Relevant bibliographies by topics / Student Self Evaluation (SSE)

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

Academic literature on the topic 'Student Self Evaluation (SSE)'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Student Self Evaluation (SSE)"

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O'Connor, Thomas St James, Elizabeth Meakes, Lori Edey, Marlene Healey-Ogden, Glenn Empey, Sarah Klimek, and Kathleen O'Neill. "The Hamilton SPE Evaluation Tool (HSET): Is it Any Good?" Journal of Pastoral Care 55, no. 1 (March 2001): 17–33. http://dx.doi.org/10.1177/002234090105500105.

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Presents the Hamilton Supervised Pastoral Evaluation Tool (HSET). HSET is a self-report that evaluates student learning in a basic SPE unit utilizing six areas: supervisory relationship, personal growth, professional growth, theological reflection, learning context, and overall growth. Reviews statistics involving seven regional units consisting of 18 SPE units with 101 students. Utilizes methodological, investigator, and data triangulation by drawing on qualitative study and CAPPE accreditation review. Discusses strengths and weaknesses of HSET and makes recommendations for further use.
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Cho, Donghun, and Joonmo Cho. "Does More Accurate Knowledge of Course Grade Impact Teaching Evaluation?" Education Finance and Policy 12, no. 2 (April 2017): 224–40. http://dx.doi.org/10.1162/edfp_a_00197.

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Students’ different standards may yield different kinds of bias, such as self-directed (higher than their past performance) bias and peer-directed (higher than their classmates) bias. Utilizing data obtained from a natural experiment where some students were able to see their grades prior to teacher evaluations, and to investigate possible sources of bias, we empirically analyzed the role of information (such as the actual grade students received in their current course and their previous grade point average), and the average grade of the course, on the student evaluation of teaching. Because
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Astalini, Astalini, Darmaji Darmaji, Dwi Agus Kurniawan, Lika Anggraini, and Rahmat Perdana. "E-Assessment on Student's Self-Concept for Physics Learning." Jurnal Ilmu Pendidikan 25, no. 2 (May 27, 2020): 73. http://dx.doi.org/10.17977/um048v25i2p73-81.

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This study aims to apply students' self-concept E-assessment to SESKA-based physics. Student self-concept E-assessment in this study aims to see students 'self-concept of physics and how the teacher responds to the development of students' self-concept E-assessment with SESKA systems. The method implemented in this research has three stages, namely: (1) Development, (2) Implementation, & (Evaluation). This research was carried out on 450 students and 15 teachers in the Jambi Province of Indonesia. The results of this study indicate students' self-concept of physics is classified as good 47
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Stojanović, Buba. "MONITORING AND EVALUATION IN SERBIAN LANGUAGE TEACHING." Facta Universitatis, Series: Teaching, Learning and Teacher Education, no. 1 (January 23, 2020): 183. http://dx.doi.org/10.22190/futlte1902183s.

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The importance of Serbian language teaching for the proper development and education of primary school students requires the teachers to act responsibly both regarding the learning goals and learning objectives, and regarding the contents used in the classroom to achieve these goals, but especially concerning the student activities that need to be properly assessed. The learning goals for Serbian language lessons and the final learning objectives depend on carefully designed activities that will help to develop students’ linguistic and speaking skills, and also to constantly monitor and assess
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Browne, Geoffrey R., Helena Bender, James Bradley, and Alexis Pang. "Evaluation of a tertiary sustainability experiential learning program." International Journal of Sustainability in Higher Education 21, no. 4 (May 25, 2020): 699–715. http://dx.doi.org/10.1108/ijshe-08-2019-0241.

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Purpose This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students’ critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students’ sustainability self-efficacy and employability. Design/methodology/approach In total, 55 sustainability experiences were curated and placed into the SLED databa
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Fitzgerald, Michael, David McKinnon, Lena Danaia, and Sophie Bartlett. "Differences in Perception Between Students and Teachers of High School Science: Implications for Evaluations of Teaching and Classroom Evaluation." Australian Journal of Teacher Education 45, no. 11 (November 2020): 73–92. http://dx.doi.org/10.14221/ajte.202v45n11.5.

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The science teacher in the modern high school acts as the designer and driver of the in-class practice. In this role, the teacher must broadly assess the effect of the practice on the student. This would rely on accurate self-knowledge of how they act in class and impact their students. In this study we explore these issues by comparing the difference in responses of 86 teachers and 2512 Year 9 and 10 students to an instrument probing their perceptions of their in-class practice. We report two significant findings. First, not only do teachers constantly positively overrate their in-class pract
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Miller, Nathaniel, Kurt B. Angstman, Michelle van Ryn, Gregory M. Garrison, Kristin Fischer, and Sean Phelan. "The Association of Direct Observation of Medical Students With Patient-Centered Care for Obesity." Family Medicine 52, no. 4 (April 3, 2020): 271–77. http://dx.doi.org/10.22454/fammed.2020.314090.

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Background and Objectives: Teaching medical students patient-centered approaches to weight loss counseling occurs in myriad ways. We examined lectures and direct faculty observation to see which was associated with better patient-centered care in medical students, measured by both self-perception and independent observer evaluation. Methods: Third- and fourth-year students attending one medical school were surveyed regarding their education in (1) weight loss and health behavior counseling, (2) obesity stigma, and (3) whether they had experienced direct faculty observation of their weight loss
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Mikhel’kevich, V. N., L. P. Ovchinnikova, and L. V. Seryapina. "INFORMATION AND METHODOLOGICAL SUPPORT OF STUDENTS’ SELF-GOVERNING INDEPENDENT WORK." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, no. 75 (2020): 58–63. http://dx.doi.org/10.37313/2413-9645-2020-22-75-58-63.

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The author presents the results of scientific research on informational and educational support of students’ self-organizing independent work, which is complicated and comprehensive, because it includes sequential and consistent execution of large stages of educational and cognitive activity requiring creative approach to decision making. Starting point of this activity is assignment from the lead instructor to study and acquire given learning material. Having received the assignment, the student assesses the individual work effort required to complete it, sets time limits, draws up the schedu
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Koowa, Fareesah, Arifin Nur Budiono, and Sri Prawita. "Intensitas Penggunaan Gadget terhadap Self Esteem." Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi 3, no. 1 (March 1, 2020): 7–12. http://dx.doi.org/10.36835/jcbkp.v3i1.720.

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Self esteem is self-evaluation. This research was conducted to see the influence of the use of gadgets on student self esteem. Methods of study used quantitive methods and simple correlates. The purpose of this correlation study was conducted to determine the influence between the research objectives of correlation is done to know the influence between the free variable (independent variable) namely the intensity of use of gadgets and bound variables (dependent variable) i.e. self esteem. Research location at SMP 01 Islam Jember. Data collection is done by means of interviews, polls and docume
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Veres, Jennifer Chelsea, Nathan Eva, and Andrew Cavanagh. "“Dark” student volunteers: commitment, motivation, and leadership." Personnel Review 49, no. 5 (December 6, 2019): 1176–93. http://dx.doi.org/10.1108/pr-02-2019-0085.

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Purpose Drawing from the cognitive evaluation theory, the purpose of this paper is to explore the relationship between student volunteers’ narcissism, Machiavellianism and psychopathy, and commitment to university volunteer programmes through the mediating mechanisms of self-orientation and pro-social motivation. Further, it investigates the roll of servant leadership in mitigating these personality types and encouraging student volunteers to become more pro-socially motivated. Design/methodology/approach The study uses data collected via questionnaire from 156 student volunteers across Austra
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Dissertations / Theses on the topic "Student Self Evaluation (SSE)"

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Varughese, Varughese Kuzhumannil, and varughese varughese@rmit edu au. "Students' Approaches To Learning: A Case Study of Learning Biology in Foundation Studies at the Royal Melbourne Institute of Technology." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080530.123852.

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The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the s
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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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Andrews, Christopher Daren. "Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6393.

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The purpose of this study was to understand how teachers define student self-assessment (SSA), why teachers use or do not use SSA, and to explore how beliefs might influence teachers' reasons for using SSA or not. This study used Ajzen's theory of planned behavior to explore the relationships between teachers' stated beliefs about SSA and reasons for using or not using SSA. I interviewed seven teachers from one high school in the Intermountain West and found that five of the seven teachers in this study used SSA. I found that these teachers' definitions of SSA varied between formative and s
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Godwin, Paul Thomas. "Goal-Setting, Self-Monitoring, and Teacher-Student Conferences and the Relationship with Overall School Climate and Student Academic Achievement." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601186.

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<p> Programs and reforms have come and gone in the educational arena with little impact on student performance. The problem at the school of study was the students' perception of their sense of belonging and the sense of the school as a community and the students' academic performance did not show adequate growth. The study took place in a mid-western suburban elementary school serving 440 students kindergarten through fifth grade. </p><p> The significance of the study was to examine the impact of a Goal-Setting Worksheet, along with regular teacher-student conferences, as a strategy to
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Stewart, Stacyann B. "Grit and self-control as predictors of first-year student success." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722559.

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<p> The objective of this exploratory quantitative study was to investigate the relationships between grit, self-control, and the first academic semester of college students, and determine if the relationships differed by gender. Two research questions were examined; (1) <i>What are the relationships between the individual factors of grit, self-control, and first-semester college GPA? And do they differ by gender?</i> and (2) <i>What combinations of factors (grit, self-control, high school GPA, and SAT scores) best predicts first-semester college GPA? And do they differ by gender?</i></p><p>
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Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.

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Hobbs, Klinton E. "Advances in Student Self-Authorship: A Program Evaluation of the Community Standards Model." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/440.

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Universities are increasingly applying student developmental theories in a variety of contexts in order to better understand students and to accomplish institutional educational objectives. Robert Kegan's constructive-developmental theory has been utilized in the creation of the Community Standards Model, a program designed for use in university residence halls. The purpose of the Model is to promote student development from Kegan's third order of consciousness, in which student identity is based on a fusion of their peers' expectations and ideas, to the fourth order of consciousness, in which
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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
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Spisak, Jen. "Secondary Student Information Literacy Self-efficacy vs. Performance." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5643.

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The amount of information in the world has grown exponentially in the last generation. Students often believe that growing up as digital natives means they have advanced information literacy skills. However, school librarians are not seeing evidence of this in their schools. The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities, if relationships exist between IL self-efficacy and performance, and if grade level or self-efficacy level changes those relationships. To accomplish this, data were collected from two middle schools and
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Cassidy, Simon. "Individual differences and learning : learning style, academic control beliefs and student self-evaluation as aspects of self-regulated learning." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26609/.

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The thesis comprises a collection of ten published works in the field of individual differences and student learning in a, mainly, higher education context involving undergraduate student participants. The works revolve primarily around three principal conceptual areas, identified within the field on the grounds of being recognized mediators of learning and achievement - namely, learning style, academic control beliefs and student self-evaluation. Students' perceptions of themselves as learners, and their use of various processes to regulate their learning, have been identified as critical fac
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Books on the topic "Student Self Evaluation (SSE)"

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Taylor, Charles A. Minority student services delivery system self evaluation instrument. Madison, WI: Praxis Publications, 1989.

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Student apathy: The protection of self-worth. Washington, D.C: NEA Professional Library, National Education Association, 1988.

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Buchanan, Douglas. Self-evaluation for teachers and student teachers: A framework for professional development. London: Kogan Page, 1997.

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Inquiring into the teaching process: Towards self-evaluation and professional development. Toronto, Ont: OISE/Ontario Institute for Studies in Education, 1985.

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Chamberlain, Philip C. Student Activities Assessment Model (SAAM): A self-study process for student activities to assess alignment with standards adopted by the Council for the Advancement of Standards for Student Services/Development Programs. Bloomington, IN (400 E. 7th St., Bloomington 47405): Association of College Unions-International, 1987.

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Freeberg, Norman E. Analysis of the revised student descriptive questionnaire. New York: College Entrance Examination Board, 1988.

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Grossnickle, Donald R. Helping students develop self-motivation: A sourcebook for parents and educators. Reston, Va: National Association of Secondary School Principals, 1989.

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National Association of Secondary School Principals (U.S.), ed. Helping students develop self-motivation: A sourcebook for parents and educators. Reston, Va: National Association of Secondary School Principals, 1989.

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Vera, Kósáné Ormai. Mi, pedagógusok: Kérdések önmagunkhoz. Budapest: Flaccus, 2006.

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Marie, Rose Leonie, ed. Portfolios: Clarifying, constructing, and enhancing. Lancaster, Pa: Technomic Pub. Co., 1997.

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Book chapters on the topic "Student Self Evaluation (SSE)"

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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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Wisniewski, Benedikt, and Klaus Zierer. "Functions and Success Conditions of Student Feedback in the Development of Teaching and Teachers." In Student Feedback on Teaching in Schools, 125–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_8.

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AbstractThe term “student feedback” is often used synonymously with evaluation, assessment, or ratings of teaching, but can be conceptually delimitated from these concepts, distinguishing formative and summative aspects. Obtaining feedback is a core component of teachers’ professional development. It is the basis for critical self-reflection, a prerequisite of reducing discrepancies between one’s performance and set goals, a tool to identify blind spots, and a means of correcting false self-assessments. Student feedback opens up opportunities for teachers to improve on their teaching by comparing students’ perspectives on instructional quality to their own perspectives. Feedback can also help teachers to implement democratic principles, and experience self-efficacy. Conditions are discussed that need to be fulfilled for student feedback to be successful.
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Bijlsma, Hannah. "The Quality of Student Perception Questionnaires: A Systematic Review." In Student Feedback on Teaching in Schools, 47–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_4.

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AbstractStudent perceptions of teaching are promising for measuring the quality of teaching in primary and secondary education. However, generating valid and reliable measurements when using a student perception questionnaire (SPQ) is not self-evident. Many authors have pointed to issues that need to be taken into account when developing, selecting, and using an SPQ in order to generate valid and reliable scores. In this study, 22 SPQs that met the inclusion criteria used in the literature search were systematically evaluated by two reviewers. The reviewers were most positive about the theoretical basis of the SPQs and about the quality of the SPQ materials. According to their evaluation, most SPQs also had acceptable reliability and construct validity. However, norm information about the quality rating measures was often lacking and few sampling specifications were provided. Information about the features of the SPQs, if available, was also often not presented in an accessible way by the instrument developers (e.g., in a user manual), making it difficult for potential SPQ users to obtain an overview of the qualities of available SPQs in order to decide which SPQs best fit their own context and intended use. It is suggested to create an international database of SPQs and to develop a standardized evaluation framework to evaluate the SPQ qualities in order to provide potential users with the information they need to make a well-informed choice of an SPQ.
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Ishikawa, Yasushige, Reiko Akahane-Yamada, Misato Kitamura, Craig Smith, Yasushi Tsubota, and Masatake Dantsuji. "Sustaining Outside-of-Class CALL Activities by Means of a Student Self-Evaluation System in a University Blended Learning EFL Course." In Lecture Notes in Computer Science, 146–54. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07485-6_15.

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Case, Steve, Phil Johnson, David Manlow, Roger Smith, and Kate Williams. "30. Journeying into employability and careers." In Criminology. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198736752.003.0030.

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This chapter helps the criminology student think about what comes next by guiding him/her through some of the career options he/she is likely to have after completing his/her degree. It also provides a strategy for achieving the skills and attributes employers expect to see in contemporary undergraduates. The chapter first considers employers' perceptions of graduate employability skills before explaining how students can produce their graduate employability and refine it through a strategy of reflection, assessment, reaction, and evaluation (RARE). It then offers suggestions on how the students can journey into potential careers' opportunities with ‘criminal justice game changers’ by engaging with career development learning and experiences from people in these careers. It also describes an alternative approach that the student can take into account for different careers that require the attributes for self-employability.
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Warner, Steve Carlisle. "Infusing 21st Century Skills in a Smart Learning Environment for Secondary Mathematics Classrooms." In Cases on Smart Learning Environments, 99–116. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6136-1.ch007.

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The main objective of this chapter is to demonstrate how an instructional model, 2T2C, was used to infuse 21st century skills in the teaching of secondary school mathematics using a smart learning environment (SLE). It was imperative that cooperative and collaborating learning methodologies were included in the teaching model to ensure peer/teacher interaction to enhance student communication, the infusion of high-order thinking skills to guarantee that students can solve real-world problems and think at higher cognitive levels, the introduction of self-efficacy sessions to ensure that all students have the confidence and self-esteem to believe and have the self-assurance to solve mathematical real-world problems and take responsibility for their own learning, and the infusion of technology as a resource in the teaching and learning process: hence, 2T2C (thinking, technology, communication, and confidence). The scenarios presented highlighted the need for communication, high-level cognitive objectives, multiple evaluation practices, and thinking as key to the learning process.
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"Unit 7. Supporting Student Teachers' Self-Evaluation." In The School Mentor Handbook, 97–109. Routledge, 2012. http://dx.doi.org/10.4324/9780203062128-14.

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Lavonen, Jari, Antti Laherto, Anni Loukomies, Kalle Juuti, Minkee Kim, Jarkko Lampiselkä, and Veijo Meisalo. "Enhancing Scientific Literacy through the Industry Site Visit." In Multiple Literacy and Science Education, 225–39. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-690-2.ch013.

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Citizens in contemporary societies are encountering more and more issues that are somehow related to science and technology. Therefore, science and technology education plays an important role in providing students with the knowledge and the competences they need in their life. The research and development project discussed in this chapter focuses specifically on scientific literacy. It is considered as a crucial element of multiple literacies required in modern life. These proficiencies are often referred to in terms such as information literacy, media literacy, environmental literacy, political literacy, computer literacy etc. (see e.g., Lankshear &amp; Knobel, 2003). In order to enhance student scientific literacy the authors introduce a model of industry site visit for lower secondary school science education as a form of out-of-school learning. The potential of the site visit and other learning activities connected to it are discussed in the frameworks of scientific literacy, motivation and interest. The site visit and the activities, such as the use of ICT in reading and writing, are scrutinised with regard to the specified educational goals. The analysis of the motivational aspects of the site visit is based on self-determination theory. Self-determined learning could occur when an activity at a site is considered by a learner to be interesting, enjoyable, or personally valuable. Furthermore, the site visit offers role models which are critical for students’ choice of advanced studies and careers in science. Some empirical results on both cognitive and affective learning outcomes, as well as challenges that were encountered are presented on the basis of first design and evaluation cycle.
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Tucker, Richard. "Prejudicial Evaluation." In Collaboration and Student Engagement in Design Education, 76–104. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0726-0.ch004.

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This chapter considers a simple but important question: can students fairly assess each other's individual contribution to team designs? The chapter focuses on a key problem when using online self-and-peer assessment to individualising design grades for team assignments, namely rater bias – the possibility of students being biased when assessing their own and their peers' contributions. Three rater-bias issues are considered in depth: (1) self-overmarking; (2) gender bias and gender differences; and (3) out-group bias in the peer assessment of international students in multicultural cohorts. Each issue is explored via the analysis of eight years of quantitative data from the use of an online self-and-peer assessment tool. Evidence is found of self-overmarking and of out-group bias in nonhomogeneous cohorts. However, no evidence is found of gender bias. The chapter concludes with recommendations for design teachers around the assessment of individual contributions to teamwork using self-and-peer assessment.
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Pakkala-Weckström, Mari J. "Introducing a Student Self-Evaluation Grid for Translation Assignments." In Advances in Linguistics and Communication Studies, 270–87. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5225-3.ch012.

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This chapter will report the results of a study introducing a student self-evaluation grid for translation assignments, based on previous work by Marc Orlando. The grid described here was developed with and for second-year students of English Translation at the University of Helsinki during the autumn terms of 2015 and 2016. This process and the results are described in the light of a pilot study conducted with the students. Based on student feedback, the grid seems to provide a structured framework for evaluating both one's translation process and the translation product, but there are also areas to be developed in this system.
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Conference papers on the topic "Student Self Evaluation (SSE)"

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McLachlan, Kathryn, Linda Yeomans, and Keith-Zhi-Guo Lim. "A competency development approach to learning for employment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5421.

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Higher Education Institutions are increasingly aware of industry expectations regarding work-ready graduates. Work Integrated learning and co-operative education initiatives are widely acknowledged for improving professional skills and work readiness, however, graduates often lack the ‘soft’ skills (communication, collaboration, problem solving) deemed essential for enhanced productivity and innovation in the workplace, i.e. employability skills (Jackson, 2010). Anecdotal evidence from the Professional and Community Engagement (PACE) program at Macquarie University identified the difficulties
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Prabhu, Rohan, Scarlett R. Miller, Timothy W. Simpson, and Nicholas A. Meisel. "The Earlier the Better? Investigating the Importance of Timing on Effectiveness of Design for Additive Manufacturing Education." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85953.

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Additive Manufacturing (AM) is a novel process that enables the manufacturing of complex geometries through layer-by-layer deposition of material. AM processes provide a stark contrast to traditional, subtractive manufacturing processes, which has resulted in the emergence of design for additive manufacturing (DfAM) to capitalize on AM’s capabilities. In order to support the increasing use of AM in engineering, it is important to shift from the traditional design for manufacturing and assembly mindset, towards integrating DfAM. To facilitate this, DfAM must be included in the engineering desig
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"AN AGENT FRAMEWORK FOR PERSONALISED STUDENT SELF-EVALUATION." In 2nd International Conference on Agents and Artificial Intelligence. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002726003190322.

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Duran, Rodrigo, Jan-Mikael Rybicki, Juha Sorva, and Arto Hellas. "Exploring the Value of Student Self-Evaluation in Introductory Programming." In ICER '19: International Computing Education Research Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3291279.3339407.

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Davis, Kirsten A. "Using low-stakes quizzing for student self-evaluation of readiness for exams." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142954.

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Shih, Hui-Ru, Wei Zheng, Evelyn J. Leggette, and Gordon Skelton. "Enhancing Student Performance by Promoting Self-Regulated Learning." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62446.

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Self-regulated Learning (SRL) focuses on the use of self-evaluation and self-motivation to aid the student in developing the correct habits, techniques, and tools necessary for success in a learning environment. With self-regulated learning, students can evaluate their study and learning strategies. Training programs that promote self-regulated learning have been found to be beneficial for students’ learning. SRL is currently viewed as a vital prerequisite for the successful acquisition of knowledge in school and beyond. However, SRL is not well known and utilized by the Engineering and Techno
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Belda, Rosa M., and Fernando Fornes. "ANALYSIS OF LECTURER EVALUATION VS. STUDENT PEER- AND SELF-EVALUATION OF TEAMWORK AND LEADERSHIP IN UNIVERSITY FIRST-YEAR STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0892.

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Jerkunkova, Aleksandra, Irena Katane, and Regina Baltusite. "Changes in the engineering students’ procrastination self-evaluation within the experimental approbation of career education program." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.041.

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One of the modern education problems being investigated is a phenomenon of student procrastination and minimisation of its influence on achievement of career goals. A transformative pedagogical experiment was carried out involving 1st year engineering students of Latvia University of Life Sciences and Technologies during the 2018/2019 academic year. The aim of the transformative pedagogical experiment was to promote the reduction of student procrastination levels and achievement of their goals by practical experimental approbation of a career education program. During the experiment, self-eval
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Zhou, Yuan. "An Analysis of Self-assessment Model of College Students -- Based on the Innovation Perspective of Independent Academy Student Evaluation System." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.99.

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Dolezal, Dominik. "The Learning Office Approach to Modern 21st Century Education: Third Evaluation of a Self-Driven Concept for Student-Centered Engineering Education." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274211.

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