspects of a State infrastructure that are useful for promoting high quality inclusive practices, programs and policies. The sections of the self-assessment are organized by the nine state recommendations of the "Policy Statement on Inclusion of Children with Disabilities in…

Procedures for self-assessment of operational safety

International Nuclear Information System (INIS)

1997-08-01

Self-assessment processes have been continuously developed by nuclear organizations, including nuclear power plants. Currently, the nuclear industry and governmental organizations are showing an increasing interest in the implementation of this process as an effective way for improving safety performance. Self-assessment involves the use of different types of tools and mechanisms to assist the organizations in assessing their own safety performance against given standards. This helps to enhance the understanding of the need for improvements, the feeling of ownership in achieving them and and the safety culture as a whole. The concepts developed in this report present the basic approach to self-assessment taking into consideration experience gained during Operational Safety Review Team (OSART) missions, from organizations and utilities which have successfully implemented parts of a self-assessment programme and from meetings organized to discuss the subject

The Benefits of Guided Facility Self-Assessments

Science.gov (United States)

O'Leary, Keith

2012-01-01

A growing number of educational institutions have discovered that a guided self-assessment solution helps them to consistently and cost-effectively obtain facility condition information and make better-informed capital planning decisions. Facility self-assessment employs a consistent, repeatable process for internal staff to quickly assess assets…

Preservice Teachers and Self-Assessing Digital Competence

Science.gov (United States)

Maderick, Joseph A.; Zhang, Shaoan; Hartley, Kendall; Marchand, Gwen

2016-01-01

This study compares matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers at a large Southwest public university. The results, consistent with earlier studies, confirm that the participating preservice teachers inaccurately self-assessed their digital competence. The…

Self-perceived assessment skill of prospective physics teachers

Science.gov (United States)

Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

2018-05-01

Assessment skills are an important component of assessment practice, without adequate assessment skills it is unlikely that teacher assessment practices will produce desired student learning outcomes. This study was conducted to reveal self-perceived assessment skills of prospective physics teachers by using quantitative descriptive analysis, and involving 92 prospective physics teachers who were experiencing teaching practice in junior high school and final project related to assessment. Data was collected by using Self-Perceived Assessment Science Skills Questionnaire consisted of 29 items related seven assessment competencies was developed and used in the study. Internal consistency reliability coefficient for the total scale scores was 0.87 as measured by Cronbach’s alpha. Determination of self-perceived assessment science skills detected from prospective physics teachers was carried out in descriptive statistics, in the form of respondent average values. Research findings show that self-perceived assessment skills of prospective physics teachers was categorized as transition.

Motivation and self-efficacy in the context of moderated drinking: global self-report and ecological momentary assessment.

Science.gov (United States)

Kuerbis, Alexis; Armeli, Stephen; Muench, Frederick; Morgenstern, Jon

2013-12-01

Despite ample research demonstrating the role of motivation and self-efficacy in predicting drinking in the context of abstinence, little research explicitly explores their role in the context of moderation, and none have utilized daily diary methods. The purpose of this study was to (a) explore the concordance between global self-report and daily diary composite measures of motivation and self-efficacy and (b) compare the ability of each in predicting drinking outcomes in the context of a study of brief AUD treatments focused on controlled drinking. Problem drinkers (N = 89) were assessed, provided feedback about their drinking, and randomly assigned to one of three conditions: two brief AUD treatments or a third group asked to change on their own. Global self-report (GSR) measures were administered at baseline and Week 8 (end of treatment). Daily diary composites (DDC) were created from data collected via an Interactive Voice Recording system during the week prior to baseline and the week prior to Week 8. Findings revealed some concordance between GSR and DDC at both baseline and Week 8, indicating the two methods capture some of the same construct; however, their respective relationships to drinking differed. DDC for both baseline and Week 8 significantly predicted Week 8 drinking outcomes, whereas only change in GSR significantly predicted drinking outcomes. Findings suggest that motivation and self-efficacy are important to moderated drinking, and that both GSR and daily diary methods are useful in understanding mechanisms of change in the context of moderation. Daily diary methods may provide significant advantages. Limitations and arenas for future research are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

The Effect of Self-Assessment on EFL Learners' Self-Efficacy

Science.gov (United States)

Baleghizadeh, Sasan; Masoun, Atieh

2013-01-01

This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners' self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants' self-efficacy was measured through a questionnaire that was the same…

Exploring the Divergence between Self-Assessment and Self-Monitoring

Science.gov (United States)

Eva, Kevin W.; Regehr, Glenn

2011-01-01

Many models of professional self-regulation call upon individual practitioners to take responsibility both for identifying the limits of their own skills and for redressing their identified limits through continuing professional development activities. Despite these expectations, a considerable literature in the domain of self-assessment has…

Variation in Students' Conceptions of Self-Assessment and Standards

Directory of Open Access Journals (Sweden)

Heng Kiat Kelvin Tan

2011-01-01

Full Text Available This paper reports the results of a phenomenographic study on the different ways that secondary students understood and utilized student self-assessment and how various ego types could affect the accuracy of self-assessment. The study sought to contribute to the growing literature which recognizes the critical role that students play in assessment processes, and in particular the different roles that they assume in student self-assessment. The results of the study provide insights into how different students experience self-assessment by articulating the variation in the perception and purposes of assessing one's own learning. This variation is depicted as a hierarchy of logically related students' conceptions of self-assessment.

77 FR 28894 - Maritime Vulnerability Self-Assessment Tool

Science.gov (United States)

2012-05-16

... DEPARTMENT OF HOMELAND SECURITY Transportation Security Administration Maritime Vulnerability Self... maritime vulnerability self- assessment tool. SUMMARY: The Transportation Security Administration (TSA) announces that the TSA Maritime Self-Assessment Risk Module (TMSARM), developed to support the United States...

Enhanced Peer Assessment in MOOC Evaluation Through Assignment and Review Analysis

Directory of Open Access Journals (Sweden)

Ramón Alcarria

2018-01-01

Full Text Available The rapid evolution of MOOCs in recent years has produced a change in the education of students and in the development of professional skills. There is an increasing pressure on universities to establish procedures for the recognition and certification of student participation in MOOCs. In order to guarantee that the evaluation procedures are in line with the quality of the procedures traditionally established in the university, a proposal for an enhanced peer assessment is required to allow a more precise review of the students' tasks and the assessments provided by his colleagues, considering procedures of verification of originality and a complete rubric for the peer review that takes into account reviewer’s history for a correct grade calibration. This paper describes the implementation of the evaluation tool, and an experimental validation that indicates that the majority of the students who have used the tool for the revision of assignments have generated grades closer to the revisions generated by the professors in the study.

Discrepancy between self-assessed hearing status and measured audiometric evaluation.

Directory of Open Access Journals (Sweden)

So Young Kim

Full Text Available The purpose of this study was to examine the difference between self-reported hearing status and hearing impairment assessed using conventional audiometry. The associated factors were examined when a concordance between self-reported hearing and audiometric measures was lacking.In total, 19,642 individuals ≥20 years of age who participated in the Korea National Health and Nutrition Examination Surveys conducted from 2009 through 2012 were enrolled. Pure-tone hearing threshold audiometry (PTA was measured and classified into three levels: <25 dB (normal hearing; ≥25 dB <40 dB (mild hearing impairment; and ≥40 dB (moderate-to-severe hearing impairment. The self-reported hearing loss was categorized into 3 categories. The participants were categorized into three groups: the concordance (matched between self-reported hearing loss and audiometric PTA, overestimation (higher self-reported hearing loss compared to audiometric PTA, and underestimation groups (lower self-reported hearing loss compared to audiometric PTA. The associations of age, sex, education level, stress level, anxiety/depression, tympanic membrane (TM status, hearing aid use, and tinnitus with the discrepancy between the hearing self-reported hearing loss and audiometric pure tone threshold results were analyzed using multinomial logistic regression analysis with complex sampling.Overall, 80.1%, 7.1%, and 12.8% of the participants were assigned to the concordance, overestimation, and underestimation groups, respectively. Older age (adjusted odds ratios [AORs] = 1.28 [95% confidence interval = 1.19-1.37] and 2.80 [2.62-2.99] for the overestimation and the underestimation groups, respectively, abnormal TM (2.17 [1.46-3.23] and 1.59 [1.17-2.15], and tinnitus (2.44 [2.10-2.83] and 1.61 [1.38-1.87] were positively correlated with both the overestimation and underestimation groups. Compared with specialized workers, service workers, manual workers, and the unemployed were more likely

Mathematics for common entrance one answers

CERN Document Server

Alexander, Serena

2015-01-01

Enables efficient assessment of pupils' performance at Levels 1 and 2 of the ISEB 13+ Common Entrance syllabus. Clear layout saves time marking work and identifies areas requiring further attention. Includes diagrams and working where necessary, to demonstrate how to present high-scoring answers in Level 1 and 2 exams

Mathematics for common entrance two answers

CERN Document Server

Alexander, Serena

2015-01-01

Enables efficient assessment of pupils' performance at Levels 1 and 2 of the ISEB 13+ Common Entrance syllabus. Clear layout saves time marking work and identifies areas requiring further attention. Includes diagrams and working where necessary, to demonstrate how to present high-scoring answers in Level 1 and 2 exams.

Psychopathologic risk assessment and self-esteem in patients undergoing hypospadias surgery

Directory of Open Access Journals (Sweden)

A. Marte

2014-04-01

Full Text Available Aims: Although the long-term outcomes of hypospadias surgery are considered important for psychosexual development, only a few attempts have been made to evaluate patient psico-pathology. Material and Methods: 20 out 40 patients who received under sealed cover two envelopes - the first containing the assessment tools, the other empty and prepaid for the answer – joined the study. The results came from the analysis of anamnestic interview specially created in order to gather information on how to access to surgery and the degree of information that the parents had from the surgeon, from the analysis of the CBCL (Child Behavior CheckList 2001:4-16 years and TMA (Multidimensional self-esteem Test: the Italian version of the MSCS Multidimensional Self-Concept Scale. Of the 20 patients recruited, 15, aged from 9 to 18 years (mean age 12.5, age at operation between 2 and 5 years (mean age 3.3 yrs, have returned the questionnaires correctly compiled. Patient data were compared with those of a control group not suffering from genital pathology. Results: From the CBCL: the area of the identification of the problems showed no significant differences between the study group and the control. The area of competence, altered in both groups, did not show statistically significant differences. From the analysis of TMA: there were no statistically significant differences between the two groups in sub-domains: Social, Competence, Affect, Family and Physical. Within the subdomain school the two groups differed significantly for low self-esteem in the group of surgical patients. Conclusion: The MST test indicate that hypospadias surgery does not change the global self-esteem but, surprisingly, at least in this patient population, only a lower self-esteem in school performance in the age group considered . This study may indicate the importance of psychological support during the transition from adolescence to adulthood.

[Psychopathologic risk assessment and self-esteem in patients undergoing hypospadias surgery].

Science.gov (United States)

Marte, A; Pintozzi, L; Prezioso, M; Borrelli, M; Pisano, S

2014-01-01

Although the long-term outcomes ofhypospadias surgery are considered important for psychosexual development, only a few attempts have been made to evaluate patient psico-pathology. 20 out 40 patients who received under sealed cover two envelopes--the first containing the assessment tools, the other empty and prepaid for the answer--joined the study. The results came from the analysis of anamnestic interview specially created in order to gather information on how to access to surgery and the degree of information that the parents had from the surgeon, from the analysis of the CBCL (Child Behavior CheckList 2001:4-16 years) and TMA (Multidimensional self-esteem Test: the Italian version of the MSCS Multidimensional Self-Concept Scale). Of the 20 patients recruited, 15, aged from 9 to 18 years (mean age 12.5), age at operation between 2 and 5 years (mean age 3.3 yrs), have returned the questionnaires correctly compiled. Patient data were compared with those of a control group not suffering from genital pathology. From the CBCL: the area of the identification of the problems showed no significant differences between the study group and the control. The area of competence, altered in both groups, did not show statistically significant differences. From the analysis of TMA: there were no statistically significant differences between the two groups in sub-domains: Social, Competence, Affect, Family and Physical. Within the subdomain school the two groups differed significantly for low self-esteem in the group of surgical patients. The MST test indicate that hypospadias surgery does not change the global self-esteem but, surprisingly, at least in this patient population, only a lower self-esteem in school performance in the age group considered. This study may indicate the importance of psychological support during the transition from adolescence to adulthood.

Self- and peer-assessments of ambulance drivers' driving performance

Directory of Open Access Journals (Sweden)

Anna Sundström

2012-07-01

Full Text Available The aim of the present study was to develop and examine the quality of the Ambulance Driver Self-assessment Questionnaire (ADSQ and the Ambulance Driver Peer-assessment Questionnaire (ADPQ measuring aspects of, driving performance, driving style and driving competence. In addition the ADSQ measures self-reflection and safety-attitudes. The aim of the study was also to examine ambulance drivers' self- and peer-assessments as well as to examine the accuracy of self-assessments by comparing self-assessed and peer-assessed driving performance, driving style and competence. 76 ambulance drivers employed at two ambulance stations in northern Sweden completed ADSQ and ADPQ. Item analyses were conducted to examine the psychometric properties of the items, and based on the results some revisions were made to improve the questionnaires. The revised questionnaires were functioning rather well, although some subscale demonstrated low internal consistency. Subscale inter-correlations provided support for construct validity. Self- and peer-assessments indicated safe driving performance and good driver competence, which is positive from a traffic safety perspective. A comparison of mean self- and peer-assessment ratings, controlling for age, gender and driving experience showed no significant differences, except for the subscale overtaking. This indicates that ambulance drivers' self-assessments are realistic in most areas.

Respiratory therapists and critical-thinking behaviors: a self-assessment.

Science.gov (United States)

Goodfellow, L T

2001-01-01

The purpose of this study was to assess critical-thinking behaviors of respiratory therapists through self-report. Using a quantitative survey research method, respiratory therapists rated themselves on seven critical thinking skills. The effects of personal variables on the self-assessments were also investigated. The respiratory therapists self-assessed their critical-thinking behaviors highest in the categories of prioritizing, troubleshooting, and communicating. Anticipating was self-assessed as the lowest-ranked critical-thinking behavior. Age and educational level were found to have no effect on the self-assessed behaviors, while years of experience in respiratory care and gender were found to affect self-assessed troubleshooting, decision making, and anticipating. The results of this study suggest that educators and clinicians should consider learning strategies that incorporate the use of experience when targeting novice practitioners.

Measuring and decomposing inequity in self-reported morbidity and self-assessed health in Thailand

Directory of Open Access Journals (Sweden)

Sidorenko Alexandra

2007-12-01

Full Text Available Abstract Background In recent years, interest in the study of inequalities in health has not stopped at quantifying their magnitude; explaining the sources of inequalities has also become of great importance. This paper measures socioeconomic inequalities in self-reported morbidity and self-assessed health in Thailand, and the contributions of different population subgroups to those inequalities. Methods The Health and Welfare Survey 2003 conducted by the Thai National Statistical Office with 37,202 adult respondents is used for the analysis. The health outcomes of interest derive from three self-reported morbidity and two self-assessed health questions. Socioeconomic status is measured by adult-equivalent monthly income per household member. The concentration index (CI of ill health is used as a measure of socioeconomic health inequalities, and is subsequently decomposed into contributing factors. Results The CIs reveal inequality gradients disadvantageous to the poor for both self-reported morbidity and self-assessed health in Thailand. The magnitudes of these inequalities were higher for the self-assessed health outcomes than for the self-reported morbidity outcomes. Age and sex played significant roles in accounting for the inequality in reported chronic illness (33.7 percent of the total inequality observed, hospital admission (27.8 percent, and self-assessed deterioration of health compared to a year ago (31.9 percent. The effect of being female and aged 60 years or older was by far the strongest demographic determinant of inequality across all five types of health outcome. Having a low socioeconomic status as measured by income quintile, education and work status were the main contributors disadvantaging the poor in self-rated health compared to a year ago (47.1 percent and self-assessed health compared to peers (47.4 percent. Residence in the rural Northeast and rural North were the main regional contributors to inequality in self

Stress Assignment in Reading Italian Polysyllabic Pseudowords

Science.gov (United States)

Sulpizio, Simone; Arduino, Lisa S.; Paizi, Despina; Burani, Cristina

2013-01-01

In 4 naming experiments we investigated how Italian readers assign stress to pseudowords. We assessed whether participants assign stress following distributional information such as stress neighborhood (the proportion and number of existent words sharing orthographic ending and stress pattern) and whether such distributional information affects…

Accuracy of young male drivers’ self-assessments of driving skill

DEFF Research Database (Denmark)

Martinussen, Laila Marianne; Møller, Mette; Prato, Carlo Giacomo

2017-01-01

Accurate self-assessment of skill is important because it creates an appropriate level of confidence and hence behaviour. Inaccurate self-assessment of driving ability has been linked to reckless driving and accidents. Inaccurate self-assessment of driving skills may be a contributing factor...... to the over-representation of young male drivers in accident statistics. Most previous research on self-assessment of driving skills did not compare self-reported skills to objectively measured driving skills, so the aims of this study were: (1) to test the accuracy of young male drivers’ self......-assessments of specific driving skills by comparing them with performance in a driving simulator; (2) to test whether self-assessment accuracy varied with driving skill, driving experience and sensation-seeking propensity. We found that young male drivers’ self-assessments were inconsistent with their driving performance...

Investigating the relationship between socially-assigned ethnicity, racial discrimination and health advantage in New Zealand.

Directory of Open Access Journals (Sweden)

Donna M Cormack

Full Text Available BACKGROUND: While evidence of the contribution of racial discrimination to ethnic health disparities has increased significantly, there has been less research examining relationships between ascribed racial/ethnic categories and health. It has been hypothesized that in racially-stratified societies being assigned as belonging to the dominant racial/ethnic group may be associated with health advantage. This study aimed to investigate associations between socially-assigned ethnicity, self-identified ethnicity, and health, and to consider the role of self-reported experience of racial discrimination in any relationships between socially-assigned ethnicity and health. METHODS: The study used data from the 2006/07 New Zealand Health Survey (n = 12,488, a nationally representative cross-sectional survey of adults 15 years and over. Racial discrimination was measured as reported individual-level experiences across five domains. Health outcome measures examined were self-reported general health and psychological distress. RESULTS: The study identified varying levels of agreement between participants' self-identified and socially-assigned ethnicities. Individuals who reported both self-identifying and being socially-assigned as always belonging to the dominant European grouping tended to have more socioeconomic advantage and experience less racial discrimination. This group also had the highest odds of reporting optimal self-rated health and lower mean levels of psychological distress. These differences were attenuated in models adjusting for socioeconomic measures and individual-level racial discrimination. CONCLUSIONS: The results suggest health advantage accrues to individuals who self-identify and are socially-assigned as belonging to the dominant European ethnic grouping in New Zealand, operating in part through socioeconomic advantage and lower exposure to individual-level racial discrimination. This is consistent with the broader evidence of the

Bacteria as bullies: effects of linguistic agency assignment in health message.

Science.gov (United States)

Bell, Robert A; McGlone, Matthew S; Dragojevic, Marko

2014-01-01

When describing health threats, communicators can assign agency to the threat (e.g., "Hepatitis C has infected 4 million Americans") or to humans (e.g., "Four million Americans have contracted hepatitis C"). In an online experiment, the authors explored how assignment of agency affects perceptions of susceptibility and severity of a health threat, response efficacy, self-efficacy, fear arousal, and intentions to adopt health-protective recommendations. Participants were 719 individuals recruited through Mechanical Turk ( www.mturk.com ), a crowdsource labor market run by Amazon ( www.amazon.com ). The participants were assigned randomly to read 1 of 8 flyers defined by a 2×4 (Agency Assignment×Topic) factorial design. Each flyer examined 1 health threat (E. coli, necrotizing fasciitis, salmonella, or Carbapenem-resistant Klebsiella pneumoniae) and was written in language that emphasized bacterial or human agency. Perceived susceptibility and severity were highest when bacterial agency language was used. Response efficacy, self-efficacy, and fear arousal were not significantly affected by agency assignment. Participants reported stronger intentions to adopt recommendations when bacteria agency language was used, but this effect did not reach conventional standards of significance (p < .051). The authors concluded that health communicators can increase target audiences' perceptions of susceptibility and severity by assigning agency to the threat in question when devising health messages.

Exploring self-rated health among adolescents: a think-aloud study

Directory of Open Access Journals (Sweden)

Junia Joffer

2016-02-01

Full Text Available Abstract Background Despite extensive use of self-rated health questions in youth studies, little is known about what such questions capture among adolescents. Hence, the aim of this study was to explore how adolescents interpret and reason when answering a question about self-rated health. Methods A qualitative study using think-aloud interviews explored the question, “How do you feel most of the time?”, using five response options (“Very good”, “Rather good”, “Neither good, nor bad”, “Rather bad”, and “Very bad”. The study involved 58 adolescents (29 boys and 29 girls in lower secondary school (7th grade and upper secondary school (12th grade in Sweden. Results Respondents’ interpretations of the question about how they felt included social, mental, and physical aspects. Gender differences were found primarily in that girls emphasized stressors, while age differences were reflected mainly in the older respondents’ inclusion of a wider variety of influences on their assessments. The five response options all demonstrated differences in self-rated health, and the respondents’ understanding of the middle option, “Neither good, nor bad”, varied widely. In the answering of potential sensitive survey questions, rationales for providing honest or biased answers were described. Conclusions The use of a self-rated health question including the word ‘feel’ captured a holistic view of health among adolescents. Differences amongst response options should be acknowledged when analyzing self-rated health questions. If anonymity is not feasible when answering questions on self-rated health, a high level of privacy is recommended to increase the likelihood of reliability.

Self-reflection, gender and science achievement

Science.gov (United States)

Shoop, Kathleen A.

Drawing on socio-cognitive learning theory, this study compared achievement scores of 134 male and female high school biology students randomly assigned to groups which either used self-reflection, used self-reflection and received feedback, or did not self-reflect. Following a pretest, the teacher provided self-reflection strategy instruction to students in the two intervention groups and then subsequently provided in-class self-reflection time for these groups. The posttest concluded the unit; the retention measure was five weeks later. A quasi-experimental 3 x 3 x 2 (time x intervention x gender) factorial repeated-measures control group design was used for this study; a repeated measures ANOVA and several one-way ANOVA's were used to answer the research questions. Results from the repeated-measures ANOVA revealed significant results for Time and Time x Intervention, with the reflection group demonstrating significantly lower gains from pretest to posttest than the other two groups. The ANOVA examining differences between those who reflected and those who reflected and received feedback provided significant results with similar results for the difference between the control group and the reflection group. For teachers and students this study provides several areas of practical significance. Primarily, teachers may find lower student achievement if students regularly self-reflect but do not receive feedback for their reflection.

Question, answer, compare: a cross-category comparison of answers on question and answer websites

Science.gov (United States)

Ocepek, Melissa G.; Westbrook, Lynn

2015-10-01

Online information seekers make heavy use of websites that accept their natural language questions. This study compared the three types of such websites: social question and answer (Q&A), digital reference services, and ask-an-expert services. Questions reflecting daily life, research, and crisis situations were posed to high use websites of all three types. The resulting answers' characteristics were analyzed in terms of speed, transparency, formality, and intimacy. The results indicate that social Q&A websites excel in speed, ask-an-expert websites in intimacy, and digital reference services in transparency and formality.

Contract 98 Self-Assessment

Energy Technology Data Exchange (ETDEWEB)

1993-04-01

This report documents the results of LBL`s Self-Assessment required by Appendix F to Contract DE ACOO3765F00098. This self assessment covers the performance measures set forth in Appendix F except those requiring an external audit. The performance measures for LBL are in the areas of ES&H Finance, Human Services and Procurement and Property. LBL is a multi-program laboratory operated by the University of California (UC) for DOE. The mission of LBL includes performing research in energy, general, and life sciences. LBL facilities include the main site on 130 acres located in the cities of Berkeley and Oakland; laboratories and offices located in buildings on the UC Berkeley Campus; and three leased buildings in the cities of Berkeley and Emeryville. 1. Involvement of Line Management in the assessment process to provide awareness and ownership. 2. Using existing assessments, audits and appraisals in lieu of a new assessment wherever possible. 3. Conduct of the assessments by individuals with functional responsibility and knowledge of the areas being assessed. 4. Interaction with individuals performing assessments at other Laboratories to enhance our learning process. As anticipated, a number of findings will require corrective action. General corrective actions are identified for key findings in this report. In early May 1993, this Laboratory will begin the development of detailed formal corrective action plans which will be entered into a laboratory automated corrective action tracking system.

DEFINITION OF TYPOS IN ANSWER OF STUDENT IN KNOWN CORRECT ANSWER

Directory of Open Access Journals (Sweden)

Maria V. Biryukova

2015-01-01

Full Text Available The paper describes method of typo detection in the answers for the questions with open answers. In such questions we know one or several correct answers defining relatively small dictionary of correct words contrasting the usual case of looking for typos in arbitrary text. This fact allows using more complex analysis methods and finding more possible typos, such as extra or missing separators. A typo correction module for the Correct Writing question type (for Moodle LMS was developed using proposed methods. 

Self-Assessment: The Disconnect between Research and Rhetoric

Science.gov (United States)

2008-01-01

Purpose: Physical therapists are expected to engage in self-assessment in order to ensure competent practice and to identify appropriate professional development activities. Summary of Key Points: This paper reviews the current literature on the accuracy and role of self-assessment in physical therapy. Current literature indicating that self-assessment cannot be conducted with any degree of accuracy is discussed, and a proposed reformulation of the concept of self-assessment is presented. Recommendations: Practical strategies are offered for clinicians to improve the potential for obtaining reliable and valid information about their own clinical performance to guide the selection of appropriate professional development activities and to promote the provision of competent patient care. PMID:20145775

Applications of random forest feature selection for fine-scale genetic population assignment.

Science.gov (United States)

Sylvester, Emma V A; Bentzen, Paul; Bradbury, Ian R; Clément, Marie; Pearce, Jon; Horne, John; Beiko, Robert G

2018-02-01

Genetic population assignment used to inform wildlife management and conservation efforts requires panels of highly informative genetic markers and sensitive assignment tests. We explored the utility of machine-learning algorithms (random forest, regularized random forest and guided regularized random forest) compared with F ST ranking for selection of single nucleotide polymorphisms (SNP) for fine-scale population assignment. We applied these methods to an unpublished SNP data set for Atlantic salmon ( Salmo salar ) and a published SNP data set for Alaskan Chinook salmon ( Oncorhynchus tshawytscha ). In each species, we identified the minimum panel size required to obtain a self-assignment accuracy of at least 90% using each method to create panels of 50-700 markers Panels of SNPs identified using random forest-based methods performed up to 7.8 and 11.2 percentage points better than F ST -selected panels of similar size for the Atlantic salmon and Chinook salmon data, respectively. Self-assignment accuracy ≥90% was obtained with panels of 670 and 384 SNPs for each data set, respectively, a level of accuracy never reached for these species using F ST -selected panels. Our results demonstrate a role for machine-learning approaches in marker selection across large genomic data sets to improve assignment for management and conservation of exploited populations.

NASA Occupational Health Program FY98 Self-Assessment

Science.gov (United States)

Brisbin, Steven G.

1999-01-01

The NASA Functional Management Review process requires that each NASA Center conduct self-assessments of each functional area. Self-Assessments were completed in June 1998 and results were presented during this conference session. During FY 97 NASA Occupational Health Assessment Team activities, a decision was made to refine the NASA Self-Assessment Process. NASA Centers were involved in the ISO registration process at that time and wanted to use the management systems approach to evaluate their occupational health programs. This approach appeared to be more consistent with NASA's management philosophy and would likely confer status needed by Senior Agency Management for the program. During FY 98 the Agency Occupational Health Program Office developed a revised self-assessment methodology based on the Occupational Health and Safety Management System developed by the American Industrial Hygiene Association. This process was distributed to NASA Centers in March 1998 and completed in June 1998. The Center Self Assessment data will provide an essential baseline on the status of OHP management processes at NASA Centers. That baseline will be presented to Enterprise Associate Administrators and DASHO on September 22, 1998 and used as a basis for discussion during FY 99 visits to NASA Centers. The process surfaced several key management system elements warranting further support from the Lead Center. Input and feedback from NASA Centers will be essential to defining and refining future self assessment efforts.

Police officers' volunteering for (rather than being assigned to) Crisis Intervention Team (CIT) training: Evidence for a beneficial self-selection effect.

Science.gov (United States)

T Compton, Michael; Bakeman, Roger; Broussard, Beth; D'Orio, Barbara; C Watson, Amy

2017-09-01

Officers' volunteering for Crisis Intervention Team (CIT) training-rather than being assigned-is assumed to be an important, beneficial self-selection bias. This bias remains poorly characterized, though CIT officers are more likely to be female and to have had exposure to the mental health field. We determined whether or not self-selection is beneficial with regard to knowledge, attitudes, and skills, as well as level of force used (i.e., no or low force versus any form of physical force) and disposition of subjects, in actual encounters. We compared CIT-trained officers who had volunteered with those who had been assigned using data from two prior, linked studies that compared CIT-trained and non-CIT officers on knowledge, attitudes, and skills (251 CIT-trained officers; 68% had volunteered), as well as behaviors (517 actual encounters provided by 91 CIT-trained officers; 70% had volunteered). Of 28 scores on knowledge, attitudes, and skills compared, six were statistically significantly different (p force as we had defined it (which included the use of handcuffs), when they did so they were more likely to refer to treatment services and less likely to make an arrest. These effects were apparent even when taking into account effects of gender, having had exposure to the mental health field, empathy, and other covariates. In conclusion, we found evidence for benefits of self-selection/volunteering that should be further characterized, as it appears to be associated with better outcomes with regard to key attitudes, skills, and behaviors. Copyright © 2017 John Wiley & Sons, Ltd.

Efficacy of applying self-assessment of larviciding operation, Chabahar, Iran

Science.gov (United States)

2012-01-01

Background Appropriate supervision, along with availability of an effective system for monitoring and evaluation, is a crucial requirement to guarantee sufficient coverage and quality of malaria vector control procedures. This study evaluated the efficacy of self-assessment practice as a possible innovative method towards achieving high coverage and excellent quality of larviciding operation in Iran. Methods The research was conducted on the randomly selected rural health centre of Kanmbel Soliman with 10 staff and 30 villages, in three main steps: (i) assessment of effectiveness of larviciding operations in the study areas before intervention through external assessment by a research team; (ii) self-assessment of larviciding operations (intervention) by staff every quarter for three rounds; and, (iii) determining the effectiveness of applying self-assessment of larviciding operations in the study areas. Two toolkits were used for self-assessment and external evaluation. The impact of self-assessment of larviciding operations was measured by two indicators: percentage of missed breeding habitats and cleaned breeding habitats among randomly selected breeding sites. Moreover, the correlation coefficients were measured between self-assessment measures and scores from external evaluation. The correlation coefficient and Mann Whitney test were used to analyse data. Results Following the utilization of self-assessment, the percentage of missed breeding habitats decreased significantly from 14.23% to 1.91% (P self-assessment in performance of vector control; the maximum effect of intervention were seen in an action plan for monitoring and evaluation of larviciding operations at field level, geographical reconnaissance for the registration of breeding habitats and worker skills related to larviciding. Before intervention, the results of self-assessment practice were compatible with external evaluation in 76.3% of 139 reviewed reports of self-assessment. After intervention

Prioritize Improvement Opportunities Identified In Self-Assessment Using Multi-Criteria Fuzzy Group Decision

Directory of Open Access Journals (Sweden)

Dr.Ghassem Faraj Pour

2015-05-01

Full Text Available ABSTRACT Efforts to improve the quality are one of the prerequisites for the success of individual companies and for the competitiveness of all whole companies. In the field of improvement and excellence business excellence models answer to the question that what the better organization is what goals and concepts they follow and according to what standards they behave. The EFQM excellence model can be transition from multiplicity to unity of different existing models. The most important approaches of these models are self-assessment and identifying improvement areas in an organization. On the other side organizations which are at lower level of total quality management will encounter so many areas to improve when using this model and implementing of self-improvement. Choosing the most important key problems are always the main challenges and because of resource constraints and strategic goals organizations have to prioritize identified improvement opportunities. This paper introduces a model for prioritizing and choosing the most significant improvement opportunities using the organization Business Excellence team members and because the analysis and decision making atmosphere for excellence team members is not generally complete with accurate information it seems using of fuzzy decision can be very helpful.

Midclerkship feedback in the surgical clerkship: the "Professionalism, Reporting, Interpreting, Managing, Educating, and Procedural Skills" application utilizing learner self-assessment.

Science.gov (United States)

Hochberg, Mark; Berman, Russell; Ogilvie, Jennifer; Yingling, Sandra; Lee, Sabrina; Pusic, Martin; Pachter, H Leon

2017-02-01

The Liaison Committee on Medical Education requires midclerkship formative (low stakes) feedback to students regarding their clinical skills. Student self-assessment is not commonly incorporated into this evaluation. We sought to determine the feasibility of collecting and comparing student self-assessment with that of their preceptors using an iPad application. These student self-ratings and preceptor ratings are jointly created and reviewed as part of a face-to-face midclerkship feedback session. Using our iPad application for Professionalism, Reporting, Interpreting, Managing, Educating, and Procedural Skills ("PRIMES"), students answer 6 questions based on their self-assessment of performance at midclerkship. Each skill is rated on a 3-point scale (beginning, competent, and strong) with specific behavioral anchors. The faculty preceptors then complete the same PRIMES form during the face-to-face meeting. The application displays a comparison of the 2 sets of ratings, facilitating a discussion to determine individualized learning objectives for the second half of the clerkship. A total of 209 student-preceptor pairs completed PRIMES ratings. On average, student-preceptor ratings were in agreement for 38% of the time. Agreement between students and preceptors was highest for Professionalism (70%) and lowest for Procedural Skills (22%). On average, 60% of student-preceptor ratings did not agree. Students rated themselves lower than preceptors 52% of the time, while only 8% of students rated themselves higher than their preceptors' ratings (this difference is significant at the P value self-assessment into formative face-to-face midclerkship feedback sessions with their preceptors with the goal to improve performance during the second half of the clerkship. Copyright © 2016 Elsevier Inc. All rights reserved.

Self-assessment of operational safety for nuclear power plants

International Nuclear Information System (INIS)

1999-12-01

Self-assessment processes have been continuously developed by nuclear organizations, including nuclear power plants. Currently, the nuclear industry and governmental organizations are showing an increasing interest in the implementation of this process as an effective way for improving safety performance. Self-assessment involves the use of different types of tools and mechanisms to assist the organizations in assessing their own safety performance against given standards. This helps to enhance the understanding of the need for improvements, the feeling of ownership in achieving them and the safety culture as a whole. Although the primary beneficiaries of the self-assessment process are the plant and operating organization, the results of the self-assessments are also used, for example, to increase the confidence of the regulator in the safe operation of an installation, and could be used to assist in meeting obligations under the Convention on Nuclear Safety. Such considerations influence the form of assessment, as well as the type and detail of the results. The concepts developed in this report present the basic approach to self-assessment, taking into consideration experience gained during Operational Safety Review Team (OSART) missions, from organizations and utilities which have successfully implemented parts of a self-assessment programme and from meetings organized to discuss the subject. This report will be used in IAEA sponsored workshops and seminars on operational safety that include the topic of self-assessment

Self-assessment of social cognitive ability in individuals with schizophrenia: Appraising task difficulty and allocation of effort.

Science.gov (United States)

Cornacchio, Danielle; Pinkham, Amy E; Penn, David L; Harvey, Philip D

2017-01-01

Patients with severe mental illnesses manifest substantial deficits in self-assessment of the abilities that impact everyday functioning. This study compares patients with schizophrenia to healthy individuals on their social cognitive performance, their assessment of that performance, and the convergence between performance and indicators of effort in solving tasks. Patients with schizophrenia (n=57) and healthy controls (HC; n=47) completed the Bell-Lysaker Emotion Recognition Test (BLERT), a psychometrically sound assessment of emotion recognition. Participants rated their confidence in the accuracy of their responses after each item. Participants were instructed to respond as rapidly as possible without sacrificing accuracy; the time to complete each item was recorded. Patients with schizophrenia performed less accurately on the BLERT than HC. Both patients and HC were more confident on items that they correctly answered than for items with errors, with patients being less confident overall; there was no significant interaction for confidence between group and accuracy. HC demonstrated a more substantial adjustment of response time to task difficulty by taking considerably longer to solve items that they got wrong, whereas patients showed only a minimal adjustment. These results expand knowledge about both self-assessment of social cognitive performance and the ability to appraise difficulty and adjust effort to social cognitive task demands in patients with schizophrenia. Copyright © 2016 Elsevier B.V. All rights reserved.

Management self assessment plan

Energy Technology Data Exchange (ETDEWEB)

Debban, B.L.

1998-01-30

Duke Engineering and Services Hanford Inc., Spent Nuclear Fuel Project is responsible for the operation of fuel storage facilities. The SNF project mission includes the safe removal, processing and transportation of Spent Nuclear Fuel from 100 K Area fuel storage basins to a new Storage facility in the Hanford 200 East Area. Its mission is the modification of the 100 K area fuel storage facilities and the construction of two new facilities: the 100 K Area Cold Vacuum Drying Facility, and the 200 East Area Canister Storage Building. The management self assessment plan described in this document is scheduled to begin in April of 1999 and be complete in May of 1999. The management self assessment plan describes line management preparations for declaring that line management is ready to commence operations.

Management self assessment plan

International Nuclear Information System (INIS)

Debban, B.L.

1998-01-01

Duke Engineering and Services Hanford Inc., Spent Nuclear Fuel Project is responsible for the operation of fuel storage facilities. The SNF project mission includes the safe removal, processing and transportation of Spent Nuclear Fuel from 100 K Area fuel storage basins to a new Storage facility in the Hanford 200 East Area. Its mission is the modification of the 100 K area fuel storage facilities and the construction of two new facilities: the 100 K Area Cold Vacuum Drying Facility, and the 200 East Area Canister Storage Building. The management self assessment plan described in this document is scheduled to begin in April of 1999 and be complete in May of 1999. The management self assessment plan describes line management preparations for declaring that line management is ready to commence operations

Assessment of self-efficacy to employ self-initiated pornography use-reduction strategies.

Science.gov (United States)

Kraus, Shane W; Rosenberg, Harold; Tompsett, Carolyn J

2015-01-01

This study evaluated several psychometric properties of a newly developed questionnaire designed to assess individuals' self-efficacy (from 0% to 100%) to employ self-initiated cognitive-behavioral strategies intended to reduce the frequency and duration of their pornography use. Using a web-based data collection procedure, we recruited 1298 male users of pornography to complete questionnaires assessing hypersexuality, pornography use history, and general self-efficacy. Based on a principal component analysis and examination of inter-item correlations, we deleted 13 items from the initial pool of 21 strategies. The resulting 8-item questionnaire had excellent internal consistency reliability, and a moderate mean inter-item correlation considered indicative of unidimensionality. In support of criterion validity, self-efficacy to employ use-reduction strategies was significantly associated with the frequency with which participants used pornography, with scores on a measure of hypersexuality, and with the number of times one had attempted to cut back using pornography. In support of discriminant validity, we found that pornography use-reduction self-efficacy scores were not strongly correlated with general self-efficacy. Both researchers and clinicians could use this questionnaire to assess pornography users' confidence to employ self-initiated strategies intended to reduce the duration and frequency with which they use pornography. Published by Elsevier Ltd.

Pre-Tiger Team Self-Assessment report

International Nuclear Information System (INIS)

1991-01-01

The Sandia National Laboratories Pre-Tiger Team Self-Assessment Report contains an introduction that describes the three sites in Albuquerque, New Mexico, Kauai, Hawaii, and Tonopah, Nevada, and the activities associated therewith. The self-assessment was performed October 1990 through December 1990. The paper discusses key findings and root causes associated with problem areas; environmental protection assessment with respect to the Clean Air Act, Clean Water Act, Comprehensive Environmental Response, Compensation, and Liability Act and the Superfund amendments, Resource Conservation and Recovery Act; and other regulatory documents; safety and health assessment with respect to organization administration, quality assurance, maintenance, training, emergency preparedness, nuclear criticality safety, security/safety interface, transportation, radiation protection, occupational safety, and associated regulations; and management practices assessment. 5 figs

Self-Assessment of Vocabulary and Relevant Language Skills for Evaluation Purposes

Directory of Open Access Journals (Sweden)

Violeta Janulevičienė

2011-04-01

Full Text Available Learner self-assessment of linguistic performance has been lately used due to its potential to activate the process of learning. Self-assessment raises learner awareness of language use and leads to developing learner responsibility and autonomy. However, usefulness of self-assessment for evaluation purposes has been scarcely researched. This paper examines some aspects of learners’ self-assessment for evaluation purposes at tertiary level. Research focuses on self-assessment of English for Specific Purposes (ESP vocabulary and some language skills relevant for vocabulary retention. Data on learner self-assessment are compared to actual results in tests. The analysis provided points to importance of self-evaluation in language acquisition and suggests practical implications of self-assessment for evaluation.

An Australian Study Comparing the Use of Multiple-Choice Questionnaires with Assignments as Interim, Summative Law School Assessment

Science.gov (United States)

Huang, Vicki

2017-01-01

To the author's knowledge, this is the first Australian study to empirically compare the use of a multiple-choice questionnaire (MCQ) with the use of a written assignment for interim, summative law school assessment. This study also surveyed the same student sample as to what types of assessments are preferred and why. In total, 182 undergraduate…

Automated solid-state NMR resonance assignment of protein microcrystals and amyloids

Energy Technology Data Exchange (ETDEWEB)

Schmidt, Elena [Goethe University Frankfurt am Main, Center for Biomolecular Magnetic Resonance, Institute of Biophysical Chemistry (Germany); Gath, Julia [ETH Zurich, Physical Chemistry (Switzerland); Habenstein, Birgit [UMR 5086 CNRS/Universite de Lyon 1, Institut de Biologie et Chimie des Proteines (France); Ravotti, Francesco; Szekely, Kathrin; Huber, Matthias [ETH Zurich, Physical Chemistry (Switzerland); Buchner, Lena [Goethe University Frankfurt am Main, Center for Biomolecular Magnetic Resonance, Institute of Biophysical Chemistry (Germany); Boeckmann, Anja, E-mail: a.bockmann@ibcp.fr [UMR 5086 CNRS/Universite de Lyon 1, Institut de Biologie et Chimie des Proteines (France); Meier, Beat H., E-mail: beme@ethz.ch [ETH Zurich, Physical Chemistry (Switzerland); Guentert, Peter, E-mail: guentert@em.uni-frankfurt.de [Goethe University Frankfurt am Main, Center for Biomolecular Magnetic Resonance, Institute of Biophysical Chemistry (Germany)

2013-07-15

Solid-state NMR is an emerging structure determination technique for crystalline and non-crystalline protein assemblies, e.g., amyloids. Resonance assignment constitutes the first and often very time-consuming step to a structure. We present ssFLYA, a generally applicable algorithm for automatic assignment of protein solid-state NMR spectra. Application to microcrystals of ubiquitin and the Ure2 prion C-terminal domain, as well as amyloids of HET-s(218-289) and {alpha}-synuclein yielded 88-97 % correctness for the backbone and side-chain assignments that are classified as self-consistent by the algorithm, and 77-90 % correctness if also assignments classified as tentative by the algorithm are included.

Usability testing of ANSWER: a web-based methotrexate decision aid for patients with rheumatoid arthritis.

Science.gov (United States)

Li, Linda C; Adam, Paul M; Townsend, Anne F; Lacaille, Diane; Yousefi, Charlene; Stacey, Dawn; Gromala, Diane; Shaw, Chris D; Tugwell, Peter; Backman, Catherine L

2013-12-01

Decision aids are evidence-based tools designed to inform people of the potential benefit and harm of treatment options, clarify their preferences and provide a shared decision-making structure for discussion at a clinic visit. For patients with rheumatoid arthritis (RA) who are considering methotrexate, we have developed a web-based patient decision aid called the ANSWER (Animated, Self-serve, Web-based Research Tool). This study aimed to: 1) assess the usability of the ANSWER prototype; 2) identify strengths and limitations of the ANSWER from the patient's perspective. The ANSWER prototype consisted of: 1) six animated patient stories and narrated information on the evidence of methotrexate for RA; 2) interactive questionnaires to clarify patients' treatment preferences. Eligible participants for the usability test were patients with RA who had been prescribed methotrexate. They were asked to verbalize their thoughts (i.e., think aloud) while using the ANSWER, and to complete the System Usability Scale (SUS) to assess overall usability (range = 0-100; higher = more user friendly). Participants were audiotaped and observed, and field notes were taken. The testing continued until no new modifiable issues were found. We used descriptive statistics to summarize participant characteristics and the SUS scores. Content analysis was used to identified usability issues and navigation problems. 15 patients participated in the usability testing. The majority were aged 50 or over and were university/college graduates (n = 8, 53.4%). On average they took 56 minutes (SD = 34.8) to complete the tool. The mean SUS score was 81.2 (SD = 13.5). Content analysis of audiotapes and field notes revealed four categories of modifiable usability issues: 1) information delivery (i.e., clarity of the information and presentation style); 2) navigation control (i.e., difficulties in recognizing and using the navigation control buttons); 3) layout (i.e., position of the

Self-imposed self-assessment program at a DOE Nuclear Facility

International Nuclear Information System (INIS)

Geoffrion, R.R.; Loud, J.J.; Walter, E.C.

1996-01-01

The Nuclear Materials and Technology (NMT) Division at Los Alamos National Laboratory (LANL) has implemented a performance-based self-assessment program at the TA-55 plutonium facility. The program was conceptualized and developed by LANL's internal assessment group, AA-2. The management walkaround program fosters continuous improvement in NMT products and performance of its activities. The program, based on experience from the Institute of Nuclear Power Operations, is endorsed at the site by the U.S. Department of Energy (DOE) Environment, Safety, and Health (ES ampersand H) personnel and by the Defense Nuclear Facility Safety Board. The self-assessment program focuses on how work is actually performed rather than on paperwork or process compliance. Managers critically and continually assess ES ampersand H, conduct of operations, and other functional area requirements

Effect of self-deflection on a totally asymmetric simple exclusion process with functions of site assignments

Science.gov (United States)

Tsuzuki, Satori; Yanagisawa, Daichi; Nishinari, Katsuhiro

2018-04-01

This study proposes a model of a totally asymmetric simple exclusion process on a single-channel lane with functions of site assignments along the pit lane. The system model attempts to insert a new particle to the leftmost site at a certain probability by randomly selecting one of the empty sites in the pit lane, and reserving it for the particle. Thereafter, the particle is directed to stop at the site only once during its travel. Recently, the system was determined to show a self-deflection effect, in which the site usage distribution biases spontaneously toward the leftmost site, and the throughput becomes maximum when the site usage distribution is slightly biased to the rightmost site. Our exact analysis describes this deflection effect and show a good agreement with simulations.

Likelihood of being seen within emergency departments’ assigned urgency times for poisoned and injured individuals

Directory of Open Access Journals (Sweden)

Rachel L. Rosenthal

2014-10-01

Full Text Available The objective of the present study is to determine the likelihood of injured or poisoned patients in special populations, such as those patients that are elderly and self-injurious, being seen within an emergency department’s triage nurse assigned urgency. Data from the National Hospital Ambulatory Medical Care Survey (2007 was utilized in this study. Multi-level models and multivariate linear regression models were used; patient age, sex, reported pain levels, wait time, and injury type were examined as potential predictors of being seen within assigned urgency. From a random sample across all US Emergency Departments, 5616 patients nested in 312 hospital emergency departments were included into the study. Typically, approximately 1 in 5 emergency department patients were not seen within their triage nurse assigned urgencies. The typical patient in the average hospital had an 81% likelihood of being seen within their assigned urgency. P atients who were oldest [odds ratio (OR=0.0990] and had self-inflicted injuries (vs assault OR=1.246 and OR=1.596 had the least likelihood to be seen within their assigned urgencies. As actual wait-time increased for patients, they were less likely to be seen within their assigned urgencies. The most powerful predictors of the study’s outcome were injury type and age, indicating that patients from special populations such as the elderly or those with injuries resulting from deliberate self-harm are less likely to be actually priority patients independent of triage nurse assigned urgencies.

Towards automatic recognition of irregular, short-open answers in Fill-in-the-blank tests

Directory of Open Access Journals (Sweden)

Sergio A. Rojas

2014-01-01

Full Text Available Assessment of student knowledge in Learning Management Systems such as Moodle is mostly conducted using close-ended questions (e.g. multiple-choice whose answers are straightforward to grade without human intervention. FILL-IN-THE-BLANK tests are usually more challenging since they require test-takers to recall concepts and associations not available in the statement of the question itself (no choices or hints are given. Automatic assessment of the latter currently requires the test-taker to give a verbatim answer, that is, free of spelling or typographical mistakes. In this paper, we consider an adapted version of a classical text-matching algorithm that may prevent wrong grading in automatic assessment of FILL-IN-THE-BLANK questions whenever irregular (similar but not exact answers occur due to such types of error. The technique was tested in two scenarios. In the first scenario, misspelled single-word answers to an Internet security questionnaire were correctly recognized within a two letter editing tolerance (achieving 99 % accuracy. The second scenario involved short-open answers to computer programming quizzes (i.e. small blocks of code requiring a structure that conforms to the syntactic rules of the programming language. Twenty-one real-world answers written up by students, taking a computer programming course, were assessed by the method. This assessment addressed the lack of precision in terms of programmer-style artifacts (such as unfamiliar variable or function nomenclature and uses an admissible tolerance of up to 20 % letter-level typos. These scores were satisfactory corroborated by a human expert. Additional findings and potential enhancements to the technique are also discussed.

Self-Assessment in Pharmacy and Health Science Education and Professional Practice

Science.gov (United States)

Rose, Renee L.; Ried, L. Douglas; Brazeau, Gayle

2010-01-01

Self-assessment is an important skill necessary for continued development of a health care professional from student pharmacist throughout their professional career. This paper reviews the literature on student and practitioner self-assessment and whether this skill can be improved upon. Although self-assessment appears to be a skill that can be improved, both students and professionals continue to have difficulty with accurate self-assessment. Experts' external assessment of students should remain the primary method of testing skills and knowledge until self-assessment strategies improve. While self-assessment is important to lifelong learning, external assessment is also important for practitioners' continuing professional development. PMID:20798800

Work assignments, delegation of tasks and job satisfaction among Danish dental hygienists.

Science.gov (United States)

Hach, M; Aaberg, K B; Lempert, S M; Danielsen, B

2017-08-01

Recent legislation in Denmark has made it possible for dentists to delegate their tasks to dental hygienists. Previous studies have shown that Danish dental hygienists primarily were performing assignments within their own work field. These assignments include prophylaxis or instructing patients in oral health care. However, studies have also shown that Danish dental hygienists performed dental nurse assignments such as chair-side assistance, unit cleaning and disinfection of instruments. The objectives of this study were to investigate (i) the range of work assignments performed by Danish dental hygienists, (ii) the types of dentist tasks performed by Danish dental hygienists and (iii) job satisfaction among Danish dental hygienists. Dental hygienists graduating in 2004-2007 were invited to participate in this study. Participants answered an email-distributed questionnaire. The questionnaire consisted of questions regarding job satisfaction, assignments performed, postgraduate course attendance, receiving assistance from a dental nurse and which work assignments Danish dental hygienists wish to perform in the future. The results of this study showed that 90% of Danish dental hygienists were satisfied with their job and 52% were performing dentists' tasks. Among dentists' tasks performed by Danish dental hygienists, invasive caries therapy was the most frequently performed task. The type of assignments performed by Danish dental hygienists today appears to be changing compared to previous studies. From initially performing prophylaxis and chair-side assistance for the dentist, Danish dental hygienists today are performing a wider range of tasks which includes dentists' tasks. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

C-B2-04: Helping Women be a Part of the Answer: Cognitive Interviews to Assess Attitudes on Hormone Therapy

Science.gov (United States)

Bieber, Eric J; Pauling-Kotch, Melissa E; Langer, Robert D

2010-01-01

Background/Aims: In 1993, the Women’s Health Initiative (WHI) began to recruit postmenopausal women to be part of the answer by participating in a study assessing benefits and risks of hormone therapy (HT). From these trials, a complicated picture emerged. Some of this information has made it to the media and it is important to understand how this has shaped women’s perceptions of HT. The purpose of this study was to use cognitive interviews to gain a detailed understanding of how a group of women’s opinions of HT are shaped, what their opinions are, and to test their knowledge of the risks and benefits of HT. Method: Ten subjects who were menopausal were recruited by letter prior to a visit at a rural women’s health clinic. A survey was administered to gauge women’s opinions, attitudes, and the source of their knowledge. Then, retrospective probing was used to explore the answers given by the women. A qualitative analysis of the interviews was conducted and surveys were evaluated. To verify the accuracy of the women’s self report, their responses relating to past medical history, HT exposure, menopause status, hysterectomy status, and demographics were compared to their electronic health records. Results: Ten subjects between the ages of 54 and 65, with a mean age of 58, completed interviews. The survey contained 27 questions and took an average of eight minutes to complete while the interviews lasted approximately 45 minutes. All participants preferred response options not asking for specific numbers, indicating it was not something they generally paid attention to. Although 8 out of 10 women answered that taking HT increased a women’s chances of developing breast cancer, more than half still thought that it positively affected a women’s quality of life and overall health. A recurring theme was the idea that hormone therapy was a personal choice and its benefits or harm depended on the individual’s circumstances taking it and her physician�

Self-Reflective Journaling: A Tool for Assessment

Science.gov (United States)

Giguere, Miriam

2012-01-01

This article outlines suggestions for the use of self-reflective journaling as an assessment method in dance technique classes. The use of self-reflection makes assessment a part of the learning process, not an imposed evaluation of a student's final product, particularly when it is related to personal goal setting. The article provides practical…

12 CFR 563e.28 - Assigned ratings.

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Assigned ratings. 563e.28 Section 563e.28 Banks... for Assessing Performance § 563e.28 Assigned ratings. (a) Ratings in general. Subject to paragraphs (b... performance under the lending, investment and service tests, the community development test, the small savings...

Self-assessment in laparoscopic surgical skills training: Is it reliable?

Science.gov (United States)

Ganni, Sandeep; Chmarra, Magdalena K; Goossens, Richard H M; Jakimowicz, Jack J

2017-06-01

The concept of self-assessment has been widely acclaimed for its role in the professional development cycle and self-regulation. In the field of medical education, self-assessment has been most used to evaluate the cognitive knowledge of students. The complexity of training and evaluation in laparoscopic surgery has previously acted as a barrier in determining the benefits self-assessment has to offer in comparison with other fields of medical education. Thirty-five surgical residents who attended the 2-day Laparoscopic Surgical Skills Grade 1 Level 1 curriculum were invited to participate from The Netherlands, India and Romania. The competency assessment tool (CAT) for laparoscopic cholecystectomy was used for self- and expert-assessment and the resulting distributions assessed. A comparison between the expert- and self-assessed aggregates of scores from the CAT agreed with previous studies. Uniquely to this study, the aggregates of individual sub-categories-'use of instruments'; 'tissue handling'; and errors 'within the component tasks' and the 'end product' from both self- and expert-assessments-were investigated. There was strong positive correlation (r s  > 0.5; p assessment in all categories with only the 'tissue handling' having a weaker correlation (r s  = 0.3; p = 0.04). The distribution of the mean of the differences between self-assessment and expert-assessment suggested no significant difference between the scores of experts and the residents in all categories except the 'end product' evaluation where the difference was significant (W = 119, p = 0.03). Self-assessment using the CAT form gives results that are consistently not different from expert-assessment when assessing one's proficiency in surgical skills. Areas where there was less agreement could be explained by variations in the level of training and understanding of the assessment criteria.

Using Self-Assessment to Support Individualized Learning

Science.gov (United States)

MacDonald, Betty

2012-01-01

Self-assessment is frequently used to enable students to "reflect" on a learning experience. Often only the person involved in the "reflection" knows the criteria used to underpin the process. Here the author explains how, when the self-assessment is given some structure some tangible benefits can be observed. While the approach might not be a…

Self-assessed performance improves statistical fusion of image labels

Energy Technology Data Exchange (ETDEWEB)

Bryan, Frederick W., E-mail: frederick.w.bryan@vanderbilt.edu; Xu, Zhoubing; Asman, Andrew J.; Allen, Wade M. [Electrical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); Reich, Daniel S. [Translational Neuroradiology Unit, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892 (United States); Landman, Bennett A. [Electrical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); Biomedical Engineering, Vanderbilt University, Nashville, Tennessee 37235 (United States); and Radiology and Radiological Sciences, Vanderbilt University, Nashville, Tennessee 37235 (United States)

2014-03-15

Purpose: Expert manual labeling is the gold standard for image segmentation, but this process is difficult, time-consuming, and prone to inter-individual differences. While fully automated methods have successfully targeted many anatomies, automated methods have not yet been developed for numerous essential structures (e.g., the internal structure of the spinal cord as seen on magnetic resonance imaging). Collaborative labeling is a new paradigm that offers a robust alternative that may realize both the throughput of automation and the guidance of experts. Yet, distributing manual labeling expertise across individuals and sites introduces potential human factors concerns (e.g., training, software usability) and statistical considerations (e.g., fusion of information, assessment of confidence, bias) that must be further explored. During the labeling process, it is simple to ask raters to self-assess the confidence of their labels, but this is rarely done and has not been previously quantitatively studied. Herein, the authors explore the utility of self-assessment in relation to automated assessment of rater performance in the context of statistical fusion. Methods: The authors conducted a study of 66 volumes manually labeled by 75 minimally trained human raters recruited from the university undergraduate population. Raters were given 15 min of training during which they were shown examples of correct segmentation, and the online segmentation tool was demonstrated. The volumes were labeled 2D slice-wise, and the slices were unordered. A self-assessed quality metric was produced by raters for each slice by marking a confidence bar superimposed on the slice. Volumes produced by both voting and statistical fusion algorithms were compared against a set of expert segmentations of the same volumes. Results: Labels for 8825 distinct slices were obtained. Simple majority voting resulted in statistically poorer performance than voting weighted by self-assessed performance

Self-assessed performance improves statistical fusion of image labels

International Nuclear Information System (INIS)

Bryan, Frederick W.; Xu, Zhoubing; Asman, Andrew J.; Allen, Wade M.; Reich, Daniel S.; Landman, Bennett A.

2014-01-01

Purpose: Expert manual labeling is the gold standard for image segmentation, but this process is difficult, time-consuming, and prone to inter-individual differences. While fully automated methods have successfully targeted many anatomies, automated methods have not yet been developed for numerous essential structures (e.g., the internal structure of the spinal cord as seen on magnetic resonance imaging). Collaborative labeling is a new paradigm that offers a robust alternative that may realize both the throughput of automation and the guidance of experts. Yet, distributing manual labeling expertise across individuals and sites introduces potential human factors concerns (e.g., training, software usability) and statistical considerations (e.g., fusion of information, assessment of confidence, bias) that must be further explored. During the labeling process, it is simple to ask raters to self-assess the confidence of their labels, but this is rarely done and has not been previously quantitatively studied. Herein, the authors explore the utility of self-assessment in relation to automated assessment of rater performance in the context of statistical fusion. Methods: The authors conducted a study of 66 volumes manually labeled by 75 minimally trained human raters recruited from the university undergraduate population. Raters were given 15 min of training during which they were shown examples of correct segmentation, and the online segmentation tool was demonstrated. The volumes were labeled 2D slice-wise, and the slices were unordered. A self-assessed quality metric was produced by raters for each slice by marking a confidence bar superimposed on the slice. Volumes produced by both voting and statistical fusion algorithms were compared against a set of expert segmentations of the same volumes. Results: Labels for 8825 distinct slices were obtained. Simple majority voting resulted in statistically poorer performance than voting weighted by self-assessed performance

Assessment of Nature, Reasons, and Consequences of Self-medication Practice among General Population of Ras Al-Khaimah, UAE.

Science.gov (United States)

Sridhar, Sathvik B; Shariff, Atiqulla; Dallah, Lana; Anas, Doaa; Ayman, Maryam; Rao, Padma Gm

2018-01-01

The aim of this study is to assess the nature, reasons, and consequences of self-medication practice among the general population of Ras Al-Khaimah, UAE. This was a prospective, cross-sectional, survey-based study. Data with respect to knowledge, awareness, and practices regarding self-medication were collected through an interviewer-assisted questionnaire answered by the study participants. Thus, collected data from 413 survey respondents were analyzed using SPSS version 24.0. The prevalence of self-medication practices among our study respondents was 52.1%. A headache (155 [37.5%]) was the most common clinical condition treated through self-medication practice. Familiarity with the treatment/medication (198 [48%]) was the most common cited reasons, whereas the advertisement and friend's advice were the most (182 [44%]) cited sources of information for self-medication usage. The majority (265 [64.1%]) of the respondents were considered self-medication practice as safe. However, 19 respondents reported side-effects or complications during the due course of self-medication. It was observed that there is a statistically significant association ( P employment status of this study participants with self-medication practices. The data from this study show that the self-medication practice is very common among the study population. Variables such as younger age group and occupation status were significantly associated with self-medication practice. We emphasize the role of pharmacist in educating the community regarding safe medication practices such as harmful effects of self-medicating and inappropriate practices such as sharing the medications among family members and friends.

Self-Assessment in Coursework Essays.

Science.gov (United States)

Longhurst, Nigel; Norton, Lin S.

1997-01-01

Self-assessments of coursework essays were compared with tutor grades for 67 college students. Students could accurately assess their overall essay grades and could give an overall rank for deep processing, but when judging essays on individual criteria they were not so accurate when compared to tutor evaluations. (SLD)

Automated solid-state NMR resonance assignment of protein microcrystals and amyloids

International Nuclear Information System (INIS)

Schmidt, Elena; Gath, Julia; Habenstein, Birgit; Ravotti, Francesco; Székely, Kathrin; Huber, Matthias; Buchner, Lena; Böckmann, Anja; Meier, Beat H.; Güntert, Peter

2013-01-01

Solid-state NMR is an emerging structure determination technique for crystalline and non-crystalline protein assemblies, e.g., amyloids. Resonance assignment constitutes the first and often very time-consuming step to a structure. We present ssFLYA, a generally applicable algorithm for automatic assignment of protein solid-state NMR spectra. Application to microcrystals of ubiquitin and the Ure2 prion C-terminal domain, as well as amyloids of HET-s(218–289) and α-synuclein yielded 88–97 % correctness for the backbone and side-chain assignments that are classified as self-consistent by the algorithm, and 77–90 % correctness if also assignments classified as tentative by the algorithm are included

Self- and parental assessment of quality of life in child cochlear implant bearers.

Science.gov (United States)

Razafimahefa-Raoelina, T; Farinetti, A; Nicollas, R; Triglia, J-M; Roman, S; Anderson, L

2016-02-01

The aim of this study was to assess quality of life in children fitted with cochlear implants, using combined self- and parental assessment. Thirty-two children, aged 6 to 17 years, with prelingual hearing loss and receiving cochlear implants at a mean age of 22 months, were included along with their families. The KIDSCREEN-27 questionnaire was implemented, in face-to-face interview, in its parents and children-adolescents versions, with 27 items covering physical well-being ("physical activities and health"), psychological well-being ("general mood and feelings about yourself"), autonomy & parents ("family and free time"), peers & social support ("friends") and school environment ("school and learning"). Parent and child responses were compared with a general population database, and pairwise. Global scores were compared against the general population on Cohen d effect-size. For child self-assessment, the results were: physical well-being, 72.81 (d=0); psychological well-being, 78.13 (d=-0.4); autonomy & parents, 63.84 (d=-0.2); peers & social support, 61.72 (d=-0.4); and school environment 73.83 (d=0). For parent assessment, the respective results were 62.66 (d=-0.8), 74.89 (d=-0.3), 57.37 (d=-1.2), 51.56 (d=-0.8), and 68.95 (d=-0.4). Half of the children could not answer the questionnaire, mainly due to associated disability. Schooling and language performance were poorer in non-respondent than respondent children. Quality of life was comparable between implanted and non-implanted children: Cohen d, 0 to 0.4. Early cochlear implantation in children with pre-lingual hearting loss provides quality of life comparable to that of the general population. Copyright © 2015. Published by Elsevier Masson SAS.

A method to assign failure rates for piping reliability assessments

International Nuclear Information System (INIS)

Gamble, R.M.; Tagart, S.W. Jr.

1991-01-01

This paper reports on a simplified method that has been developed to assign failure rates that can be used in reliability and risk studies of piping. The method can be applied on a line-by-line basis by identifying line and location specific attributes that can lead to piping unreliability from in-service degradation mechanisms and random events. A survey of service experience for nuclear piping reliability also was performed. The data from this survey provides a basis for identifying in-service failure attributes and assigning failure rates for risk and reliability studies

Incorporating Self and Peer Assessment in Reflective Teaching Practices

Directory of Open Access Journals (Sweden)

Ni Made Ratminingsih

2017-11-01

Full Text Available More currently literature reviews suggests the use of authentic assessment, which aims to involve students to be more responsible with their learning. This article reports the findings of a descriptive study on student teachers’ perception on the use of self and peer assessment to give evaluation on planning the lesson and teaching performance in Reflective Teaching Class. There were 100 samples taken randomly from 234 students in a survey using questionnaire and 15 students participating in the focus group discussion (FGD. The finding from the questionnaire shows that they had a very positive perception toward the use of self and peer assessment. Additionally, from the FGD, they conveyed by practicing doing self assessment, they could learn to see self performance deeply, strengths and weaknesses. From peer-assessment, they could learn collaboratively from feedback given by peers how to make a better lesson plan and perform a more effective teaching. Hence, self and peer assessment is considered beneficial for preparing the real teaching practicum and future career development. However, there are some problems challenged them, such as feeling subjectivity in assessing both self or peers, embarrassed and less confidence, and time constraints to make evaluation and reflection in the classroom

The Self-esteem Stability Scale (SESS) for Cross-Sectional Direct Assessment of Self-esteem Stability.

Science.gov (United States)

Altmann, Tobias; Roth, Marcus

2018-01-01

Self-esteem stability describes fluctuations in the level of self-esteem experienced by individuals over a brief period of time. In recent decades, self-esteem stability has repeatedly been shown to be an important variable affecting psychological functioning. However, measures of self-esteem stability are few and lacking in validity. In this paper, we present the Self-Esteem Stability Scale (SESS), a unidimensional and very brief scale to directly assess self-esteem stability. In four studies (total N = 826), we describe the development of the SESS and present evidence for its validity with respect to individual outcomes (life satisfaction, neuroticism, and vulnerable narcissism) and dyadic outcomes (relationship satisfaction in self- and partner ratings) through direct comparisons with existing measures. The new SESS proved to be a stronger predictor than the existing scales and had incremental validity over and above self-esteem level. The results also showed that all cross-sectional measures of self-esteem stability were only moderately associated with variability in self-esteem levels assessed longitudinally with multiple administrations of the Rosenberg Self-Esteem Scale. We discuss this validity issue, arguing that direct and indirect assessment approaches measure relevant, yet different aspects of self-esteem stability.

The Self-esteem Stability Scale (SESS) for Cross-Sectional Direct Assessment of Self-esteem Stability

Science.gov (United States)

Altmann, Tobias; Roth, Marcus

2018-01-01

Self-esteem stability describes fluctuations in the level of self-esteem experienced by individuals over a brief period of time. In recent decades, self-esteem stability has repeatedly been shown to be an important variable affecting psychological functioning. However, measures of self-esteem stability are few and lacking in validity. In this paper, we present the Self-Esteem Stability Scale (SESS), a unidimensional and very brief scale to directly assess self-esteem stability. In four studies (total N = 826), we describe the development of the SESS and present evidence for its validity with respect to individual outcomes (life satisfaction, neuroticism, and vulnerable narcissism) and dyadic outcomes (relationship satisfaction in self- and partner ratings) through direct comparisons with existing measures. The new SESS proved to be a stronger predictor than the existing scales and had incremental validity over and above self-esteem level. The results also showed that all cross-sectional measures of self-esteem stability were only moderately associated with variability in self-esteem levels assessed longitudinally with multiple administrations of the Rosenberg Self-Esteem Scale. We discuss this validity issue, arguing that direct and indirect assessment approaches measure relevant, yet different aspects of self-esteem stability. PMID:29487551

Development and Validation of the Foundational Healthcare Leadership Self-assessment.

Science.gov (United States)

Van Hala, Sonja; Cochella, Susan; Jaggi, Rachel; Frost, Caren J; Kiraly, Bernadette; Pohl, Susan; Gren, Lisa

2018-04-01

We sought to develop and validate a self-assessment of foundational leadership skills for early-career physicians. We developed a leadership self-assessment from a compilation of materials on health care leadership skills. A sequential exploratory study was conducted using qualitative and quantitative analysis for face, content, and construct validity of the self-assessment. First, two focus groups were conducted with leaders in medicine and family medicine residents, to refine the pilot self-assessment. The self-assessment pilot was then tested with family medicine residents across the country, and the results were quantitatively evaluated with principal component analysis. This data was used to reduce and group the statements into leadership domains for the final self-assessment. Twenty-two invited family medicine residency programs agreed to distribute the survey. A total of 163 family medicine residents completed the survey, representing 16 to 20 residency programs from 12 states (response rate 28.9% to 34.8%). Analysis showed important differences by residency year, with more advanced residents scoring higher. The analysis reduced the number of items from 33 on the pilot assessment to 21 on the final assessment, which the authors titled the Foundational Healthcare Leadership Self-assessment (FHLS). The 21 items were grouped into five leadership domains: accountability, collaboration, communication, team management, and self-management. The FHLS is a validated 21-item self-assessment of foundational leadership skills for early career physicians. It takes less than 5 minutes to complete, and quantifies skill within five domains of foundational leadership. The FHLS is a first step in developing educational and evaluative assessments for training medical residents as clinician leaders.

Review of Outcome Information in 46,XX Patients with Congenital Adrenal Hyperplasia Assigned/Reared Male: What Does It Say about Gender Assignment?

Directory of Open Access Journals (Sweden)

Lee PeterA

2010-12-01

Full Text Available There is ample historical verification of 46,XX congenital adrenal hyperplasia (CAH patients being born with essentially male genitaliawhile outcome information is scant. Prior to glucocorticoid therapy, most patients died very young from adrenal insufficiency. Most available reports from laterchildhood, contain little information concerning sexual identity. Reports on older individuals lack adequate information about sexual identity and quality of life. The difficulty in assessing the relative impact of multiple dynamic environmental factors on the development of sexual identity, self- and body esteem and overall adjustment to life is clear. Nevertheless, it remains unclear whether those infants whose masculine genitalia at birth resulted in an initial male assignment would have enjoyed a better adult outcome had they been allowed to remain male rather than the female reassignment that most received. Further, one could ask whether a male sex of rearing should be considered in 46,XX CAH infants with male external genitalia. After reviewing available literature, we conclude that because those extremely virlized 46,XX CAH patients who were reared male with healthy social support demonstrated satisfactory levels of social and sexual function as adults a male sex assignment should be considered in these types of infants when social and cultural environment are supportive.

Team Self-Assessment: Problem Solving for Small Workgroups.

Science.gov (United States)

LoBue, Robert

2002-01-01

Describes team self-assessment, a task force approach involving frontline workers/supervisors in solving problems or improving performance. Provides examples and discusses its theoretical bases: control self-assessment, Belbin's team roles research, and the team climate inventory. (Contains 23 references.) (SK)

Self-Assessment in the Evaluation Process.

Science.gov (United States)

Koehler, Michael

1990-01-01

Describes a four-step process to involve teachers in self-evaluation that results in performance ownership. When supervisors incorporate teacher self-assessments into classroom observation reports, teachers are more willing to engage in follow-up professional growth activities and perceive supervisors as helpers in the process. (MLH)

Development of a self-report questionnaire designed for population-based surveillance of gingivitis in adolescents: assessment of content validity and reliability

Science.gov (United States)

QUIROZ, Viviana; REINERO, Daniela; HERNÁNDEZ, Patricia; CONTRERAS, Johanna; VERNAL, Rolando; CARVAJAL, Paola

2017-01-01

Abstract The major infectious diseases in Chile encompass the periodontal diseases, with a combined prevalence that rises up to 90% of the population. Thus, the population-based surveillance of periodontal diseases plays a central role for assessing their prevalence and for planning, implementing, and evaluating preventive and control programs. Self-report questionnaires have been proposed for the surveillance of periodontal diseases in adult populations world-wide. Objective This study aimed to develop and assess the content validity and reliability of a cognitively adapted self-report questionnaire designed for surveillance of gingivitis in adolescents. Material and Methods Ten predetermined self-report questions evaluating early signs and symptoms of gingivitis were preliminary assessed by a panel of clinical experts. Eight questions were selected and cognitively tested in 20 adolescents aged 12 to 18 years from Santiago de Chile. The questionnaire was then conducted and answered by 178 Chilean adolescents. Internal consistency was measured using the Cronbach’s alpha and temporal stability was calculated using the Kappa-index. Results A reliable final self-report questionnaire consisting of 5 questions was obtained, with a total Cronbach’s alpha of 0.73 and a Kappa-index ranging from 0.41 to 0.77 between the different questions. Conclusions The proposed questionnaire is reliable, with an acceptable internal consistency and a temporal stability from moderate to substantial, and it is promising for estimating the prevalence of gingivitis in adolescents. PMID:28877279

Development of a self-report questionnaire designed for population-based surveillance of gingivitis in adolescents: assessment of content validity and reliability

Directory of Open Access Journals (Sweden)

Viviana QUIROZ

Full Text Available Abstract The major infectious diseases in Chile encompass the periodontal diseases, with a combined prevalence that rises up to 90% of the population. Thus, the population-based surveillance of periodontal diseases plays a central role for assessing their prevalence and for planning, implementing, and evaluating preventive and control programs. Self-report questionnaires have been proposed for the surveillance of periodontal diseases in adult populations world-wide. Objective This study aimed to develop and assess the content validity and reliability of a cognitively adapted self-report questionnaire designed for surveillance of gingivitis in adolescents. Material and Methods Ten predetermined self-report questions evaluating early signs and symptoms of gingivitis were preliminary assessed by a panel of clinical experts. Eight questions were selected and cognitively tested in 20 adolescents aged 12 to 18 years from Santiago de Chile. The questionnaire was then conducted and answered by 178 Chilean adolescents. Internal consistency was measured using the Cronbach’s alpha and temporal stability was calculated using the Kappa-index. Results A reliable final self-report questionnaire consisting of 5 questions was obtained, with a total Cronbach’s alpha of 0.73 and a Kappa-index ranging from 0.41 to 0.77 between the different questions. Conclusions The proposed questionnaire is reliable, with an acceptable internal consistency and a temporal stability from moderate to substantial, and it is promising for estimating the prevalence of gingivitis in adolescents.

The Effect of Self-Assessment on Iranian EFL Learners’ Speaking Skill

Directory of Open Access Journals (Sweden)

Mahsa Ariafar

2013-05-01

Full Text Available Self-assessment is one of the attractive new alternative assessment forms which raises learners’ awareness of their individual progress, and encourages learners to become autonomous learners (Harris, 1997. The present study aimed to investigate the effect of self-assessment on speaking skill of Iranian EFL learners. The participants were 60 pre intermediate Iranian EFL learners. The participants in experimental group received training and practiced self-assessment of their speaking ability during the semester; however, participants in control group experienced no self-assessment. At the end of the semester, the participants in both groups were interviewed as posttest. The results revealed that self-assessment practices helped the participants of the study to improve their speaking ability.  Moreover, participants had generally positive attitudes toward the notion of self-assessment and showed their willingness to continue self-assessment in future; however, they were in favor of teacher assessment too. The findings of the study offer several implications for    teachers and practitioners.

Modelling self-assessed vulnerability to HIV and its associated ...

African Journals Online (AJOL)

Background: Globally, individuals' self-assessment of vulnerability to HIV infection is important to maintain safer sexual behaviour and reduce risky behaviours. However, determinants of self-perceived risk of HIV infection are not well documented and differ. We assessed the level of self-perceived vulnerability to HIV ...

I Can Assess Myself: Singaporean Primary Students' and Teachers' Perceptions of Students' Self-Assessment Ability

Science.gov (United States)

Wong, Hwei Ming

2016-01-01

Student self-assessment engages the students in purposeful reflection about what they are learning and how they are learning it. This study investigated the perceptions of students and teachers towards the students' self-assessment ability in two Singapore primary schools. A total of 75 students were taught how to use self-assessment. Eighteen…

Self-assessment procedure using fuzzy sets

Science.gov (United States)

Mimi, Fotini

2000-10-01

Self-Assessment processes, initiated by a company itself and carried out by its own people, are considered to be the starting point for a regular strategic or operative planning process to ensure a continuous quality improvement. Their importance has increased by the growing relevance and acceptance of international quality awards such as the Malcolm Baldrige National Quality Award, the European Quality Award and the Deming Prize. Especially award winners use the instrument of a systematic and regular Self-Assessment and not only because they have to verify their quality and business results for at least three years. The Total Quality Model of the European Foundation for Quality Management (EFQM), used for the European Quality Award, is the basis for Self-Assessment in Europe. This paper presents a self-assessment supporting method based on a methodology of fuzzy control systems providing an effective means of converting the linguistic approximation into an automatic control strategy. In particular, the elements of the Quality Model mentioned above are interpreted as linguistic variables. The LR-type of a fuzzy interval is used for their representation. The input data has a qualitative character based on empirical investigation and expert knowledge and therefore the base- variables are ordinal scaled. The aggregation process takes place on the basis of a hierarchical structure. Finally, in order to render the use of the method more practical a software system on PC basis is developed and implemented.

myTREEHOUSE Self-Concept Assessment: preliminary psychometric analysis of a new self-concept assessment for children with cerebral palsy.

Science.gov (United States)

Cheong, Sau Kuan; Lang, Cathryne P; Hemphill, Sheryl A; Johnston, Leanne M

2017-06-01

To evaluate the preliminary validity and reliability of the myTREEHOUSE Self-Concept Assessment for children with cerebral palsy (CP) aged 8 to 12 years. The myTREEHOUSE Self-Concept Assessment includes 26 items divided into eight domains, assessed across three Performance Perspectives (Personal, Social, and Perceived) and an additional Importance Rating. Face and content validity was assessed by semi-structured interviews with seven expert professionals regarding the assessment construct, content, and clinical utility. Reliability was assessed with 50 children aged 8 to 12 years with CP (29 males, 21 females; mean age 10y 2mo; Gross Motor Function Classification System [GMFCS] level I=35, II=8, III=5, IV=1; mean Wechsler Intelligence Scale for Children - Fourth Edition [WISC-IV]=104), whose data was used to calculate internal consistency of the scale, and a subset of 35 children (20 males, 15 females; mean age 10y 5mo; GMFCS level I=26, II=4, III=4, IV=1; mean WISC-IV=103) who participated in test-retest reliability within 14 to 28 days. Face and content validity was supported by positive expert feedback, with only minor adjustments suggested to clarify the wording of some items. After these amendments, strong internal consistency (Cronbach's α 0.84-0.91) and moderate to good test-retest reliability (intraclass correlation coefficient 0.64-0.75) was found for each component. The myTREEHOUSE Self-Concept Assessment is a valid and reliable assessment of self-concept for children with CP aged 8 to 12 years. © 2017 Mac Keith Press.

ECTA/DaSy Framework Self-Assessment Comparison Tool

Science.gov (United States)

Center for IDEA Early Childhood Data Systems (DaSy), 2016

2016-01-01

The Self-Assessment Comparison (SAC) Tool is for state Part C and Section 619/Preschool programs to use to assess changes in the implementation of one or more components of the ECTA System Framework and/or subcomponenets of the DaSy Data System Framework. It is a companion to the ECTA/DaSy Framework Self-Assessment. Key features of the SAC are…

Inferential backbone assignment for sparse data

International Nuclear Information System (INIS)

Vitek, Olga; Bailey-Kellogg, Chris; Craig, Bruce; Vitek, Jan

2006-01-01

This paper develops an approach to protein backbone NMR assignment that effectively assigns large proteins while using limited sets of triple-resonance experiments. Our approach handles proteins with large fractions of missing data and many ambiguous pairs of pseudoresidues, and provides a statistical assessment of confidence in global and position-specific assignments. The approach is tested on an extensive set of experimental and synthetic data of up to 723 residues, with match tolerances of up to 0.5 ppm for C α and C β resonance types. The tests show that the approach is particularly helpful when data contain experimental noise and require large match tolerances. The keys to the approach are an empirical Bayesian probability model that rigorously accounts for uncertainty in the data at all stages in the analysis, and a hybrid stochastic tree-based search algorithm that effectively explores the large space of possible assignments

Can online networks provide quality answers to questions about occupational safety and health?

Science.gov (United States)

Rhebergen, Martijn D F; Lenderink, Annet F; van Dijk, Frank J H; Hulshof, Carel T J

2012-05-01

To assess whether experts can provide high-quality answers to occupational safety and health (OSH) questions in online Question & Answer (Q&A) networks. The authors evaluated the quality of answers provided by qualified experts in two Dutch online networks: ArboAntwoord and the Helpdesk of the Netherlands Center for Occupational Diseases. A random sample of 594 answers was independently evaluated by two raters using nine answer quality criteria. An additional criterion, the agreement of answers with the best available evidence, was explored by peer review of a sample of 42 answers. Reviewers performed an evidence search in Medline. The median answer quality score of ArboAntwoord (N=295) and the Netherlands Center for Occupational Diseases Helpdesk (N=299) was 8 of 9 (IQR 2). The inter-rater reliability of the first nine quality criteria was high (κ 0.82-0.90, p<0.05). A question answered by two or more experts had a greater probability of a high-quality score than questions answered by one expert (OR 4.9, 95% CI 2.7 to 9.0). Answers most often scored insufficient on the use of evidence to underpin the answer (36% and 38% for the networks, respectively) and on conciseness (35% and 31%, respectively). Peer review demonstrated that 43%-72% of the answers in both online networks were in complete agreement with the best available evidence. OSH experts are able to provide quality answers in online OSH Q&A networks. Our answer quality appraisal instrument was feasible and provided information on how to improve answer quality.

Designing assignment using authentic assessment

Science.gov (United States)

Arlianty, Widinda Normalia; Febriana, Beta Wulan; Diniaty, Artina; Fauzi'ah, Lina

2017-12-01

This research is conducted to get an overview of the use of authentic assessment in the department of chemistry education, Islamic University of Indonesia. This research was conducted on the students of semester five, odd semester of academic year 2016/2017. Authentic assessment is an assessment process that is capable of measuring the knowledge, attitudes and skills of learners. Chemistry teacher candidates are required to be equipped with teaching and judging skills. Teachers were required can design and carry out assessment of the process and learning outcomes of students in an objective, accountable, and informative. Teacher creativity is required in the assessment. Therefore, authentic assessment is very appropriate used to improve the competence of students in education department as teachers candidates in the preparation of learning assessments.

Integrated Safeguards and Security Management Self-Assessment 2004

Energy Technology Data Exchange (ETDEWEB)

Lunford, Dan; Ramsey, Dwayne

2005-04-01

In 2002 Ernest Orlando Lawrence Berkeley National Laboratory deployed the first Integrated Safeguards and Security Management (ISSM) Self-Assessment process, designed to measure the effect of the Laboratory's ISSM efforts. This process was recognized by DOE as a best practice and model program for self-assessment and training. In 2004, the second Self-Assessment was launched. The cornerstone of this process was an employee survey that was designed to meet several objectives: (1) Ensure that Laboratory assets are protected. (2) Provide a measurement of the Laboratory's current security status that can be compared against the 2002 Self-Assessment baseline. (3) Educate all Laboratory staff about security responsibilities, tools, and practices. (4) Provide security staff with feedback on the effectiveness of security programs. (5) Provide line management with the information they need to make informed decisions about security. This 2004 Self Assessment process began in July 2004 with every employee receiving an information packet and instructions for completing the ISSM survey. The Laboratory-wide survey contained questions designed to measure awareness and conformance to policy and best practices. The survey response was excellent--90% of Berkeley Lab employees completed the questionnaire. ISSM liaisons from each division followed up on the initial survey results with individual employees to improve awareness and resolve ambiguities uncovered by the questionnaire. As with the 2002 survey, the Self-Assessment produced immediate positive results for the ISSM program and revealed opportunities for longer-term corrective actions. Results of the questionnaire provided information for organizational profiles and an institutional summary. The overall level of security protection and awareness was very high--often above 90%. Post-survey work by the ISSM liaisons and line management consistently led to improved awareness and metrics, as shown by a comparison of

The Self-esteem Stability Scale (SESS for Cross-Sectional Direct Assessment of Self-esteem Stability

Directory of Open Access Journals (Sweden)

Tobias Altmann

2018-02-01

Full Text Available Self-esteem stability describes fluctuations in the level of self-esteem experienced by individuals over a brief period of time. In recent decades, self-esteem stability has repeatedly been shown to be an important variable affecting psychological functioning. However, measures of self-esteem stability are few and lacking in validity. In this paper, we present the Self-Esteem Stability Scale (SESS, a unidimensional and very brief scale to directly assess self-esteem stability. In four studies (total N = 826, we describe the development of the SESS and present evidence for its validity with respect to individual outcomes (life satisfaction, neuroticism, and vulnerable narcissism and dyadic outcomes (relationship satisfaction in self- and partner ratings through direct comparisons with existing measures. The new SESS proved to be a stronger predictor than the existing scales and had incremental validity over and above self-esteem level. The results also showed that all cross-sectional measures of self-esteem stability were only moderately associated with variability in self-esteem levels assessed longitudinally with multiple administrations of the Rosenberg Self-Esteem Scale. We discuss this validity issue, arguing that direct and indirect assessment approaches measure relevant, yet different aspects of self-esteem stability.

Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education

Science.gov (United States)

Panadero, Ernesto; Tapia, Jesus Alonso; Huertas, Juan Antonio

2012-01-01

This study compares the effects of two different self-assessment tools--rubrics and scripts--on self-regulation, learning and self-efficacy in interaction with two other independent variables (type of instructions and feedback). A total of 120 secondary school students analyzed landscapes--a usual task when studying Geography--in one of twelve…

Self-Regulation in Language Learning.

Science.gov (United States)

Tseng, Wen-Ta; Liu, Heidi; Nix, John-Michael L

2017-04-01

Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners' self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners' self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners' self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.

SOCIAL COMPARISON, SELF-CONSISTENCY AND THE PRESENTATION OF SELF.

Science.gov (United States)

MORSE, STANLEY J.; GERGEN, KENNETH J.

TO DISCOVER HOW A PERSON'S (P) SELF-CONCEPT IS AFFECTED BY THE CHARACTERISTICS OF ANOTHER (O) WHO SUDDENLY APPEARS IN THE SAME SOCIAL ENVIRONMENT, SEVERAL QUESTIONNAIRES, INCLUDING THE GERGEN-MORSE (1967) SELF-CONSISTENCY SCALE AND HALF THE COOPERSMITH SELF-ESTEEM INVENTORY, WERE ADMINISTERED TO 78 UNDERGRADUATE MEN WHO HAD ANSWERED AN AD FOR WORK…

Training self-assessment and task-selection skills : A cognitive approach to improving self-regulated learning

NARCIS (Netherlands)

Kostons, Danny; van Gog, Tamara; Paas, Fred

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task

Contract Reform Self Assessment Report

National Research Council Canada - National Science Library

1997-01-01

The primary objective of this self assessment is to report on the Department of Energy's progress in implementing the Contract Reform initiative launched in February 1994 and to discuss remaining challenges...

Accuracy in Student Self-Assessment: Directions and Cautions for Research

Science.gov (United States)

Brown, Gavin T. L.; Andrade, Heidi L.; Chen, Fei

2015-01-01

Student self-assessment is a central component of current conceptions of formative and classroom assessment. The research on self-assessment has focused on its efficacy in promoting both academic achievement and self-regulated learning, with little concern for issues of validity. Because reliability of testing is considered a sine qua non for the…

The radiation safety self-assessment program of Ontario Hydro

International Nuclear Information System (INIS)

Armitage, G.; Chase, W.J.

1987-01-01

Ontario Hydro has developed a self-assessment program to ensure that high quality in its radiation safety program is maintained. The self-assessment program has three major components: routine ongoing assessment, accident/incident investigation, and detailed assessments of particular radiation safety subsystems or of the total radiation safety program. The operation of each of these components is described

MODEL AUTHENTIC SELF-ASSESSMENT DALAM PENGEMBANGAN EMPLOYABILITY SKILLS MAHASISWA PENDIDIKAN TINGGI VOKASI

Directory of Open Access Journals (Sweden)

I Made Suarta

2015-06-01

______________________________________________________________ AUTHENTIC SELF-ASSESSMENT MODEL FOR DEVELOPING EMPLOYABILITY SKILLS STUDENT IN HIGHER VOCATIONAL EDUCATION Abstract The purpose of this research is to develop assessment tools to evaluate achievement of employability skills which are integrated in the learning database applications. The assessment model developed is a combination of self-assessment and authentic assessment, proposed as models of authentic self-assessment. The steps of developing authentic self-assessment models include: identifying the standards, selecting an authentic task, identifying the criteria for the task, and creating the rubric. The results of development assessment tools include: (1 problem solving skills assessment model, (2 self-management skills assessment model, and (3 competence database applications assessment model. This model can be used to assess the cognitive, affective, and psychomotor achievement. The results indicate: achievement of problem solving and self-management ability was in good category, and competencies in designing conceptual and logical database was in high category. This model also has met the basic principles of assessment, i.e.: validity, reliability, focused on competencies, comprehen-sive, objectivity, and the principle of educating. Keywords: authentic assessment, self-assessment, problem solving skills, self-management skills, vocational education

Role confusion and self-assessment in interprofessional trauma teams.

Science.gov (United States)

Steinemann, Susan; Kurosawa, Gene; Wei, Alexander; Ho, Nina; Lim, Eunjung; Suares, Gregory; Bhatt, Ajay; Berg, Benjamin

2016-02-01

Trauma care requires coordinating an interprofessional team, with formative feedback on teamwork skills. We hypothesized nurses and surgeons have different perceptions regarding roles during resuscitation; that nurses' teamwork self-assessment differs from experts', and that video debriefing might improve accuracy of self-assessment. Trauma nurses and surgeons were surveyed regarding resuscitation responsibilities. Subsequently, nurses joined interprofessional teams in simulated trauma resuscitations. After each resuscitation, nurses and teamwork experts independently scored teamwork (T-NOTECHS). After video debriefing, nurses repeated T-NOTECHS self-assessment. Nurses and surgeons assumed significantly more responsibility by their own profession for 71% of resuscitation tasks. Nurses' overall T-NOTECHS ratings were slightly higher than experts'. This was evident in all T-NOTECHS subdomains except "leadership," but despite statistical significance the difference was small and clinically irrelevant. Video debriefing did not improve the accuracy of self-assessment. Nurses and physicians demonstrated discordant perceptions of responsibilities. Nurses' self-assessment of teamwork was statistically, but not clinically significantly, higher than experts' in all domains except physician leadership. Copyright © 2016 Elsevier Inc. All rights reserved.

Cambridge English First 2 with answers : authentic examination papers

CERN Document Server

2016-01-01

Four authentic Cambridge English Language Assessment examination papers for the Cambridge English: First (FCE) exam. These examination papers for the Cambridge English: First (FCE) exam provide the most authentic exam preparation available, allowing candidates to familiarise themselves with the content and format of the exam and to practise useful exam techniques. The Student's Book is also available in a 'without answers' edition. Audio CDs (2) containing the exam Listening material and a Student's Book with answers and downloadable Audio are available separately. These tests are also available as Cambridge English: First Tests 5-8 on Testbank.org.uk

Environment, Safety, and Health (ES&H) self-assessment guide

Energy Technology Data Exchange (ETDEWEB)

Reese, R.T.; Golden, N.L.; Romero, J.R.; Yesner, S.

1997-06-01

This document has been prepared as a guide for conducting self-assessments of ES&H functional programs and organizational (line) implementation of these programs. This guide is intended for use by individuals and/or teams involved in or familiar with ES&H programs and line operations (e.g., the {open_quotes}self{close_quotes}in self-assessment). Essential elements of the self-assessment process are described including: schedule and priorities, scope and approach, assessment criteria (e.g., performance objectives and measures), information gathering and analysis techniques, and documentation of planning efforts and results. The appendices in this guide include: (1) an assessment prioritization process, (2) generic performance objectives for line implementation and for ES&H functional programs, (3) sources for ES&H assessment information, (4) systemic factors (developed for SNL`s root cause analysis program), (5) Lockheed Martin audit questions for management systems, compliance and validation, and specific areas and concerns, (6) DOE facility representatives checklist, and (7) assessment tools and resources developed at SNL and other DOE/Lockheed Martin sites. This document is a product of the efforts associated with the SNL ES&H Oversight Pilot Project conducted from June 1995 to January 1997. This Pilot was part of the overall initiative by DOE to reduce burdensome agency oversight by placing greater reliance on contractor self-assessment.

Self-Assessment Quiz Taking Behaviour Analysis in an Online Course

Science.gov (United States)

Ozarslan, Yasin; Ozan, Ozlem

2016-01-01

Self-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners' self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking…

6 CFR 13.9 - Answer.

Science.gov (United States)

2010-01-01

... 6 Domestic Security 1 2010-01-01 2010-01-01 false Answer. 13.9 Section 13.9 Domestic Security DEPARTMENT OF HOMELAND SECURITY, OFFICE OF THE SECRETARY PROGRAM FRAUD CIVIL REMEDIES § 13.9 Answer. (a) The Defendant may request a hearing by serving an answer on the Reviewing Official within 30 days of service of...

The Effect of Collaborative Learning and Self-Assessment on Self-Regulation

Science.gov (United States)

Hatami, Ali

2015-01-01

In this study, the effects of teacher assistants' collaborative learning and learners' self-assessment on self-regulation and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners'…

Self-consciousness concept and assessment in self-report measures

Science.gov (United States)

DaSilveira, Amanda; DeSouza, Mariane L.; Gomes, William B.

2015-01-01

This study examines how self-consciousness is defined and assessed using self-report questionnaires (Self-Consciousness Scale (SCS), Self-Reflection and Insight Scale, Self-Absorption Scale, Rumination-Reflection Questionnaire, and Philadelphia Mindfulness Scale). Authors of self-report measures suggest that self-consciousness can be distinguished by its private/public aspects, its adaptive/maladaptive applied characteristics, and present/past experiences. We examined these claims in a study using 602 young adults to whom the aforementioned scales were administered. Data were analyzed as follows: (1) correlation analysis to find simple associations between the measures; (2) factorial analysis using Oblimin rotation of total scores provided from the scales; and (3) factorial analysis considering the 102 items of the scales all together. It aimed to clarify relational patterns found in the correlations between SCSs, and to identify possible latent constructs behind these scales. Results support the adaptive/maladaptive aspects of self-consciousness, as well as distinguish to some extent public aspects from private ones. However, some scales that claimed to be theoretically derived from the concept of Private Self-Consciousness correlated with some of its public self-aspects. Overall, our findings suggest that while self-reflection measures tend to tap into past experiences and judged concepts that were already processed by the participants’ inner speech and thoughts, the Awareness measure derived from Mindfulness Scale seems to be related to a construct associated with present experiences in which one is aware of without any further judgment or logical/rational symbolization. This sub-scale seems to emphasize the role that present experiences have in self-consciousness, and it is argued that such a concept refers to what has been studied by phenomenology and psychology over more than 100 years: the concept of pre-reflective self-conscious. PMID:26191030

The Impact of Adding Online Homework Assignments to an Introduction to Physical Geology Class

Science.gov (United States)

Brevik, Eric C.

2017-04-01

As instructors we are constantly looking for ways to improve student performance in the classroom. In an attempt to improve student performance in my GEOL 105 - Introduction to Physical Geology class, I added online homework assignments from the Pearson Mastering Geology program beginning in the Fall semester of 2014. There were several anticipated advantages to the online homework approach. If a student is struggling with a question they can get hints that don't tell them the answer, but are designed to stimulate their thinking and lead them towards the correct answer. The students also know immediately after submitting their answers which questions they got right and which were wrong, and they can go back to the wrong answers and try to determine the correct answer so they know what it is. This gives them much more rapid feedback than traditional paper homework, all of which makes this a more student-centered approach to learning. It is also my hope that the students find the online homework more interesting and interactive than paper-based homework, which I hope in turn will stimulate the students to be more likely to do the homework and take it seriously while also having some fun while doing it. As of the end of Fall semester 2016, I had been using the online homework assignments in my classes for three years. Therefore, I analyzed student performance in the three years prior to adopting the online homework and compared it to performance over the three years since adopting online homework. In the three years prior to adopting the online homework, the average grade in my classes was 73.8%; afterwards the average grade was 81.3%, for an improvement of 7.5% on average. Most of that improvement was in average test scores, which increased by 6.3% (67.4% prior to 73.6% after). The online homework did not improve the performance of the top students, but it did improve the performance of the other students. Prior to adopting the online homework, grade distribution in

Reflection as Self-Assessment

Science.gov (United States)

Pappas, Marjorie L.

2010-01-01

In this article, the author discusses how reflection can be used as self-assessment. Reflection involves not only thinking about a learning experience, but also questioning parts of the experience. Reflection is thinking about what one knows from the learning experience, what one might do differently the next time. Reflection is wondering about…

Nuclear power: Questions and answers

International Nuclear Information System (INIS)

1988-01-01

In 1988, the Uranium Institute, a London-based international association of industrial enterprises in the nuclear industry, published a report entitled The Safety of Nuclear Power Plants. Based on an assessment by an international group of senior nuclear experts from eight countries, the report provides an authoritative explanation, for non-specialists of the basic principles of reactor safety, their application, and their implications. Some questions and answers are selected from that report; they address only a few of the subjects that the report itself examines in greater detail

From Question Answering to Visual Exploration

Energy Technology Data Exchange (ETDEWEB)

McColgin, Dave W.; Gregory, Michelle L.; Hetzler, Elizabeth G.; Turner, Alan E.

2006-08-11

Research in Question Answering has focused on the quality of information retrieval or extraction using the metrics of precision and recall to judge success; these metrics drive toward finding the specific best answer(s) and are best supportive of a lookup type of search. These do not address the opportunity that users? natural language questions present for exploratory interactions. In this paper, we present an integrated Question Answering environment that combines a visual analytics tool for unstructured text and a state-of-the-art query expansion tool designed to compliment the cognitive processes associated with an information analysts work flow. Analysts are seldom looking for factoid answers to simple questions; their information needs are much more complex in that they may be interested in patterns of answers over time, conflicting information, and even related non-answer data may be critical to learning about a problem or reaching prudent conclusions. In our visual analytics tool, questions result in a comprehensive answer space that allows users to explore the variety within the answers and spot related information in the rest of the data. The exploratory nature of the dialog between the user and this system requires tailored evaluation methods that better address the evolving user goals and counter cognitive biases inherent to exploratory search tasks.

The "Aachen fall prevention App" - a Smartphone application app for the self-assessment of elderly patients at risk for ground level falls.

Science.gov (United States)

Rasche, Peter; Mertens, Alexander; Bröhl, Christina; Theis, Sabine; Seinsch, Tobias; Wille, Matthias; Pape, Hans-Christoph; Knobe, Matthias

2017-01-01

Fall incidents are a major problem for patients and healthcare. The "Aachen Fall Prevention App" (AFPA) represents the first mobile Health (mHealth) application (app) empowering older patients (persons 50+ years) to self-assess and monitor their individual fall risk. Self-assessment is based on the "Aachen Fall Prevention Scale," which consists of three steps. First, patients answer ten standardized yes-no questions (positive criterion ≥ 5 "Yes" responses). Second, a ten-second test of free standing without compensatory movement is performed (positive criterion: compensatory movement). Finally, during the third step, patients rate their subjective fall risk on a 10-point Likert scale, based on the results of steps one and two. The purpose of this app is (1) to offer a low-threshold service through which individuals can independently monitor their individual fall risk and (2) to collect data about how a patient-centered mHealth app for fall risk assessment is used in the field. The results represent the first year of an ongoing field study. From December 2015 to December 2016, 197 persons downloaded the AFPA (iOS ™ and Android ™ ; free of charge). N  = 111 of these persons voluntarily shared their data and thereby participated in the field study. Data from a final number of n  = 79 persons were analyzed due to exclusion criteria (age, missing objective fall risk, missing self-assessment). The objective fall risk and the self-assessed subjective risk measured by the AFPA showed a significant positive relationship. The "Aachen Fall Prevention App" (AFPA) is an mHealth app released for iOS and Android. This field study revealed the AFPA as a promising tool to raise older adults' awareness of their individual fall risk by means of a low-threshold patient-driven fall risk assessment tool.

Self-Regulation through Portfolio Assessment in Writing Classrooms

Science.gov (United States)

Mak, Pauline; Wong, Kevin M.

2018-01-01

Portfolio assessment (PA) is promulgated as a useful tool to promote learning through assessment. While the benefits of PA are well documented, there is a lack of empirical research on how students' self-regulation can be effectively fostered in writing classrooms, and how the use of PA can develop students' self-regulated capacities. This…

Web-Based Problem-Solving Assignment and Grading System

Science.gov (United States)

Brereton, Giles; Rosenberg, Ronald

2014-11-01

In engineering courses with very specific learning objectives, such as fluid mechanics and thermodynamics, it is conventional to reinforce concepts and principles with problem-solving assignments and to measure success in problem solving as an indicator of student achievement. While the modern-day ease of copying and searching for online solutions can undermine the value of traditional assignments, web-based technologies also provide opportunities to generate individualized well-posed problems with an infinite number of different combinations of initial/final/boundary conditions, so that the probability of any two students being assigned identical problems in a course is vanishingly small. Such problems can be designed and programmed to be: single or multiple-step, self-grading, allow students single or multiple attempts; provide feedback when incorrect; selectable according to difficulty; incorporated within gaming packages; etc. In this talk, we discuss the use of a homework/exam generating program of this kind in a single-semester course, within a web-based client-server system that ensures secure operation.

On the reliability of self-reported health: Evidence from Albanian data

Directory of Open Access Journals (Sweden)

Nicolas Vaillant

2012-06-01

Full Text Available This paper investigates the reliability of self-assessed measures of health using panel data collected in Albania by the World Bank in 2002, 2003 and 2004 through the Living Standard Measurement Study project. As the survey includes questions on a self-assessed measure of health and on more objective health problems, both types of information are combined with a view to understanding how respondents change their answers to the self-reported measures over time. Estimates from random effects ordered Probit models show that differences in self-reported subjective health between individuals are much more marked than those over time, suggesting a strong state dependence in subjective health status. The empirical analysis also reveals respondent consistency, from both a subjective and an objective viewpoint. Self-reported health is much more influenced by permanent shocks than by more transitory illness or injury.

Management self-assessment in construction phase of nuclear power station

International Nuclear Information System (INIS)

Shao Bixiu

2004-01-01

Management self-assessment is one of the quality management methods to achieve the organization's continuous improvement. Through the investigation of the methods, the author hopes to give guideline to the management at all levels involved in the construction of nuclear power station in the implementation of management self-assessment, and also to make the management self-assessment more normalized, systematical and effective

Questions for Assessment: A Guide for Tutors’ Practice and Student Development

Directory of Open Access Journals (Sweden)

Conor McKevitt

2015-06-01

Full Text Available Assessment is a time consuming and important part of academic life for tutors and students alike. It shapes the teaching and allows the tutor to guide the learning process. However, student learning is more effective when they understand the assessment process. Tutors, as expert assessor, are in the best place to develop such knowledge but, they need to plan for this in advance and consider the students’ perspective. The purpose of this paper is to both inform and influence tutors’ assessment practice using recent literature. Information searches were employed to gather literature from peer reviewed journal articles using keywords that are important within the assessment context: assessment, formative assessment, criteria, feedback, and self-assessment. The literature was collated under each of three question areas that take into account the students’ perspective: 1. If I had some criteria and examples I would know ‘What do I need to do?’, and ‘What should it look like?’ 2. If I had some feedback while doing my work I would know if ‘I am doing what is required?’ and ‘How I can improve?’ 3. If I had support to self-assess ‘Would I be able to assess myself?’ The literature addressed each of the aforementioned questions. The findings suggest that: in order to answer question one student engagement with criteria and exemplars is required; In order to answer question two students need to engage with tutor feedback that is clear, meaningful and related to criteria; Finally, in order to answer question three students must be given the opportunity to self-assess and be supported through this with feedback from the tutor. Practical suggestions are provided to assist tutors’ assessment practice. Proposed elements and benefits of the assessment process for tutors and students are outlined. In general, a formative approach to assessment is ideal for students. While engagement with the assessment process is valuable for the

Dynamic online peer evaluations to improve group assignments in nursing e-learning environment.

Science.gov (United States)

Adwan, Jehad

2016-06-01

The purpose of this research was to evaluate the use of online peer evaluation forms for online group activities in improving group project outcomes. The investigator developed and used a web-based Google Forms® self and peer evaluation form of 2 group assignments' rubric for junior and senior nursing students. The form covered elements of the assignments including: research activity, analysis of the literature, writing of report, participation in making of presentation, overall contribution to the project, and participation in the weekly group discussions. Items were rated from 1 (did not contribute) to 5 (outstanding contribution) in addition to NA when one activity did not apply. The self and peer evaluation process was conducted twice: once after group assignment 1 and once after group assignment 2. The group assignments final products were done in the form of VoiceThread online presentations that were shared with the rest of the class reflecting the groups' work on a health informatics topic of interest. Data collected as the students completed self and peer evaluations for group assignments 1 and 2. Also, optional comments regarding member performance were collected to add contextual information in addition to ratings. Students received credit for completing the peer evaluations and the grade for the particular assignment was affected by their performance based on peer evaluations of their contributions. Students' peer evaluations showed in a color-coded spreadsheet which enabled the course faculty to view real time results of students' ratings after each assignment. The faculty provided timely and tailored feedback to groups or individuals as needed, using positive feedback and commending high performance while urging struggling individual students and groups to improve lower ratings in specific areas. Comparing evaluations of both assignments, there were statistically significant improvements among all students. The mean scores of the entire sample were

Research Designs and Methods in Self-Assessment Studies: A Content Analysis

Science.gov (United States)

Pastore, Serafina

2017-01-01

This paper focuses on self-assessment studies in the higher education field. In the assessment for learning perspective, self-assessment is related to reflection, metacognition, and self-regulation: all these aspects are considered as fundamental prerequisites for students' future professional development. Despite the recognition of…

Improving Assessment Methods in University Science Education with Negotiated Self- and Peer-Assessment

Science.gov (United States)

Poon, Wai-Yin; McNaught, Carmel; Lam, Paul; Kwan, H. S.

2009-01-01

The aim of this study was to investigate whether, in the Hong Kong context, self- and peer-assessment promote students' self-reflection and enable students to understand their own strengths and weaknesses better. A three-stage assessment strategy was employed in three Science courses at The Chinese University of Hong Kong: (1) students developing…

Self Assessment for Socializing

Science.gov (United States)

McDonald, Betty

2011-01-01

Socializing is an integral part of human relations and auger well for the human development. Defined as "the involvement of students in identifying standards and/or criteria to apply to their work and making judgments about the extent to which they have met these criteria and standards", self assessment by its nature teaches students how to…

Self-assessment program and actions in ANAV

International Nuclear Information System (INIS)

2004-01-01

Since 1999, the Association Nuclear Asco-Vandellos II, AIE (ANAV) has a self-assessment program in place and controls and tracks the actions with the support of different databases. This article describes the improvements made in the self-assessment programs and actions of ANAV between 1999 up to the present, all the fruit of the experience gained in the application of these programs, Sector guidelines and international trends, as well as standardization with the other Spanish nuclear power plants. (Author)

Negative Self-Disclosure on the Web: The Role of Guilt Relief

Science.gov (United States)

Levontin, Liat; Yom-Tov, Elad

2017-01-01

In this paper, we suggest people use anonymous online forums as platforms for self-disclosing actions they feel guilty about—such as transgressions and unethical behaviors—with the goal of achieving guilt relief through others’ reactions. We support this proposition by analyzing field data extracted from Yahoo Answers, an online question-and-answer website. Our analysis shows the level of guilt relief an answer is expected to offer the “asker” (the self-disclosing person) is positively associated with the asker’s likelihood of selecting that answer as the “best” response to the self-disclosure. Furthermore, following receipt of a guilt-relieving answer, an asker becomes less likely to engage in prosocial behavior, which is another type of guilt-relieving action. PMID:28701982

Response switching and self-efficacy in Peer Instruction classrooms

Science.gov (United States)

Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

2015-06-01

Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or

Illustrating answers: an evaluation of automatically retrieved illustrations of answers to medical questions

NARCIS (Netherlands)

Bosma, W.E.; Theune, Mariet; van Hooijdonk, C.M.J.; Krahmer, E.; Maes, F.

In this paper we discuss and evaluate a method for automatic text illustration, applied to answers to medical questions. Our method for selecting illustrations is based on the idea that similarities between the answers and picture-related text (the picture’s caption or the section/paragraph that

Student Self-Assessment and Multisource Feedback Assessment: Exploring Benefits, Limitations, and Remedies

Science.gov (United States)

Taylor, Scott N.

2014-01-01

It has become common practice for management students to participate in some sort of self-assessment or multisource feedback assessment (MSF; also called 360-degree assessment or multirater assessment) during their management degree program. These assessments provide students invaluable feedback about themselves and assist students in their…

Self-assessment in laparoscopic surgical skills training : Is it reliable?

NARCIS (Netherlands)

Ganni, S.; Chmarra, M.K.; Goossens, R.H.M.; Jakimowicz, J.J.

2017-01-01

Background: The concept of self-assessment has been widely acclaimed for its role in the professional development cycle and self-regulation. In the field of medical education, self-assessment has been most used to evaluate the cognitive knowledge of students. The complexity of training and

Answers at your fingertips: Access to the Internet influences willingness to answer questions.

Science.gov (United States)

Ferguson, Amanda M; McLean, David; Risko, Evan F

2015-12-01

Recent technological advances have given rise to an information-gathering tool unparalleled by any in human history-the Internet. Understanding how access to such a powerful informational tool influences how we think represents an important question for psychological science. In the present investigation we examined the impact of access to the Internet on the metacognitive processes that govern our decisions about what we "know" and "don't know." Results demonstrated that access to the Internet influenced individuals' willingness to volunteer answers, which led to fewer correct answers overall but greater accuracy when an answer was offered. Critically, access to the Internet also influenced feeling-of-knowing, and this accounted for some (but not all) of the effect on willingness to volunteer answers. These findings demonstrate that access to the Internet can influence metacognitive processes, and contribute novel insights into the operation of the transactive memory system formed by people and the Internet. Copyright © 2015 Elsevier Inc. All rights reserved.

Integrating Academic Journal Review Assignments into a Graduate Business Leadership Course

Science.gov (United States)

Schultz, Jennifer L.; Agrimonti, Lisa M.; Higbee, Jeanne L.

2016-01-01

Graduate course assignments that are pragmatic, challenging, scaffold prior learning, and support academic career aspirations can be difficult to create and even more problematic to assess for even the most experienced faculty. This paper presents a class assignment that incorporated a real-world journal reviewing assignment into an elective…

What Would Batman Do? Self-Distancing Improves Executive Function in Young Children

Science.gov (United States)

White, Rachel E.; Carlson, Stephanie M.

2016-01-01

This experimental research assessed the influence of graded levels of self-distancing--psychological distancing from one's egocentric perspective--on executive function (EF) in young children. Three- (n = 48) and 5-year-old (n = 48) children were randomly assigned to one of four manipulations of distance from the self (from proximal to distal:…

Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education?

Science.gov (United States)

Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

2015-01-01

The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.

Student Self-Assessment in HOCS Science Examinations: Is There a Problem?

Science.gov (United States)

Zoller, Uri; Ben-Chaim, David

1998-06-01

A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the "testing culture"—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic ("correct/incorrect") questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations.

[Determinants of task preferences when performance is indicative of individual characteristics: self-assessment motivation and self-verification motivation].

Science.gov (United States)

Numazaki, M; Kudo, E

1995-04-01

The present study was conducted to examine determinants of information-gathering behavior with regard to one's own characteristics. Four tasks with different self-congruent and incongruent diagnosticity were presented to subjects. As self-assessment theory predicted, high diagnostic tasks were preferred to low tasks. And as self-verification theory predicted, self-congruent diagnosticity had a stronger effect on task preference than self-incongruent diagnosticity. In addition, subjects who perceived the relevant characteristics important inclined to choose self-assessment behavior more than who did not. Also, subjects who were certain of their self-concept inclined to choose self-verification behavior more than who were not. These results suggest that both self-assessment and self-verification motivations play important roles in information-gathering behavior regarding one's characteristics, and strength of the motivations is determined by the importance of relevant characteristics or the certainty of self-concept.

The Effectiveness of Verbal Self-Instruction Training on Math Problem-Solving of Intellectually Disabled Students

Directory of Open Access Journals (Sweden)

Masoume Pourmohamadreza-Tajrishi

2015-12-01

Full Text Available Objectives: The study was aimed to determine the effectiveness of verbal self-instruction training on math problem-solving of intellectually disabled boy students in Tehran Provinces. Methods: The study was a semi-experimental with pre-test and post-test design with control group. Thirty intellectually disabled boy students were selected randomly through cluster sampling method from 9th grade students. They were assigned to experimental and control group equally. Experimental group participated in 8 sessions and were trained by verbal self-instruction program but control group did not. All students answered to a teacher-made math problem-solving test before and after the training sessions. Data were analyzed by analysis of covariance. Results: Findings showed that there was a significant difference between two groups according to math problem-solving performance (P<0.002. Discussion: It can conclude that verbal self-instruction training probably leads to promote math problem-solving performance of intellectually disabled boy students.

Development of self and peer performance assessment on iodometric titration experiment

Science.gov (United States)

Nahadi; Siswaningsih, W.; Kusumaningtyas, H.

2018-05-01

This study aims to describe the process in developing of reliable and valid assessment to measure students’ performance on iodometric titration and the effect of the self and peer assessment on students’ performance. The self and peer-instrument provides valuable feedback for the student performance improvement. The developed assessment contains rubric and task for facilitating self and peer assessment. The participants are 24 students at the second-grade student in certain vocational high school in Bandung. The participants divided into two groups. The first 12 students involved in the validity test of the developed assessment, while the remain 12 students participated for the reliability test. The content validity was evaluated based on the judgment experts. Test result of content validity based on judgment expert show that the developed performance assessment instrument categorized as valid on each task with the realibity classified as very good. Analysis of the impact of the self and peer assessment implementation showed that the peer instrument supported the self assessment.

Validation of self assessment patient knowledge questionnaire for heart failure patients.

Science.gov (United States)

Lainscak, Mitja; Keber, Irena

2005-12-01

Several studies showed insufficient knowledge and poor compliance to non-pharmacological management in heart failure patients. Only a limited number of validated tools are available to assess their knowledge. The aim of the study was to test our 10-item Patient knowledge questionnaire. The Patient knowledge questionnaire was administered to 42 heart failure patients from Heart failure clinic and to 40 heart failure patients receiving usual care. Construct validity (Pearson correlation coefficient), internal consistency (Cronbach alpha), reproducibility (Wilcoxon signed rank test), and reliability (chi-square test and Student's t-test for independent samples) were assessed. Overall score of the Patient knowledge questionnaire had the strongest correlation to the question about regular weighing (r=0.69) and the weakest to the question about presence of heart disease (r=0.33). There was a strong correlation between question about fluid retention and questions assessing regular weighing, (r=0.86), weight of one litre of water (r=0.86), and salt restriction (r=0.57). The Cronbach alpha was 0.74 and could be improved by exclusion of questions about clear explanation (Chronbach alpha 0.75), importance of fruit, soup, and vegetables (Chronbach alpha 0.75), and self adjustment of diuretic (Chronbach alpha 0.81). During reproducibility testing 91% to 98% of questions were answered equally. Patients from Heart failure clinic scored significantly better than patients receiving usual care (7.9 (1.3) vs. 5.7 (2.2), p<0.001). Patient knowledge questionnaire is a valid and reliable tool to measure knowledge of heart failure patients.

Comparison between young male drivers' self-assessed and objectively measured driving skills

DEFF Research Database (Denmark)

Martinussen, Laila Marianne; Møller, Mette; Prato, Carlo Giacomo

2017-01-01

Self-assessment of skills is a self-generated feedback process that contributes to confidence in one's skills. The higher one's self-assessed skills, the more likely one is to feel competent a particular domain thereby influencing the related behaviors. Drivers' self-assessed driving skills...... are not always accurate, which may cause serious problems such as underestimation of risk, reckless driving and accidents. Most previous research on self-assessment of driving skills did not compare self-reported skills to objectively measured driving skills, so the aim of this study was to test the accuracy...

Flipped-learning course design and evaluation through student self-assessment in a predental science class.

Science.gov (United States)

Ihm, Jungjoon; Choi, Hyoseon; Roh, Sangho

2017-06-01

This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3%) answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00), whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49). Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. This study offered insights into how to design a flipped learning course in terms of predental students' preference and their learning readiness. Although learning success in a flipped classroom depends on the students' self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

Incorporating breeding abundance into spatial assignments on continuous surfaces.

Science.gov (United States)

Rushing, Clark S; Marra, Peter P; Studds, Colin E

2017-06-01

Determining the geographic connections between breeding and nonbreeding populations, termed migratory connectivity, is critical to advancing our understanding of the ecology and conservation of migratory species. Assignment models based on stable isotopes historically have been an important tool for studying migratory connectivity of small-bodied species, but the low resolution of these assignments has generated interest into combining isotopes with other sources in information. Abundance is one of the most appealing data sources to include in isotope-based assignments, but there are currently no statistical methods or guidelines for optimizing the contribution of stable isotopes and abundance for inferring migratory connectivity. Using known-origin stable-hydrogen isotope samples of six Neotropical migratory bird species, we rigorously assessed the performance of assignment models that differentially weight the contribution of the isotope and abundance data. For two species with adequate sample sizes, we used Pareto optimality to determine the set of models that simultaneously minimized both assignment error rate and assignment area. We then assessed the ability of the top models from these two species to improve assignments of the remaining four species compared to assignments based on isotopes alone. We show that the increased precision of models that include abundance is often offset by a large increase in assignment error. However, models that optimally weigh the abundance data relative to the isotope data can result in higher precision and, in some cases, lower error than models based on isotopes alone. The top models, however, depended on the distribution of relative breeding abundance, with patchier distributions requiring stronger downweighting of abundance, and we present general guidelines for future studies. These results confirm that breeding abundance can be an important source of information for studies investigating broad-scale movements of

[assessment Of Self-esteem In Pregnant Women Using Rosenberg's Self-esteem Scale].

OpenAIRE

Maçola, Ligia; do Vale, Ianê Nogueira; Carmona, Elenice Valentim

2015-01-01

The objective of this descriptive, cross-sectional study was to evaluate the self-esteem of 127 pregnant women seen in a prenatal care program conducted in a public school hospital. Data collection was performed using the Rosenberg's Self-esteem Scale; unsatisfactory self-esteem was related to socio-demographic and health variables of the pregnant woman, and to the presence or absence of support systems. Descriptive and univariate statistical analysis were used to assess possible associations...

Feedback data sources that inform physician self-assessment.

Science.gov (United States)

Lockyer, Jocelyn; Armson, Heather; Chesluk, Benjamin; Dornan, Timothy; Holmboe, Eric; Loney, Elaine; Mann, Karen; Sargeant, Joan

2011-01-01

Self-assessment is a process of interpreting data about one's performance and comparing it to explicit or implicit standards. To examine the external data sources physicians used to monitor themselves. Focus groups were conducted with physicians who participated in three practice improvement activities: a multisource feedback program; a program providing patient and chart audit data; and practice-based learning groups. We used grounded theory strategies to understand the external sources that stimulated self-assessment and how they worked. Data from seven focus groups (49 physicians) were analyzed. Physicians used information from structured programs, other educational activities, professional colleagues, and patients. Data were of varying quality, often from non-formal sources with implicit (not explicit) standards. Mandatory programs elicited variable responses, whereas data and activities the physicians selected themselves were more likely to be accepted. Physicians used the information to create a reference point against which they could weigh their performance using it variably depending on their personal interpretation of its accuracy, application, and utility. Physicians use and interpret data and standards of varying quality to inform self-assessment. Physicians may benefit from regular and routine feedback and guidance on how to seek out data for self-assessment.

Novelty Detection via Answer Updating

National Research Council Canada - National Science Library

Li, Xiaoyan; Croft, W. B

2004-01-01

.... Specifically, we explore the use of question-answering techniques for novelty detection. New information is defined as new/previously unseen answers to questions representing a user's information need...

To answer or not to answer? A field test of loss aversion

OpenAIRE

Michał Krawczyk

2011-01-01

This study is a field experiment on loss aversion. The framing of scoring rules was differentiated in two exams at the University of Warsaw, with only half the students facing explicit penalty points in the case of giving an incorrect answer. Loss aversion predicts that less risk will be taken (less questions will be answered) when losses are possible but in fact, no treatment effect was observed.

Asthma Self-Management Model: Randomized Controlled Trial

Science.gov (United States)

Olivera, Carolina M. X.; Vianna, Elcio Oliveira; Bonizio, Roni C.; de Menezes, Marcelo B.; Ferraz, Erica; Cetlin, Andrea A.; Valdevite, Laura M.; Almeida, Gustavo A.; Araujo, Ana S.; Simoneti, Christian S.; de Freitas, Amanda; Lizzi, Elisangela A.; Borges, Marcos C.; de Freitas, Osvaldo

2016-01-01

Information for patients provided by the pharmacist is reflected in adhesion to treatment, clinical results and patient quality of life. The objective of this study was to assess an asthma self-management model for rational medicine use. This was a randomized controlled trial with 60 asthmatic patients assigned to attend five modules presented by…

Utility of a Validated Rating Scale for Self-Assessment in Microsurgical Training.

Science.gov (United States)

Grant, Aaron L; Temple-Oberle, Claire

The purpose of this study is to determine the utility of self-assessment in microsurgical training using a previously validated rating scale. A prospective study of surgical residents taking a hands-on 5-day microsurgical training course. Learners completed multiple self-assessments of their technical skills using the University of Western Ontario Microsurgical Acquisition/Assessment instrument. Simultaneously, preceptors assessed the learners using the same scale. Self-assessment and preceptor scores were compared using the Pearson correlation coefficient (PCC). There was a significant agreement noted between the 32 preceptor assessments and 36 self-assessments that were completed. Correlation between scores for the knot-tying (PCC = 0.62) and anastomosis modules (PCC = 0.77) was good and excellent, respectively. Preceptor scores and self-scores improved over the duration of the course: for preceptors, knot-tying scores increased from 58% on day 1 to 78% on day 5 (p = 0.02) and anastomosis scores improved from 56% to 82% (p = 0.004); for self-scores, knot-tying scores increased from 44% to 81% (p = 0.001) and anastomosis scores from 49% to 84% (p = 0.001). Learners with greater experience (higher postgraduate year level) tended to have higher self as well as preceptor ratings, albeit not statistically significant. Self-assessment using the University of Western Ontario Microsurgical Acquisition/Assessment instrument has good to excellent agreement with preceptor-assessment scores suggesting good interrater reliability. Self-assessment using such tools may, therefore, be used along with preceptor supervision and assessment to potentially improve self-directed learning during these courses. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Self-Assessment in Librarianship: Current Practices and Future Possibilities

Directory of Open Access Journals (Sweden)

Ania Dymarz

2015-07-01

Full Text Available The authors of this qualitative study set out to investigate self-assessment practices within the library profession. The researchers conducted semi-structured interviews with a purposeful sample of nine librarians coming from a range of library settings and possessing a diversity of library experience. Interviews were then transcribed and coded in NVIVO to identify emergent themes. This paper details some of the results of that study, highlighting motivations, limitations, and strategies with regard to self-assessment. The findings present a summary of a range of approaches to the practice of assessment as reported by the interviewees. One area of possible growth for our profession, as highlighted by the findings, is in the development of peer networks as a support for the individual practice of self-assessment. While the results of this small case study cannot be generalized, the authors hope these preliminary findings can open up the conversation around self-assessment both for individual librarians and for those librarians and managers working to shape their workplace culture.

Self-assessment of ergonomics amongst dental students utilising photography: RCT.

Science.gov (United States)

Partido, B B; Wright, B M

2018-03-02

Dental professionals are at high risk of musculoskeletal disorders (MSDs) due to static working positions for extended periods of time. Musculoskeletal pain has been identified as early as during their entry-level dental education. The purpose of this study was to determine whether feedback involving photography and self-assessment would improve ergonomic scores and the accuracy of ergonomic self-assessments amongst dental students. The study involved a randomised control design of 135 dental students. At weeks 1 and 4, participants were photographed, and at weeks 1 through 4, participants completed ergonomic self-evaluations, using a Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks 2 and 3, participants in the training group were photographed and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were evaluated for ergonomic scores by two raters. A mixed-design ANOVA of ergonomic scores revealed that ergonomic scores improved for all students who received the ergonomics training (F(1,254)=17.41, P < .001). In addition, a mixed-design ANOVA of kappa coefficient values between student and rater scores revealed that the accuracy of self-assessments improved for all students who received the ergonomics training (F(1,127)=6.33, P < .05). The use of photographs and self-assessment provides dental and dental hygiene educators with a pragmatic method to improve self-assessment skills, increase student awareness of any postural deviations from ideal and improve musculoskeletal health. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

CAT questions and answers

International Nuclear Information System (INIS)

1993-02-01

This document, prepared in February 1993, addresses the most common questions asked by APS Collaborative Access Teams (CATs). The answers represent the best judgment on the part of the APS at this time. In some cases, details are provided in separate documents to be supplied by the APS. Some of the answers are brief because details are not yet available. The questions are separated into five categories representing different aspects of CAT interactions with the APS: (1) Memorandum of Understanding (MOU), (2) CAT Beamline Review and Construction, (3) CAT Beamline Safety, (4) CAT Beamline Operations, and (5) Miscellaneous. The APS plans to generate similar documents as needed to both address new questions and clarify answers to present questions

Generic Drugs: Questions and Answers

Science.gov (United States)

... Vaccines, Blood & Biologics Animal & Veterinary Cosmetics Tobacco Products Drugs Home Drugs Resources for You Information for Consumers (Drugs) Questions & Answers Generic Drugs: Questions & Answers Share Tweet Linkedin Pin it More ...

Deep Question Answering for protein annotation.

Science.gov (United States)

Gobeill, Julien; Gaudinat, Arnaud; Pasche, Emilie; Vishnyakova, Dina; Gaudet, Pascale; Bairoch, Amos; Ruch, Patrick

2015-01-01

Biomedical professionals have access to a huge amount of literature, but when they use a search engine, they often have to deal with too many documents to efficiently find the appropriate information in a reasonable time. In this perspective, question-answering (QA) engines are designed to display answers, which were automatically extracted from the retrieved documents. Standard QA engines in literature process a user question, then retrieve relevant documents and finally extract some possible answers out of these documents using various named-entity recognition processes. In our study, we try to answer complex genomics questions, which can be adequately answered only using Gene Ontology (GO) concepts. Such complex answers cannot be found using state-of-the-art dictionary- and redundancy-based QA engines. We compare the effectiveness of two dictionary-based classifiers for extracting correct GO answers from a large set of 100 retrieved abstracts per question. In the same way, we also investigate the power of GOCat, a GO supervised classifier. GOCat exploits the GOA database to propose GO concepts that were annotated by curators for similar abstracts. This approach is called deep QA, as it adds an original classification step, and exploits curated biological data to infer answers, which are not explicitly mentioned in the retrieved documents. We show that for complex answers such as protein functional descriptions, the redundancy phenomenon has a limited effect. Similarly usual dictionary-based approaches are relatively ineffective. In contrast, we demonstrate how existing curated data, beyond information extraction, can be exploited by a supervised classifier, such as GOCat, to massively improve both the quantity and the quality of the answers with a +100% improvement for both recall and precision. Database URL: http://eagl.unige.ch/DeepQA4PA/. © The Author(s) 2015. Published by Oxford University Press.

An Internet Resource for Self-Assessment of Mental Health and Health Behavior: Development and Implementation of the Self-Assessment Kiosk.

Science.gov (United States)

Maunder, Robert G; Hunter, Jonathan J

2018-05-16

Standardized measurement of physical and mental health is useful for identification of health problems. Personalized feedback of the results can influence health behavior, and treatment outcomes can be improved by monitoring feedback over time. However, few resources are available that are free for users, provide feedback from validated measurement instruments, and measure a wide range of health domains. This study aimed to develop an internet self-assessment resource that fills the identified gap and collects data to generate and test hypotheses about health, to test its feasibility, and to describe the characteristics of its users. The Self-Assessment Kiosk was built using validated health measurement instruments and implemented on a commercial internet survey platform. Data regarding usage and the characteristics of users were collected over 54 weeks. The rate of accrual of new users, popularity of measurement domains, frequency with which multiple domains were selected for measurement, and characteristics of users who chose particular questionnaires were assessed. Of the 1435 visits, 441 (30.73%) were visiting for the first time, completed at least 1 measure, indicated that their responses were truthful, and consented to research. Growth in the number of users over time was approximately linear. Users were skewed toward old age and higher income and education. Most (53.9%, 234/434) reported at least 1 medical condition. The median number of questionnaires completed was 5. Internal reliability of most measures was good (Cronbach alpha>.70), with lower reliability for some subscales of coping (self-distraction alpha=.35, venting alpha=.50, acceptance alpha=.51) and personality (agreeableness alpha=.46, openness alpha=.45). The popular questionnaires measured depression (61.0%, 269/441), anxiety (60.5%, 267/441), attachment insecurity (54.2%, 239/441), and coping (46.0%, 203/441). Demographic characteristics somewhat influenced choice of instruments, accounting

What Is the Correct Answer about The Dress' Colors? Investigating the Relation between Optimism, Previous Experience, and Answerability.

Science.gov (United States)

Karlsson, Bodil S A; Allwood, Carl Martin

2016-01-01

The Dress photograph, first displayed on the internet in 2015, revealed stunning individual differences in color perception. The aim of this study was to investigate if lay-persons believed that the question about The Dress colors was answerable. Past research has found that optimism is related to judgments of how answerable knowledge questions with controversial answers are (Karlsson et al., 2016). Furthermore, familiarity with a question can create a feeling of knowing the answer (Reder and Ritter, 1992). Building on these findings, 186 participants saw the photo of The Dress and were asked about the correct answer to the question about The Dress' colors (" blue and black," "white and gold," "other, namely…," or "there is no correct answer" ). Choice of the alternative "there is no correct answer" was interpreted as believing the question was not answerable. This answer was chosen more often by optimists and by people who reported they had not seen The Dress before. We also found that among participants who had seen The Dress photo before, 19%, perceived The Dress as "white and gold" but believed that the correct answer was "blue and black ." This, in analogy to previous findings about non-believed memories (Scoboria and Pascal, 2016), shows that people sometimes do not believe the colors they have perceived are correct. Our results suggest that individual differences related to optimism and previous experience may contribute to if the judgment of the individual perception of a photograph is enough to serve as a decision basis for valid conclusions about colors. Further research about color judgments under ambiguous circumstances could benefit from separating individual perceptual experience from beliefs about the correct answer to the color question. Including the option "there is no correct answer " may also be beneficial.

Improving Undergraduates’ Argumentative Group Essay Writing through Self-assessment

Directory of Open Access Journals (Sweden)

Yong Mei Fung

2015-10-01

Full Text Available When writing an argumentative essay, writers develop and evaluate arguments to embody, initiate, or simulate various kinds of interpersonal and textual interaction for reader consideration (Wu & Allison, 2003. This is quite challenging for English as a second language (ESL learners. To improve the quality of their writing, students need to review their draft throughout the writing process. This study aimed to investigate the effect of self-assessment in group writing and how group work improves students’ writing ability. An intact class comprising 22 first-year undergraduates participated in the study.  Data were collected from pre- and post-treatment writing tests, semi-structured interview and reflection entries. The results revealed that self-assessment has a significant effect on students’ writing performance. Group work also enhanced social and cognitive development of the students. This study provides insights into the use of self-assessment in writing class to develop learner autonomy and improve writing ability. Keywords: Argumentative essay, Self-assessment, Learner autonomy, Group writing, ESL learners

Electronic assessment of clinical reasoning in clerkships: A mixed-methods comparison of long-menu key-feature problems with context-rich single best answer questions

NARCIS (Netherlands)

Huwendiek, S.; Reichert, F.; Duncker, C.; Leng, B.A. De; Vleuten, C.P.M. van der; Muijtjens, A.M.; Bosse, H.M.; Haag, M.; Hoffmann, G.F.; Tonshoff, B.; Dolmans, D.

2017-01-01

BACKGROUND: It remains unclear which item format would best suit the assessment of clinical reasoning: context-rich single best answer questions (crSBAs) or key-feature problems (KFPs). This study compared KFPs and crSBAs with respect to students' acceptance, their educational impact, and

ERROR ANALYSIS ON INFORMATION AND TECHNOLOGY STUDENTS’ SENTENCE WRITING ASSIGNMENTS

Directory of Open Access Journals (Sweden)

Rentauli Mariah Silalahi

2015-03-01

Full Text Available Students’ error analysis is very important for helping EFL teachers to develop their teaching materials, assessments and methods. However, it takes much time and effort from the teachers to do such an error analysis towards their students’ language. This study seeks to identify the common errors made by 1 class of 28 freshmen students studying English in their first semester in an IT university. The data is collected from their writing assignments for eight consecutive weeks. The errors found were classified into 24 types and the top ten most common errors committed by the students were article, preposition, spelling, word choice, subject-verb agreement, auxiliary verb, plural form, verb form, capital letter, and meaningless sentences. The findings about the students’ frequency of committing errors were, then, contrasted to their midterm test result and in order to find out the reasons behind the error recurrence; the students were given some questions to answer in a questionnaire format. Most of the students admitted that careless was the major reason for their errors and lack understanding came next. This study suggests EFL teachers to devote their time to continuously check the students’ language by giving corrections so that the students can learn from their errors and stop committing the same errors.

Living Language: Self-Assessment, Oral Production, and Domestic Immersion

Science.gov (United States)

Dolosic, Haley N.; Brantmeier, Cindy; Strube, Michael; Hogrebe, Mark C.

2016-01-01

With 24 adolescent students enrolled in a French language summer camp, the present study examines the relationship between self-assessment and oral production in French, interpreting results through a framework of individual learning variables. Participants were surrounded by French inside and outside the classroom. Self-assessment was measured…

Teachers' Self-Assessed Level of Preparation

Science.gov (United States)

White, Susan

2013-01-01

We asked high school physics teachers to assess their level of preparation across a number of domains. Almost all (98%) reported feeling adequately or well prepared in terms of their basic physics knowledge. The chart presents teachers' responses to their self-assessed level of preparation in six different areas. Almost all feel at least…

Teachers’ Beliefs about Young EFL Learners’ Self-assessment: a Case Study of Macedonia

Directory of Open Access Journals (Sweden)

/Anžela Nikolovska

2015-11-01

Full Text Available The paper explores Macedonian primary EFL teachers’ attitudes, beliefs and practices regarding self-assessment of young learners (10-12 year-olds. The study surveyed primary EFL teachers (n=30 who teach English to 5th and 6th graders. The results indicated that vocabulary, grammar and reading were more often the focus of self-assessment tasks than the other areas of language learning. This, along with the finding that the receptive language skills were more frequently self-assessed than the productive skills has been attributed to the impact of the external exam. The most frequently used self-assessment techniques were can-do statements and check-lists. The perceived benefits and challenges of self-assessment have been found to be compatible with the findings of other studies. In spite of their positive attitudes towards learner self-assessment, the teachers expressed awareness of certain problems underlying its implementation as well as uncertainty about how to train learners to self-assess. In line with the conclusions, recommendations have been made regarding the need for greater emphasis on self-assessment of the neglected language areas (speaking and writing, the necessity of using a variety of self-assessment formats and the need for learner training in self-assessment from an early age.

A patient self-assessment tool for cardiac rehabilitation.

Science.gov (United States)

Phelan, C; Finnell, M D; Mottla, K A

1989-01-01

A patient self-assessment tool was designed, tested, and implemented to promote cardiac-specific data collection, based on Gordon's Functional Health Patterns, to maximize patient/family involvement in determining a plan of care, and to streamline primary nurses' documentation requirements. Retrospective and concurrent chart reviews provided data for quality assurance monitoring. The results of the monitoring demonstrated that the self-assessment tool markedly improved the patient-specific data base.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program.

Science.gov (United States)

Poirier, Therese I; Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-04-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.

Finding Question-Answer Pairs from Online Forums

DEFF Research Database (Denmark)

Cong, Gao; Wang, Long; Lin, Chin-Yew

2008-01-01

Online forums contain a huge amount of valuable user generated content. In this paper we address the problem of extracting question-answer pairs from forums. Question-answer pairs extracted from forums can be used to help Question Answering services (e.g. Yahoo! Answers) among other applications...

Semen says: assessing the accuracy of adolescents' self-reported sexual abstinence using a semen Y-chromosome biomarker.

Science.gov (United States)

Rosenbaum, Janet E; Zenilman, Jonathan M; Rose, Eve; Wingood, Gina M; DiClemente, Ralph J

2017-03-01

Researchers often assess condom use only among participants who report recent sexual behaviour, excluding participants who report no recent vaginal sex or who did not answer questions about their sexual behaviour, but self-reported sexual behaviour may be inaccurate. This study uses a semen Y-chromosome biomarker to assess semen exposure among participants who reported sexual abstinence or did not report their sexual behaviour. This prospective cohort study uses data from 715 sexually active African-American female adolescents in Atlanta, surveyed at baseline, 6 months and 12 months. Participants completed a 40 min interview and were tested for semen Y-chromosome with PCR from a self-administered vaginal swab. We predicted Y-chromosome test results from self-reported sexual behaviour using within-subject panel regression. Among the participants who reported abstinence from vaginal sex in the past 14 days, 9.4% tested positive for semen Y-chromosome. Among item non-respondents, 6.3% tested positive for semen Y-chromosome. Women who reported abstinence and engaged in item non-response regarding their sexual behaviour had respectively 62% and 78% lower odds of testing positive for Y-chromosome (OR 0.38 (0.21 to 0.67), OR 0.22 (0.12 to 0.40)), controlling for smoking, survey wave and non-coital sexual behaviours reported during abstinence. Adolescents who report sexual abstinence under-report semen exposure. Research should validate self-reported sexual behaviour with biomarkers. Adolescents who engage in item non-response regarding vaginal sex test positive for semen Y-chromosome at similar rates, which supports the practice of grouping non-respondents with adolescents reporting abstinence in statistical analysis. NCT00633906. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Creation and Validation of the Self-esteem/Self-image Female Sexuality (SESIFS) Questionnaire

OpenAIRE

Lordello, Maria CO; Ambrogini, Carolina C; Fanganiello, Ana L; Embiru?u, Teresa R; Zaneti, Marina M; Veloso, Laise; Piccirillo, Livia B; Crude, Bianca L; Haidar, Mauro; Silva, Ivaldo

2014-01-01

Introduction Self-esteem and self-image are psychological aspects that affect sexual function. AIMS To validate a new measurement tool that correlates the concepts of self-esteem, self-image, and sexuality. Methods A 20-question test (the self-esteem/self-image female sexuality [SESIFS] questionnaire) was created and tested on 208 women. Participants answered: Rosenberg's self-esteem scale, the female sexual quotient (FSQ), and the SESIFS questionnaire. Pearson's correlation coefficient was u...

The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

Directory of Open Access Journals (Sweden)

Suyoga Dharma I Putu

2018-01-01

Full Text Available This experimental study aimed at investigating the effect of Problem Based Learning (PBL and self-assessment (SA on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency and questionnaire (self-regulation. Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1 there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2 there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3 there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4 there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5 there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

Structured reminiscence: an intervention to decrease depression and increase self-transcendence in older women.

Science.gov (United States)

Stinson, Cynthia Kellam; Kirk, Edythe

2006-02-01

The purpose of this study was to assess the effect of group reminiscing on depression and self-transcendence of older women residing in an assisted living facility in southeast Texas. There were two major objectives for this study. One objective was to determine if depression decreased in older women after structured reminiscence group sessions held twice weekly for a six-week period. A second objective was to determine if self-transcendence increased after structured reminiscence group sessions held twice weekly for a six-week period. Reminiscence has been studied to determine its impact on a variety of conditions including but not limited to depression, self-esteem, fatigue, isolation, socialization, well-being, language acquisition and cognitive functioning. This review of research specifically focused on reminiscence, depression, self-transcendence and older people. Two groups were assessed at baseline, three and six weeks to answer the research questions. A sample of 24 women between the ages of 72 and 96 years were randomly assigned to either a reminiscence (experimental) group or the activity (control) group of the facility. Pearson's r was used to determine the magnitude of the relationship between subjects' responses on the Geriatric Depression Scale and the Self-Transcendence Scale. A mixed design analysis of variance (anova) was used to determine if there was a difference between the experimental and control groups on scores of the Geriatric Depression Scale and the Self-Transcendence Scale at baseline, three and six weeks. Data revealed a non-significant decrease in depression and increase in self-transcendence in the reminiscence group at the completion of six weeks, indicating a trend toward a positive result with reminiscence group sessions. The study also revealed an inverse relationship between depression and self-transcendence. These findings underscore the importance of screening older people for depression. One of the primary modalities used for

A comparison of students' self-assessments with faculty evaluations of their communication skills.

Science.gov (United States)

Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

2013-05-13

To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

Quest Learning and Assessment, UT Austin

Science.gov (United States)

Lewis, Gerald; McDonald, Patsy; Hostetler, Rhonda

2010-03-01

Quest Learning & Assessment is an innovative web-based tool for instructors and students of math and science. Quest was created at The University of Texas at Austin to address educational challenges at one of the biggest universities in the country. It now serves a primary role in classes taught within UT's College of Natural Sciences. Quest covers subjects ranging from mathematics, chemistry, biology, physics, computer science and statistics. For instructors, Quest offers an easy way to create homework assignments, quizzes and exams with its extensive knowledge base. Since most questions have built-in variations Quest can create custom assignments for each student, which are automatically graded. Once solutions are available, students can read detailed explanations to questions and understand why their answer was correct or incorrect. Quest has graded over 30 million student responses and is now available to all education institutions.

Student Self-Assessment of Operative Dentistry Experiences: A Time-Dependent Exercise in Self-Directed Learning.

Science.gov (United States)

Metz, Michael J; Durski, Marcelo T; O'Malley DeGaris, Megan; Daugherty, Timothy C; Vaught, Randall L; Cornelius, Celine Joyce; Mayfield, Theresa G

2017-05-01

The aim of this study was to evaluate the process of student self-assessment on operative dentistry skills across four years at the University of Louisville School of Dentistry. First, a retrospective analysis of the Class of 2016 students' self-assessment and faculty assessment grade sheets was conducted to determine mean differences and correlations across time. Both preclinical (D2: n=120) and clinical (D3: n=120; D4: n=120) grade sheets were evaluated. Second, 25 students from each of the D1, D2, D3, and D4 classes in 2016 were asked to evaluate dentoform work, and 25 operative calibrated faculty members graded the same two dentoforms. The results of the retrospective analysis were that the D2 students' self-assessment scores were significantly higher than the faculty scores (t-test; pself-assessment scores were also significantly higher than the faculty scores (t-test; pself-assessment scores were not significantly different from the faculty scores (t-test; p>0.05), and there was a positive correlation (r=0.408). In the prospective analysis, the D1, D2, and D3 students graded the dentoforms significantly higher (ANOVA; pself-assessment is a learned process through experiential and continual encounters across time. The summative goal for all dental schools is to provide students with the skills and knowledge to critically evaluate their work for self-directed learning.

Self-Assessment Methods in the Higher Education Quality Improvement

Directory of Open Access Journals (Sweden)

Jitka SMUTNÁ

2009-06-01

Full Text Available Organizational performance is maximized when it is based on the management and sharing of knowledge within a culture of continuous learning, innovation and improvement. The methodology embodies the principle of self-evaluation or self-assessment. The higher education institutions would learn from feedback by reviewing impact of strategies and actions, trends in results and by comparing through benchmarking. The focus of this paper is the implementation of EFQM excellence model in the higher education (HE sector. This paper describes the specific issues in implementing the model in HE institutions, with a particular focus on the choice of self-assessment methodology. The early signs are that EFQM excellence model self-assessment can help to produce a more customer-oriented culture in HE institutions, providing that the lessons learned from the wider public sector are put into practice.

Eastern Baltic cod in distress: biological changes and challenges for stock assessment

DEFF Research Database (Denmark)

Eero, Margit; Hjelm, Joakim; Behrens, Jane

2015-01-01

The eastern Baltic (EB) cod (Gadus morhua) stock was depleted and overexploited for decades until the mid-2000s, when fishing mortality rapidly declined and biomass started to increase, as shown by stock assessments. These positive developments were partly assigned to effective management measures...... that the stock is in distress. In this study, we (i) summarize the knowledge of recent changes in cod biology and ecosystem conditions, (ii) describe the subsequent challenges for stock assessment, and (iii) highlight the key questions where answers are urgently needed to understand the present stock status...

31 CFR 10.64 - Answer; default.

Science.gov (United States)

2010-07-01

... 31 Money and Finance: Treasury 1 2010-07-01 2010-07-01 false Answer; default. 10.64 Section 10.64... SERVICE Rules Applicable to Disciplinary Proceedings § 10.64 Answer; default. (a) Filing. The respondent's... need be adduced at a hearing. (d) Default. Failure to file an answer within the time prescribed (or...

Self-report vs. objectively assessed physical activity: which is right for public health?

Science.gov (United States)

Loney, Tom; Standage, Martyn; Thompson, Dylan; Sebire, Simon J; Cumming, Sean

2011-01-01

To examine the agreement between self-reported and objectively assessed physical activity (PA) according to current public health recommendations. One-hundred and fourteen British University students wore a combined accelerometer and heart rate monitor (Actiheart; AHR) to estimate 24-hour energy expenditure over 7 consecutive days. Data were extracted based on population-based MET-levels recommended to improve and maintain health. On day 8, participants were randomly assigned to complete either the short-form International Physical Activity Questionnaire (IPAQ) or the Leisure-Time Exercise Questionnaire (LTEQ). Estimates of duration (IPAQ; N = 46) and frequency (LTEQ; N = 41) of PA were compared with those recorded by the AHR. Bland-Altman analysis showed the mean bias between the IPAQ and AHR to be small for moderate-intensity and total PA, however the 95% limits of agreement (LOA) were wide. The mean number of moderate bouts of PA estimated by the LTEQ was similar to those derived by the AHR but the 95% LOA between the 2 measures were large. Although self-report questionnaires may provide an approximation of PA at a population level, they may not determine whether an individual is participating in the type, intensity, and amount of PA advocated in current public health recommendations. ©2011 Human Kinetics, Inc.

Answers to your questions on high-level nuclear waste

International Nuclear Information System (INIS)

1987-11-01

This booklet contains answers to frequently asked questions about high-level nuclear wastes. Written for the layperson, the document contains basic information on the hazards of radiation, the Nuclear Waste Management Program, the proposed geologic repository, the proposed monitored retrievable storage facility, risk assessment, and public participation in the program

ASSESSMENT OF PERFORMANCES OF VARIOUS MACHINE LEARNING ALGORITHMS DURING AUTOMATED EVALUATION OF DESCRIPTIVE ANSWERS

Directory of Open Access Journals (Sweden)

C. Sunil Kumar

2014-07-01

Full Text Available Automation of descriptive answers evaluation is the need of the hour because of the huge increase in the number of students enrolling each year in educational institutions and the limited staff available to spare their time for evaluations. In this paper, we use a machine learning workbench called LightSIDE to accomplish auto evaluation and scoring of descriptive answers. We attempted to identify the best supervised machine learning algorithm given a limited training set sample size scenario. We evaluated performances of Bayes, SVM, Logistic Regression, Random forests, Decision stump and Decision trees algorithms. We confirmed SVM as best performing algorithm based on quantitative measurements across accuracy, kappa, training speed and prediction accuracy with supplied test set.

Self-assessment, reflection on practice and critical thinking in nursing students.

Science.gov (United States)

Siles-González, José; Solano-Ruiz, Carmen

2016-10-01

In accordance with the principles of the European Higher Education Area, the aim of this study was to contribute to the implementation of self-assessment through the application of reflection on learning and critical thinking. The theoretical framework employed was Habermas's critical theory and emancipatory interest as a preliminary step to generate educational transformations. The methodological contribution is the design a student self-assessment document that promotes reflection on action and critical thinking. The development of assessment through peer evaluation and other intermediate solutions until achieving self-assessment entails a shift in the educational and scientific paradigm, but also involves the implementation in practice of democratic and ethical principles, values and premises in society. Self-assessment is a novel concept for students, and obliges them to reinterpret their role. Due to the diversity of students' principles, values, motivations, interests and aspirations, this reinterpretation of their role can have a positive outcome, stimulating an active and critical attitude towards group work and self-assessment; or, on the contrary, can generate a stance characterised by disinterest, passivity and lack of critical thinking. The forms of assessment adopted in a given educational system reflect ways of thinking related to ideologies, values, ethical principles and educational paradigms: in order to render implementation of effective self-assessment feasible, it is necessary to undertake structural and regulatory reforms. Students have little experience of reflection on practice or critical thinking. Massification and cultural and structural factors determine the form of assessment. In this context, it would seem advisable to move towards self-assessment gradually and cautiously. Copyright © 2016 Elsevier Ltd. All rights reserved.

Maintenance self-assessments - An INPO [Institute of Nuclear Power Operation] perspective

International Nuclear Information System (INIS)

Subalusky, W.T.

1990-01-01

In March 1987, all nuclear utilities in the US were requested by the Institute of Nuclear Power Operations (INPO) to perform a self-assessment of their maintenance programs. The goal of these self-assessments was to have each station identify any existing problem areas in maintenance in clear and sufficient detail to determine the root causes of the problems and to provide a foundation for subsequent corrective actions. The self-assessments were to be performed by each nuclear station using the INPO document Guidelines for the Conduct of Maintenance at Nuclear Power Stations. By December 1987, 72 of 74 stations had completed the self-assessments, and by the middle of 1988, all stations had completed this systematic review of their maintenance programs. As part of an industry plan to ensure continued improvements in maintenance, INPO is following up on the effectiveness of these self-assessments during the course of plant evaluation visits. This presentation briefly reviews the approaches to self-assessment of the station's maintenance programs, some of the lessons learned from this effort, and the results, to date, of INPO follow-up efforts in this area

Quantified self and comprehensive geriatric assessment: older adults are able to evaluate their own health and functional status.

Science.gov (United States)

Beauchet, Olivier; Launay, Cyrille P; Merjagnan, Christine; Kabeshova, Anastasiia; Annweiler, Cédric

2014-01-01

There is an increased interest of individuals in quantifying their own health and functional status. The aim of this study was to examine the concordance of answers to a self-administered questionnaire exploring health and functional status with information collected during a full clinical examination performed by a physician among cognitively healthy adults (CHI) and older patients with mild cognitive impairment (MCI) or mild-to-moderate Alzheimer disease (AD). Based on cross-sectional design, a total of 60 older adults (20 CHI, 20 patients with MCI, and 20 patients with mild-to-moderate AD) were recruited in the memory clinic of Angers, France. All participants completed a self-administered questionnaire in paper format composed of 33 items exploring age, gender, nutrition, place of living, social resources, drugs daily taken, memory complaint, mood and general feeling, fatigue, activities of daily living, physical activity and history of falls. Participants then underwent a full clinical examination by a physician exploring the same domains. High concordance between the self-administered questionnaire and physician's clinical examination was showed. The few divergences were related to cognitive status, answers of AD and MCI patients to the self-administered questionnaire being less reliable than those of CHI. Older adults are able to evaluate their own health and functional status, regardless of their cognitive status. This result needs to be confirmed and opens new perspectives for the quantified self-trend and could be helpful in daily clinical practice of primary care.

Quantified self and comprehensive geriatric assessment: older adults are able to evaluate their own health and functional status.

Directory of Open Access Journals (Sweden)

Olivier Beauchet

Full Text Available There is an increased interest of individuals in quantifying their own health and functional status. The aim of this study was to examine the concordance of answers to a self-administered questionnaire exploring health and functional status with information collected during a full clinical examination performed by a physician among cognitively healthy adults (CHI and older patients with mild cognitive impairment (MCI or mild-to-moderate Alzheimer disease (AD.Based on cross-sectional design, a total of 60 older adults (20 CHI, 20 patients with MCI, and 20 patients with mild-to-moderate AD were recruited in the memory clinic of Angers, France. All participants completed a self-administered questionnaire in paper format composed of 33 items exploring age, gender, nutrition, place of living, social resources, drugs daily taken, memory complaint, mood and general feeling, fatigue, activities of daily living, physical activity and history of falls. Participants then underwent a full clinical examination by a physician exploring the same domains.High concordance between the self-administered questionnaire and physician's clinical examination was showed. The few divergences were related to cognitive status, answers of AD and MCI patients to the self-administered questionnaire being less reliable than those of CHI.Older adults are able to evaluate their own health and functional status, regardless of their cognitive status. This result needs to be confirmed and opens new perspectives for the quantified self-trend and could be helpful in daily clinical practice of primary care.

The Self-esteem Stability Scale (SESS) for Cross-Sectional Direct Assessment of Self-esteem Stability

OpenAIRE

Tobias Altmann; Marcus Roth

2018-01-01

Self-esteem stability describes fluctuations in the level of self-esteem experienced by individuals over a brief period of time. In recent decades, self-esteem stability has repeatedly been shown to be an important variable affecting psychological functioning. However, measures of self-esteem stability are few and lacking in validity. In this paper, we present the Self-Esteem Stability Scale (SESS), a unidimensional and very brief scale to directly assess self-esteem stability. In four studie...

The Impact of Question Format, Context, and Content on Survey Answers in Early and Late Adolescence

Directory of Open Access Journals (Sweden)

Diersch Nadine

2016-06-01

Full Text Available Self-reports in surveys are often influenced by the presented question format and question context. Much less is known about how these effects influence the answers of younger survey respondents. The present study investigated how variations in response format, answer scale frequency, and question order influence self-reports of two age groups: younger (11–13 years old and older (16–18 years old adolescents. In addition, the impact of the respondents’ level of familiarity with the question content was taken into account. Results indicated that younger adolescents are more strongly influenced by the presented question format and context than older adolescents. This, however, was dependent on the particular question content, implying that response effects are more pronounced when questions deal with issues that lie outside of the respondents’ field of experience. Implications of these findings in survey research with younger respondents are discussed.

MODERN METHODOLOGICAL TOOLS FOR STUDENTS’ LANGUAGE SKILLS SELF-ASSESSMENT

Directory of Open Access Journals (Sweden)

A. N. Astanina

2017-01-01

Full Text Available Introduction. Nowadays, the problem of standardization of foreign language training at the higher school is becoming currently topical. With regard to the processes of globalization, the international educational projects and students exchange programs gain greater international recognition. Such international programmes involve foreign language knowledge graded as not only high certified academic levels but also as basic language skills. The lack of foreign language competence becomes the obstacle for successful training, depriving a future graduate of a part of chances to become the competitive and popular expert in the chosen profession. The success of a foreign language course completion among students depends on many factors; the most important factor is motivation which can affect self-assessment of training results. The aim of the study is to describe possibilities of the CanDos tools implementation for the organization of students self-consciousness and self-assessment of own achievements in order to influence the motivation for mastering a foreign language.Methodology and research methods. The research is based on competencybased approach. The methods involve comparative analysis, synthesis, and generalization.Results and scientific novelty. The questionnaire developed for the experiment helped to collect the data concerning the effectiveness of the CanDos software implementation for self-assessment of students’ foreign language skills. The corresponding self-assessment helps students to carry out a self-reflection of own knowledge and abilities, and to find “weak points” in language proficiency which need additional practice and improvement. By regularly using CanDos software as self-assessment tools, students learn to identify the correspondence of their language competence to the external requirements and standards of education. Orientation to training results will help future experts to create self-motivation that positively

Los Alamos National Laboratory 1995 self assessment report

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-06-30

The Los Alamos National Laboratory (LANL) Safeguards and Security (S and S) Assurance Program (AP) is designed to ensure the adequacy and effectiveness of the LANL S and S program. The Assurance Program provides a mechanism for discovering deficiencies, determining causes, conducting risk assessments, implementing corrective actions, and documenting the assessment process. Selection of organizations for self assessments is based on the criteria established in the LANL S and S Assurance Program. For FY 1995, 12 organizations were selected for self assessments, these organizations are identified fin the schedule at Appendix A. The S and S topical areas selected for review in each organization varied depending on their security interests and included: Program Planning and Management (PPM); Protection Program Operations (PPO); Material Control and Accountability (MC and A); Computer and Communications Security (COMPSEC and COMSEC); Information Security (INFOSEC); Personnel Security (PERSEC); and Operational Security (OPSEC). The objective was to ascertain the effectiveness of S and S programs in each organization, its formality of operations, and its integration with the overall Laboratory S and S program. The goal was to meet both the DOE self-assessment requirements and the UC performance criteria and document the results.

Los Alamos National Laboratory 1995 self assessment report

International Nuclear Information System (INIS)

1995-01-01

The Los Alamos National Laboratory (LANL) Safeguards and Security (S and S) Assurance Program (AP) is designed to ensure the adequacy and effectiveness of the LANL S and S program. The Assurance Program provides a mechanism for discovering deficiencies, determining causes, conducting risk assessments, implementing corrective actions, and documenting the assessment process. Selection of organizations for self assessments is based on the criteria established in the LANL S and S Assurance Program. For FY 1995, 12 organizations were selected for self assessments, these organizations are identified fin the schedule at Appendix A. The S and S topical areas selected for review in each organization varied depending on their security interests and included: Program Planning and Management (PPM); Protection Program Operations (PPO); Material Control and Accountability (MC and A); Computer and Communications Security (COMPSEC and COMSEC); Information Security (INFOSEC); Personnel Security (PERSEC); and Operational Security (OPSEC). The objective was to ascertain the effectiveness of S and S programs in each organization, its formality of operations, and its integration with the overall Laboratory S and S program. The goal was to meet both the DOE self-assessment requirements and the UC performance criteria and document the results

Self-assessment on nuclear power plants operational experience feedback process

International Nuclear Information System (INIS)

Li Hongtao; Ding Ying

2005-01-01

This paper introduces the purpose and function of self-assessment conducted by the responsible organizations of nuclear power plants, and describes the methods and requirements of self-assessment on operational experience feedback process to give a example. (authors)

Using the weighted keyword model to improve information retrieval for answering biomedical questions.

Science.gov (United States)

Yu, Hong; Cao, Yong-Gang

2009-03-01

Physicians ask many complex questions during the patient encounter. Information retrieval systems that can provide immediate and relevant answers to these questions can be invaluable aids to the practice of evidence-based medicine. In this study, we first automatically identify topic keywords from ad hoc clinical questions with a Condition Random Field model that is trained over thousands of manually annotated clinical questions. We then report on a linear model that assigns query weights based on their automatically identified semantic roles: topic keywords, domain specific terms, and their synonyms. Our evaluation shows that this weighted keyword model improves information retrieval from the Text Retrieval Conference Genomics track data.

The Quality of Written Peer Feedback on Undergraduates' Draft Answers to an Assignment, and the Use Made of the Feedback

Science.gov (United States)

Walker, Mirabelle

2015-01-01

The research described here investigated the quality and characteristics of peer feedback given on a draft piece of writing in the context of an undergraduate summative assignment. It also investigated whether the recipients made use of the feedback, with the aim of discovering whether some types of feedback were used in preference to others. The…

[Assessment of self-esteem in pregnant women using Rosenberg's Self-Esteem Scale].

Science.gov (United States)

Maçola, Ligia; do Vale, Ianê Nogueira; Carmona, Elenice Valentim

2010-09-01

The objective of this descriptive, cross-sectional study was to evaluate the self-esteem of 127 pregnant women seen in a prenatal care program conducted in a public school hospital. Data collection was performed using the Rosenberg's Self-esteem Scale; unsatisfactory self-esteem was related to socio-demographic and health variables of the pregnant woman, and to the presence or absence of support systems. Descriptive and univariate statistical analysis were used to assess possible associations. Pregnant women who had low scores for self-esteem were 60% of all subjects. As for the sociodemographic data, women with fewer years of education presented higher frequency of lower self-esteem scores, which disagrees with other studies. Pregnant women who report having an unplanned pregnancy presented higher prevalence of low self-esteem than those who reported having planned their pregnancy. The lack of support from the partner to look after the baby was also associated to the pregnant women's low self-esteem. Other associations between variables were not statistically significant.

Impact of Journaling on Students’ Self-Efficacy and Locus of Control

Directory of Open Access Journals (Sweden)

Krista K. Fritson, PsyD

2008-08-01

Full Text Available While considerable research has examined the academic and cognitive value of journaling, little has examined the psychological impact of journaling on the personal development of college students. Research on cognitive-behavioral therapy indicates that journaling can have a positive impact on individuals’ self-growth and intrapersonal characteristics. The purpose of this study is to examine the impact of classroom-based journaling on students’ self-efficacy and locus of control. Students in two undergraduate courses were required to complete weekly journal assignments; one class received targeted information on cognitive-behavioral therapy (CBT and one class did not. Students completed pre-, mid-, and postcourse assessments on self-efficacy, locus of control, and learning. Results revealed that self-efficacy scores for both groups significantly improved after the early journaling assignments; however, there were no differences between those who received direct CBT instruction and those who did not. These findings indicate that journaling may have important psychological benefits above and beyond its expected academic and cognitive outcomes.

Impact of Journaling on Students’ Self-Efficacy and Locus of Control

Directory of Open Access Journals (Sweden)

Krista K. Fritson

2008-08-01

Full Text Available While considerable research has examined the academic and cognitive value of journaling, little has examined the psychological impact of journaling on the personal development of college students. Research on cognitive-behavioral therapy indicates that journaling can have a positive impact on individuals’ self-growth and intrapersonal characteristics. The purpose of this study is to examine the impact of classroom-based journaling on students’ self-efficacy and locus of control. Students in two undergraduate courses were required to complete weekly journal assignments; one class received targeted information on cognitive-behavioral therapy (CBT and one class did not. Students completed pre-, mid-, and post-course assessments on self-efficacy, locus of control, and learning. Results revealed that self-efficacy scores for both groups significantly improved after the early journaling assignments; however, there were no differences between those who received direct CBT instruction and those who did not. These findings indicate that journaling may have important psychological benefits above and beyond its expected academic and cognitive outcomes.

Answering the Call: How Group Mentoring Makes a Difference

Science.gov (United States)

Altus, Jillian

2015-01-01

Mentoring programs answer the call for social justice for many students who are in success-inhibiting environments. This study employed a case study design to investigate the perceived benefits from a group mentoring program. Data was collected from pre- and post-assessments focus groups, and artifacts. Four participant benefits were revealed:…

LANL Safety Conscious Work Environment (SCWE) Self-Assessment

Energy Technology Data Exchange (ETDEWEB)

Hargis, Barbara C. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2014-01-29

On December 21, 2012 Secretary of Energy Chu transmitted to the Defense Nuclear Facilities Safety Board (DNFSB) revised commitments on the implementation plan for Safety Culture at the Waste Treatment and Immobilization Plant. Action 2-5 was revised to require contractors and federal organizations to complete Safety Conscious Work Environment (SCWE) selfassessments and provide reports to the appropriate U.S. Department of Energy (DOE) - Headquarters Program Office by September 2013. Los Alamos National Laboratory (LANL) planned and conducted a Safety Conscious Work Environment (SCWE) Self-Assessment over the time period July through August, 2013 in accordance with the SCWE Self-Assessment Guidance provided by DOE. Significant field work was conducted over the 2-week period August 5-16, 2013. The purpose of the self-assessment was to evaluate whether programs and processes associated with a SCWE are in place and whether they are effective in supporting and promoting a SCWE.

Implementing an effective self-assessment program at Millstone Station

International Nuclear Information System (INIS)

Venable, J.M.

1996-01-01

The nuclear industry is becoming ever more reliant on self-assessments to ensure operational safety and to meet our increasingly competitive business challenges. This trend includes utility assessments modeled after major U.S. Nuclear Regulatory Commission (NRC) inspections such as safety system functional inspections (SSFI). Utility conducted SSFIs leveraged the limited resources of the NRC, making possible many evaluations that simply would not have been conducted otherwise. This report describes a self-assessment program at the Millstone Station plant

Flipped-learning course design and evaluation through student self-assessment in a predental science class

Directory of Open Access Journals (Sweden)

Jungjoon Ihm

2017-06-01

Full Text Available Purpose This study explores how to design a flipped classroom for a predental science course and evaluate its course through student self-assessment in order to provide practical implications for flipped learning in an undergraduate level. Methods Second- and third-year predental students in the Seoul National University School of Dentistry enrolled in Biodiversity and Global Environment, a 15-week, three-credit course based on a flipped learning model. At the end of the course, the students were asked to rate their self-directed learning, attitude toward social media, discussion skills, learning readiness, and class satisfaction. Out of the 82 predental students, 61 (74.3% answered the survey. Pearson correlation and multivariate regression analyses were employed to examine the relationship between the self-rated measurements and the performance scores. Results The majority of the students felt somewhat more prepared than the medium level before the class (mean score of 3.17 out of 5.00, whereas they expressed relatively low preference concerning social media use and attitude (mean score of 2.49. Thus, it was found that learning readiness was significantly associated with both discussion skills and class satisfaction. In particular, multivariate regression analysis confirmed that learning readiness had a significant influence on learning outcomes. Conclusion This study offered insights into how to design a flipped learning course in terms of predental students’ preference and their learning readiness. Although learning success in a flipped classroom depends on the students’ self-perceived level of preparedness, much still remains to be achieved in order to apply social media benefits in a flipped learning context.

Impact of Answer-Switching Behavior on Multiple-Choice Test Scores in Higher Education

Directory of Open Access Journals (Sweden)

Ramazan BAŞTÜRK

2011-06-01

Full Text Available The multiple- choice format is one of the most popular selected-response item formats used in educational testing. Researchers have shown that Multiple-choice type test is a useful vehicle for student assessment in core university subjects that usually have large student numbers. Even though the educators, test experts and different test recourses maintain the idea that the first answer should be retained, many researchers argued that this argument is not dependent with empirical findings. The main question of this study is to examine how the answer switching behavior affects the multiple-choice test score. Additionally, gender differences and relationship between number of answer switching behavior and item parameters (item difficulty and item discrimination were investigated. The participants in this study consisted of 207 upper-level College of Education students from mid-sized universities. A Midterm exam consisted of 20 multiple-choice questions was used. According to the result of this study, answer switching behavior statistically increase test scores. On the other hand, there is no significant gender difference in answer-switching behavior. Additionally, there is a significant negative relationship between answer switching behavior and item difficulties.

The Diabetes Self-management Assessment Report Tool (D-SMART): process evaluation and patient satisfaction.

Science.gov (United States)

Charron-Prochownik, Denise; Zgibor, Janice C; Peyrot, Mark; Peeples, Malinda; McWilliams, Janis; Koshinsky, Janice; Noullet, William; Siminerio, Linda M

2007-01-01

The purpose of this article is to present the results of the process evaluation and patient experience in completing the Diabetes Self-management Assessment Report Tool (D-SMART), an instrument within the AADE Outcome System to assist diabetes educators to assess, facilitate, and track behavior change in the provision of diabetes self-management education (DSME). The D-SMART was integrated into computer and telephonic systems at 5 sites within the Pittsburgh Regional Initiative for Diabetes Education (PRIDE) network. Data were obtained from 290 patients with diabetes using the system at these programs via paper-and-pencil questionnaires following baseline D-SMART assessments and electronic system measurement of system performance. Process evaluation included time of completion, understanding content, usability of technology, and satisfaction with the system. Patients were 58% female and 85% Caucasian and had a mean age of 58 years. Fifty-six percent of patients had no more than a high school education, and 78% had Internet access at home. Most patients reported completing the D-SMART at home (78%), in 1 attempt (86%) via the Internet (55%), and in less than 30 minutes. Seventy-six percent believed the questions were easy to understand, and 80% did not need assistance. Age was negatively associated with ease of use. Moreover, 76% of patients believed the D-SMART helped them think about their diabetes, with 67% indicating that it gave the diabetes educator good information about themselves and their diabetes. Most (94%) were satisfied with the D-SMART. Level of satisfaction was independent of the system being used. The D-SMART was easily completed at home in 1 attempt, content was understandable, and patients were generally satisfied with the wording of questions and selection of answers. The D-SMART is easy to use and enhanced communication between the patient and clinician; however, elderly patients may need more assistance. Computer-based and telephonic D

Evoked Feelings, Assigned Meanings and Constructed Knowledge Based on Mistakes

Directory of Open Access Journals (Sweden)

Luciane Guimarães Batistella Bianchini

2017-09-01

Full Text Available By means of Piaget's critical clinical method, the study investigated the meanings assigned to mistakes by four students in different activities and interactive situations. The research also analyzed the results of using self-regulatory situations in understanding mistakes initially committed by the students. Data collection instruments consisted of games, video recordings, diaries and interviews. Following intervention, the students were able to recognize their competence, establish positive interactions within the group, and avoid viewing mistakes as obstacles to learning. We concluded that the meanings assigned to mistakes depend on certain variables, among them feelings nurtured by the individuals about themselves, the other, and the object of knowledge.

What Is the Correct Answer about The Dress’ Colors? Investigating the Relation between Optimism, Previous Experience, and Answerability

OpenAIRE

Karlsson, Bodil S. A.; Allwood, Carl Martin

2016-01-01

The Dress photograph, first displayed on the internet in 2015, revealed stunning individual differences in color perception. The aim of this study was to investigate if lay-persons believed that the question about The Dress colors was answerable. Past research has found that optimism is related to judgments of how answerable knowledge questions with controversial answers are (Karlsson et al., 2016). Furthermore, familiarity with a question can create a feeling of knowing the answer (Reder and...

The Relationship between Virtual Self Similarity and Social Anxiety.

Science.gov (United States)

Aymerich-Franch, Laura; Kizilcec, René F; Bailenson, Jeremy N

2014-01-01

In virtual reality (VR), it is possible to embody avatars that are dissimilar to the physical self. We examined whether embodying a dissimilar self in VR would decrease anxiety in a public speaking situation. We report the results of an observational pilot study and two laboratory experiments. In the pilot study (N = 252), participants chose an avatar to use in a public speaking task. Trait public speaking anxiety correlated with avatar preference, such that anxious individuals preferred dissimilar self-representations. In Study 1 (N = 82), differences in anxiety during a speech in front of a virtual audience were compared among participants embodying an assigned avatar whose face was identical to their real self, an assigned avatar whose face was other than their real face, or embodied an avatar of their choice. Anxiety differences were not significant, but there was a trend for lower anxiety with the assigned dissimilar avatar compared to the avatar looking like the real self. Study 2 (N = 105) was designed to explicate that trend, and further investigated anxiety differences with an assigned self or dissimilar avatar. The assigned dissimilar avatar reduced anxiety relative to the assigned self avatar for one measure of anxiety. We discuss implications for theories of self-representation as well as for applied uses of VR to treat social anxiety.

The Relationship between Virtual Self Similarity and Social Anxiety

Directory of Open Access Journals (Sweden)

Laura eAymerich-Franch

2014-11-01

Full Text Available In virtual reality (VR it is possible to embody avatars that are dissimilar to the physical self. We examined whether embodying a dissimilar self in VR would decrease anxiety in a public speaking situation. We report the results of an observational pilot study and two laboratory experiments. In the pilot study (N=252, participants chose an avatar to use in a public speaking task. Trait public speaking anxiety correlated with avatar preference, such that anxious individuals preferred dissimilar self-representations. In Study 1 (N=82, differences in anxiety during a speech in front of a virtual audience were compared among participants embodying an assigned avatar whose face was identical to their real self, an assigned avatar whose face was other than their real face, or embodied an avatar of their choice. Anxiety differences were not significant, but there was a trend for lower anxiety with the assigned dissimilar avatar compared to the avatar looking like the real self. Study 2 (N=105 was designed to explicate that trend, and further investigated anxiety differences with an assigned self or dissimilar avatar. The assigned dissimilar avatar reduced anxiety relative to the assigned self avatar for one measure of anxiety. We discuss implications for theories of self-representation as well as for applied uses of VR to treat social anxiety.

The Relationship between Virtual Self Similarity and Social Anxiety

Science.gov (United States)

Aymerich-Franch, Laura; Kizilcec, René F.; Bailenson, Jeremy N.

2014-01-01

In virtual reality (VR), it is possible to embody avatars that are dissimilar to the physical self. We examined whether embodying a dissimilar self in VR would decrease anxiety in a public speaking situation. We report the results of an observational pilot study and two laboratory experiments. In the pilot study (N = 252), participants chose an avatar to use in a public speaking task. Trait public speaking anxiety correlated with avatar preference, such that anxious individuals preferred dissimilar self-representations. In Study 1 (N = 82), differences in anxiety during a speech in front of a virtual audience were compared among participants embodying an assigned avatar whose face was identical to their real self, an assigned avatar whose face was other than their real face, or embodied an avatar of their choice. Anxiety differences were not significant, but there was a trend for lower anxiety with the assigned dissimilar avatar compared to the avatar looking like the real self. Study 2 (N = 105) was designed to explicate that trend, and further investigated anxiety differences with an assigned self or dissimilar avatar. The assigned dissimilar avatar reduced anxiety relative to the assigned self avatar for one measure of anxiety. We discuss implications for theories of self-representation as well as for applied uses of VR to treat social anxiety. PMID:25477810

Combined student ratings and self-assessment provide useful feedback for clinical teachers

Science.gov (United States)

Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Peters, Wim G.; van Coppenolle, Lieve; Scherpbier, Albert J. J. A.

2009-01-01

Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers’ self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medicine, Surgery, Obstetrics/Gynecology, Pediatrics, Neurology, Dermatology, Ophthalmology, ENT, and Psychiatry) were invited to fill out a self-assessment questionnaire on their teaching skills. Students completed an almost identical questionnaire to evaluate the same teachers based on their experiences during clerkships. After receiving written feedback incorporating their self-assessment and the student ratings, the teachers indicated their perceptions of the self-assessment exercise and the written feedback in a questionnaire (five-point Likert scale items) and next, in more detail, in semi-structured interviews with a purposive sample of 12 of the participating teachers. 25 physicians participated (67%). The results showed that self-assessment and student feedback were both perceived as useful (3.7, SD 1.0) but the latter was considered more effective. The physicians we interviewed considered the combination of self-assessment with student ratings more effective than either self-assessment or written feedback alone. Notably, discrepancies between student ratings and self-assessment were deemed a strong incentive for change. We conclude that self-assessment can be a useful tool to stimulate improvement of clinical teaching when it is combined with written feedback based on student ratings. Future research among larger groups is needed to confirm our findings and examine whether these combined tools actually lead to improved teaching. PMID:19779976

A Self-Assessment Guide for Resident Teaching Experiences.

Science.gov (United States)

Engle, Janet P; Franks, Amy M; Ashjian, Emily; Bingham, Angela L; Burke, John M; Erstad, Brian L; Haines, Seena L; Hilaire, Michelle L; Rager, Michelle L; Wienbar, Rebecca

2016-06-01

The 2015 American College of Clinical Pharmacy (ACCP) Educational Affairs Committee was charged with developing a self-assessment guide for residency programs to quantitatively and qualitatively evaluate the outcomes of resident teaching curricula. After extensively reviewing the literature, the committee developed assessment rubrics modeled after the 2013 ACCP white paper titled "Guidelines for Resident Teaching Experiences" and the revised American Society of Health-System Pharmacists (ASHP) 2014 accreditation standards for PGY1 residencies, which place greater emphasis on the teaching and learning curriculum (TLC) than the previous accreditation standards. The self-assessment guide developed by the present committee can serve as an assessment tool for both basic and expanded TLCs. It provides the criteria for program goals, mentoring, directed readings with topic discussions, teaching experiences, and assessment methodology. For an expanded TLC, the committee has provided additional guidance on developing a teaching philosophy, becoming involved in interactive seminars, expanding teaching experiences, developing courses, and serving on academic committees. All the guidelines listed in the present paper use the measures "not present," "developing," and "well developed" so that residency program directors can self-assess along the continuum and identify areas of excellence and areas for improvement. Residency program directors should consider using this new assessment tool to measure program quality and outcomes of residency teaching experiences. Results of the assessment will help residency programs focus on areas within the TLC that will potentially benefit from additional attention and possible modification. © 2016 Pharmacotherapy Publications, Inc.

Why Kids Need to Be Bored: A Case Study of Self-Reflection and Academic Performance

Science.gov (United States)

Williams, James D.

2006-01-01

This case study involved 3 middle school students in an assessment of the influence of self-reflection on general academic performance. It was hypothesized that increased self-reflection would have a positive influence on academic performance as measured by grades on tests, writing assignments, and homework. The participants were ages 13.4, 13.5,…

A content validated questionnaire for assessment of self reported venous blood sampling practices.

Science.gov (United States)

Bölenius, Karin; Brulin, Christine; Grankvist, Kjell; Lindkvist, Marie; Söderberg, Johan

2012-01-19

Venous blood sampling is a common procedure in health care. It is strictly regulated by national and international guidelines. Deviations from guidelines due to human mistakes can cause patient harm. Validated questionnaires for health care personnel can be used to assess preventable "near misses"--i.e. potential errors and nonconformities during venous blood sampling practices that could transform into adverse events. However, no validated questionnaire that assesses nonconformities in venous blood sampling has previously been presented. The aim was to test a recently developed questionnaire in self reported venous blood sampling practices for validity and reliability. We developed a questionnaire to assess deviations from best practices during venous blood sampling. The questionnaire contained questions about patient identification, test request management, test tube labeling, test tube handling, information search procedures and frequencies of error reporting. For content validity, the questionnaire was confirmed by experts on questionnaires and venous blood sampling. For reliability, test-retest statistics were used on the questionnaire answered twice. The final venous blood sampling questionnaire included 19 questions out of which 9 had in total 34 underlying items. It was found to have content validity. The test-retest analysis demonstrated that the items were generally stable. In total, 82% of the items fulfilled the reliability acceptance criteria. The questionnaire could be used for assessment of "near miss" practices that could jeopardize patient safety and gives several benefits instead of assessing rare adverse events only. The higher frequencies of "near miss" practices allows for quantitative analysis of the effect of corrective interventions and to benchmark preanalytical quality not only at the laboratory/hospital level but also at the health care unit/hospital ward.

[Rapid assessment of critical quality attributes of Chinese materia medica (II): strategy of NIR assignment].

Science.gov (United States)

Pei, Yan-Ling; Wu, Zhi-Sheng; Shi, Xin-Yuan; Zhou, Lu-Wei; Qiao, Yan-Jiang

2014-09-01

The present paper firstly reviewed the research progress and main methods of NIR spectral assignment coupled with our research results. Principal component analysis was focused on characteristic signal extraction to reflect spectral differences. Partial least squares method was concerned with variable selection to discover characteristic absorption band. Two-dimensional correlation spectroscopy was mainly adopted for spectral assignment. Autocorrelation peaks were obtained from spectral changes, which were disturbed by external factors, such as concentration, temperature and pressure. Density functional theory was used to calculate energy from substance structure to establish the relationship between molecular energy and spectra change. Based on the above reviewed method, taking a NIR spectral assignment of chlorogenic acid as example, a reliable spectral assignment for critical quality attributes of Chinese materia medica (CMM) was established using deuterium technology and spectral variable selection. The result demonstrated the assignment consistency according to spectral features of different concentrations of chlorogenic acid and variable selection region of online NIR model in extract process. Although spectral assignment was initial using an active pharmaceutical ingredient, it is meaningful to look forward to the futurity of the complex components in CMM. Therefore, it provided methodology for NIR spectral assignment of critical quality attributes in CMM.

Development of Questionnaire for Self-Assessment of Regulatory Capture

Energy Technology Data Exchange (ETDEWEB)

Muhmood, Ul Hassan; Lee, Young Eal [Pakistan Nuclear Regulatory Authority, Islamabad (Pakistan); Choi, Kwang Sik [Korea Institute of Nuclear Safety, Daejeon (Korea, Republic of)

2014-10-15

Nuclear industry with its evolution in 60s came with a number of pros and cons. In order to avoid any accident or incident, highest safety standards and quality control mechanism were established. The relation of regulator with its licensee is critical in the sense of public safety and welfare. The situation when the regulator starts to work for the interests of the industry instead of the public interest and fails to cling with his mission is known as 'regulatory capture' which may cause a number of serious negative effects like radiological or radiation risk. According to George Stigler, as a rule regulation is acquired by the industry and is designed and operated primarily for its benefit. The phenomenon of regulatory capture may hamper the safety culture and can also be considered as regulatory failure. It is therefore necessary to clearly understand this type of government failure to avoid the happening of serious accidents like TMI and Fukushima in the future. This paper aims to explore whether the regulatory body works independently and effectively to achieve its assigned tasks and objectives. Hence we proposed a questionnaire for the self-assessment of regulatory capture within the regulatory body. It also includes the results of an experimental assessment which was carried out to check the relevance and reliability of the questions to this subject. This assessment survey was conducted with the officers and staff members of Pakistan Nuclear Regulatory Authority (PNRA). We checked the significance of the proposed questionnaire and found some of the questions like Q. 27, 30 and 33 (written in italic) are not directly related to the phenomenon of regulatory capture. However, the existence of the situation which has been asked in these questions may lead towards the hampering of regulatory culture.

Development of Questionnaire for Self-Assessment of Regulatory Capture

International Nuclear Information System (INIS)

Muhmood, Ul Hassan; Lee, Young Eal; Choi, Kwang Sik

2014-01-01

Nuclear industry with its evolution in 60s came with a number of pros and cons. In order to avoid any accident or incident, highest safety standards and quality control mechanism were established. The relation of regulator with its licensee is critical in the sense of public safety and welfare. The situation when the regulator starts to work for the interests of the industry instead of the public interest and fails to cling with his mission is known as 'regulatory capture' which may cause a number of serious negative effects like radiological or radiation risk. According to George Stigler, as a rule regulation is acquired by the industry and is designed and operated primarily for its benefit. The phenomenon of regulatory capture may hamper the safety culture and can also be considered as regulatory failure. It is therefore necessary to clearly understand this type of government failure to avoid the happening of serious accidents like TMI and Fukushima in the future. This paper aims to explore whether the regulatory body works independently and effectively to achieve its assigned tasks and objectives. Hence we proposed a questionnaire for the self-assessment of regulatory capture within the regulatory body. It also includes the results of an experimental assessment which was carried out to check the relevance and reliability of the questions to this subject. This assessment survey was conducted with the officers and staff members of Pakistan Nuclear Regulatory Authority (PNRA). We checked the significance of the proposed questionnaire and found some of the questions like Q. 27, 30 and 33 (written in italic) are not directly related to the phenomenon of regulatory capture. However, the existence of the situation which has been asked in these questions may lead towards the hampering of regulatory culture

Self-assessment in an open online environment: affordances and practices

NARCIS (Netherlands)

Firssova, Olga; Brouns, Francis; Joosten-ten Brinke, Desirée

2018-01-01

In MOOCs both designed and emerging self-assessments depend on available technologies and their affordances. Learners determine, however, whether these technologies are used as intended, to what extent and to what effect. Stud-ying MOOC self-assessment practice can help understand the mechanisms

The Implicit Relational Assessment Procedure as a Measure of Self-Esteem

Science.gov (United States)

Timko, C. Alix; England, Erica L.; Herbert, James D.; Forman, Evan M.

2010-01-01

Two studies were conducted to pilot the Implicit Relational Assessment Procedure (IRAP) in measuring attitudes toward the self: one related to body image specifically and another assessing the broader construct of self-esteem. Study 1 utilized the IRAP with female college students to examine self-referential beliefs regarding body image. Results…

Protein secondary structure assignment revisited: a detailed analysis of different assignment methods

Directory of Open Access Journals (Sweden)

de Brevern Alexandre G

2005-09-01

Full Text Available Abstract Background A number of methods are now available to perform automatic assignment of periodic secondary structures from atomic coordinates, based on different characteristics of the secondary structures. In general these methods exhibit a broad consensus as to the location of most helix and strand core segments in protein structures. However the termini of the segments are often ill-defined and it is difficult to decide unambiguously which residues at the edge of the segments have to be included. In addition, there is a "twilight zone" where secondary structure segments depart significantly from the idealized models of Pauling and Corey. For these segments, one has to decide whether the observed structural variations are merely distorsions or whether they constitute a break in the secondary structure. Methods To address these problems, we have developed a method for secondary structure assignment, called KAKSI. Assignments made by KAKSI are compared with assignments given by DSSP, STRIDE, XTLSSTR, PSEA and SECSTR, as well as secondary structures found in PDB files, on 4 datasets (X-ray structures with different resolution range, NMR structures. Results A detailed comparison of KAKSI assignments with those of STRIDE and PSEA reveals that KAKSI assigns slightly longer helices and strands than STRIDE in case of one-to-one correspondence between the segments. However, KAKSI tends also to favor the assignment of several short helices when STRIDE and PSEA assign longer, kinked, helices. Helices assigned by KAKSI have geometrical characteristics close to those described in the PDB. They are more linear than helices assigned by other methods. The same tendency to split long segments is observed for strands, although less systematically. We present a number of cases of secondary structure assignments that illustrate this behavior. Conclusion Our method provides valuable assignments which favor the regularity of secondary structure segments.

Development of the Office of Civilian Radioactive Waste Management's Self-Assessment Program

International Nuclear Information System (INIS)

Vlahakis, J.G.; Palabrica, R.J.; Goldsmith, S.

1993-01-01

This paper describes the development and implementation of the Self-Assessment (SA) Program of the Office of Civilian Radioactive Waste Management (RW). The basis for RW's SA Program is discussed, as well as RW's approach for meeting self-assessment requirements, RW's organization for self-assessment, actions to establish RW's SA Program, and planned RW SA implementation activities. This paper also discusses how self-assessment can support programmatic decisions and actions. The RW Director has approved and issued the Self-Assessment Management Plan that describes how RW will organize and manage its SA program. He has directed Associate/Office Directors to prepare individual Implementation Plans to provide specifics on how their Offices will meet the requirements of the RW SA Program. To assist in the preparation of these Implementation Plans, the RW Self-Assessment Unit (SAU), which manages the SA Program on behalf of the RW Director, has conducted a series of SA Implementation Workshops. The SAU has also developed an Annotated Outline for SA Implementation Plans. Following issuance of Office-specific Implementation Plans, independent evaluations by the SAU are planned

Assessment of Self-Recognition in Young Children with Handicaps.

Science.gov (United States)

Kelley, Michael F.; And Others

1988-01-01

Thirty young children with handicaps were assessed on five self-recognition mirror tasks. The set of tasks formed a reproducible scale, indicating that these tasks are an appropriate measure of self-recognition in this population. Data analysis suggested that stage of self-recognition is positively and significantly related to cognitive…

Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning

Science.gov (United States)

Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin

2015-01-01

Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature…

Integrating Assessment into Teaching Practices: Using Checklists for Business Writing Assignments.

Science.gov (United States)

Vice, Janna P.; Carnes, Lana W.

2002-01-01

Explains how to use checklists as a tool for developing, implementing, and evaluating business writing assignments. Gives an example of their use with memoranda, short reports, and analytical field reports. (SK)

"Don't know" answers concerning somatic disease status should not be regarded as "no" responses

Directory of Open Access Journals (Sweden)

Baumeister, Harald

2008-06-01

Full Text Available Background: With regard to patients' self-reported somatic diseases some researchers transformed “don't know (DK” responses into “no” responses. The present study examines the appropriateness of this procedure. Methods: Analyses were based on the nationally representative German National Health Interview and Examination Survey (GHS, which assessed both self-reported diseases and physician-diagnosed diseases (N = 7124. Prevalence rates of persons’ DK responses and the corresponding prevalences of physicians’ diagnoses were calculated for persons with hypertension, coronary heart disease (CHD, heart failure, asthma, chronic bronchitis, thyroid disease, diabetes, cancer, gout, arthrosis, arthritis and osteoporosis. Correlates of physicians' diagnosed diseases of DK cases are reported. Results: Between 1.6% and 9.8% of the participants responded with DK to the question of whether they have the disease. In 3.7% to 29.5% of DK cases, the physicians did regard the respective disease as being present. With regard to persons who responded with DK, the probability of a physicians' diagnosis was increased in the case of increased age and a higher number of somatic comorbidities. Conclusion: The procedure of transforming DK responses into “no” answers does not appear to be recommendable.

Exercise self-efficacy intervention in overweight and obese women.

Science.gov (United States)

Buckley, Jude

2016-06-01

This study investigated the effects of a brief tailored intervention on self-efficacy beliefs and exercise energy expenditure in active and inactive overweight and obese women. Participants were randomly assigned to either control (N = 50) or intervention (N = 47) conditions, and their exercise self-efficacy was assessed three times over a 12-week period. Results showed that the intervention increased schedule, physical, exercise-worries efficacy, and energy expenditure in the previously inactive group. The results suggest that self-efficacy interventions are effective at increasing exercise energy expenditure in inactive overweight and obese women. © The Author(s) 2014.

Effect of Peer and Self-Assessment on Male and Female Students ...

African Journals Online (AJOL)

... and self assessment on the self-efficacy and students' learner autonomy in the learning of mathematics as well as determining the attitude of male and female students towards the use of peer and self assessment. The population was made of senior secondary three students (SS3) of a state public school in Osun State.

Strategies for Assessing Learning Outcomes in an Online Oceanography Course

Science.gov (United States)

Reed, D. L.

2003-12-01

All general education courses at the San Jose State University, including those in the sciences, must present a detailed assessment plan of student learning, prior to certification for offering. The assessment plan must state a clear methodology for acquiring data on student achievement of the learning outcomes for the specific course category, as well as demonstrate how students fulfill a strong writing requirement. For example, an online course in oceanography falls into the Area R category, the Earth and Environment, through which a student should be able to demonstrate an understanding of the methods and limits of scientific investigation; distinguish science from pseudo-science; and apply a scientific approach to answer questions about the Earth and environment. The desired learning outcomes are shared with students at the beginning of the course and subsequent assessments on achieving each outcome are embedded in the graded assignments, which include a critical thinking essay, mid-term exam, poster presentation in a symposium-style format, portfolio of web-based work, weekly discussions on an electronic bulletin board, and a take-home final exam, consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a variety of perspectives, such as quantitative, qualitative, and analytical. Formative assessment is also leveraged into learning opportunities, which students use to identify the acquisition of knowledge. For example, pre-tests are used to highlight preconceptions at the beginning of specific field studies and post-testing encourages students to present the results of small research projects. On a broader scale, the assessment results contradict common misperceptions of online and hybrid courses. Student demand for online courses is very high due to the self-paced nature of learning. Rates of enrollment attrition match those of classroom sections, if students

QUESTION ANSWERING SYSTEM DAN PENERAPANNYA PADA ALKITAB

Directory of Open Access Journals (Sweden)

Gunawan Gunawan

2006-01-01

Full Text Available Question answering system is a system that allows user to state his or her information need in the form of natural language question, and return short text excerpts or even phrases as an answer. The availability of a wide and various information source and improvements in the techniques of natural language processing, information extraction (wrapper, and information retrieval give a big effect on the development of question answering system, from just answering questions in a specific domain by consulting to structured information source such as database, and like in this research, answering any questions based on information stored in an unstructured text collection. A general architecture of question answering system based on text consists of six processing stages, i.e. question analysis, document collection preprocessing, candidate document selection, candidate document analysis, answer extraction, and response generation. Application of question answering system like AnswerBus, Mulder, and Webclopedia that are developed with its own characteristics has similar processing steps as in the general architecture. Answers returned by a question answering system need to be evaluated for performance measure. This research completed with a simple question answering system application using english Bible in World English Bible (WEB version as the source of information to answer some questions. Because specific domain is selected: Bible, questions that can be posed by user could ask about information in the Bible itself only. Question is also limited to three types of answers that can be supported by the application: person (who, location (where, and date (when. Abstract in Bahasa Indonesia : Question answering system (QA system adalah sistem yang mengijinkan user menyatakan kebutuhan informasinya dalam bentuk natural language question (pertanyaan dalam bahasa alami, dan mengembalikan kutipan teks singkat atau bahkan frase sebagai jawaban. Ketersediaan

Are general surgeons able to accurately self-assess their level of technical skills?

Science.gov (United States)

Rizan, C; Ansell, J; Tilston, T W; Warren, N; Torkington, J

2015-11-01

Self-assessment is a way of improving technical capabilities without the need for trainer feedback. It can identify areas for improvement and promote professional medical development. The aim of this review was to identify whether self-assessment is an accurate form of technical skills appraisal in general surgery. The PubMed, MEDLINE(®), Embase(™) and Cochrane databases were searched for studies assessing the reliability of self-assessment of technical skills in general surgery. For each study, we recorded the skills assessed and the evaluation methods used. Common endpoints between studies were compared to provide recommendations based on the levels of evidence. Twelve studies met the inclusion criteria from 22,292 initial papers. There was no level 1 evidence published. All papers compared the correlation between self-appraisal versus an expert score but differed in the technical skills assessment and the evaluation tools used. The accuracy of self-assessment improved with increasing experience (level 2 recommendation), age (level 3 recommendation) and the use of video playback (level 3 recommendation). Accuracy was reduced by stressful learning environments (level 2 recommendation), lack of familiarity with assessment tools (level 3 recommendation) and in advanced surgical procedures (level 3 recommendation). Evidence exists to support the reliability of self-assessment of technical skills in general surgery. Several variables have been shown to affect the accuracy of self-assessment of technical skills. Future work should focus on evaluating the reliability of self-assessment during live operating procedures.

Study of personality’s temperament and self-assessment of higher educational establishments’ students

Directory of Open Access Journals (Sweden)

V.N. Liashenko

2016-04-01

Full Text Available Purpose: analysis of temperament and self-assessment characteristics in higher educational establishment students. Material: in the research 1st and 2nd year students (n=30 participated. Questioning was used, with the help of which personality’s self assessment and temperament characteristics were estimated. Results: the study of students’ temperament structure showed low demand in mastering of objective world and strive for mental and physical labor. High indicator of social activity and interpersonal skills was registered. The following indicators of self-assessment were received: 15% of students had too low self-assessment, 50% of students have adequate self-assessment and 10% have excessively high self-assessment. Conclusions: quickness of psychic processes (tem and rhythm, impressiveness and emotional sensitivity are important features of temperament. Students demonstrated feeling of anxiety and worry in respect to their studying at university. Besides the have sensitivity to failures to non coincidence of the desired and the results. студентов. With it students have adequate self assessment.

A Temporal Domain Decomposition Algorithmic Scheme for Large-Scale Dynamic Traffic Assignment

Directory of Open Access Journals (Sweden)

Eric J. Nava

2012-03-01

This paper presents a temporal decomposition scheme for large spatial- and temporal-scale dynamic traffic assignment, in which the entire analysis period is divided into Epochs. Vehicle assignment is performed sequentially in each Epoch, thus improving the model scalability and confining the peak run-time memory requirement regardless of the total analysis period. A proposed self-turning scheme adaptively searches for the run-time-optimal Epoch setting during iterations regardless of the characteristics of the modeled network. Extensive numerical experiments confirm the promising performance of the proposed algorithmic schemes.

How and when will self-assessment improve maintenance of CANDU plants - evaluator's view

International Nuclear Information System (INIS)

Mika, K.

1997-01-01

Learning organizations use self-evaluation programs to compare their actual performance with their management's expectations and industry standards. In general, self-evaluations identify areas needing improvement. Self-evaluation activities in maintenance departments include self-assessments, management monitoring observations, root cause analyses, event investigations, benchmarking, use of operating experience, self-checking, and problem reporting systems. In Ontario Hydro Nuclear (OHN) we have used almost all forms of self-evaluation with mixed success. However, we did not use self-assessments. With emphasis on excellent maintenance this powerful form of self-evaluation is being introduced to all our plants. Because of its recency and relative inexperience with it, this paper is focused on self-assessment. The paper provides the author's perspective on how a self-assessment program would be evaluated by an independent internal evaluation and what attributes should be in place in order for maintenance departments to succeed in the implementation and successful continuation of the program. (author)

Web-based teaching tool incorporating peer assessment and self-assessment

DEFF Research Database (Denmark)

McEvoy, Fintan; McEvoy, Peter M.; Svalastoga, Eiliv L.

2010-01-01

OBJECTIVE. Our objective was to create an electronic learning tool that incorporates the pedagogic advantages of peer assessment and self-assessment into report-generating skills. CONCLUSION. The tool was created using Web programming software. It was tested with 12 veterinary students and provided...... peer-peer and tutor-student interactions that supported learning. The tool is suited for training any professional concerned with the interpretation of images, particularly resident radiologists....

Patient Self-Assessment of Surgical Site Infection is Inaccurate.

Science.gov (United States)

Richter, Vered; Cohen, Matan J; Benenson, Shmuel; Almogy, Gideon; Brezis, Mayer

2017-08-01

Availability of surgical site infection (SSI) surveillance rates challenges clinicians, healthcare administrators and leaders and the public. The purpose of this report is to demonstrate the consequences patient self-assessment strategies have on SSI reporting rates. We performed SSI surveillance among patients undergoing general surgery procedures, including telephone follow-up 30 days after surgery. Additionally we undertook a separate validation study in which we compared patient self-assessments of SSI with surgeon assessment. Finally, we performed a meta-analysis of similar validation studies of patient self-assessment strategies. There were 22/266 in-hospital SSIs diagnosed (8.3%), and additional 16 cases were detected through the 30-day follow-up. In total, the SSI rate was 16.8% (95% CI 10.1-18.5). In the validation survey, we found patient telephone surveillance to have a sensitivity of 66% (95% CI 40-93%) and a specificity of 90% (95% CI 86-94%). The meta-analysis included five additional studies. The overall sensitivity was 83.3% (95% CI 79-88%), and the overall specificity was 97.4% (95% CI 97-98%). Simulation of the meta-analysis results divulged that when the true infection rate is 1%, reported rates would be 4%; a true rate of 50%, the reported rates would be 43%. Patient self-assessment strategies in order to fulfill 30-day SSI surveillance misestimate SSI rates and lead to an erroneous overall appreciation of inter-institutional variation. Self-assessment strategies overestimate SSIs rate of institutions with high-quality performance and underestimate rates of poor performance. We propose such strategies be abandoned. Alternative strategies of patient follow-up strategies should be evaluated in order to provide valid and reliable information regarding institutional performance in preventing patient harm.

Writing Assignments that Promote Active Learning

Science.gov (United States)

Narayanan, M.

2014-12-01

Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

Incorrect Weighting of Absolute Performance in Self-Assessment

Science.gov (United States)

Jeffrey, Scott A.; Cozzarin, Brian

Students spend much of their life in an attempt to assess their aptitude for numerous tasks. For example, they expend a great deal of effort to determine their academic standing given a distribution of grades. This research finds that students use their absolute performance, or percentage correct as a yardstick for their self-assessment, even when relative standing is much more informative. An experiment shows that this reliance on absolute performance for self-evaluation causes a misallocation of time and financial resources. Reasons for this inappropriate responsiveness to absolute performance are explored.

Self-assessed mental health problems and work capacity as determinants of return to work: a prospective general population-based study of individuals with all-cause sickness absence.

Science.gov (United States)

Hensing, Gunnel; Bertilsson, Monica; Ahlborg, Gunnar; Waern, Margda; Vaez, Marjan

2013-10-14

Mental health problems are common in the work force and influence work capacity and sickness absence. The aim was to examine self-assessed mental health problems and work capacity as determinants of time until return to work (RTW). Employed women and men (n=6140), aged 19-64 years, registered as sick with all-cause sickness absence between February 18 and April 15, 2008 received a self-administered questionnaire covering health and work situation (response rate 54%). Demographic data was collected from official registers. This follow-up study included 2502 individuals. Of these, 1082 were currently off sick when answering the questionnaire. Register data on total number of benefit compensated sick-leave days in the end of 2008 were used to determine the time until RTW. Self-reported persistent mental illness, the WHO (Ten) Mental Well-Being Index and self-assessed work capacity in relation to knowledge, mental, collaborative and physical demands at work were used as determinants. Multinomial and binary logistic regression analyses were used to estimate odds ratios with 95% confidence intervals (CI) for the likelihood of RTW. The likelihood of RTW (≥ 105 days) was higher among those with persistent mental illness OR= 2.97 (95% CI, 2.10-4.20) and those with low mental well-being OR= 2.89 (95% CI, 2.31-3.62) after adjusting for gender, age, SES, hours worked and sick leave 2007. An analysis of employees who were off sick when they answered the questionnaire, the likelihood of RTW (≥ 105 days) was higher among those who reported low capacity to work in relation to knowledge, mental, collaborative and physical demands at work. In a multivariable analysis, the likelihood of RTW (≥ 105 days) among those with low mental well-being remained significant OR=1.93 (95% CI 1.46-2.55) even after adjustment for all dimensions of capacity to work. Self-assessed persistent mental illness, low mental well-being and low work capacity increased the likelihood of prolonged RTW

Answer Sets in a Fuzzy Equilibrium Logic

Science.gov (United States)

Schockaert, Steven; Janssen, Jeroen; Vermeir, Dirk; de Cock, Martine

Since its introduction, answer set programming has been generalized in many directions, to cater to the needs of real-world applications. As one of the most general “classical” approaches, answer sets of arbitrary propositional theories can be defined as models in the equilibrium logic of Pearce. Fuzzy answer set programming, on the other hand, extends answer set programming with the capability of modeling continuous systems. In this paper, we combine the expressiveness of both approaches, and define answer sets of arbitrary fuzzy propositional theories as models in a fuzzification of equilibrium logic. We show that the resulting notion of answer set is compatible with existing definitions, when the syntactic restrictions of the corresponding approaches are met. We furthermore locate the complexity of the main reasoning tasks at the second level of the polynomial hierarchy. Finally, as an illustration of its modeling power, we show how fuzzy equilibrium logic can be used to find strong Nash equilibria.

Self-assessment of the Nuclear Regulatory Authority of the Slovak Republic

International Nuclear Information System (INIS)

Husarcek, J.; Grebeciova, J.

2006-01-01

The major results are presented of the self-assessment procedure which was carried out by the Nuclear Regulatory Authority of the Slovak Republic (UJD) in 2005 based on the Common Assessment Framework (CAF) model. An overview is given of the most important preconditions and results and their interactions in the nine areas of assessment as follows: leadership, strategy and planning, human resource management, partnership and resources, process management and changes, customer and public oriented results, people results, society results, and key performance results. UJD's strengths and opportunities as emerged from the self-assessment are highlighted. The self-assessment process will be followed by the preparation and implementation of an Action Plan. (author)

Development of Road Traffic Assignment and Assessment Sub-Model Applied in the Traffic Study ...

Directory of Open Access Journals (Sweden)

Dražen Topolnik

2012-10-01

Full Text Available The described sub-model is just one small segment of theTraffic Study of the City of Zagreb, in the development of whichnumerous foreign and national experts and institutions tookpart. After comprehensive collection and processing of inputdata, the traffic experts, using the software package "MVATRIPS" for the analysis and search for optimal solutions to theproblem of traffic system, provided the models of public urbantransit for the future.This paper describes the analysis and assessment of sub-models in road traffic assignment for the morning peak, afternoonpeak and average off-peak hours. The principles of assignmentprocedure have been described as well as the convergencetests. The following has been specified: the users categories,the public transit pre-load, and the passenger car unit(PC U. The key guideline in selecting the route is a generalisedformulation of costs presented in the paper. The procedures ofcalibration and the assessment of the finite model have alsobeen defined according to the screenline flows, link flows, andtravelling times. In the end, the summary is given of the basiccharacteristics of the finite travelling matrices.

Flexible Query Answering Systems

DEFF Research Database (Denmark)

This book constitutes the refereed proceedings of the 10th International Conference on Flexible Query Answering Systems, FQAS 2013, held in Granada, Spain, in September 2013. The 59 full papers included in this volume were carefully reviewed and selected from numerous submissions. The papers...... are organized in a general session train and a parallel special session track. The general session train covers the following topics: querying-answering systems; semantic technology; patterns and classification; personalization and recommender systems; searching and ranking; and Web and human...

Optimistic and pessimistic self-assessment of own diets is associated with age, self-rated health and weight status in Danish adults.

Science.gov (United States)

Sørensen, Mette Rosenlund; Matthiessen, Jeppe; Holm, Lotte; Knudsen, Vibeke Kildegaard; Andersen, Elisabeth Wreford; Tetens, Inge

2017-07-01

The aim of this study was to analyse concordance between Danish adults' recorded diet quality and their own assessment of the healthiness and to examine socio-demographic, health and behavioural characteristics associated with an optimistic or pessimistic self-assessment. Data were derived from The Danish National Survey of Diet and Physical Activity 2011-2013 and included a random sample of 3014 adults (18-75 y). Diet quality was evaluated on the basis of seven-day pre-coded food diaries and categorised 'unhealthy', 'somewhat healthy' and 'healthy'. Self-assessment of the healthiness of own diets was registered via personal interviews and categorised healthy enough 'to a high degree', 'to some degree' or 'not at all/only partly'. Highly and somewhat optimistic self-assessment, respectively, were defined as assessing own diets as healthy enough to a high degree or to some degree while having unhealthy diets. Highly and somewhat pessimistic self-assessment, respectively, were defined as assessing own diets as not healthy enough or healthy enough to some degree while having healthy diets. Multiple logistic regression models were used to examine characteristics associated with optimistic and pessimistic self-assessments, respectively. Among individuals with unhealthy diets, 13% were highly optimistic and 42% somewhat optimistic about the healthiness of their diets. Among individuals with healthy diets, 14% were highly pessimistic and 51% somewhat pessimistic about the healthiness of their diets. Highly optimistic self-assessment was associated with increasing age, excellent self-rated health, normal weight and a moderate activity level. Highly pessimistic self-assessment was associated with decreasing age, good self-rated health and being obese. The findings indicate that people seem to use personal health characteristics as important references when assessing the healthiness of their diets. Copyright © 2017 Elsevier Ltd. All rights reserved.

Combining Self-Assessments and Achievement Tests in Information Literacy Assessment: Empirical Results and Recommendations for Practice

Science.gov (United States)

Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

2015-01-01

This article examines the significance of information literacy self-assessments in higher education with a special focus on situational conditions increasing their explanatory power. First, it was hypothesised that self-assessments of information literacy correlate higher with factual information literacy if measured after the administration of…

Guidelines for Self-assessment of Research Reactor Safety

International Nuclear Information System (INIS)

2018-01-01

Self-assessment is an organization’s internal process to review its current status, processes and performance against predefined criteria and thereby to provide key elements for the organization’s continual development and improvement. Self-assessment helps the organization to think through what it is expected to do, how it is performing in relation to these expectations, and what it needs to do to improve performance, fulfil the expectations and achieve better compliance with the predefined criteria. This publication provides guidelines for a research reactor operating organization to perform a self-assessment of the safety management and the safety of the facility and to identify gaps between the current situation and the IAEA safety requirements for research reactors. These guidelines also provide a methodology for Member States, regulatory bodies and operating organizations to perform a self-assessment of their application of the provisions of the Code of Conduct on the Safety of Research Reactors. This publication also addresses planning, implementation and follow-up of actions to enhance safety and strengthen application of the Code. The guidelines are applicable to all types of research reactor and critical and subcritical assemblies, at all stages in their lifetimes, and to States, regulatory bodies and operating organizations throughout all phases of research reactor programmes. Research reactor operating organizations can use these guidelines at any time to support self-assessments conducted in accordance with the organization’s integrated management system. These guidelines also serve as a tool for an organization to prepare to receive an IAEA Integrated Safety Assessment of Research Reactors (INSARR) mission. An important result of this is the opportunity for an operating organization to identify focus areas and make safety improvements in advance of an INSARR mission, thereby increasing the effectiveness of the mission and efficiency of the

Mobile Information Access with Spoken Query Answering

DEFF Research Database (Denmark)

Brøndsted, Tom; Larsen, Henrik Legind; Larsen, Lars Bo

2006-01-01

window focused over the part which most likely contains an answer to the query. The two systems are integrated into a full spoken query answering system. The prototype can answer queries and questions within the chosen football (soccer) test domain, but the system has the flexibility for being ported...

Question Answering for Dutch : Simple does it

NARCIS (Netherlands)

Hoekstra, A.H.; Hiemstra, Djoerd; van der Vet, P.E.; Huibers, Theo W.C.; Schobbens, Pierre-Yves; Vanhoof, Wim; Schwanen, Gabriel

2006-01-01

When people pose questions in natural language to search for information on the web, the role of question answering (QA) systems becomes important. In this paper the QAsystem simpleQA, capable of answering Dutch questions on which the answer is a person or a location, is described. The system's

Does Correct Answer Distribution Influence Student Choices When Writing Multiple Choice Examinations?

Directory of Open Access Journals (Sweden)

Jacqueline A. Carnegie

2017-03-01

Full Text Available Summative evaluation for large classes of first- and second-year undergraduate courses often involves the use of multiple choice question (MCQ exams in order to provide timely feedback. Several versions of those exams are often prepared via computer-based question scrambling in an effort to deter cheating. An important parameter to consider when preparing multiple exam versions is that they must be equivalent in their assessment of student knowledge. This project investigated a possible influence of correct answer organization on student answer selection when writing multiple versions of MCQ exams. The specific question asked was whether the existence of a series of four to five consecutive MCQs in which the same letter represented the correct answer had a detrimental influence on a student’s ability to continue to select the correct answer as he/she moved through that series. Student outcomes from such exams were compared with results from exams with identical questions but which did not contain such series. These findings were supplemented by student survey data in which students self-assessed the extent to which they paid attention to the distribution of correct answer choices when writing summative exams, both during their initial answer selection and when transferring their answer letters to the Scantron sheet for correction. Despite the fact that more than half of survey respondents indicated that they do make note of answer patterning during exams and that a series of four to five questions with the same letter for the correct answer would encourage many of them to take a second look at their answer choice, the results pertaining to student outcomes suggest that MCQ randomization, even when it does result in short serial arrays of letter-specific correct answers, does not constitute a distraction capable of adversely influencing student performance. Dans les très grandes classes de cours de première et deuxième années, l�

A study of automated self-assessment in a primary care student health centre setting.

Science.gov (United States)

Poote, Aimee E; French, David P; Dale, Jeremy; Powell, John

2014-04-01

We evaluated the advice given by a prototype self-assessment triage system in a university student health centre. Students attending the health centre with a new problem used the automated self-assessment system prior to a face-to-face consultation with the general practitioner (GP). The system's rating of urgency was available to the GP, and following the consultation, the GP recorded their own rating of the urgency of the patient's presentation. Full data were available for 154 of the 207 consultations. Perfect agreement, where both the GP and the self-assessment system selected the same category of advice, occurred in 39% of consultations. The association between the GP assessment and the self-assessment rankings of urgency was low but significant (rho = 0.19, P = 0.016). The self-assessment system tended to be risk averse compared to the GP assessments, with advice for more urgent level of care seeking being recommended in 86 consultations (56%) and less urgent advice in only 8 (5%). This difference in assessment of urgency was significant (P self-assessment system was more risk averse than the GPs, which resulted in a high proportion of patients being triaged as needing emergency or immediate care, the self-assessment system successfully identified a proportion of patients who were felt by the GP to have a self-limiting condition that did not need a consultation. In its prototype form, the self-assessment system was not a replacement for clinician assessment and further refinement is necessary.

What are the effects of self-assessment preparation in a middle school science classroom?

Science.gov (United States)

Severance, Sara E.

2012-02-01

This research was conducted by an urban middle school science teacher who sought to investigate the effects of self-assessment on student performance. A group of students were asked to give themselves a score on each learning target assessed in class and to provide evidence for their decision. Student self-assessment scores were compared to scores given by the teacher to see if students who accurately assessed their own learning scored higher on final assessments than students who did not. Assessment scores between groups of students who completed the self-assessment preparation and students who did not were also analyzed. The data indicates no correlation between the ability to self-assess and achievement. However, further implications on self-assessment at the secondary level are discussed.

What am I capable? Self-Assessment of Basic Competences

Directory of Open Access Journals (Sweden)

Antonia Ramírez García

2014-10-01

Full Text Available The aims of this research are focus in evaluate linguistic communication and mathematics competences of students in sixth grade of primary education from their perception, and to develop a valid and reliable questionnaire in order to perform a self-assessment. The methodology has quantitative, descriptive and correlational character. In this research 1424 students from 46 schools in Cordova and its province participated. The results show that variables such as gender, age, number of siblings and type of center have influence for a better or worse self-assessment of students; but extracurricular activities undertaken by students and the increased weekly time devoted are those which cause a greater appreciation of each competence. On the other hand, a lower daily use of television, computer and games console allows that students make a self-assess more capeble to different aspects of both competences.

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

NARCIS (Netherlands)

Kostons, Danny; Van Gog, Tamara; Paas, Fred

2012-01-01

Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. doi:10.1016/j.learninstruc.2011.08.004

A Self-report of reading disabilities for adults: ATLAS

Directory of Open Access Journals (Sweden)

Almudena Giménez

2015-01-01

Full Text Available In this paper a self-report questionnaire on reading-writing difficulties for adults in Spanish (ATLAS is presented. Studies that use self-report questionnaires as a tool for screening of reading-writing difficulties in adults were reviewed. Two studies were carried out to determine the validity and reliability of ATLAS. The first study was aimed to select the critical items and to assess their reliability and their ability to discriminate. In the second study the assessment reported through the answers to the questionnaire was contrasted with the results of psychometric tests. Results showed that (a items were suitable descriptors for adult difficulties, (b there were significant correlations between self-report scores and reading measures, and (c the items discriminate between good and poor readers. The results of this study demonstrated that ATLAS is a sensitive tool to screen adults with reading difficulties. As a further advantage, ATLAS is an easy-to-use and time-saving instrument.

Grouping puts figure-ground assignment in context by constraining propagation of edge assignment.

Science.gov (United States)

Brooks, Joseph L; Brook, Joseph L; Driver, Jon

2010-05-01

Figure-ground organization involves the assignment of edges to a figural shape on one or the other side of each dividing edge. Established visual cues for edge assignment primarily concern relatively local rather than contextual factors. In the present article, we show that an assignment for a locally unbiased edge can be affected by an assignment of a remote contextual edge that has its own locally biased assignment. We find that such propagation of edge assignment from the biased remote context occurs only when the biased and unbiased edges are grouped. This new principle, whereby grouping constrains the propagation of figural edge assignment, emerges from both subjective reports and an objective short-term edge-matching task. It generalizes from moving displays involving grouping by common fate and collinearity, to static displays with grouping by similarity of edge-contrast polarity, or apparent occlusion. Our results identify a new contextual influence on edge assignment. They also identify a new mechanistic relation between grouping and figure-ground processes, whereby grouping between remote elements can constrain the propagation of edge assignment between those elements. Supplemental materials for this article may be downloaded from http://app.psychonomic-journals.org/content/supplemental.

Formative Self-Assessment College Classes Improves Self-Regulation and Retention in First/Second Year Community College Students

Science.gov (United States)

Mahlberg, Jamie

2015-01-01

This research examined the influence formative self-assessment had on first/second year community college student self-regulatory practices. Previous research has shown that the ability to regulate one's learning activities can improve performance in college classes, and it has long been known that the use of formative assessment improves…

A Simple Model of Self-Assessments

NARCIS (Netherlands)

S. Dominguez Martinez (Silvia); O.H. Swank (Otto)

2006-01-01

textabstractWe develop a simple model that describes individuals' self-assessments of their abilities. We assume that individuals learn about their abilities from appraisals of others and experience. Our model predicts that if communication is imperfect, then (i) appraisals of others tend to be too

GCSE Assessment Notes: Six GCSE Assessment Assignments.

Science.gov (United States)

Graham, Stephen

1988-01-01

Provided are copy masters, instructions for use, and grading criteria for six problems used as part of the practical assessment for a modular science course. Each problem gives a narrative and a list of materials necessary to complete the problem. (CW)

Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study

Science.gov (United States)

Al-Kadri, Hanan M.; Al-Moamary, Mohamed S.; Al-Takroni, Habib; Roberts, Chris; van der Vleuten, Cees P. M.

2012-01-01

Background Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students’ and supervisors’ self-assessment and feedback training on students’ perceptions and practices of self-assessment. Moreover, it evaluated the effect of self-assessment process on students’ study strategies within a community of clinical practice. Methods We conducted a qualitative phenomenological study from May 2008 to December 2009. We held 37 semi-structured individual interviews with three different cohorts of undergraduate medical students until we reached data saturation. The cohorts were exposed to different contexts while experiencing their clinical years’ assessment program. In the interviews, students’ perceptions and interpretations of ‘self-assessment practice’ and ‘supervisor-provided feedback’ within different contexts and the resulting study strategies were explored. Results The analysis of interview data with the three cohorts of students yielded three major themes: strategic practice of self-assessment, self-assessment and study strategies, and feedback and study strategies. It appears that self-assessment is not appropriate within a summative context, and its implementation requires cultural preparation. Despite education and orientation on the two major components of the self-assessment process, feedback was more effective in enhancing deeper study strategies. Conclusion This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students’ self-assessment is needed. PMID:22355241

Self-assessment and students' study strategies in a community of clinical practice: a qualitative study.

Science.gov (United States)

Al-Kadri, Hanan M; Al-Moamary, Mohamed S; Al-Takroni, Habib; Roberts, Chris; van der Vleuten, Cees P M

2012-01-01

Self-assessment is recognized as a necessary skill for lifelong learning. It is widely reported to offer numerous advantages to the learner. The research evaluated the impact of students' and supervisors' self-assessment and feedback training on students' perceptions and practices of self-assessment. Moreover, it evaluated the effect of self-assessment process on students' study strategies within a community of clinical practice. We conducted a qualitative phenomenological study from May 2008 to December 2009. We held 37 semi-structured individual interviews with three different cohorts of undergraduate medical students until we reached data saturation. The cohorts were exposed to different contexts while experiencing their clinical years' assessment program. In the interviews, students' perceptions and interpretations of 'self-assessment practice' and 'supervisor-provided feedback' within different contexts and the resulting study strategies were explored. The analysis of interview data with the three cohorts of students yielded three major themes: strategic practice of self-assessment, self-assessment and study strategies, and feedback and study strategies. It appears that self-assessment is not appropriate within a summative context, and its implementation requires cultural preparation. Despite education and orientation on the two major components of the self-assessment process, feedback was more effective in enhancing deeper study strategies. This research suggests that the theoretical advantages linked to the self-assessment process are a result of its feedback component rather than the practice of self-assessment isolated from feedback. Further research exploring the effects of different contextual and personal factors on students' self-assessment is needed.

A content validated questionnaire for assessment of self reported venous blood sampling practices

Directory of Open Access Journals (Sweden)

Bölenius Karin

2012-01-01

Full Text Available Abstract Background Venous blood sampling is a common procedure in health care. It is strictly regulated by national and international guidelines. Deviations from guidelines due to human mistakes can cause patient harm. Validated questionnaires for health care personnel can be used to assess preventable "near misses"--i.e. potential errors and nonconformities during venous blood sampling practices that could transform into adverse events. However, no validated questionnaire that assesses nonconformities in venous blood sampling has previously been presented. The aim was to test a recently developed questionnaire in self reported venous blood sampling practices for validity and reliability. Findings We developed a questionnaire to assess deviations from best practices during venous blood sampling. The questionnaire contained questions about patient identification, test request management, test tube labeling, test tube handling, information search procedures and frequencies of error reporting. For content validity, the questionnaire was confirmed by experts on questionnaires and venous blood sampling. For reliability, test-retest statistics were used on the questionnaire answered twice. The final venous blood sampling questionnaire included 19 questions out of which 9 had in total 34 underlying items. It was found to have content validity. The test-retest analysis demonstrated that the items were generally stable. In total, 82% of the items fulfilled the reliability acceptance criteria. Conclusions The questionnaire could be used for assessment of "near miss" practices that could jeopardize patient safety and gives several benefits instead of assessing rare adverse events only. The higher frequencies of "near miss" practices allows for quantitative analysis of the effect of corrective interventions and to benchmark preanalytical quality not only at the laboratory/hospital level but also at the health care unit/hospital ward.

Mathematics year 5 answers

CERN Document Server

Alexander, Serena; Poggo, Tammy

2014-01-01

Features the complete set of answers to the exercises in Mathematics Year 5, to save you time marking work and enable you to identify areas requiring further attention. The book includes diagrams and workings where necessary, to ensure pupils understand how to present their answers. Also available from Galore Park www.galorepark.co.uk :. - Mathematics Year 5. - Mathematics Year 6. - 11+ Maths Practice Exercises. - 11+ Maths Revision Guide. - 10-Minute Maths Tests Workbook Age 8-10. - 10-Minute Maths Tests Workbook Age 9-11. - Mental Arithmetic Workbook Age 8-10. - Mental Arithmetic Workbook Ag

FLEET ASSIGNMENT MODELLING

Directory of Open Access Journals (Sweden)

2016-01-01

Full Text Available The article is devoted to the airline scheduling process and methods of its modeling. This article describes the main stages of airline scheduling process (scheduling, fleet assignment, revenue management, operations, their features and interactions. The main part of scheduling process is fleet assignment. The optimal solution of the fleet assignment problem enables airlines to increase their incomes up to 3 % due to quality improving of connections and execution of the planned number of flights operated by less number of aircraft than usual or planned earlier. Fleet assignment of scheduling process is examined and Conventional Leg-Based Fleet Assignment Model is analyzed. Finally strong and weak aspects of the model (SWOT are released and applied. The article gives a critical analysis of FAM model, with the purpose of identi- fying possible options and constraints of its use (for example, in cases of short-term and long-term planning, changing the schedule or replacing the aircraft, as well as possible ways to improve the model.

The PP ampersand L Nuclear Department model for conducting self-assessments

International Nuclear Information System (INIS)

Murthy, M.L.R.; Vernick, H.R.; Male, A.M.; Burchill, W.E.

1995-01-01

The nuclear department of Pennsylvania Power ampersand Light Company (PP ampersand L) has initiated an aggressive, methodical, self-assessment program. Self-assessments are conducted to prevent problems, improve performance, and monitor results. The assessment activities are conducted by, or for, an individual having responsibility for performing the work being assessed. This individual, or customer, accepts ownership of the assessment effort and commits to implementing the recommendations agreed on during the assessment. This paper discusses the main elements of the assessment model developed by PP ampersand L and the results the model has achieved to date

Self-assessment and Peer-assessment in an EFL Context

Directory of Open Access Journals (Sweden)

Morteza Yamini

2012-01-01

Full Text Available Salient in an EFL teaching context is students' dissatisfaction with their final scores especially in oral courses. This study tried to bridge the gap between students' and teachers' rating system through alternatives to existing measurement methods. Task-based language assessment has stimulated language teachers to question the way through which students' language knowledge is assessed. Three groups of university students majoring in translation participated in this study. Two groups received rater instruction, but the control group did not. The assessed tasks were students' oral productions in Reading Comprehension I. Each oral production was assessed three times: by the speakers, by the peers, and by the teacher. The correlation of self-peer assessments and teacher assessments were estimated. Their performance on oral production of Reading Comprehension II was also analyzed and discussed and eventually compared with that of the control group to check the effects of rater instruction on learning.

The Self-assessment Practices of Hong Kong Secondary Students: Findings with a New Instrument.

Science.gov (United States)

Yan, Zi

Self-assessment is a core skill that enables students to engage in self-regulated learning. The purpose of this study was to examine the psychometric properties of a Self-assessment Practice Scale and to depict the characteristics of self-assessment practices of Hong Kong secondary students using this newly developed instrument. A total of 6,125 students from 10 Hong Kong secondary schools completed the survey. Both Rasch and factor analyses revealed a two-dimension scale structure (i.e., Self-directed Feedback Seeking and Self-reflection). The two subscales demonstrated acceptable psychometric properties and suggestions for further improvement were proposed. The findings regarding self-assessment practices of secondary students indicated that, in general, students were quite used to engaging in self-reflection based on available feedback, but they were less disposed to taking the initiative to seek feedback on their own performance. Key demographic variables, e.g., gender and year level, played important roles in students' self-assessment practices. Girls had significantly higher self-assessment measures on both scales than did boys. Junior students had higher measures on both scales than did their senior counterparts. Implications and directions for future research were discussed.

The effects of student self-assessment on learning in removable prosthodontics laboratory.

Science.gov (United States)

Chambers, David W; LaBarre, Eugene E

2014-05-01

It has been consistently shown that there is a weak association between student self-assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self-assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, defined as change in performance, is a function of ability and self-assessment. Dental students at one U.S. dental school self-assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six-month period. Faculty evaluations of these projects were used to determine students' understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self-assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.

Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving

NARCIS (Netherlands)

Baars, Martine; Vink, Sigrid; van Gog, Tamara; de Bruin, Anique; Paas, Fred

2014-01-01

Both retrospective and prospective monitoring are considered important for self-regulated learning of problem-solving skills. Retrospective monitoring (or self-assessment; SA) refers to students' assessments of how well they performed on a problem just completed. Prospective monitoring (or Judgments

Peer/Self Assessment and Student Learning

Science.gov (United States)

Ndoye, Abdou

2017-01-01

Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

A simple model of self-assessment

NARCIS (Netherlands)

Dominguez-Martinez, S.; Swank, O.H.

2009-01-01

We develop a simple model that describes individuals' self-assessments of their abilities. We assume that individuals learn about their abilities from appraisals of others and experience. Our model predicts that if communication is imperfect, then (i) appraisals of others tend to be too positive and

Self-Other Differences in Student Drinking Norms Research: The Role of Impression Management, Self-Deception, and Measurement Methodology.

Science.gov (United States)

Melson, Ambrose J; Monk, Rebecca Louise; Heim, Derek

2016-12-01

Data-driven student drinking norms interventions are based on reported normative overestimation of the extent and approval of an average student's drinking. Self-reported differences between personal and perceived normative drinking behaviors and attitudes are taken at face value as evidence of actual levels of overestimation. This study investigates whether commonly used data collection methods and socially desirable responding (SDR) may inadvertently impede establishing "objective" drinking norms. U.K. students (N = 421; 69% female; mean age 20.22 years [SD = 2.5]) were randomly assigned to 1 of 3 versions of a drinking norms questionnaire: The standard multi-target questionnaire assessed respondents' drinking attitudes and behaviors (frequency of consumption, heavy drinking, units on a typical occasion) as well as drinking attitudes and behaviors for an "average student." Two deconstructed versions of this questionnaire assessed identical behaviors and attitudes for participants themselves or an "average student." The Balanced Inventory of Desirable Responding was also administered. Students who answered questions about themselves and peers reported more extreme perceived drinking attitudes for the average student compared with those reporting solely on the "average student." Personal and perceived reports of drinking behaviors did not differ between multitarget and single-target versions of the questionnaire. Among those who completed the multitarget questionnaire, after controlling for demographics and weekly drinking, SDR was related positively with the magnitude of difference between students' own reported behaviors/attitudes and those perceived for the average student. Standard methodological practices and socially desirable responding may be sources of bias in peer norm overestimation research. Copyright © 2016 by the Research Society on Alcoholism.

First year midwifery students' experience with self-recorded and assessed video of selected midwifery practice skills at Otago Polytechnic in New Zealand.

Science.gov (United States)

McIntosh, Carolyn; Patterson, Jean; Miller, Suzanne

2018-01-01

Studying undergraduate midwifery at a distance has advantages in terms of accessibility and community support but presents challenges for practice based competence assessment. Student -recorded videos provide opportunities for completing the assigned skills, self-reflection, and assessment by a lecturer. This research asked how midwifery students experienced the process of completing the Video Assessment of Midwifery Practice Skills (VAMPS) in 2014 and 2015. The aim of the survey was to identify the benefits and challenges of the VAMPS assessment and to identify opportunities for improvement from the students' perspective. All students who had participated in the VAMPS assessment during 2014 and 2015 were invited to complete an online survey. To maintain confidentiality for the students, the Qualtrics survey was administered and the data downloaded by the Organisational Research Officer. Ethical approval was granted by the organisational ethics committee. Descriptive statistics were generated and students' comments were collated. The VAMPS provided an accessible option for the competence assessment and the opportunity for self-reflection and re-recording to perfect their skill which the students appreciated. The main challenges related to the technical aspects of recording and uploading the assessment. This study highlighted some of the benefits and challenges experienced by the midwifery students and showed that practice skills can be successfully assessed at distance. The additional benefit of accessibility afforded by video assessment is a new and unique finding for undergraduate midwifery education and may resonate with other educators seeking ways to assess similar skill sets with cohorts of students studying at distance. Copyright © 2017 Elsevier Ltd. All rights reserved.

Information Presentation in Decision and Risk Analysis: Answered, Partly Answered, and Unanswered Questions.

Science.gov (United States)

Keller, L Robin; Wang, Yitong

2017-06-01

For the last 30 years, researchers in risk analysis, decision analysis, and economics have consistently proven that decisionmakers employ different processes for evaluating and combining anticipated and actual losses, gains, delays, and surprises. Although rational models generally prescribe a consistent response, people's heuristic processes will sometimes lead them to be inconsistent in the way they respond to information presented in theoretically equivalent ways. We point out several promising future research directions by listing and detailing a series of answered, partly answered, and unanswered questions. © 2016 Society for Risk Analysis.

Self-assessment report for fiscal year 1995. Contract 98, Appendix F

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-12-31

This report summarizes the FY 1995 self-assessment of the Lawrence Berkeley National Laboratory. The report is divided into administrative and operational support functions as set forth in the University`s contract with the Department of Energy; functional self-assessments; and independent evaluations.

[The benefit of self-assessment in rehabilitation].

Science.gov (United States)

Belhelal, Djamila; Garcia, Marie-Line; Velay, Anne-Sophie

2015-01-01

The clinical stabilisation of the patient is a phase which is favourable for carrying out self-assessment to help them determine their resources. Adapted assessment scales are useful tools. On the basis of these, an initial care project is put in place which takes shape as and when the assessments are carried out. Ensuring the patient follows a therapeutic education programme aims particularly at improving their knowledge of their health. Copyright © 2015. Published by Elsevier Masson SAS.

Benchmarking: A tool for conducting self-assessment

International Nuclear Information System (INIS)

Perkey, D.N.

1992-01-01

There is more information on nuclear plant performance available than can reasonably be assimilated and used effectively by plant management or personnel responsible for self-assessment. Also, it is becoming increasingly more important that an effective self-assessment program uses internal parameters not only to evaluate performance, but to incorporate lessons learned from other plants. Because of the quantity of information available, it is important to focus efforts and resources in areas where safety or performance is a concern and where the most improvement can be realized. One of the techniques that is being used to effectively accomplish this is benchmarking. Benchmarking involves the use of various sources of information to self-identify a plant's strengths and weaknesses, identify which plants are strong performers in specific areas, evaluate what makes a top performer, and incorporate the success factors into existing programs. The formality with which benchmarking is being implemented varies widely depending on the objective. It can be as simple as looking at a single indicator, such as systematic assessment of licensee performance (SALP) in engineering and technical support, then surveying the top performers with specific questions. However, a more comprehensive approach may include the performance of a detailed benchmarking study. Both operational and economic indicators may be used in this type of evaluation. Some of the indicators that may be considered and the limitations of each are discussed

Validity of self-assessment of pubertal maturation

DEFF Research Database (Denmark)

Rasmussen, Anna; Wohlfahrt-Veje, Christine; Tefre de Renzy-Martin, Katrine

2015-01-01

BACKGROUND AND OBJECTIVES: Studies of adolescents often use self-assessment of pubertal maturation, the reliability of which has shown conflicting results. We aimed to examine the reliability of child and parent assessments of healthy boys and girls. METHODS: A total of 898 children (418 girls, 480...... overestimated older than their peers who made correct assessments. Girls and their parents tended to underestimate, whereas boys overestimated their pubertal stage. CONCLUSIONS: Pubertal assessment by the child or the parents is not a reliable measure of exact pubertal staging and should be augmented...

The effects of neurologic assessment E-learning in nurses.

Science.gov (United States)

Shin, Ji Yeon; Issenberg, S Barry; Roh, Young Sook

2017-10-01

A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. This study used a non-equivalent control group pretest-posttest design. Nurses working in the neurology and neurosurgery wards, Republic of Korea PARTICIPANTS: A convenience sample of 50 nurses was assigned to either the experimental group (n=24) or the control group (n=26). The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. There were no significant differences in knowledge (U=270, p=0.399) and self-confidence (U=241.5, p=0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U=199, p=0.028). Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Strategy Project: Promoting Self-Regulated Learning through an Authentic Assignment

Science.gov (United States)

Steiner, Hillary H.

2016-01-01

Success in college requires the development of self-regulated learning strategies that move beyond high school skills. First-year students of all ability levels benefit when given instruction in how to use these strategies in an authentic context. This paper presents an instructional method that requires deliberate practice of self-regulated…

Complete sequence-specific 1H NMR assignments for human insulin

International Nuclear Information System (INIS)

Kline, A.D.; Justice, R.M. Jr.

1990-01-01

Solvent conditions where human insulin could be studied by high-resolution NMR were determined. Both low pH and addition of acetonitrile were required to overcome the protein's self-association and to obtain useful spectra. Two hundred eighty-six 1 H resonances were located and assigned to specific sites on the protein by using two-dimensional NMR methods. The presence and position of numerous d NN sequential NOE's indicate that the insulin conformation seen in crystallographic studies is largely retained under these solution conditions. Slowly exchanging protons were observed for seven backbone amide protons and were assigned to positions A15 and A16 and to positions B15-B19. These amides all occur within helical regions of the protein

Improvement of operational safety: The self-assessment at the Russian NPPs

International Nuclear Information System (INIS)

Kolotov, Aleksander

2002-01-01

The operating organization has scheduled for the forthcoming year to elaborate the NPP safety self-assessment standards and to settle precise criterion for its performance. Toward this end it was decided to form a Working Team including of NPP and VNIIAES representatives to elaborate major tasks on the self-assessment improvement, development and implementation of new documentation and training the personnel in new methodology. Actions developed by R osenergoatom , one of its items is the participation of 'Rosenergoatom' and VNIIAES representatives in the workshop, contains the sequence of Russian NPP safety self-assessment improvement at the first stage

Comparing the use of an online expert health network against common information sources to answer health questions.

Science.gov (United States)

Rhebergen, Martijn D F; Lenderink, Annet F; van Dijk, Frank J H; Hulshof, Carel T J

2012-02-02

Many workers have questions about occupational safety and health (OSH). It is unknown whether workers are able to find correct, evidence-based answers to OSH questions when they use common information sources, such as websites, or whether they would benefit from using an easily accessible, free-of-charge online network of OSH experts providing advice. To assess the rate of correct, evidence-based answers to OSH questions in a group of workers who used an online network of OSH experts (intervention group) compared with a group of workers who used common information sources (control group). In a quasi-experimental study, workers in the intervention and control groups were randomly offered 2 questions from a pool of 16 standardized OSH questions. Both questions were sent by mail to all participants, who had 3 weeks to answer them. The intervention group was instructed to use only the online network ArboAntwoord, a network of about 80 OSH experts, to solve the questions. The control group was instructed that they could use all information sources available to them. To assess answer correctness as the main study outcome, 16 standardized correct model answers were constructed with the help of reviewers who performed literature searches. Subsequently, the answers provided by all participants in the intervention (n = 94 answers) and control groups (n = 124 answers) were blinded and compared with the correct model answers on the degree of correctness. Of the 94 answers given by participants in the intervention group, 58 were correct (62%), compared with 24 of the 124 answers (19%) in the control group, who mainly used informational websites found via Google. The difference between the 2 groups was significant (rate difference = 43%, 95% confidence interval [CI] 30%-54%). Additional analysis showed that the rate of correct main conclusions of the answers was 85 of 94 answers (90%) in the intervention group and 75 of 124 answers (61%) in the control group (rate difference

Determinants of agreement between self-reported and parent-assessed quality of life for children in Germany-results of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS

Directory of Open Access Journals (Sweden)

Ellert Ute

2011-11-01

Full Text Available Abstract Background The aim of this study is to quantify the level of agreement between self-reporting and proxy-assessment of children's health-related quality of life using KINDL-R in a large population based study in Germany and to identify factors which are associated with agreement. Methods The German Health Interview and Examination Survey for Children and Adolescents included the KINDL-R questionnaire on health-related quality of life. 6388 children and adolescents filled in the questionnaire while their parents answered the proxy version. Means and standard deviation for the self- and proxy ratings, and also the Pearson und Intra-Class correlation coefficients for the absolute agreement were calculated. The relationship between other variables and parent-child agreement were determined by means of logistic regression. Results In the 'Physical', 'Self-esteem' and 'School' dimension and for the 'Total' score, the parents significantly overestimated the quality of life of their child. In contrast, the quality of life of the children in the dimensions 'Psychological well-being' and 'Family' were considerably underestimated by the parents. The proportion of parent-child ratings in agreement (difference Conclusions Our study shows that parental reports cannot adequately replace self-assessment for 11-17 year olds. In view of the different underlying perspectives, the parental assessments should where possible only be regarded as providing supplementary information.

Self-assessment of professionalism in physical therapy education.

Science.gov (United States)

Anderson, Deborah K; Irwin, Kent E

2013-01-01

With the physical therapy (PT) professions' advancement to the clinical doctorate degree and the promotion of autonomous practice, exemplary professional conduct is an expectation of the PT profession. PT education programs are being challenged to develop methods to teach and assess professional behavior. Forty-three PT students (11 male and 32 female, ages 20-28 years) completed the APTA Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after their first 3 week clinical experience and again after their final clinical experience. A mixed design ANOVA compared participants' total scores and individual Core Value scores on the Professionalism in Physical Therapy: Core Values Self-Assessment (PPTCVSA) after 3 and 33 weeks of clinical education. The effects of gender, age, and undergraduate area of study on growth in professionalism scores were also investigated. Total PPTCVSA scores and individual Core Value scores on professionalism (accountability, altruism, compassion/caring, excellence, integrity, professional duty, and social responsibility) were higher after 33 weeks compared to scores after 3 weeks of clinical education. Female student's total professionalism scores were higher than male student's scores on both the first and second self-assessments. In addition, female students scored themselves higher than their male peers on accountability, excellence, integrity, and professional duty. Improved scores on the PPTCVSA indicate that physical therapy education is playing an important role in the development of professional behavior, knowledge, and application in practice.

Self-Motion Perception: Assessment by Real-Time Computer Generated Animations

Science.gov (United States)

Parker, Donald E.

1999-01-01

Our overall goal is to develop materials and procedures for assessing vestibular contributions to spatial cognition. The specific objective of the research described in this paper is to evaluate computer-generated animations as potential tools for studying self-orientation and self-motion perception. Specific questions addressed in this study included the following. First, does a non- verbal perceptual reporting procedure using real-time animations improve assessment of spatial orientation? Are reports reliable? Second, do reports confirm expectations based on stimuli to vestibular apparatus? Third, can reliable reports be obtained when self-motion description vocabulary training is omitted?

STUDENTS’ SELF-ASSESSMENT OF ONE’S ABILITIES FOR THEIR LIFE GOALS ACHIEVEMENT

Directory of Open Access Journals (Sweden)

Stanislava Stoyanova

2017-12-01

Full Text Available Goal achievement is considered to be related to need satisfaction, motivation, and self-esteem. The self-assessed abilities for goal achievement were operationalized as positive self-talk, perceived self-efficacy, the performance level of doing a task, the aspiration level, the in/congruence between performance and prognosis, and frustration tolerance to pursue one’s goals in spite of some obstacles. In total, 392 students whose mean age was 21 years old were investigated, divided in sub-samples, with the positive self-talk scale from the ASTQS questionnaire, the self-efficacy scale by Schwarzer & Jerusalem, and the AHA computerized test method from Vienna test system. Students’ self-assessment of one’s abilities for goal achievement revealed the most frequent high levels of perceived self-efficacy and good performance in coding tasks. The other self-assessed abilities for goal achievement were expressed more often at a medium level. The gender differences in the performance level of doing a task were compared to some previous results that indicated a variety of trends, because of the age peculiarities and the types of the tasks that were executed. The advance in age was related to more frequent use of positive self-talk and lower aspiration level, besides to lower performance level. The proposed model of the abilities for goal achievement was successfully approbated in this study revealing the strengths in the students’ self-assessment of one’s abilities for goal achievement and some weaknesses that should be the focus of further interventions in order to increase the students’ frustration tolerance ability and the use of positive self-talk.

MDEP STC self assessment report

International Nuclear Information System (INIS)

2013-01-01

A self assessment of the Multinational Design Evaluation Program was initiated in late 2011 to take stock of the MDEP program of work, what has been accomplished to date and what has yet to be accomplished, as well as assess if MDEP activities are enhancing safety of new reactor design reviews and harmonisation. Data was collected from both MDEP members (90 surveys were completed) and external stakeholders (15 organisations provided input). Input was requested in the areas of goals and achievements of the program, communications, scope, membership and participation. Feedback from MDEP members and external stakeholders was generally very positive. The respondents found MDEP to be a unique and useful forum to connect with experts from other regulators. Most respondents also believe that MDEP has been successful in achieving most of the goals set out in the terms of reference. However, there are areas that continue to be a challenge to harmonisation, such as differing regulatory practices among the member countries. The self-assessment found that the format and processes of the program are effective and there is not a desire for significant changes in the way the program is implemented. An overall theme that arose from the self-assessment is that MDEP is transitioning from a small group of regulators who co-operate internally, to a more inclusive organisation that has more interfaces and co-operative arrangements with other organisations. The observations from the internal and external stakeholders indicate that these interfaces with external organisations should be expanded to make MDEP more effective. For example, the conclusions suggest that MDEP is very effective in encouraging co-operation and harmonisation among the standards development organisation, and provides useful input to IAEA standard development. The self-assessment identified several actions to improve communications, and make MDEP activities more effective including: - Develop an agreed upon

[Physical activity, obesity and self-esteem in chilean schoolchildren].

Science.gov (United States)

Zurita-Ortega, Félix; Castro-Sánchez, Manuel; Rodríguez-Fernández, Sonia; Cofré-Boladós, Cristian; Chacón-Cuberos, Ramón; Martínez-Martínez, Asunción; Muros-Molina, José Joaquín

2017-03-01

Obesity is a worldwide epidemic disease and a problem for the Chilean society. To analyze the relationship between physical condition, body mass index (BMI), level of physical activity and self-esteem. Material ad Methods: Questionnaires to assess self-esteem (Rosemberg scale) and levels of physical activity (Physical Activity Questionnaire for older Children, PAQ-C) were answered by 515 children aged 10.5 ± 0.5 years from 27 schools of Santiago de Chile. BMI was calculated. Course-Navette test was carried out, vertical jump and hand dynamometry were measured. For statistical analysis, structural equations were used. An acceptable goodness of fit for the models was found. There was a positive relationship between BMI and hand dynamometry, as well as a negative relationship between BMI and maximal oxygen consumption, jumping ability, physical activity and self-esteem. Finally, self-esteem was positively related to physical activity engagement. In these children, self-esteem was related to physical activity variables.

Assessing the Impact of a School-Based Group Approach with Adolescent Males

Science.gov (United States)

Liddell, T. Michael; Kurpius, Sharon Robinson

2014-01-01

This study assessed the impact of a school-based group intervention, "The Council for Boys and Young Men," specifically designed for adolescent males. The participants who attended an alternative school in a metropolitan area were randomly assigned to the intervention or to waitlist control groups. Measures assessed self-esteem, future…

Environment, Safety, and Health Self-Assessment Report, Fiscal Year 2008

Energy Technology Data Exchange (ETDEWEB)

Chernowski, John

2009-02-27

Lawrence Berkeley National Laboratory's Environment, Safety, and Health (ES&H) Self-Assessment Program ensures that Integrated Safety Management (ISM) is implemented institutionally and by all divisions. The Self-Assessment Program, managed by the Office of Contract Assurance (OCA), provides for an internal evaluation of all ES&H programs and systems at LBNL. The functions of the program are to ensure that work is conducted safely, and with minimal negative impact to workers, the public, and the environment. The Self-Assessment Program is also the mechanism used to institute continuous improvements to the Laboratory's ES&H programs. The program is described in LBNL/PUB 5344, Environment, Safety, and Health Self-Assessment Program and is composed of four distinct assessments: the Division Self-Assessment, the Management of Environment, Safety, and Health (MESH) review, ES&H Technical Assurance, and the Appendix B Self-Assessment. The Division Self-Assessment uses the five core functions and seven guiding principles of ISM as the basis of evaluation. Metrics are created to measure performance in fulfilling ISM core functions and guiding principles, as well as promoting compliance with applicable regulations. The five core functions of ISM are as follows: (1) Define the Scope of Work; (2) Identify and Analyze Hazards; (3) Control the Hazards; (4) Perform the Work; and (5) Feedback and Improvement. The seven guiding principles of ISM are as follows: (1) Line Management Responsibility for ES&H; (2) Clear Roles and Responsibilities; (3) Competence Commensurate with Responsibilities; (4) Balanced Priorities; (5) Identification of ES&H Standards and Requirements; (6) Hazard Controls Tailored to the Work Performed; and (7) Operations Authorization. Performance indicators are developed by consensus with OCA, representatives from each division, and Environment, Health, and Safety (EH&S) Division program managers. Line management of each division performs the

Psychometric Analysis of the Work/Life Balance Self-Assessment Scale.

Science.gov (United States)

Smeltzer, Suzanne C; Cantrell, Mary Ann; Sharts-Hopko, Nancy C; Heverly, Mary Ann; Jenkinson, Amanda; Nthenge, Serah

2016-01-01

This study investigated the psychometric properties of the Work/Life Balance Self-Assessment scale among nurse faculty involved in doctoral education. A national random sample of 554 respondents completed the Work/Life Balance Self-Assessment scale, which addresses 3 factors: work interference with personal life (WIPL), personal life interference with work (PLIW), and work/personal life enhancement (WPLE). A principal components analysis with varimax rotation revealed 3 internally consistent aspects of work-life balance, explaining 40.5% of the variance. The Cronbach's alpha coefficients for reliability of the scale were .88 for the total scale and for the subscales, .93 (WIPL), .85 (PLIW), and .69 (WPLE). The Work/Life Balance Self-Assessment scale appears to be a reliable and valid instrument to examine work-life balance among nurse faculty.

Investigating the Effect of Using Self-Assessment on Iranian EFL Learners' Writing

Science.gov (United States)

Heidarian, Nakisa

2016-01-01

This study investigated the effect of using self-assessment on Iranian EFL learners' writing. The purpose of this study was to demonstrate whether using of self-assessment as an assessment method was influential in developing learners' English writing performance generally writing processes specifically. The participants of this study consisted of…

Smartphone-Based Self-Assessment of Stress in Healthy Adult Individuals: A Systematic Review.

Science.gov (United States)

Þórarinsdóttir, Helga; Kessing, Lars Vedel; Faurholt-Jepsen, Maria

2017-02-13

Stress is a common experience in today's society. Smartphone ownership is widespread, and smartphones can be used to monitor health and well-being. Smartphone-based self-assessment of stress can be done in naturalistic settings and may potentially reflect real-time stress level. The objectives of this systematic review were to evaluate (1) the use of smartphones to measure self-assessed stress in healthy adult individuals, (2) the validity of smartphone-based self-assessed stress compared with validated stress scales, and (3) the association between smartphone-based self-assessed stress and smartphone generated objective data. A systematic review of the scientific literature was reported and conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement. The scientific databases PubMed, PsycINFO, Embase, IEEE, and ACM were searched and supplemented by a hand search of reference lists. The databases were searched for original studies involving healthy individuals older than 18 years, measuring self-assessed stress using smartphones. A total of 35 published articles comprising 1464 individuals were included for review. According to the objectives, (1) study designs were heterogeneous, and smartphone-based self-assessed stress was measured using various methods (e.g., dichotomized questions on stress, yes or no; Likert scales on stress; and questionnaires); (2) the validity of smartphone-based self-assessed stress compared with validated stress scales was investigated in 3 studies, and of these, only 1 study found a moderate statistically significant positive correlation (r=.4; P<.05); and (3) in exploratory analyses, smartphone-based self-assessed stress was found to correlate with some of the reported smartphone generated objective data, including voice features and data on activity and phone usage. Smartphones are being used to measure self-assessed stress in different contexts. The evidence of the validity of

Self-assessment of Certified EFL Teachers in Central Sulawesi on Their Professional Competence

Directory of Open Access Journals (Sweden)

Anshari Syafar

2014-06-01

Full Text Available The study intends to describe the level of certified EFL teachers’ self-assessment of their competence to teach English. A cross-sectional survey design and systematic random sampling strategy were applied to take 227 research respondents. Questionnaire and interview were used for collecting data whereas frequency, percentage and descriptive statistics were employed to analyze the data. Most respondents self-rated their abilities to teach English at ‘competent’ and ‘strongly competent’ levels. Yet, their self-rating of English teaching competence did not match up with the re-sults of teacher competence test done by the government. Accordingly, the self-assessment should be endorsed with teaching performance assessment to have more reliable data for validating EFL teachers’ self-grading abilities in English teaching practices.  Key Words: self-assessment, teacher certification program, teacher standard of competence, certified EFL teachers, english teaching practices

A Self-assessment Checklist for Undergraduate Students’ Argumentative Writing

Directory of Open Access Journals (Sweden)

Vahid Nimehchisalem

2014-02-01

Full Text Available With a growing emphasis on students’ ability to assess their own written works in teaching English as a Second Language (ESL writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of checklists that guide the learners in assessing their own writing. In this study, a self-assessment checklist was developed for undergraduate students in an ESL context to help them with their argumentative essays. This paper presents the related literature and theories, based on which the checklist was developed. The checklist is described and its potential theoretical and practical implications in ESL writing classes are discussed. Further research is necessary to refine the checklist through focus group studies with lecturers and students.

Should male gender assignment be considered in the markedly virilized patient With 46,XX and congenital adrenal hyperplasia?

Science.gov (United States)

Lee, Peter A; Houk, Christopher P; Husmann, Douglas A

2010-10-01

We assess the outcome in 46,XX men with congenital adrenal hyperplasia who were born with Prader 4 or 5 genitalia and assigned male gender at birth. After receiving institutional review board approval and subject consent we reviewed the medical records of 12 men 35 to 69 years old with 46,XX congenital adrenal hyperplasia, of whom 6 completed social and gender issue questionnaires. All subjects were assigned male gender at birth, were diagnosed with virilizing congenital adrenal hyperplasia at age greater than 3 years and indicated a male gender identity with sexual orientation to females. Ten of the 12 subjects had always lived as male and 2 who were reassigned to female gender in childhood subsequently self-reassigned as male. Nine of the 12 men had long-term female partners, including 7 married 12 years or more. The 3 subjects without a long-term female partner included 1 priest, 1 who was reassigned female gender, married, divorced and self-reassigned as male, and 1 with a girlfriend and sexual activity. All except the priest and the subject who was previously married when female indicated a strong libido and frequent orgasmic sexual activity. Responses to self-esteem, masculinity, body image, social adjustment and symptom questionnaires suggested adjustments related to the extent of familial and social support. Outcome data on severely masculinized 46,XX patients with congenital adrenal hyperplasia who were assigned male gender at birth indicate male gender identity in adulthood with satisfactory male sexual function in those retaining male genitalia. In men who completed questionnaires results were poorer in those lacking familial/social support. Male gender of rearing may be a viable option for parents whose children are born with congenital adrenal hyperplasia, a 46,XX karyotype and male genitalia, although positive parental and other support, and counseling are needed for adjustment. Copyright © 2010 American Urological Association Education and Research

Assessing Pharmacy Students’ Self-Perception of Cultural Competence

Science.gov (United States)

Echeverri, Margarita; Brookover, Cecile; Kennedy, Kathleen

2014-01-01

Pharmacists play an increasingly important role in medication therapy management, which requires communicating effectively with patients. Pharmacy students completed the Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire, and their results were used to identify patterns in self-assessment of cultural competence. In general, students rated their knowledge as less than their skills and attitudes. Important differences were found by race, comparing each group with its counterparts: African American students rated their perceived competencies regarding patient discrimination and barriers to health care at a significantly higher level; Asian American students rated their attitudes to engaging in self-reflection and their knowledge in multicultural issues at significantly lower level; and White students rated their awareness regarding racial dynamics at a significantly lower level. It is recommended to consider the students’ cultural, racial, and ethnic backgrounds before developing curriculum in cultural competence and, perhaps, to develop targeted educational interventions for specific groups. PMID:23395945

The Relationship between Counselors' and Students' Self-Esteem as Related to Counseling Outcomes.

Science.gov (United States)

Wiggins, James D.; Giles, Therese A.

1984-01-01

Assigned high or low self-esteem counselors (N=8) to high or low self-esteem sixth-grade students (N=16), who completed the Self-Esteem Inventory after four counseling sessions. Results showed students assigned to high self-esteem counselors showed greater gains in self-esteem. (JAC)

Authentic Leadership: Practical Reflexivity, Self-Awareness, and Self-Authorship

Science.gov (United States)

Eriksen, Matthew

2009-01-01

This assignment provides a process to facilitate student engagement in practical reflexivity and self-authorship through which students develop the self-awareness that is required to be an authentic and effective leader. It facilitates the development of students' personal leadership principles, which help guide their decision making and actions,…

39 CFR 3030.14 - Answer contents.

Science.gov (United States)

2010-07-01

... Initial Pleadings § 3030.14 Answer contents. (a) An answer must: (1) Contain a clear and concise statement... complainant and the Commission fully and completely of the nature of any defense, including factual... as such and presented separately from any denials; (5) State the nature of the evidentiary support...

Self-Assessment of Employability Skill Outcomes among Undergraduates and Alignment with Academic Ratings

Science.gov (United States)

Jackson, Denise

2014-01-01

Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in…

Identifying the source of farmed escaped Atlantic salmon (Salmo salar): Bayesian clustering analysis increases accuracy of assignment

DEFF Research Database (Denmark)

Glover, Kevin A.; Hansen, Michael Møller; Skaala, Oystein

2009-01-01

44 cages located on 26 farms in the Hardangerfjord, western Norway. This fjord represents one of the major salmon farming areas in Norway, with a production of 57,000 t in 2007. Based upon genetic data from 17 microsatellite markers, significant but highly variable differentiation was observed among....... Accuracy of assignment varied greatly among the individual samples. For the Bayesian clustered data set consisting of five genetic groups, overall accuracy of self-assignment was 99%, demonstrating the effectiveness of this strategy to significantly increase accuracy of assignment, albeit at the expense...

Assessment of apically extruded debris produced by the self-adjusting file system.

Science.gov (United States)

De-Deus, Gustavo André; Nogueira Leal Silva, Emmanuel João; Moreira, Edson Jorge; de Almeida Neves, Aline; Belladonna, Felipe Gonçalves; Tameirão, Michele

2014-04-01

This study was designed to quantitatively evaluate the amount of apically extruded debris by the Self-Adjusting-File system (SAF; ReDent-Nova, Ra'anana, Israel). Hand and rotary instruments were used as references for comparison. Sixty mesial roots of mandibular molars were randomly assigned to 3 groups (n = 20). The root canals were instrumented with hand files using a crown-down technique. The ProTaper (Dentsply Maillefer, Ballaigues, Switzerland) and SAF systems were used according to the manufacturers' instructions. Sodium hypochlorite was used as an irrigant, and the apically extruded debris was collected in preweighted glass vials and dried afterward. The mean weight of debris was assessed with a microbalance and statistically analyzed using 1-way analysis of variance and the post hoc Tukey multiple comparison test. Hand file instrumentation produced significantly more debris compared with the ProTaper and SAF systems (P system produced significantly more debris compared with the SAF system (P systems caused apical debris extrusion. SAF instrumentation was associated with less debris extrusion compared with the use of hand and rotary files. Copyright © 2014 American Association of Endodontists. Published by Elsevier Inc. All rights reserved.

A Review of (Elementary) School Self-Assessment Processes: Ontario and Beyond

Science.gov (United States)

Ryan, Thomas G.; Telfer, Leslie

2011-01-01

This review draws attention to issues related to school self-assessment. This process has been similarly implemented in a variety of jurisdictions globally in the past decade hence their inclusion herein as an attempt to understand the school self-assessment process which has also been developed for use in local Ontario (Canadian) elementary…

Explicit Knowledge-based Reasoning for Visual Question Answering

OpenAIRE

Wang, Peng; Wu, Qi; Shen, Chunhua; Hengel, Anton van den; Dick, Anthony

2015-01-01

We describe a method for visual question answering which is capable of reasoning about contents of an image on the basis of information extracted from a large-scale knowledge base. The method not only answers natural language questions using concepts not contained in the image, but can provide an explanation of the reasoning by which it developed its answer. The method is capable of answering far more complex questions than the predominant long short-term memory-based approach, and outperform...

The Effects of Performance-Based Assessment Criteria on Student Performance and Self-Assessment Skills

Science.gov (United States)

Fastre, Greet Mia Jos; van der Klink, Marcel R.; van Merrienboer, Jeroen J. G.

2010-01-01

This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based…

The influence of individual, group, and relative self-esteem on outcome for patients undergoing group cognitive-behavioural therapy treatment.

Science.gov (United States)

Parker, Thomas J; Page, Andrew C; Hooke, Geoff R

2013-11-01

Despite a strong association between individual self-esteem and treatment outcome in group cognitive-behavioural therapy (GCBT), no study has investigated how patient outcomes might be influenced by an individual's self-esteem relative to other group members. The study comprised a retrospective examination of patients' data and used a multiple regression analysis to identify predictors of treatment outcome. Patients' pre-treatment self-esteem scores were assessed on a continuum and assigned to be low, medium, or high. Therapy groups were assigned to be either low, balanced or high self-esteem groups based on averaged self-esteem scores of participants. In this study, 3,878 patients who had completed a 10-day intensive cognitive behavioural group therapy programme at a private psychiatric facility were included in the study. The Rosenberg Self-Esteem measure was chosen to assess self-esteem. The three subscales of the Depression Anxiety Stress Scales were used as the outcome measures. Patient outcomes were influenced by pre-treatment self-esteem scores, such that higher initial self-esteem was associated with better treatment outcomes. Low group self-esteem was predictive of significantly better outcomes for depression, relative to higher self-esteem groups. Additionally, the combined influence of high individual self-esteem and low group self-esteem was associated with significantly enhanced depression improvement. High self-esteem patients perform better on outcome measures following completion of GCBT. Low self-esteem groups show greater improvement in depression symptoms. Similar results for depression are achieved when patients with high self-esteem complete treatment in low self-esteem groups. © 2013 The British Psychological Society.

Self-assessment and woman’s health control location after gynaecological operations

Directory of Open Access Journals (Sweden)

Angelina Rogala

2016-07-01

Full Text Available Introduction: Surgical treatment in gynaecology has a specific influence on a woman’s life and has a psychological effect because of the organs involved. Self-assessment and women’s health control location after gynaecological operation determine the treatment and rehabilitation process. Aim of the research : Self-assessment and women’s health control location after gynaecological operation evaluation was the aim of this study. Material and methods : There were 167 women after gynaecological treatment evaluated. Patients were registered in the Obstetrics and Gynaecology department and the Gynaecology outpatient Clinic in Chełm Public Specialist Hospital. MHCL version B scale with polish adaptation (Z. Juszyński and sociodemographic, self-evaluation, and health control questionnaires created by the authors were used. This analysis used Kołmogorow-Smirnow, U Mann-Whitney and Kruskal-Wallis tests. Confidence intervals of p < 0.05 and p < 0.01 were established. IBM SPSS Statistics software was used. Results and conclusions : Most of the women after their gynaecological operations (61.1% revealed their health perception as good and only one (0.6% as poor. Over half of the patients self-assessed themselves as a valuable person (56.3% and womanlike (55.1%, whilst a small number of patients stated as not attractive, impoverished, worse than others, useless, or worthless. The highest self-assessment scores were from women in early stages after their operation, e.g. from one month to one year after treatment (M = 14.95. MHLC scale analysis showed that most of the patients overbalanced internal health self-control (M = 25.33, indicating that life control is dependent on the patient. Respondents who stated their health status as poor in every health control scale had higher results. Age and education had a significant influence on the MHCL and self-assessment scales (p < 0.001.

CREATING AUDIO VISUAL DIALOGUE TASK AS STUDENTS’ SELF ASSESSMENT TO ENHANCE THEIR SPEAKING ABILITY

Directory of Open Access Journals (Sweden)

Novia Trisanti

2017-04-01

Full Text Available The study is about giving overview of employing audio visual dialogue task as students creativity task and self assessment in EFL speaking class of tertiary education to enhance the students speaking ability. The qualitative research was done in one of the speaking classes at English Department, Semarang State University, Central Java, Indonesia. The results that can be seen from the rubric of self assessment show that the oral performance through audio visual recorded tasks done by the students as their self assessment gave positive evidences. The audio visual dialogue task can be very beneficial since it can motivate the students learning and increase their learning experiences. The self-assessment can be a valuable additional means to improve their speaking ability since it is one of the motives that drive self- evaluatioan, along with self- verification and self- enhancement.

Analysis System for Self-Efficacy Training (ASSET). Assessing treatment fidelity of self-management interventions.

Science.gov (United States)

Zinken, Katarzyna M; Cradock, Sue; Skinner, T Chas

2008-08-01

The paper presents the development of a coding tool for self-efficacy orientated interventions in diabetes self-management programmes (Analysis System for Self-Efficacy Training, ASSET) and explores its construct validity and clinical utility. Based on four sources of self-efficacy (i.e., mastery experience, role modelling, verbal persuasion and physiological and affective states), published self-efficacy based interventions for diabetes care were analysed in order to identify specific verbal behavioural techniques. Video-recorded facilitating behaviours were evaluated using ASSET. The reliability between four coders was high (K=0.71). ASSET enabled assessment of both self-efficacy based techniques and participants' response to those techniques. Individual patterns of delivery and shifts over time across facilitators were found. In the presented intervention we observed that self-efficacy utterances were followed by longer patient verbal responses than non-self-efficacy utterances. These detailed analyses with ASSET provide rich data and give the researcher an insight into the underlying mechanism of the intervention process. By providing a detailed description of self-efficacy strategies ASSET can be used by health care professionals to guide reflective practice and support training programmes.

Speaking Self-Assessment: Mismatches between Learners' and Teachers' Criteria

Science.gov (United States)

Babaii, Esmat; Taghaddomi, Shahin; Pashmforoosh, Roya

2016-01-01

Perceptual (mis)matches between teachers and learners are said to affect learning success or failure. Self-assessment, as a formative assessment tool, may, inter alia, be considered a means to minimize such mismatches. Therefore, the present study investigated the extent to which learners' assessment of their own speaking performance, before and…

Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Science.gov (United States)

Hassan, Omaima A. G.; Fox, Alison; Hannah, Gwen

2014-01-01

Self- and peer-assessment of student work is an area that is under-researched in the accounting education literature, although the subject area of study seems to influence the results obtained in prior studies. The current study contributes to the literature by examining the accuracy and construct validity of self- and peer-assessment by…

Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?

Science.gov (United States)

Raaijmakers, Steven F; Baars, Martine; Paas, Fred; van Merriënboer, Jeroen J G; van Gog, Tamara

2018-01-01

Students' ability to accurately self-assess their performance and select a suitable subsequent learning task in response is imperative for effective self-regulated learning. Video modeling examples have proven effective for training self-assessment and task-selection skills, and-importantly-such training fostered self-regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task-selection rule or a more general heuristic task-selection rule in biology would transfer to self-regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task-selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self-regulated learning in math. Future research should investigate how to support transfer of task-selection skills across domains.

Self-Assessment of Gerontology Teaching Practice: A First-Step in Enhancing Student Learning

Science.gov (United States)

VonDras, Dean D.

2008-01-01

This article discusses self-assessment of gerontology teaching practice. Through a process of self-reflection one may find insight into their teaching and, concomitantly, develop best-practices for enhancing student learning in gerontology. A self-assessment framework is presented, illuminating best-practices in the areas of the lecture-discussion…

Factors influencing medical students' self-assessment of examination performance accuracy: A United Arab Emirates study.

Science.gov (United States)

Shaban, Sami; Aburawi, Elhadi H; Elzubeir, Khalifa; Elango, Sambandam; El-Zubeir, Margaret

2016-01-01

Assessment of one's academic capabilities is essential to being an effective, self-directed, life-long learner. The primary objective of this study was to analyze self-assessment accuracy of medical students attending the College of Medicine and Health Sciences, United Arab Emirates University, by examining their ability to assess their own performance on an MCQ examination. 1 st and 2 nd year medical students (n = 235) self-assessed pre and post-examination performance were compared with objectively measured scores (actual examination performance). Associations between accuracy of score prediction (pre and post assessment), and students' gender, year of education, perceived preparation, confidence and anxiety were also determined. Expected mark correlated significantly with objectively assessed marks (r = 0.407; P self-assessment accuracy. Findings reinforce existing evidence indicating that medical students are poor self-assessors. There are potentially multiple explanations for misjudgment of this multidimensional construct that require further investigation and change in learning cultures. The study offers clear targets for change aimed at optimizing self-assessment capabilities.

Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering

Science.gov (United States)

Nikolic, Sasha; Stirling, David; Ros, Montserrat

2018-07-01

Obtaining oral communication competency is an important skill for engineering students to prepare them for interacting and working in any professional setting. For engineers, it is also important to be able to present technical information to non-technical audiences. To ensure oral competency, a non-graded formative assessment approach using video with self- and peer assessment was introduced into a final-year engineering thesis course. A low workload approach was used due to growing student numbers and higher pressures on academic staff. A quasi-experimental design was used to investigate the differences between traditional delivery, self-assessment and combined self-assessment with peer feedback. The study found that the formative models were seen by students to help develop their presentation skills. However, the results showed no significant improvement compared to the traditional method. This could be due to previous presentation practice within the degree or more probable, the lack of incentive for weaker students to engage and improve due to the ungraded nature of the activity.

Self-generation of magnetic fields

International Nuclear Information System (INIS)

Dolan, T.J.

2000-01-01

The stars generate self-magnetic fields on large spatial scales and long time scales,and laser-produced plasmas generate intense self-magnetic fields on very short spatial and time scales. Two questions are posed : (1) Could a self-magnetic field be generated in a laboratory plasma with intermediate spatial and time scales? (2) If a self-magnetic field were generated,would it evolve towards a minimum energy state? If the answers turned out to be affirmative,then self-magnetic fields could possibly have interesting applications

How Effective Are Self- and Peer Assessment of Oral Presentation Skills Compared with Teachers' Assessments?

Science.gov (United States)

De Grez, Luc; Valcke, Martin; Roozen, Irene

2012-01-01

Assessment of oral presentation skills is an underexplored area. The study described here focuses on the agreement between professional assessment and self- and peer assessment of oral presentation skills and explores student perceptions about peer assessment. The study has the merit of paying attention to the inter-rater reliability of the…

The effects of performance-based assessment criteria on student performance and self-assessment skills

NARCIS (Netherlands)

Fastré, Greet; Van der Klink, Marcel; Van Merriënboer, Jeroen

2010-01-01

Fastré, G. M. J., Van der Klink, M. R., & Van Merriënboer, J. J. G. (2010). The effects of performance-based assessment criteria on student performance and self-assessment skills. Advances in Health Science Education, 15(4), 517-532.

Comparing the self-assessed and examiner-assessed driving skills of Japanese driving school students