Introducing Students to Self‐assessment

Sullivan, Keith; Hall, Cedric

doi:10.1080/0260293970220303

Cited by 78 publications

(43 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As these self-assessment biases tend to be systematic, it is arguable that the bias is less importance when looking at changes or differences in skill level. Support for the validity of student self-assessments is also provided by some of the literature on self and peer assessment (including Dochy et al, 1999 andSullivan andHall, 1997) self-assessments comes from findings of conditional support. Farh and Dobbins (1989) observe that access to comparative performance information improves subjects' self-assessments of their skills.…”

Section: Use Of Self-assessed Skills Ratingsmentioning

confidence: 99%

Accounting Students' IT Application Skills over a 10-year Period

Stoner

2009

Accounting Education

View full text Add to dashboard Cite

This paper reports on the changing nature of a range of information technology (IT) application skills that students declare on entering an accounting degree over the period from 1996 to 2006. Accounting educators need to be aware of the IT skills students bring with them to university because of the implications this has for learning and teaching within the discipline and the importance of both general and specific IT skills within the practice and craft of accounting. Additionally, IT skills constitute a significant element within the portfolio of employability skills that are increasingly demanded by employers and emphasised within the overall Higher Education (HE) agenda (e.g. SHEFC, 2005) The analysis of students' reported IT application skills on entry to university, across a range of the most relevant areas of IT use in accounting, suggest that their skills have continued to improve over time. However, there are significant differential patterns of change through the years and within cohorts. The paper addresses the generalisability of these findings and discusses the implications of these factors for accounting educators, including the importance of recognising the differences that are potentially masked by the general increase in skills; the need for further research into the changing nature, and implications, of the gender gap in entrants' IT application skills; and the low levels of entrants' spreadsheet and database skills that are a cause for concern.

show abstract

Section: Use Of Self-assessed Skills Ratingsmentioning

confidence: 99%

Accounting Students' IT Application Skills over a 10-year Period

Stoner

2009

Accounting Education

View full text Add to dashboard Cite

show abstract

“…According to Wang and Wang (2007), the implication of its etymology is that assessment is primarily concerned with offering the learner guidance and feedback. Matsuno (2009) maintains that in L1 assessment, self-assessment is considered as an effective tool which helps students to understand the purpose of the assignment and the assessment criteria (Orsmond et al, 1997), and to improve learning (Sullivan & Hall, 1997), which softens the blow of a bad grade by helping students understand the reasons for their grade (Taras, 2001). According to Nunan (1999), assessment, as a subcomponent of evaluation, refers to "the tools, techniques, and procedures for collecting and interpreting information about what learners can and cannot do"(p.85).…”

Section: Self-assessmentmentioning

confidence: 99%

The Role of Self-assessment in Promoting Iranian EFL Learners’ Motivation

Birjandi¹,

Tamjid²

2010

ELT

View full text Add to dashboard Cite

During the last decade, increasing attention has been paid to the role of learner in the process of language learning and testing. Moreover, there is a general consensus in the literature that motivation is one of the key learner characteristics. The objective of this study was to explore the role of journal writing as a self-assessment technique in promoting Iranian EFL learners' motivation. The participants were 60 intermediate students in two groups. The particular self-assessment technique used in the experimental group was journal writing. At the beginning and end of the semester, both groups took a language proficiency test to ensure their homogeneity, and completed a questionnaires regarding motivation. The results revealed that writing journals in a regular base had a role in promoting the learners' motivation.

show abstract

“…[5][6][7][8][9][10] Interestingly, self-assessments are most valuable when accompanied by assessments from instructors and/or peers.…”

Section: -10mentioning

confidence: 99%

Multiple Rubric-based Assessments of Student Case Presentations

O’Brien¹,

Franks²,

Stowe³

2008

Am J Pharm Educ

View full text Add to dashboard Cite

Objectives. To evaluate a rubric-based method of assessing pharmacy students' case presentations in the recitation component of a therapeutics course. Methods. A rubric was developed to assess knowledge, skills, and professional behavior. The rubric was used for instructor, student peer, and student self-assessment of case presentations. Rubric-based composite scores were compared to the previous dichotomous checklist-based scores. Results. Rubric-based instructor scores were significantly lower and had a broader score distribution than those resulting from the checklist method. Spring 2007 rubric-based composite scores from instructors and peers were significantly lower than those from the pilot study results, but self-assessment composite scores were not significantly different. Conclusions. Successful development and implementation of a grading rubric facilitated evaluation of knowledge, skills, and professional behavior from the viewpoints of instructor, peer, and self in a didactic course.Key words: rubric, pharmacy, peer assessment, self-assessment, assessment INTRODUCTIONThe Accreditation Council for Pharmacy Education (ACPE) Standards 2007 encourage the multidimensional assessment of knowledge, skills, and behaviors.1 While knowledge and skills are the focus of our assessment efforts in the didactic coursework, the evaluation of professional behavior has been lacking. The recitation component of a Therapeutics I course offered an ideal environment for formally assessing each of the 3 dimensions because of its small group setting and emphasis on the application of material presented in the didactic component of the course. A method of multidimensional assessment was developed that would provide students with an opportunity to reflect upon and provide feedback regarding their own performances and that of their peers.We describe a pilot study and implementation of a grading rubric that facilitates assessment of student case presentations from 3 sources: instructors, peers, and self. The objectives of the pilot study were to (1) determine the difference between checklist and rubric-based instructor scores; (2) determine the difference between composite instructor, peer, and self-assessments using the rubric; and (3) determine the difference between instructor, peer, and self-assessments for each dimension (knowledge, skills, and behavior) of the rubric. We also describe our experience with implementation of the rubric as the formal grading method in the subsequent academic year. METHODSApproval was obtained from the Institutional Review Board (IRB) at the University of Arkansas for Medical Sciences to conduct the study. A waiver of written informed consent was granted and students indicated consent by participating in the study. All second year (P2) pharmacy students who were enrolled in the spring 2006 Therapeutics I course were invited to participate.Recitation is a weekly 2-hour practical case-based portion of the Therapeutics I course for P2 pharmacy students at the University of Arkansas for Medical Sci...

show abstract

Introducing Students to Self‐assessment

Cited by 78 publications

References 3 publications

Accounting Students' IT Application Skills over a 10-year Period

Accounting Students' IT Application Skills over a 10-year Period

The Role of Self-assessment in Promoting Iranian EFL Learners’ Motivation

Multiple Rubric-based Assessments of Student Case Presentations

Contact Info

Product

Resources

About