Self Assessment Research Papers - Academia.edu (original) (raw)

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... more

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-de...

The general aim of the current physics curriculum is to develop scientifically literate students and therefore encourage them to solve the cases or problems they faced using their scientific knowledge. Bearing teachers' roles in achieving... more

The general aim of the current physics curriculum is to develop scientifically literate students and therefore encourage them to solve the cases or problems they faced using their scientific knowledge. Bearing teachers' roles in achieving these goals of the curriculum in mind, this study aims to determine physics teachers problems throughout the application of the existing curriculum. The participants of this case study are four physics teachers working in Anatolian High Schools. The participating physics teachers' actual practices were observed and video-recorded throughout four weeks. The video-recorded data consisting of 32-lesson hours were analyzed by using Nvivo9 software. Considering the predetermined themes within the scope of this study, such as introductory activities, didactical structure of the lessons, teacher-student communication, student-centered approaches, assessment and evaluation, and classroom management, general state of current teachers' practices was analyzed and the basic problems encountered were determined. Findings revealed that the participating teachers had some issues in particular aspects of performing within the framework of the current curriculum, such as creating scientific debates, providing short repetitions or summaries towards the end of lesson, providing examples from daily life, linking topics or concepts, directing students to reach knowledge and using assessment-evaluation activities.

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others,... more

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learning.

The purpose of this experiment was to determine the relationship between psychometric functions for words presented in multitalker babble using a descending presentation level protocol and a random presentation level protocol. Forty... more

The purpose of this experiment was to determine the relationship between psychometric functions for words presented in multitalker babble using a descending presentation level protocol and a random presentation level protocol. Forty veterans (mean = 63.5 years) with mild-to-moderate sensorineural hearing losses were enrolled. Seventy of the Northwestern University Auditory Test No. 6 words spoken by the VA female speaker were presented at seven signal-to-babble ratios from 24 to 0 dB (10 words/step). Although the random procedure required 69 sec longer to administer than the descending protocol, there was no significant difference between the results obtained with the two psychophysical methods. There was almost no relation between the perceived ability of the listeners to understand speech in background noise and their measured ability to understand speech in multitalker babble. Likewise, there was a tenuous relation between pure-tone thresholds and performance on the words in babb...

This paper explores the impact of adaptive navigation support on student work with parameterized questions in the domain of object-oriented programming. In the past, we developed QuizJET system, which is able to generate and assess... more

This paper explores the impact of adaptive navigation support on student work with parameterized questions in the domain of object-oriented programming. In the past, we developed QuizJET system, which is able to generate and assess parameterized Java programming questions. More recently, we developed JavaGuide system, which enhances QuizJET questions with adaptive navigation support. This system introduces QuizJET and JavaGuide and reports the results of classroom studies, which explored the impact of these systems and assessed an added value of adaptive navigation support. The results of the studies indicate that adaptive navigation support encourages students use parameterized questions more extensively. Students are also 2.5 times more likely to answer parameterized questions correctly with adaptive navigation support than without such support. In addition, we found that adaptive navigation support especially benefit weaker students helping to close the gap between strong and weak students.

We quantified the recovery of voice following a 2-hour vocal loading exercise (oral reading). Eighty-six adult participants tracked their voice recovery using short vocal tasks and perceptual ratings after an initial vocal loading... more

We quantified the recovery of voice following a 2-hour vocal loading exercise (oral reading). Eighty-six adult participants tracked their voice recovery using short vocal tasks and perceptual ratings after an initial vocal loading exercise and for the following 2 days. Short-term recovery was apparent, with 90% recovery within 4 to 6 hours and full recovery at 12 to 18 hours. Recovery was shown to be similar to a dermal wound healing trajectory. The new recovery trajectory highlighted by the vocal loading exercise in the current study is called a vocal recovery trajectory. By comparing vocal fatigue to dermal wound healing, this trajectory is parallel to a chronic wound healing trajectory (as opposed to an acute wound healing trajectory). This parallel suggests that vocal fatigue from the daily use of the voice could be treated as a chronic wound, with the healing and repair mechanisms in a state of constant repair. In addition, there is likely a vocal fatigue threshold at which poi...

The purpose of this study was to examine the relationship between health literacy and health-related quality of life (HRQOL) in a sample of English-speaking Tennesseans attending a university-based family medicine residency clinic. We... more

The purpose of this study was to examine the relationship between health literacy and health-related quality of life (HRQOL) in a sample of English-speaking Tennesseans attending a university-based family medicine residency clinic. We measured the health literacy skills of patients (n = 249) using the Rapid Estimate of Adult Literacy in Medicine (REALM), dividing patients' scores into limited (< or = 8th-grade level) and adequate (> or = 9th-grade) literacy skill levels. We measured HRQOL using four items developed and validated by the Centers for Disease Control and Prevention (CDC). Scores on the REALM indicated that 28.5 percent of patients had limited and 71.5 percent had adequate health literacy skills. There was a significant correlation between patients' health literacy skills and self-reported general health (rho = 0.249, P < 0.01). Patients with limited health literacy skills had a higher median number of physically unhealthy days (P = 0.05) and activity li...

This study aimed to explore whether aesthetic beauty and the pleasure that results from artistic activity can contribute to a reduction in the symptoms experienced by palliative care patients, and to improve the effectiveness of art... more

This study aimed to explore whether aesthetic beauty and the pleasure that results from artistic activity can contribute to a reduction in the symptoms experienced by palliative care patients, and to improve the effectiveness of art therapy sessions. A self-assessment of six symptoms (pain, anxiety, ill-being, tiredness, sadness, and depression) adapted from the Edmonton Symptom Assessment System (ESAS) was completed by patients before and after a one-hour art therapy session. This assessment was completed after the session with a self-assessment of aesthetic feeling. A correlation analysis was then performed. From July of 2012 to December of 2013, 28 patients took part in 63 art therapy sessions. On the whole, these sessions reduced the global distress of patients by 47% (p < 0.0001). There was a significant reduction in all the symptoms studied; pain (p = 0.003), anxiety (p < 0.0001), ill-being (p < 0.0001), tiredness (p < 0.0001), sadness (p < 0.0001), and depressi...

Objectives. Occupational therapists sometimes observe an alarming discrepancy between the occupational performance skills developed in the clinical setting and the degree to which the client willingly puts these skills to use outside the... more

Objectives. Occupational therapists sometimes observe an alarming discrepancy between the occupational performance skills developed in the clinical setting and the degree to which the client willingly puts these skills to use outside the clinical environment. The literature strongly suggests that perceived self-efficacy partially explains’ this discrepancy; however, an understanding of perceived self-efficacy has not yet been integrated into the practice of occupational therapy. Both a lack of awareness of the construct and a lack of ability to assess perceived self-efficacy within the occupational performance domain are responsible for this lack of integration into practice. This article presents the development, reliability, and validity testing of a measure of perceived self-efficacy developed particularly for use by occupational therapists, the Self-Efficacy Gauge. Method. Reliability and validity testing was performed through use of a mailed survey( n = 126). Test–retest reliab...

The purposes or this study were to (a) describe the prevention practices of nurse practitioners (NPs) regarding childhood obesity, (b) compare the practices of NPs by specialty, practice setting, and awareness of childhood obesity... more

The purposes or this study were to (a) describe the prevention practices of nurse practitioners (NPs) regarding childhood obesity, (b) compare the practices of NPs by specialty, practice setting, and awareness of childhood obesity prevention guidelines, (c) identify relationships between prevention practices and demographic variables of NPs, and (d) examine the resources for and barriers to implementing prevention practices. A convenience sample of 99 family NPs (FNPs) and pediatric NPs (PNPs) from the Intermountain area was used. Participants completed a questionnaire based on documented risk factors for childhood obesity as well as prevention guidelines developed by the American Academy of Pediatrics (AAP). NPs working in family practice or general pediatric practice settings were not consistently using the BMI-for-age index to screen for childhood obesity, as recommended by the AAP. However, they were teaching parents to promote healthy food choices and physical activity in their families. PNPs and FNPs working in a pediatric practice setting and NPs who were aware of prevention guidelines were more likely to perform several prevention strategies than FNPs working in a family practice setting and those who were unaware of guidelines. Major barriers to implementing childhood obesity prevention strategies included parental attitudes, the American lifestyle, and lack of resources for both the NP and the family. The main resources NPs used in preventing childhood obesity were a dietician, journal articles, and Web sites. Although the majority of the NPs in this study reported being aware of childhood obesity prevention guidelines (73.7%), most were not consistently using BMI for age or monitoring children at increased risk for obesity. Because childhood obesity is escalating at such a rapid rate, it is critical that NPs working in family practice and pediatric practice settings take the necessary steps to help curtail obesity in childhood, including calculating BMI for age, targeting children at risk, and helping families develop healthy nutrition and physical activity habits. In addition to proper health supervision of children, NPs also need to be advocates in their communities to overcome barriers to childhood obesity prevention.

The aim of this paper is to provide the prevalence rates of mild, moderate and severe symptoms of social anxiety in a sample of high school students and to analyze gender differences and associated impairment levels within these three... more

The aim of this paper is to provide the prevalence rates of mild, moderate and severe symptoms of social anxiety in a sample of high school students and to analyze gender differences and associated impairment levels within these three levels of severity. Five hundred and twenty students were assessed with the Social Anxiety Spectrum Self-Report (SHY-SR), a questionnaire that explores social anxiety spectrum. By applying two cut-off scores determined on a separate sample by using ROC analysis, the large majority (73.3 %) of subjects were classified as low scorers, 9% as medium scorers and 17.7% as high scorers. Fears related to social situations were reported both by high and medium scorers. Functional impairment defined by avoidance and school difficulties was more common among high scorers, but it was also reported to a significant extent by medium scorers. Compared to low and medium scorers, high scorers showed a higher F/M ratio (about 4:1) and a more homogeneous symptomatologica...