Developing a macro cognitive common model test bed for real world expertise

Dudzik, Kate; West, Robert; Young, Jeremy T.

doi:10.1016/j.procs.2018.11.056

Cited by 2 publications

(5 citation statements)

References 14 publications

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“…Based on the result of analysis on teachers' necessity, it reveals that teachers highly require guidebooks of social and emotional intelligence assessment to assess the student's character. This guide can be utilized as a standard guideline for teachers to measure the ability of soft skills mastered by the students as a fundamental principle in achieving success (Dudzik et al, 2018).…”

Section: Discussion/analysismentioning

confidence: 99%

“…The type of this research is research and development by using a model of five (Plomp, 1997), which consists of five phases, namely, investigation, design, realization, test and implementation (Dudzik et al, 2018).…”

Section: Research Typementioning

confidence: 99%

“…Social intelligence is defined as the ability to appreciate the perspectives of others, to be aware of social responsibility, to work together, to tolerate and to communicate with others (Zhao et al, 2020). The definition was synthesized from five social theoretical concepts derived from five theory (Dudzik et al, 2018).…”

Section: The Design Of the Instrument Of The Pkes Model Assessmentmentioning

confidence: 99%

“…Based on the results of the content validation from practitioners, it was obtained the feedback in the form of a reduction in the number of the EKOG and SKOG scoring model from 30 to 10 questions, and the assessment scale from 1 to 4 into 1-6. It was due to several factors such as (1) to facilitate the drafting of dilemmatic moral case in the question appropriately, (2) to measure the ability of elementary school students' moral reasoning on each indicator of emotional and social intelligence, (3) to facilitate the conduct of scoring on each item, (4) to avoid duplication of items used to measure the elementary school students' moral reasoning stages, (5) to create the more practical words used to measure students' moral reasoning and (6) to facilitate the analysis process (Dudzik et al, 2018). The validation result of the students' contents was in the form of test readability of PKES models and it was obtained the feedbacks on the terms simplification and phrases to be able to be understood by students based on their reasoning level.…”

Section: Emotional and Social Intelligence Assessmentmentioning

confidence: 99%

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Emotional and social intelligence assessment model for student character reinforcement

Khilmiyah

Wiyono

2021

IJEM

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PurposeThe purpose of this study is to help teachers resolve the difficulties in assessing the students' characters through the development of valid, reliable, goodness-of-fit statistic instrument of emotional and social intelligence assessment for elementary school students.Design/methodology/approachThis study used a research and development model from Plomp with five phases, such as investigation, design, realization, testing and implementation. The research subjects were 345 students of class IV amongst 20 elementary schools in Yogyakarta. Data collection used questionnaires, documentation, interviews, Forum Group Discussion and an observation. Data analysis used descriptive analysis, Aiken's V, exploratory factor analysis and confirmatory factor analysis formulae.FindingsThe research study helps solve the difficulties of teachers in assessing emotional and social intelligence, which have previously been in only one area of psychomotor. The design of emotional and social intelligence assessment instruments is made from three domains of character, namely, cognitive, affective and psychomotor. The form of the instrument is non-test in three variations. The construct of social and emotional intelligence assessment for a character reinforcement has met the validity, reliability and goodness-of-fit statistic.Research limitations/implicationsThis study explains that the Emotional and Social Intelligence (ESI) model is applied for measuring cognitive, affective and psychomotor in children. This study proves that the ESI model is a comprehensive assessment model for evaluating the children's soft skills, includes (1) personal abilities: the ability to make rational decisions, the ability to design the future and (2) social skills: the ability to work together and the ability to understand other people.Practical implicationsTeachers can measure and determine the condition of children's soft skills by operating the ESI model. Based on the knowledge of the correct soft skill conditions, the teacher can adjust the teaching materials and teaching methods that would improve the child's soft skills regarding to their respective conditions. Mastering these soft skills will affect the children's capability in facing the challenge in the upcoming society's life.Originality/valueThe novelty of this study is the design model of the emotional and social intelligence assessment instrument developed comprehensively and practically as it is created from three domains of character and three forms of non-test questions, so that the assessment is not mechanical, and easily practiced by users.

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Section: Discussion/analysismentioning

confidence: 99%

Section: Research Typementioning

confidence: 99%

Section: The Design Of the Instrument Of The Pkes Model Assessmentmentioning

confidence: 99%

Section: Emotional and Social Intelligence Assessmentmentioning

confidence: 99%

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Emotional and social intelligence assessment model for student character reinforcement

Khilmiyah

Wiyono

2021

IJEM

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“…A more concrete proposal from Dudzik et al (2018) Meta-cognition is also discussed by Kralik et al (2018), suggesting the CMC needs to back up to identify and elaborate on common language that should be used to describe metacognition. They go on to suggest that only once this has been accomplished, should the community add the necessary components that, according to Kralik et al, already have empirical evidence of existence.…”

Section: C2 Suggested Changes For the Common Modelmentioning

confidence: 99%

A Model-Driven Approach to Integrated Cognition

Peters¹

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Robert West for their invaluable advice and guidance during my Ph.D. program. My gratitude extends to Mr. Tony Olsen for granting me the opportunity to complete my graduate studies unabated. I would like to thank my friends, lab mates, and research teams for so many memorable discussions about life, the universe, and everything in between. I also appreciate all of the support and encouragement I received from my parents, siblings, and extended family from around the world. Finally, I would like to express my most sincere and heartfelt gratitude to my wife and our four beautiful children -for their constant affirmation, patience, and understanding throughout these many years; without which it would have been impossible for me to complete my studies. vi

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Developing a macro cognitive common model test bed for real world expertise

Cited by 2 publications

References 14 publications

Emotional and social intelligence assessment model for student character reinforcement

Emotional and social intelligence assessment model for student character reinforcement

A Model-Driven Approach to Integrated Cognition

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