Background: The ability to self-assess is a critical skill that all health professionals must be able to do, in order to achieve competence. This is essential for the doctors of dental medicine. ...During their education and practice they apply different clinical and para-clinical procedures. The aim is to evaluate the students' self-assessment skills during the education of clinic and pre-clinic of prosthetic dentistry. Material and methods: After the completion of certain work - preparation for full veneer crown, a questionnaire was provided to each student in preclinical course (n=30) and clinical course (n=30) for self-evaluation. The questionnaire involved: axial reduction, occlusal reduction, facial and lingual reduction, smoothing and finishing. The answers were based on the standard for the university grading scale. Than, the same questionnaire was fulfilled by the assistant professor without seeing students' self-evaluation. Results and Discussion: Results have been reported in percentages. 100% respond rate has been achieved. The students from the preclinical course tend to overestimate their performance (50%). The students from the clinical course tend to submit overall lower grades than the faculty evaluation (25%). Conclusions: The students from clinics have better self-assessment skills. The discrepancy was most pronounced in the junior students. The different evaluations (self-assessment and assistant professor's) help students to improve their understanding of certain principles and improve the teaching effectiveness of education of prosthetic dentistry.
In this Research Work in Progress Paper, we examine the effectiveness of CATME, a tool that implements a criteria-based team formation approach. The tool facilitates forming teams based on criteria ...like demographics, skills, and work styles. This information is collected from the students via an online survey. The effectiveness of this genre of tool depends on the practicality of the instructor's configuration of the criteria, the veracity of students' responses to the survey, and the soundness of the algorithm. In this work-in-progress paper, we investigate potential issues affecting these factors. Our study was conducted by performing new analysis of data collected from a prior study comparing the performance of teams formed using CATME or randomly in a user interface design course. The performance of teams was not statistically different between the two conditions. In examining the students' responses to the team formation survey, we found issues related to Self-Assessment such as inconsistencies between students' ratings of their skills and reporting of their strongest skills. Likewise, we found some cases where the tool produced unexpected results when calculating the homogeneity of the skills of a team. Implications for instructors to mitigate these problems are discussed.
The paper aims at expanding the body of research on innovation pedagogy and competence assessment by exploring the teaching and learning of innovation-related competences in an Erasmus Mundus Master ...program in Research and Innovation in Higher Education (MaRIHE). It does so by comparing the results of two quantitative case studies on MARIHE teachers’ and students’ self-assessment of innovation-related competences. Results reveal that teachers’ perceptions of facilitating innovation-related competences and learners’ perceptions of acquiring them are generally favorable and complement each other. Nevertheless, there is considerable incongruity between the two stakeholder groups with respect to specific innovation-related competences. Furthermore, overall student satisfaction with their competence level is lower than teacher satisfaction with their contribution to its development. The study offers a practical approach to the assessment of innovation-related competences that brings together the perspectives of different stakeholders, highlights possible gaps in teaching and learning, and advances innovation pedagogy in higher education.
This study explores the validity of school-based assessments when they serve to supplement scores on central tests in high-stakes examinations. The school-based continuous assessment (CA) marks are ...compared to the marks scored on the central written Bhutan Certificate of Secondary Education (BCSE) examination, to detailed teacher ratings of student competencies, and to student self-ratings. A survey was undertaken in 10 higher secondary schools, involving 26 English teachers and 365 graduates. Though results indicate moderate conformity among measurements within schools, results between schools indicate that schools with high average scores on the BCSE exam tend to score relatively low CA averages and vice versa. Compared to the CA marks for student performance in English listening and speaking skills, the detailed teacher ratings of students on the same skills correlate more strongly with the BCSE exam marks and the student self-ratings.
This study investigated the relationship between problem familiarity and students' learning in a problem-based course. Problem familiarity in this study refers to the extent to which a problem fits ...with students' prior knowledge and experiences. As part of regular course work, 172 students were given two problems on different occasions. These problems varied in the extent of problem familiarity. Students' report of their learning activities and tutor's assessment of the students' learning were collected at the end of the problems. Results showed that both the students and tutors found the familiar problem to be better for learning. However, some elements of unfamiliarity may not be all that bad. For instance, unfamiliarity may result in more questioning, thinking and reasoning. However, this did not contribute to significant difference in terms of overall critical reasoning. Results also indicated a need to closely examine students' critical reasoning (in terms of evaluating multiple perspectives) and students' collaborative learning (in terms of brainstorming and discussion) when given familiar/unfamiliar problems.
This study aims to identify third year Psychology students' perceptions on their competences and the importance they place on these competences for a Psychology professional, as well as to explore ...students' inputs on things the faculty can do in order to improve future Psychology students' professional training. 54 Psychology students took part in this survey, in their last academic term, before final exams. More than half of them assess that they have all the professional and transversal competences developed to a large and very large extent. In students' perception, the most developed is Teamwork competence and the least developed is Designing and conducting psychological interventions. In students' opinion, the first most important competences for Psychologists are: Critical thinking, Usage of the main concepts in Psychology, Designing and conducting a psychological research, Psychological assessment of individuals, groups and organizations, and Interpersonal relationship and communication in professional areas. Students identified three main solutions for the faculty in order to improve professional training of future Psychology students.
Open and direct feedback from the students is important for the quality of the educational process. Adapting the curricula using the right correlation with the requirements of society but also with ...the actual knowledge level of students is generally accepted and promoted but not easily done. In this paper are presented the results of the students' evaluation of the "Signal Processing" course over a period of five years, the last of which was impacted by the transition to the full online teaching. Comparative results for this year are presented and possible explanations for the differences are investigated.
U radu je prikazano istraživanje provedeno s ciljem ukazivanja na mogućnosti razvijanja vještina samovrednovanja u procesu školskog učenja i njihove povezanosti s učeničkim postignućima. Strategija ...ovako osmišljenog samovrednovanja usmjerena je prema učenju (razvojna, formativna svrha), a ne prema ocjenjivanju (sumativna svrha). U istraživanju je sudjelovalo 196 sudionika (188 učenika dviju zadarskih škola i njihovih 8 učiteljica). U eksperimentalnu je skupinu bilo uključeno 98 učenika, dok je u kontrolnu skupinu bilo uključeno 90 učenika. S ciljem dubinskog uvida u proces samovrednovanja učeničkih postignuća tijekom istraživanja korištena je kombinirana metodologija, koja je uključivala uporabu upitnika sa sedam pitanja zatvorenog tipa i dva pitanja otvorenog tipa namijenjenih slobodnim iskazima učenika, sudjelujući intervju s učenicima te polustrukturirani intervjui s njihovim učiteljicama. Rezultati ispita znanja u eksperimentalnoj i kontrolnoj skupini uspoređivani su t- testom i ukazali su na postojanje statistički značajne razlike između rezultata učenika eksperimentalne i kontrolne skupine. Analiza učeničkih slobodnih iskaza i analiza prijepisa intervjua s učiteljicama ukazuju na, kvantitativnom analizom uočene, trendove veće motiviranosti učenika tijekom i nakon kontinuiranog samovrednovanja, promišljanju na kognitivnoj i metakognitivnoj razini te o intenziviranju učiteljske stručne usmjerenosti na probleme učeničkog samovrednovanja. Međusobnim prožimanjem zaključaka kvantitativne i kvalitativne analize i interpretacije potvrđena je početna pretpostavka da kontinuirano formativno samovrednovanje učenika, tijekom školskog učenja, pozitivno utječe na razinu učeničkih postignuća i njihovu zainteresiranost za nastavne sadržaje.
This study compared the student's self-grades versus the examiners grades, inter examiner grades and grades of anterior with posterior teeth in a preclinical prosthodontic course.
75 students and 2 ...examiners participated in the study. The students prepared one anterior (upper central incisor) and one posterior (lower first molar) teeth for full veneer crowns in allocated time of 2 hours and 30 minutes. After the preparations, the students self-graded their preparations based on criteria-based evaluation forms. The examiners also completed the grading for the prepared teeth. All the grades were recorded, comparisons were made using SPSS version 21 and results tabulated.
The means of grades (8.32) by the students themselves were found to be higher compared to the examiners grades (7.3) for the anterior as well as posterior teeth. Comparison of the grades for the anterior/posterior teeth and the overall grades showed a statistically significant difference (p=0.000). A moderate correlation (0.399) and a strong correlation (0.601) were found between the grades of the faculty and the students for the anterior and posterior teeth respectively. The overall grading for the anterior and posterior teeth by the two faculty members showed no statistically significant difference (p=0.053) and a very strong correlation (0.784). The results of the test showed a significant difference (p=0.001) between the overall grading for anterior and posterior teeth.
Students tended to grade their teeth preparations higher compared to the examiner grades, inter examiner variation in the grades existed and the grades of the anterior teeth were higher compared to the posterior teeth.
PDF
