Increasing Self-Evaluation Use Through Video Feedback to Improve Academic Engagement Among Students with Intellectual Disabilities

Aykut, Çığıl

doi:10.29329/ijpe.2020.228.9

Cited by 5 publications

(4 citation statements)

References 28 publications

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“…This study confirms the positive results of earlier studies, where video recordings have been used as support for self-assessment (Anderson and Östlund, 2017; Aukyt, 2020; Ocoughling et al, 2013). Four different ways of supporting self-assessment with video recordings were identified: directing students to use video as a basis for their self-assessment, demonstrating feedback with video, using video recording to check (and correct) students’ knowledge or instructing students to compare different performances in separate videos.…”

Section: Discussionsupporting

confidence: 91%

“…The purpose is to study how to best scaffold effective formative self-assessment and then develop pedagogical practices based on this knowledge (see also Andrade, 2019). In addition, the study meets the need for examining video-supported self-assessment, which is rarely utilised when teaching students with intellectual disability regardless of the positive results about their use in earlier research (Aykut, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, in Ocoughling et al (2013), self-assessment using video impacted positively on the performance and motivation of students without special needs. In Aykut (2020), students with intellectual disability evaluated their own behaviour according to specific criteria, and self-evaluation while watching video feedback was effective for improving participants’ performance in a targeted behaviour.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability

Räty

Vehkakoski

Pirttimaa

2022

J Intellect Disabil

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Self-assessment has been shown to have positive effects on students’ self-regulated learning strategies and academic achievement. However, self-assessment and self-assessment instruction are under-researched areas among students with intellectual disability. This data-driven qualitative study aimed at examining the self-assessment expressions students with intellectual disability documented in their learning diaries and how the teacher and teaching assistants used video recordings to facilitate students’ self-assessments in one Finnish special needs education class. The naturally occurring research data consisted of both students’ tablet-based learning diaries ( N = 6) and video recordings of students’ self-assessment situations ( N = 17). The results show that students’ self-assessment expressions varied from short and vague expressions to argumentative and reflective assessments. The use of video recordings served various functions, such as directing and instructing students, demonstrating assessment and providing feedback. The outcomes of this study demonstrate how the self-assessment practices of students with intellectual disabilities can be facilitated by using video.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability

Räty

Vehkakoski

Pirttimaa

2022

J Intellect Disabil

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“…Self-management involves several behaviors such as self-evaluation, self-charting, goal setting, self-recording, and self-monitoring (Martella et al, 2012). Self-recording/ monitoring interventions, in particular, have been promoted as maintenance and generalization programming approaches and have become prevalent among practitioners (Agran et al, 2003;Aykut, 2020;Maggin et al, 2012;Rosenbaum and Drabman, 1979;Sheffield & Waller, 2010).…”

mentioning

confidence: 99%

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Sulu¹,

Martella²,

Grimmet³

et al. 2022

Rev J Autism Dev Disord

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Although there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook & Sayeski, 2020;Wood et al., 2002). The current study aimed to assess the research analyzing the effects of self-management on students' on-task behavior using the What Works Clearinghouse design standards (Kratochwill et al., 2013) and the resulting maintenance and generalization of on-task behaviors (if any) in specific using standards developed by Neely et al. (2016) andNeely et al. (2018). The findings indicate that programming for maintenance and generalization of on-task behavior in self-monitoring interventions are generally poor in quality and quantity.

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The effect of self and peer assessment training on stoma care skills of nursing students: A randomised controlled experimental study

Ulupınar

2023

Nurse Education in Practice

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Increasing Self-Evaluation Use Through Video Feedback to Improve Academic Engagement Among Students with Intellectual Disabilities

Cited by 5 publications

References 28 publications

Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability

Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

The effect of self and peer assessment training on stoma care skills of nursing students: A randomised controlled experimental study

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