Background
Self‐assessment serves to improve learning through timely feedback on one's solution and iterative refinement as a way to improve one's competence. However, the complexity of the ...self‐assessment process is widely recognized, as well as that students can benefit from it only if their assessment is accurate enough.
Objectives
In order to gain more insight into the self‐assessment process we analysed students' behaviour, accuracy, and question‐related characteristics that influence the capability of self‐assessment in two studies.
Methods
The initial study examined 131 undergraduate students using voluntary self‐assessment questions in an online course in a B.Sc. Computer Science program while a year later a replication study with the same research settings was applied to a different cohort of 264 undergraduate students with minor modifications to the question design, in the light of the original findings.
Results and Conclusions
Results from both studies show that similar patterns could be observed for usage and of accuracy and score distribution for almost all questions. Item difficulty and comprehensiveness of the sample solution were identified as features of self‐assessment questions affecting student's self‐assessment capability. The replication study showed that task design can be modified to affect students' accuracy. Recommendations to make self‐assessment tasks effective and efficient for learning are provided.
Lay Description
What is already known about this topic
Students should be given the opportunity to self‐assess their knowledge during the learning process.
Self‐assessment can increase students' motivation to learn and promotes academic achievement and self‐efficacy.
What this paper adds
Both, the initial and replication, studies provide better understanding of learners' behaviour and task design characteristics to afford better learning support and maximize the potential for desirable outcomes.
Task design (task complexity, scope and transfer requirements as well as quantitative measures such as text length and number of evaluation criteria) can be modified to affect students' accuracy.
Implications for practice
Supporting students learning is not a one‐off activity, but part of a curriculum improvement and lifelong learning initiative, therefore we recommend that self‐assessment tasks are continuously monitored and, if necessary, improved to suit the needs of learners in a specific context.
Self‐assessment should become a habit of the learning process rather than only a superficial and mandatory part of course design.
Five practical suggestions are designed and discussed to help practitioners successfully facilitate an effective and efficient self‐evaluation process during learning.
This quantitative study examines student self-assessment accuracy in supported, criteria-based self-assessment in two business discipline courses. Initial and subsequent student-instructor marking ...agreement were analysed in two consecutive assessable tasks. Initial over-assessment was widespread and student's under-assessing was associated with higher achievement. Local Australian students and second-year participants were observed to be initially more accurate and to maintain accuracy more consistently than international and first-year participants. Inaccurate participants, both over and under-assessors, consistently responded to feedback of initial inaccuracy and improved accuracy in the second task through attention and response to criteria level feedback. A clear debiasing response triggered by the strength and direction of inaccuracy signal was noted among the very inaccurate. Persistence in individual's general orientation in self-assessment was also evident. Self-assessment appeared especially beneficial for low achievers, who recorded strong learning (marks) gains. Overall the observations support the utility of criteria-level self-assessment as a mechanism for developing evaluative judgement and individual's capacity to attend and respond to feedback. The study points to the ready trainability of self-assessment in suitably qualified populations. Future similar studies could confirm these findings and investigate the question of accuracy maintenance and individual's persistence of orientation in self-assessment.
Objective
The definition of recovery in eating disorders (EDs) according to researchers is not necessarily similar to the patient definition. This study aimed to explore the concept of recovery as ...assessed by those affected by an ED themselves.
Method
Participants from the Netherlands Eating disorder Registry (NER) who reported an (former) ED diagnosis (n = 814) assessed their own recovery level: current ED, partial or full recovery. Furthermore, research‐based criteria (Bardone‐Cone et al., Behaviour Research and Therapy, 2010, 48, 194–202) were applied to define recovery. Within the self‐assessed full recovery group (n = 179), participants who also fulfilled the research‐based criteria were compared to those who were only recovered based on self‐assessment in the following domains: ED psychopathology, psychiatric comorbidity, quality of life, and social and societal participation.
Results
Ninety‐six of the participants (54%) who considered themselves recovered did not fulfill the research‐based definition. The two recovery groups did not significantly differ in psychiatric comorbidity, quality of life, and social and societal participation.
Discussion
Absence of ED characteristics was not essential for individuals to consider themselves recovered. Although the self‐assessed recovery status may be subjective, it does advocate the use of additional health indicators besides ED psychopathology when defining recovery.
NEHA invites you to participate in the new self-guided, online Self- Assessment and Verification Audit (SA/VA) Course Series. This series is now available to help your jurisdiction navigate the ...Voluntary National Retail Food Regulatory Program Standards (Retail Program Standards) from FDA. In addition, the series is available to you at any time. The series consists of 10 self-guided courses that provide relevant information and instruction for retail program enrollment or advancement in conformance with the Retail Program Standards.
This cross-sectional study estimated three clinical tools including the Osteoporosis Self-Assessment Tool for Asians (OSTA), Body Mass Index (BMI), and Beijing Friendship Hospital Osteoporosis ...Self-assessment Tool for Elderly Male (BFH-OSTM) for identifying primary osteoporosis and found optimal cut-off values in an elderly Han Beijing male population.
We conducted a cross-sectional study, enrolling 400 community-dwelling elderly Han Beijing males aged ≥50 from 8 medical institutions. Osteoporosis was diagnosed as a T-score of -2.5 standard deviations or lower than that of the average young adult in different diagnostic criteria lumbar spine (L1-L4), femoral neck, total hip, WHO. BFH-OSTM, OSTA, and BMI were assessed for predicting OP by receiver operating characteristic (ROC) curves. Sensitivity, specificity, and areas under the ROC curves (AUC) were determined. Ideal thresholds for the omission of screening BMD were proposed.
The prevalence of osteoporosis ranged from 9.25% to 19.0% according to different diagnostic criteria. The present study indicated the highest discriminating ability was BFH-OSTM in different criteria. The AUCs of OSTA and BMI were 0.748 and 0.770 in WHO criteria, which suggested limiting predictive value for identifying OP in elderly Beijing males. The AUC of BFH-OSTM to predict OP based on WHO criteria was 0.827, yielding a sensitivity of 65.8% and specificity of 82.7%, respectively. With a cost of missing 6.5% of osteoporosis patients, BFH-OSTM could reduce 73.5% of participants in screening BMD tests.
BFH-OSTM may be a simple and effective tool for identifying OP in the elderly male population in Beijing to omit BMD screening reasonably.
Quality of life in terms of voice and musculoskeletal symptoms can be affected, especially at the end of pregnancy when major physical changes occur.
To analyze the results of vocal self-assessment ...and musculoskeletal symptoms of pregnant women in the second and third trimester.
Forty-nine pregnant women in the second and third trimester aged between 18 and 40years were examined using the Nordic Musculoskeletal Questionnaire and the Voice-Related Quality of Life Questionnaire. The data were statistically analyzed using the R environment (R Core Team, 2019) with parametric (Student's t, chi-square, and Wald) and nonparametric (Mann-Whitney and Wilcoxon) tests, taking into account a nominal significance level of 5%.
Voice-related quality of life: mean total score and socio-emotional domain significantly within the normal values; physical domain significantly below the normal value; larger number of pregnant women significantly below the normal value in the physical domain. Nordic Musculoskeletal Questionnaire: most of the examined aspects showed a significant negative response; there was a positive significance for the presence of pain and tingling in the lower back; pregnant women with musculoskeletal complaints and impairments showed a significant decrease in the three domains of voice-related quality of life, mainly in the physical domain.
Pregnant women showed a deterioration in the physical domain of voice-related quality of life and the presence of pain and tingling in the lower back. Pregnant women who had discomfort and musculoskeletal impairments also showed a deterioration in voice-related quality of life, mainly in the physical domain.
To analyze the vocal self-perception of individuals who wore face masks for essential activities and those who wore them for professional and essential activities during the coronavirus disease ...pandemic.
This was an observational, descriptive, cross-sectional study. The study included 468 individuals who were stratified into two groups: the Working Group, comprising individuals who wore face masks for professional and essential activities during the pandemic; and the Essential Activities Group, with individuals who wore face masks only for essential activities during the pandemic. The outcome measures tested were self-perception of vocal fatigue, vocal tract discomfort, vocal effort, speech intelligibility, auditory feedback, and coordination between speech and breathing. Descriptive and inferential statistics were performed.
Face masks increased the perception of vocal effort, difficulty in speech intelligibility, auditory feedback, and difficulty in coordinating speech and breathing, irrespective of usage. Individuals who wore face masks for professional and essential activities had a greater perception of symptoms of vocal fatigue and discomfort, vocal effort, difficulties in speech intelligibility, and in coordinating speech and breathing.
Use of face masks increases the perception of vocal symptoms and discomfort, especially in individuals who wore it for professional and essential activities.
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