Handbook for inspecting primary and nursery schools : with guidance on self-evaluation.

Este manual ha sido publicado para marcar las directrices que han de seguir tanto las inspecciones escolares, como los inspectores en sus visitas a las escuelas de primaria y jardínes de infancia, aunque, también es de utilidad para la autoevaluación escolar.Con él,se garantiza que el proceso de inspección es de la más alta calidad y que las decisiones sobre una escuela son a la vez justas y rigurosas. Incorpora los requisitos del sistema de control diferenciado, por el que se establecen dos tipos de inspecciones. Una inspección corta para las escuelas más eficaces, y una inspección completa o intensiva para el resto; ambas llevan un resumen de los informes para los padres, escritos en el mismo formato estándar. Este nuevo sistema de inspección se aplica desde enero de 2000.

Handbook for inspecting secondary schools : with guidance on self-evaluation.

Este manual ha sido publicado para marcar las directrices que han de seguir tanto las inspecciones escolares, como los inspectores en sus visitas a las escuelas de secundaria, aunque, también es de utilidad para la autoevaluación escolar.Con él,se garantiza que el proceso de inspección es de la más alta calidad y que las decisiones sobre una escuela son a la vez justas y rigurosas. Incorpora los requisitos del sistema de control diferenciado, por el que se establecen dos tipos de inspecciones. Una inspección corta para las escuelas más eficaces, y una inspección completa o intensiva para el resto; ambas llevan un resumen de los informes para los padres, escritos en el mismo formato estándar. Este nuevo sistema de inspección se aplica desde enero de 2000.

An evaluation of videotaping for self evaluation by teachers of the hearing impaired

This paper is a review of a study to determine the effectiveness of teachers of the hearing impaired using videotape as a means of self-evaluation.

An evaluation of videotaping for self evaluation by teachers of the hearing impaired

This paper is a review of a study to determine the effectiveness of teachers of the hearing impaired using videotape as a means of self-evaluation.

Quantitative studies of student self-assessment in higher education: a critical analysis of findings

Student self-assessment occurs when learners make judgements about aspects of their own performance. This paper focuses on one aspect of quantitative self-assessments: the comparison of student-generated marks with those generated by teachers. Studies including such comparisons in the context of higher education courses are reviewed and the following questions are addressed: (i) do students tend to over- or under-rate themselves vis-á-vis teachers?, (ii) do students of different abilities have the same tendencies?, (iii) do students in different kinds or levels of course tend to under- or over-rate themselves?, (iv) do students improve their ability to rate themselves over time or with practice?, (v) are the same tendencies evident when self-marks are used for formal assessment purposes?, and (vi) are there gender differences in self-rating? The paper also discusses methodological issues in studies of this type and makes recommendations concerning the analysis and presentation of information.

Student self-assessment in higher education: a meta-analysis

Quantitative self-assessment studies that compared self- and teacher marks were subjected to a meta-analysis. Predictions stemming from the results of an earlier critical review of the literature (Boud & Falchikov, 1989) were tested, and salient variables were identified. Factors that seem to be important with regard to the closeness of correspondence between self- and teacher marks were found to include the following: the quality of design of the study (with better designed studies having closer correspondence between student and teacher than poorly designed ones); the level of the course of which the assessment was a part (with students in advanced courses appearing to be more accurate assessors than those in introductory courses); and the broad area of study (with studies within the area of science appearing to produce more accurate self-assessment generally than did those from other areas of study). Results of the analysis are discussed and differences signaled by the results of the three common metrics examined. The distinction between relative and absolute judgment of performance is drawn. It is recommended that researchers give attention to both good design and to adequate reporting of self-assessment studies.

How Student Self-Assessment Influences Mastery Of Objectives

In this action research study of my classroom of 7th grade students, enrolled in Pre- Algebra (an 8th grade course), I investigated: rate of homework completion when not taken as part of the academic grade, cognizant self-assessment and its affect on mastery of objectives, and use of self-assessment to guide instruction and re-teaching of classroom objectives. I learned that without sufficient accountability homework completion rates drop with time. Similarly, students can be overconfident in their abilities but unmoved when their summative reports do not match their initial perceived formative benchmarks. Finally, due in part to our society’s reactive nature; students find it more practical to play catch-up rather than staying caught up. As a result of this research, I plan to create, with the help of the students, an accountability statute to help students stay caught up with their understanding of the objectives, as well as allow additional time and energy spent by both student and teacher to react in a timely manner to complete student knowledge within a day or two rather than a week or two later.

Differential aspects of memory self-evaluation in old and very old people

The aim of this paper was to examine age-related changes and gender differences in memory self-evaluation in old people and to examine the predictive power of objective memory performance and of personality variables (neuroticism and extraversion) on memory self-evaluation. In a cross-sectional study, 301 not institutionalized people aged 65± 94, 207 male and 94 female, were tested on three parameters. Subjective memory evaluation was operationalized with three one-item ratings: temporal comparison, social comparison, situation-speci® c memory self-evaluation just after performing a memory test. Objective memory assessment (free recall) used a computerized test. Personality assessment included the two main sub-scales `extraversion’ and `neuroticism’ from the Freiburger PersoÈ nlichkeits-Inventar.The results shaved that persons of all age groups have a realistic appraisal of their age-related memory decline.No gender effects were found for any of the three forms of memory self-evaluation. The relationship between objective memory performance, personality variables and memory self-evaluation however depends on age and gender. Our results show that objective memory performance is predictive for memory self-evaluation in men aged >75 years, whereas in men <75 neuroticism is the only signi® cant predictor.Men of the older cohort seem to have adapted to the age-related memory decline whereas the young old are still coping with the ongoing changes. In women of both age groups the objective memory performance is the only and strong predictor of memory self-evaluation. Our results suggest that gender-speci® c educational socialization might be the reason for these differences.

The influence of transparency on self-evaluation as part of the university accreditation process in Peru.

In order to show the choice of transparency as the guiding principle of the accreditation process, the article evaluates its influence on the fundamental subprocess of self-evaluation, thereby confirming that transparency is an essential tool for continuous improvement of academic processes and those of educational quality management. It fosters educational innovation and permits the sustainability of the continuous accreditation process over time, resulting in greater probabilities of university self-regulation through systemization of the process, with the objective of continuous improvement of university degree programs. The article analyzes the influence of transparency on each activity of the self-evaluation process according to the Peruvian accreditation model prepared under the total quality approach, as a reference for other accreditation models, proposing concrete transparency actions and evaluating its influence on the stakeholder groups in the self-evaluation process, as well as on the efficiency and effectiveness of the process. It is concluded that transparency has a positive influence on the training of human capital and the formation of the university?s organizational culture, facilitating dissemination, understanding and involvement of the stakeholder groups in the continuous improvement of accreditation activities and increasing their acceptance of change and commitment to the process. It is confirmed that transparency contributes toward increasing the efficiency index of the self-evaluation process by reducing operating costs through adequate, accessible, timely contribution of information by the stakeholders and through the optimization of the time spent gathering relevant information. In addition, it is concluded that transparency contributes toward increasing the effectiveness index of self-evaluation by facilitating the achievement of its objectives through synthetic, useful, reliable interpretation of the education situation and the formulation of feasible improvement plans based on the adequacy, relevance, visibility, pertinence and truthfulness of the information analyzed.

A friendly online C compiler to improve programming skills based on student self-assessment

This paper presents an online C compiler designed so that students can program their practical assignments in Programming courses. What is really innovative is the self-assessment of the exercises based on black-box tests and train students’ skill to test software. Moreover, this tool lets instructors, not only proposing and classifying practical exercises, but also evaluating automatically the efforts dedicated and the results obtained by the students. The system has been applied to the 1st-year students at the Industrial Engineering specialization at the Universidad Politecnica de Madrid. Results show that the students obtained better academic performance, reducing the failure rate in the practical exam considerably with respect to previous years, in addition that an anonymous survey proved that students are satisfied with the system because they get instant feedback about their programs.

Self-evaluation of occupational safety and health programs /

Mode of access: Internet.

Self-evaluation instrument -- phosphate fertilizer industry /

Mode of access: Internet.