Relevant bibliographies by topics / Self evaluation of courses

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self evaluation of courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Self evaluation of courses"

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Lishinski, Alex, and Aman Yadav. "Self-evaluation Interventions." ACM Transactions on Computing Education 21, no. 3 (June 2021): 1–28. http://dx.doi.org/10.1145/3447378.

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Research has repeatedly shown self-efficacy to be associated with course outcomes in CS and across other fields. CS education research has documented this and has developed CS-specific self-efficacy measurement instruments, but to date there have been only a few studies examining interventions intended to improve students’ self-efficacy in CS, and several types of self-efficacy interventions suggested by previous research remain to be tested in CS. This study attempts to address this lack of research by reporting on the results of a trial intervention intended to improve students’ self-efficacy in an introductory programming course. Students were recruited to complete a self-evaluation task, which previous research has suggested could have a beneficial impact on self-efficacy, which should in turn have a beneficial impact on course performance. Participating students’ course outcomes and self-efficacy were compared with those of the students who did not complete the self-evaluation task, using propensity score weighting adjustments to control for differences between the groups on entering characteristics and prior values of self-efficacy and course outcomes. We found that, whereas there was only marginal evidence for the self-evaluation intervention having a direct effect on self-efficacy, students who completed the self-evaluation task had significantly higher project scores during the weeks they were asked to complete it, compared to the students who did not participate. These findings suggest that there are potential benefits to incorporating self-evaluation tasks into introductory CS courses, although perhaps not by virtue of directly influencing self-efficacy.
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Jordan, Jan, and Elaine Mossman. "“Get Out of My Home and Don’t Come Back!” Empowering Women Through Self-Defense." Violence Against Women 25, no. 3 (May 28, 2018): 313–36. http://dx.doi.org/10.1177/1077801218768712.

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Can self-defense courses empower those already victimized? This article explores the potential for self-defense courses to have specific efficacy in the prevention of intimate partner violence (IPV). It draws on interview ( n = 36) and pre- and postevaluation ( n = 44) data from two studies: (a) evaluation of a pilot study of a feminist empowerment self-defense course designed specifically for women’s refuge/shelter clients (Violence Prevention Project [VPP]) and (b) evaluation of women’s self-defense courses collected as part of a larger evaluation study (Skills for Safety). The overwhelmingly positive findings from both studies suggest greater consideration be offered to providing further collaborative refuge/self-defense courses for women victimized by IPV.
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Begić, Jasna Šulentić, Amir Begić, and Tihana Škojo. "Attitudes of Students of Croatian Teacher Training Studies towards Music Courses and Self-evaluation of their Playing Skills." Journal of Education and Training Studies 5, no. 1 (December 30, 2016): 171. http://dx.doi.org/10.11114/jets.v5i1.2068.

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This paper shows a research, which comprised of 152 students of teacher training studies from the Faculty of Educational in Osijek in the Republic of Croatia. The research was conducted during the academic year 2011/2012 and the main aim was to explore students' attitudes towards the musical courses and a self-evaluation of their own singing and playing skills. The majority of participants were females between twenty and twenty-four years of age. Survey results indicate that participants are generally indifferent towards the musical courses Music theory and Music. This matter should be credited with the fact that the courses, as such, are abstract to anyone who does not have a particular prior knowledge of music. Regarding the course playing, the participants showed more positive attitudes with respect to the courses Music theory and Music. We believe that the reason for it lies in the fact that the students who enrolled the mentioned course acquire the skills of playing i.e. a procedural knowledge of music, and experience the course itself as more useful for them. Self-evaluations of students' playing and singing skills show some insecurity when it comes to playing on their own, as well as their singing, and students show uncertainty regarding their own music teaching competence, respectively.
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Kim, Jooyoung, Tae Hyun Baek, and Daehyun Kim. "Quality of Work and Team Spirit as Drivers of Student Peer Evaluation on Advertising Group Project Performance." Journal of Advertising Education 15, no. 2 (November 2011): 14–24. http://dx.doi.org/10.1177/109804821101500204.

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Using the evaluation traits typically adopted by college instructors, this study investigates the dimensions of peer evaluation criteria used by college students in advertising management and campaigns courses and examines their effects on overall peer evaluation under the influence of three moderating self-related concepts: self-esteem, self-competence and goal orientations (i.e., learning goal orientation and performance goal orientation). The results, from Study 1 suggest Quality of Work and Team Spirit as two important factors for students’ evaluation of their peers. The moderating effects of self-related concepts from Study 2 indicate that students with high self-esteem and high self-competence use Quality of Work predominantly, while students with high learning goal orientation and performance goal orientation use both Quality of Work and Team Spirit for peer evaluations. Overall, the findings indicate that students use Quality of Work more strongly in evaluating their team peers, compared to Team Spirit.
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Saad- Eddin Badrakhan, Sawsan, and Mohammed Ahmed Mbaydeen. "Evaluation of Self e-learning-Based Courses from the Perspectives of Learners and Academic Staff Members at Al-Ahliyya Amman University." Journal of Social Sciences Research, no. 512 (December 25, 2019): 1837–49. http://dx.doi.org/10.32861/jssr.512.1837.1849.

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The purpose of the study is to identify the degree of Al-Ahliyya Amman University (AAU) learners’ and academic staff members’ evaluation of self e-learning- based courses in terms of their educational content, the technical design of electronic techniques and activities, availability and accessibility. The sample of the study consisted of (353) learners who were selected by a simple random methodology involving learners taking the self e-learning- based courses. Five members were selected from the academic staff as coordinators of these courses. The researchers developed a 39-item tool divided into four domains, and they examined their validity and reliability. The study found that the degree of evaluation of the self e-learning-based courses from the perspective of both learners and academic staff members at AAU was high according to the assessment of the technical design of electronic techniques, activities and the evaluation of their availability and accessibility. The research paper also showed that there were no statistically significant differences according to its variables (profession, gender, faculty, and course).
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Partlow, Charles G., Sharon A. Hearne, and Donald J. MacLaurin. "A “Critical” Look At Student Self Evaluation." Hospitality Education and Research Journal 12, no. 2 (February 1988): 47–55. http://dx.doi.org/10.1177/109634808801200206.

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The critical incident technique has proven to be an effective tool both in encouraging student self evaluation of performance and planning strategies for continued professional development. The technique is now being used in all professional courses involving a practicum component in the Department of Hotel, Restaurant, Institution Management and Dietetics at Kansas State University.
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van der Beek, Sophie, Henrik Bellhäuser, Yves Karlen, and Silke Hertel. "New ways in fostering self-regulated learning at university: How effective are web-based courses when compared to regular attendance-based courses?" Zeitschrift für Pädagogische Psychologie 34, no. 2 (March 2020): 117–29. http://dx.doi.org/10.1024/1010-0652/a000254.

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Abstract. Self-regulated learning is essential for studying successfully at university. However, students often show deficits in their ability to learn in a self-regulated way. Consequently, it has become crucial to foster students' self-regulated learning at university. The effectiveness of such courses has primarily been investigated in regular class contexts that require physical attendance. However, web-based course formats are currently gaining in importance. Web-based courses have several advantages (e. g., that students can decide when and where they want to study). The question of whether a web-based course is as effective as an attendance-based one has yet to be answered. In a randomized intervention study (N = 186 university students) with two different treatments (attendance-based and web-based courses), it was investigated whether students in the web-based format profited to the same extent as students in the attendance-based course. Kirkpatrick's model was implemented for evaluation. The results showed that the students were very satisfied with both course formats, self-regulated learning was considered useful for studying, and the subjective and objective increases in learning were high. Furthermore, the results showed that self-regulated learning can be fostered in the web-based course as effectively as in the attendance-based course.
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Pullen, Darren L. "Online Continuing Professional Education: An Evaluative Case Study." Journal of Adult and Continuing Education 11, no. 2 (November 2005): 129–41. http://dx.doi.org/10.7227/jace.11.2.2.

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An evaluation study, assessing the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australasian CPE provider to health care professionals (HCPs). The study used a naturalistic theory approach in conjunction with a multilevel evaluation to examine the impact of Web-based learning on over 300 HCPs. Several evaluative criteria (participant satisfaction, learning achievement, self-reported practice performance change and e-pedagogical courseware characteristics) were assessed by various qualitative and quantitative data collection methods. The evaluation revealed that learning online was an effective means for increasing CPE knowledge (p < 0.05) and improving self-reported practice performance change (p < 0.05). Additionally the study revealed that of the 42 courses examined, those which included a pedagogically scaffolded clinical or diagnostic learning support tool (57 per cent) resulted in an increased self-reported practice performance change compared with those courses which did not include the scaffolded support tool (Zobs 3.757). Participants were very satisfied with the self-paced instruction, timing of both the facilitator and server-generated course comments and the amount of learning content which could be undertaken in a learning sitting.
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Ebn Ahmady, Arezoo, Megan Barker, Rosa Dragonetti, Myra Fahim, and Peter Selby. "A Qualitative Evaluation of an Online Expert-Facilitated Course on Tobacco Dependence Treatment." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 54 (January 1, 2017): 004695801773296. http://dx.doi.org/10.1177/0046958017732967.

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Qualitative evaluations of courses prove difficult due to low response rates. Online courses may permit the analysis of qualitative feedback provided by health care providers (HCPs) during and after the course is completed. This study describes the use of qualitative methods for an online continuing medical education (CME) course through the analysis of HCP feedback for the purpose of quality improvement. We used formative and summative feedback from HCPs about their self-reported experiences of completing an online expert-facilitated course on tobacco dependence treatment (the Training Enhancement in Applied Cessation Counselling and Health [TEACH] Project). Phenomenological, inductive, and deductive approaches were applied to develop themes. QSR NVivo 11 was used to analyze the themes derived from free-text comments and responses to open-ended questions. A total of 277 out of 287 participants (96.5%) completed the course evaluations and provided 690 comments focused on how to improve the program. Five themes emerged from the formative evaluations: overall quality, content, delivery method, support, and time. The majority of comments (22.6%) in the formative evaluation expressed satisfaction with overall course quality. Suggestions for improvement were mostly for course content and delivery method (20.4% and 17.8%, respectively). Five themes emerged from the summative evaluation: feedback related to learning objectives, interprofessional collaboration, future topics of relevance, overall modifications, and overall satisfaction. Comments on course content, website function, timing, and support were the identified areas for improvement. This study provides a model to evaluate the effectiveness of online educational interventions. Significantly, this constructive approach to evaluation allows CME providers to take rapid corrective action.
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Reese, Denice, Mary A. Dolansky, Shirley M. Moore, Heather Bolden, and Mamta K. Singh. "Quality improvement education innovation: evaluation of Coursera MOOC ‘Take the Lead on Healthcare Quality Improvement’." Journal of Research in Nursing 26, no. 1-2 (March 2021): 62–78. http://dx.doi.org/10.1177/1744987120982644.

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Background Massive open online courses have the potential to enable dissemination of essential components of quality improvement learning. Subsequent to conducting the massive open online course ‘Take the Lead on Healthcare Quality Improvement’, this paper is a report of the evaluation of the course’s effectiveness in increasing healthcare professionals’ quality improvement knowledge, attitudes, self-efficacy and systems thinking. Methods Using the Kirkpatrick model for evaluation, a pretest–posttest design was employed to measure quality improvement knowledge, attitude, self-efficacy and systems thinking. Interprofessional learners across the globe enrolled in the 5-week online course that consisted of 10 modules (short theory bursts, assignments and assessments). The objective of the course was to facilitate learners’ completion of a personal or clinical project. Of the 5751 learners enrolled, 1415 completed the demographic survey, and 88 completed all the surveys, assignments and assessments. This paper focuses on the 88 who completed the course. Results There was a significant 14% increase in knowledge, a 3.5% increase in positive attitude, a 3.9% increase in systems thinking and a 21% increase in self-efficacy. Learners were very satisfied with the course (8.9/10). Conclusions Learners who completed the course ‘Take the Lead on Healthcare Quality Improvement’ had significant gains in learner outcomes: quality improvement knowledge, attitude, self-efficacy and systems thinking supporting this course format’s efficacy in improving key components of students’ quality improvement capabilities.
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Dissertations / Theses on the topic "Self evaluation of courses"

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Shaw, Donna Carole. "Academic dishonesty in traditional and online courses as self-reported by students in online courses." [Johnson City, Tenn. : East Tennessee State University], 2004. https://dc.etsu.edu/etd/896.

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Thesis (Ed. D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0331104-152112. Includes bibliographical references. Also available via Internet at the UMI web site.
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Kuo, Yu-Chun. "Interaction, Internet Self-Efficacy, and Self-Regulated Learning as Predictors of Student Satisfaction in Distance Education Courses." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/741.

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Online learning research is largely devoted to comparisons of the learning gains between face-to-face and distance students. While student learning is important, comparatively little is known about student satisfaction when engaged in online learning and what contributes to or promotes student satisfaction. Emerging research suggests there are a few strong predictors of student satisfaction, and other predictors that may or may not predict student satisfaction. None of the existing research examines predictors together, or statistically controls for course differences. This study examines the influence of various factors on student satisfaction including three types of interaction, Internet self-efficacy, and self-regulated learning. Participants (N = 180) include both undergraduate and graduate students attending exclusively online classes in education. Students responded to an online survey adapted from several different scales. A pilot test of the survey and procedures showed strong validity and reliability for the sample. To control for course differences, data analysis focused on a hierarchical linear model (HLM) with student and class level variables. Results indicate learner-instructor interaction and learner-content interaction are significant predictors of student satisfaction when class-level variables are excluded. Of the class-level predictors, only the program from which the course was offered moderates the effect of learner-content interaction on student satisfaction. There is no direct impact of class-level predictors on student satisfaction. Learner-content interaction is the sole significant predictor when class-level predictors are added to the model. Supporting analyses for the HLM, results, limitations, and significance of the findings are reported and discussed.
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Wernersbach, Brenna M. "The Impact of Study Skills Courses on Academic Self-Eficacy." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/909.

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Colleges across the nation are increasingly interested in improving retention of students. Many universities have begun offering workshops and courses targeted at improving study skills in academically underprepared students with the goal of helping students succeed in higher education and continue enrollment. The impact of such courses on study skills themselves has been supported, but prior research has not examined the courses impact on students' beliefs about their ability to succeed in college - that is, their levels of academic self-efficacy. This study examined pre- and post-test levels of academic self-efficacy in college students enrolled in a study skills course in comparison to students not enrolled in such a course. Results indicated that students identified as academically underprepared did indeed have lower levels of skill and academic-self efficacy than students not enrolled in study skills courses, and students enrolled in study skills courses had greater increases in academic self-efficacy than comparison students.
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Liu, Yujuan. "Investigating Students’ Basic Needs and Motivation in College Chemistry Courses with the Lens of Self-Determination Theory." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6887.

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More graduates in science, technology, engineering, and mathmetics (STEM) fields are needed to keep our nation’s preeminance in the global fields of technology and science. However, fewer than 40% of students who intend to major in STEM fields when entering college complete a STEM degree. Therefore, it is important to explore factors to improve student persistence in STEM fields at the college level as well as to understand the interrelationship between student motivation, academic achievement, and persistence. Motivation is strongly associated with student achievement and persistence; meanwhile, academic achievement can also affect persistence. Self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people’s motivation. The three studies in this dissertation aim to investigate student motivation using instruments based on SDT and to explore the viability of the theory in a reform environment. In Study 1, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed as an instrument based on the self-determination continuum to measure seven types of student motivation toward specific chemistry courses. Data gathered with AMS in college chemistry courses showed that AMS was a suitable candidate for modification. Based on expert panel discussions and cognitive interviews, AMS-Chemistry was developed. AMS-Chemistry was administered to university students in a general chemistry course as pre/post-test. Internal structure validity evidence was also collected. Results showed that students were more extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies revealed that intrinsic motivation subscales were positively associated with student academic achievement at the end of the semester. Results also showed that students who persisted in class attendance scored significant differently on the set of motivation subscales. This study suggests that AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use AMS-Chemistry to evaluate the impact of their efforts. In Study 2, AMS-Chemistry was used to examine student motivation and determine how motivation is related to academic achievement at different points in time in organic chemistry courses. This study was conducted in two organic chemistry courses where one course was primarily lecture-based and the other implemented flipped classroom and peer-lead team learning (Flip-PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip-PLTL environment were significantly less lack of motivation toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for sex main effect and interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement; Amotivation was negatively correlated with academic achievement. The findings in this study showed the importance of Flip-PLTL pedagogies in improving student motivation toward chemistry. In Study 3, students’ perceptions of basic psychological needs and intrinsic motivation were studied using instruments in accordance with SDT in first-year college chemistry courses. The interrelationships among the variables were also investigated. Students’ self-reported scores showed that they had positive perceptions with respect to the motivational variables where Process Oriented Guided Inquiry Learning (POGIL) was being implemented. Students’ written comments also provided evidence for their positive perceptions. Structural equation modeling results showed that it was viable to use SDT in the POGIL context, since the three basic needs explained a significant amount of variance in intrinsic motivation. The findings could help instructors become more aware of students’ perceptions of the learning environments in active learning settings, and therefore, instructors wishing to target student engagement are encouraged to implement active learning pedagogies, such as POGIL. The research studies presented in this work contribute to our understanding of motivation as an important factor influencing student persistence in STEM fields in both traditional classroom and different active learning environments at the college level. Each study provided psychometric evidence for the use of instruments based on SDT in college chemistry courses. Chemistry educators can use these assessments to understand the nuances of student motivation. Findings from these assessments can then be used to design strategies to help students learn and/or to be more motivated toward chemistry. Also, this work highlights the importance of looking at the motivation of different groups of students, such as the underrepresented students, because their response trends may be different. Being aware of students’ different needs will help chemistry educators to understand how we can better increase students’ intrinsic motivation in our chemistry courses.
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Daines, John M. "Self-evaluation and achievement in a vocationally orientated science practical course." Thesis, University of Nottingham, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330147.

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Hagemeier, Nicholas E., Sarah Melton, and Leonard B. Cross. "Design, Implementation, and Evaluation of a Self-Awareness Focused Contemporary Pharmacy Practice Course." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1455.

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Objectives: Foster personal and professional development through implementing a 1st-professional year course focused on increasing student self-awareness related to themselves, their chosen profession, and their future careers. Method: Eighty-nine students enrolled in a required 2-credit hour Contemporary Practice of Pharmacy I course during the Fall 2013 semester. Course content aligned closely with the CAPE 2013 Self-Awareness subdomain. Topics included, but were not limited to: effective learning strategies, achievement motivation, finance and time management, professional communication and etiquette, career exploration, and professional history and visioning. Formative and summative evaluations, e-portfolio entries, and submitted assessments and reflections were used to evaluate inaugural course outcomes. Results: Early course self-reflections and self-assessments revealed students particularly appreciated increasing their self-awareness related to strengths, learning strategies, and financial management. However, mid-semester formative evaluations revealed that 75% of students perceived little benefit from the class secondary to previous exposure to course topics. Purposeful activities were used to stress differences between topic exposure and reflection upon and integration of content into one’s self-schema. Summative course evaluations were subsequently positive (median 4 or 5 on 5-point Likert scale for all items), and e-portfolio submissions and course self-reflections indicated self-reported professional and personal growth in multiple domains. Implications: Students benefitted from multiple, purposeful, authentic opportunities to develop personal and professional self-awareness through participation in the course. However, incorporation of perceivably familiar personal and professional development topics in pharmacy curricula may be met with student reservation. Integration of self-awareness opportunities throughout the curriculum may foster student buy-in regarding perceivably familiar topics.
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Naparstek, Laurie Schwartz. "Comparing instructor self-perception versus student perceptions using the same teaching evaluation instrument: a study of computer science courses in an urban master's degree program." Thesis, Boston University, 2005. https://hdl.handle.net/2144/31989.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study compares instructor self-perceptions with student perceptions of teaching quality using the same 16-item evaluation instrument. Three hypotheses were investigated: (1) Instructors' self-evaluations will be higher than those of their respective students; (2) The more similar student-instructor perceptions, the more likely instructors will receive a higher score compared to when student-instructor perceptions are more divergent; and (3) Students taking a course as a major requirement will be more critical of the instructor than those students taking the course as distribution requirement or an elective. A total of 1,524 individuals (1,452 graduate students and 72 instructors) in a part-time evening computer science program participated in the study of 79 courses over the spring and fall semesters of 1996. Overall, instructors generally perceived themselves more positively than their students, although statistically significant differences were observed for only three relevant items (involving grading fairness, presentation clarity and instructor enthusiasm) of the 16 items evaluated. Instructors whose perceptions were more similar to their students were generally rated higher than those instructors whose perceptions were more divergent from their students; however, the difference was not significant. Finally, contrary to the third hypothesis, the reason for taking a course did not have a significant effect on student ratings of the instructor.
2031-01-02
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Taylor, Helen Kermgard. "Evaluation of a community college extended orientation course : effect on self-appraisal and performance /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.

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Ishikawa, Yasushige. "Blended learning in a university EFL course." Kyoto University, 2015. http://hdl.handle.net/2433/199405.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第19081号
人博第734号
新制||人||176(附属図書館)
26||人博||734(吉田南総合図書館)
32032
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 壇辻 正剛, 教授 東郷 雄二, 教授 齋藤 治之, 教授 服部 文昭
学位規則第4条第1項該当
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Andrade, João Guilherme Lopes de. "AutoAvaliaação Institucional: Consolidando e Avançando Processos." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6321.

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UNICEUB - Centro Universitário de Brasília
O presente trabalho investigativo objetivou conhecer procedimentos de auto-avaliação empreendidos pelo UniCEUB (Centro Universitário de Brasília) para melhor qualificarmos processos avaliativos e assim incentivar seu desenvolvimento. Envolveu três Cursos da Instituição e seus coordenadores e teve como enfoque central, além de compreender as dinâmicas, sugerir alguns indicadores e ações para a qualificação de seu processo avaliativo. Os principais autores que embasaram o estudo foram: José Dias Sobrinho, Boaventura de Sousa Santos, José de Carvalho Mourão, Paulo Freire, A metodologia utilizada teve enfoque qualitativo, sem desconsiderar dados quantitativos, uma vez que trabalhou mais com o universo dos significados, das compreensões dos dados coletados; utilizou-se também, para ouvir os sujeitos durante processo, de entrevistas semiestruturadas. Centrou as dimensões analíticas em duas direções: a primeira envolvendo os Projetos Pedagógicos do UniCEUB e dos três Cursos investigados, para identificar suas concepções e a segunda, a autoavaliação na sua especificidade. Utilizei-me para complementar os dados de documentos institucionais pertinentes à temática estudada e ouvi o representante do Setor Pedagógico. Estas duas direções sugeriram indicadores conceituais, atitudinais e operacionais, que precisarão ser aperfeiçoados; se localizaram nos primeiros as concepções educativas e avaliativas; nos segundos, os valores defendidos e praticados e nos indicadores operacionais, as ações e os procedimentos adotados. Os resultados obtidos nos permitem vislumbrar algumas possiblidades de avanços sobre o processo avaliativo institucional, não só sugeridos pelos coordenadores e pelos estudos realizados, mas, pela minha percepção como gestor. Entretanto, e ao mesmo tempo, ver e acompanhar uma instituição, como o UniCEUB que, desde 1968, vem mantendo o mesmo ideal empreendedor, de constante desenvolvimento de seu projeto pedagógico, de qualificação de processos de aprendizagem, de constante preocupação na qualificação de colaboradores, me ajudou a enxergar aspectos que por vivermos diuturnamente a Instituição, nem sempre percebemos. Constatei que há alguns traços que são marcas da sua cultura organizacional e vi, também, que há um laço afetivo entre instituição, colegiado e alunado, que precisa ser continuamente cultivado.
The present research aims to know the self-evaluation procedure performed by the UniCEUB (University Center of Brasília) to better qualify the processes and thus encourage their development. It involved three courses of the Institution and its coordinators and had as central focus, besides dynamics, to suggest some indicators and actions for a qualification of its evaluation process. The authors who supported the study were: José Dias Sobrinho, Boaventura de Sousa Santos, José de Carvalho Mourão, Paulo Freire, The methodology used with a qualitative approach, without disregarding quantitative data, since they work with the universe of meanings, Understandings Of the data collected; It was also used, to listen to the subjects during the process, of semistructured interviews. It centered as analytical dimensions in two directions: the first involving the pedagogical projects of the UniCE and the three Courses investigated, to identify their conceptions and a second, a self-assessment in its specificity. I used to complement the data of institutional documents pertinent to the subject studied and I heard the representative of the Pedagogical Sector. These two directions suggest conceptual, attitudinal, and operational concepts that need to be perfected; They were located as educational and evaluative conceptions; In the second, the values defended and practiced and the operational indicators, such as actions and procedures adopted. The results obtained in our work showed some possibilities of advances on the institutional evaluation process, were not suggested by the coordinators and the studies carried out, but by my perception as a manager. At the same time, the follow-up of an institution, such as the UniCEUB, which since 1968 has maintained the same entrepreneurial ideal, constantly developing its pedagogical project, qualifying learning processes, constant concern for the qualification of employees, It helped me to see one who, because we live an Institution, we do not always perceive. Note that there are some traces that are marks of your organizational culture and I have also seen that there is an affective bond between the collegial and alunate institution that needs to be continually cultivated.
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Books on the topic "Self evaluation of courses"

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Ofsted. Inspecting vocational courses: 11-16 with guidance on self-evaluation. London: Ofsted, 2002.

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Williams, Brenton Robert. Towards a framework for further education college self-evaluation: A case study of a BTEC national course inone college of further education. Uxbridge: Brunel University, 1990.

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Stewart, Alistair. Self-evaluation. [Dundee]: Scottish Central Institutions Committee for Educational Development, 1990.

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Konzelmann Ziv, Anita, Keith Lehrer, and Hans Bernhard Schmid, eds. Self-Evaluation. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9.

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Ohio. Dept. of Education. Conducting self-evaluation. Columbus, OH: Dept. of Education, 1985.

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Ohio. Dept. of Education. Conducting self-evaluation. Columbus, OH: Dept. of Education, 1985.

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Kremer-Hayon, Lya. Teacher Self-Evaluation. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1.

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Black, H. D. Evaluation ofthe advanced courses development programme. Edinburgh: Scottish Office Education Department, Research and Intelligence Unit, 1992.

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Peter, Rudd, Local Government Association, and National Foundation for Educational Research in England and Wales., eds. Evaluating school self-evaluation. Slough: National Foundation for Educational Research, 2001.

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Knapp-Lee, Lisa. MATCH self-evaluation guide. San Diego, Calif: ERAS/Educational Research and Services, 2000.

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Book chapters on the topic "Self evaluation of courses"

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Frehner, Marcel. "Self- and Peer-Evaluation of Individual Project Work: An Innovative Course Assessment Method to Increase Student Motivation." In Teaching Methodologies in Structural Geology and Tectonics, 5–41. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2781-0_2.

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Fustier, Bernard. "Evaluation Multicritere: Une Approche Qualitative." In Euro Courses, 51–62. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-0767-1_5.

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Lipatnikova, Irina G., and Alexander P. Usoltsev. "Forming and Self-evaluation of ICT-Competence of Mathematics Teachers to Be in the Course of Their Professional Training." In Smart Education and Smart e-Learning, 383–91. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19875-0_34.

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Konzelmann Ziv, Anita. "Self-Evaluation – Philosophical Perspectives." In Self-Evaluation, 1–30. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_1.

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Harcourt, Edward. "Self-Knowledge, Knowledge of Others, and “the thing called love”." In Self-Evaluation, 171–91. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_10.

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Deonna, Julien, and Fabrice Teroni. "Is Shame a Social Emotion?" In Self-Evaluation, 193–212. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_11.

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Schmid, Hans Bernhard. "Feeling Up to It – The Sense of Ability in the Phenomenology of Action." In Self-Evaluation, 215–36. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_12.

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O’Brien, Lilian. "Self-Evaluation in Intention: Individual and Shared." In Self-Evaluation, 237–52. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_13.

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Schmid, Ulla. "Where Individuals Meet Society: The Collective Dimensions of Self-Evaluation and Self-Knowledge." In Self-Evaluation, 253–73. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_14.

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Baker, Lynne Rudder. "How to Have Self-Directed Attitudes." In Self-Evaluation, 33–43. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1266-9_2.

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Conference papers on the topic "Self evaluation of courses"

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Venezia, Elisabetta, and Fabio Pizzutilo. "A self-evaluation tool of sustainability concepts in higher education institutions courses." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13055.

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In this paper, a self-evaluation tool is developed to allow educators and Higher Education Institutions to assess their efforts in pursuing Education for Sustainable Development. The composite index here proposed allows the individual components that contribute to the pursuit of sustainability in education to be grasped in isolation and, at the same time, provides an overall evaluation measure of all the elements taken into consideration. The index is based on the identification of elements that measure the efficiency of the allocated expenditure. At the same time, it encompasses measures of the impact and perception of sustainability concept by staff and students. Albeit in a laborious way, the application of the tool leads to an unbiased assessment of education for sustainable development results. This composite indicator can be used in a replicative manner elsewhere and offers the advantage of being able to carry out comparative evaluative analyses. This is due to its adaptive flexibility.
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Venkataramanujam, Venkatesh, and Pierre Larochelle. "Panther Peer: A Web-Based Tool for Peer and Self Evaluation." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63807.

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Panther Peer is a novel web based tool for peer evaluation. It has been developed at the Florida Institute of Technology to enable students (specifically those involved in capstone design projects) to give one another anonymous feedback on their team performance. Panther Peer is simple to implement and completely automated. Panther Peer automates the process of peer evaluation and minimizes the workload for both instructors and students. With the benefits of automation students can gain feedback more quickly. Moreover, the reduction in workload for course instructors enables them to encourage peer evaluations. The primary advantage of this system is the feedback students receive from their peers which helps them identify their weaknesses and focus on their strengths. The automated process means that the collection and dissemination of information is highly efficient. From the peer evaluations by students, instructors can have a fair idea about the teams progress and intervene where deemed necessary.
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Gibaja, Eva, Amelia Zafra, Maria Luque, and Sebastian Ventura. "Self-evaluation first ECTS course in a programming subject." In 2011 7th International Conference on Next Generation Web Services Practices (NWeSP). IEEE, 2011. http://dx.doi.org/10.1109/nwesp.2011.6088215.

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Cao, Yan. "Peer and Self Evaluation for Cooperative Learning in Interpreting Course." In 2017 3rd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.61.

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Hall, Simin, Clint Dancey, Catherine T. Amelink, and Samuel Conn. "Our First Online Offering of Introduction to Thermal-Fluid Engineering." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63746.

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In this paper the researchers reflect on the use of various communication technologies from the first online offering of our introductory thermodynamics course. The asynchronous (i.e., forums) and synchronous communication technologies such as Centra™ were employed for instruction and explication of useful feedback and self-explanation to promote students’ collaboration. The instructors outline the types of questions used in these guided activities that challenged students to search for multiple ways to demonstrate their conceptual understanding of very fundamental physical notions. The discussion in this paper outlines ways to improve forum questions, instructor’ feedback, and the frequency of the feedback to improve students’ metacognitive strategies in learning and the application of the course material. The observational data are also examined to note if there were any differences in forum contributions online versus students’ contributions in a face-to-face class. This paper provides a platform for research about learning and evaluation of instruction in abstract engineering courses in an online environment. The study is significant and of interest to faculty and administrators who have taught courses in traditional classrooms and who are now considering online teaching to increase access to engineering education.
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Szabó, Zoltán, Eniko T. Enikov, and Rudolf Kyselica. "Nanofacture: Senior Design Experience in Nanotechnology." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65402.

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This paper describes the outcomes of an NSF-funded undergraduate engineering training project launched at the University of Arizona - College of Engineering. The program aims to engage senior-year students in a capstone design project focused on biomedical applications of nanotechnology. The senior design team has previously attended a micro- and nanofabrication and a mechatronics technical elective courses. Both courses have been adjusted to better suit the goals of the program. Modifications include a self-guided research component, requirement to utilize a nanotechnology based sensors or actuators in a biomedical application. Formative evaluation data has been gathered through personal interviews to assess changes of students attitudes towards nanotechnology. Data includes reports from junior-year members of the technical elective classes, along with graduate assistants serving as mentors of the undergraduate participants. Results indicate that students who enrolled in Fabrication Techniques for Micro- and Nano-devices gained formal knowledge about nanotechnology through lectures and hands-on activities, while those who joined a senior design team learned about nanotechnology by interfacing regularly with the faculty advisor who imparted his knowledge and enthusiasm about nanotechnology applications during design team meetings. Students who took the first course in the sequence, Guided Self-Studies in Mechatronics prior to the capstone design experience benefited most.
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Tomsikova, Katerina, Karel Tomsik, Lucie Smékalová, and Karel Nemejc. "Self-reflection of University Teachers at the Czech University of Life Sciences Prague." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.035.

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The aim of the paper is to evaluate teachers´ competences and their self-reflection in the teaching process. The topicality of the research presented in the paper is given by the fact that teachers at university level must prove excellent competences regardless external factors which affect the teaching process any time. Competence is the key qualified and professional job performance in any sector. The paper focuses on the competences of university teachers which they acquire and develop throughout their career. Attention is given to professionally and personality cultivating competences, part of which is also self-reflection. Self-reflection refers to a person’s ability of introspection and willingness to learn more about own abilities and skills. This will lead to a better ability to identify changes that may be required. The methodology consists in a research based on a questionnaire survey and statistical evaluation of gathered information. The paper gives an outline of the evaluation process at the Czech University of Life Sciences Prague (CZU), during which opinions of students and teachers about instruction were analysed, together with the fulfilment of selected university competences. The main body of the paper is dedicated to the statistical processing of selected data from the evaluation survey conducted by using the SPSS programme. The results indicate that there are significant deviations of teachers´ self-evaluation from the students´ opinion. The Institute of Education and Communication is going to offer courses in advanced competence development using techniques of self-reflection. This has a potential to enhance effectiveness of the teaching process at university level.
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Pawelczak, Dieter. "Comparison of traditional lecture and flipped classroom for teaching programming." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5226.

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Programming courses in undergraduate education seem to be predestined for a flipped classroom approach as learning programming requires a high personal contribution on the one hand and on the other hand, course participants typically start with a wide range of previous knowledge and skills. Within a flipped classroom students can organize their learning phases self-reliantly and put an individual amount of effort into each learning objective. Whilst in a traditional lecture it is not easy to motivate students, the flipped classroom requires students’ active involvement per se. Besides all these advantages, setting up such a course requires a high initial effort for the lecturer. Furthermore, students might prefer a lecture, as usually the work load is higher in a comparable flipped classroom course. Based on the idea of flipping a beginners programming course, we firstly explored the effects of a flipped classroom approach on an elective advanced pro­gram­ming course with a smaller student group. The paper compares the new course design and its effects on the students learning, on the teaching, as well as on the course preparation with the former traditional lecture. The com­parison is based on a survey, the students’ evaluation feedback and on the examination results.
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Daza, Lidia, and Santiago Eizaguirre. "Cooperative learning and the use of blogs in Higher Education. An initiative oriented to promote a deeper understanding of social and ethical issues between teacher students." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9424.

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The objective of this article is to evaluate the promotion of cooperative learning through the use of blogs in several courses of sociology of education oriented towards undergraduate teacher students. Cooperative learning entails that the student interaction is continued and profound, as well as oriented to obtain a major social and ethical deep learning among students. Each group of students have to create a blog with different information useful for the course developing. Students, from the previous knowledge presented in class, have to define the task (objectives, plan, schedule and final product). Accordingly, each group have to self-manage the work to do (participation of each member, planning, revision...).We combine situations in class with teachers and also cooperative learning among students. In this sense, appears the process of shared knowledge towards cooperative learning. Evaluation questionnaires have shown positive assessment by students. Findings show that their learning is deeper and more social and ethical, but, students pointed out the workload it entails.
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Boydens, Jeroen, Joan Peuteman, and Anik Janssens. "MOTIVATING STUDENTS FOR MAKING EXERCISES IN AN ONLINE COURSE BY PROVIDING THEM SELF-EVALUATION CAPABILITIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2123.

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Reports on the topic "Self evaluation of courses"

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Schaefer, Peter S., Leonard Bruce, and John Lipinski. Evaluation of Courses of Fire for Law Enforcement Firearms Training. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada616378.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Bylsma, wesley B. Computer Generated Root-Mean-Square (RMS) Roughness Courses for Ride Quality Evaluation. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada363709.

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Cuello, Robert, Randy R. Labarge, Gretchen K. Gerke, William T. Heartz, Francis M. Stanley, Bruce D. Slonecker, Christopher S. Larmey, and Kenneth E. McMullin. FY2003 Annual Self-Evaluation Report. Office of Scientific and Technical Information (OSTI), October 2003. http://dx.doi.org/10.2172/15016716.

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Cuello, Robert. FY2002 Annual Self-Evaluation Report. Office of Scientific and Technical Information (OSTI), October 2002. http://dx.doi.org/10.2172/15016717.

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Heil, James R. Command Inspections - A Self-Evaluation Approach. Fort Belvoir, VA: Defense Technical Information Center, March 1988. http://dx.doi.org/10.21236/ada195746.

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Sosanya-Tellez, Carla. Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.389.

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Wright, T. S. Evaluation of S-101 courses Orientation to Occupational Safety Compliance in DOE''. Office of Scientific and Technical Information (OSTI), February 1992. http://dx.doi.org/10.2172/5588059.

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Swanson, Marianne, Jennifer Fabius, Marc Stevens, and Mark McLamon. Automated security self-evaluation tool user manual. Gaithersburg, MD: National Institute of Standards and Technology, 2003. http://dx.doi.org/10.6028/nist.ir.6885e2003.

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Stampfer, Michael, and Michael Strassnig. WWTF Self-evaluation report to International Review Panel. WWTF - Wiener Wissenschafts-, Forschungs- und Technologiefonds, 2014. http://dx.doi.org/10.22163/fteval.2015.22.

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