Online-Self-Assessments werden zunehmend als Instrumente der niederschwelligen Studienberatung eingesetzt. Mittels einer fachbezogenen Testbearbeitung durch angehende Studierende im Internet mit anschließender Rückmeldung der Testergebnisse, sollen selbstregulierte Studienselektionsprozesse angestoßen und Studienabbruch vermieden werden. Zur qualitativen Überprüfung bestehender Online-Self-Assessments, wurde eine systematische Literaturrecherche im deutschsprachigen Raum durchgeführt, um Angaben über die Aussagekraft für den Studienerfolg machen zu können. Hierbei wurden 19 valide Untersuchen aus 5 Hochschulen, die bis Dezember 2016 erschienen, identifiziert und ausgewertet. Im Leistungsbereich erwiesen sich das schlussfolgernde Denken, als Facette der allgemeinen Intelligenz, und die mathematische Fachkompetenz, als Kombination von Intelligenz und Vorwissen, als gute Indikatoren bei der Vorhersage von Studienerfolg. Im Persönlichkeitsbereich ist die Messung von Leistungsmotivation, Selbstwirksamkeit, Stressbewältigung, Fachinteresse und realistischen Erwartungen an das Studium gewinnversprechend. Eine deutliche Steigerung der prädiktiven Aussagekraft kann durch die Kombination beider Messbereiche zu einem Gesamt-Assessment erfolgen. Abschließend werden die Limitationen diskutiert und ein Forschungsausblick gegeben.

In diesem Artikel wird die Bedeutung von Selbstmanagement als Schlüsselkompetenz in der Studieneingangsphase diskutiert. Basierend auf dem Modell von Kehr (2005) wird die Entwicklung eines internetbasierten Instrumentes zur Messung von Selbstmanagement (Dresdner SM) vorgestellt. Die Eignung dieses Testes wurde in einer Onlinetestung mit Studierenden der TU Dresden (N=195) überprüft. Es zeigen sich mittlere Zusammenhänge mit Studienerfolgskriterien. Ebenso wird der Zusammenhang zwischen Testung und Training im Fall von Selbstmanagement beleuchtet. Die Limitationen der Studie werden besprochen. / In this paper the key importance of self-management in first-year college achievement is examined. Based on the model of Kehr (2005) this study reports the development of an internet-based instrument measuring self-management in students (Dresdner SM). Students from diverse study fields at the TU Dresden (N=195) responded to that scale in an online assessment. Self-management was found to be a proper predictor for academic performance. Likewise the connection between testing and training in the case of self-management is elucidated. Limitations are discussed.

Der vorliegende Beitrag beleuchtet als Teil eines Blended-Learning Ansatzes vorrangig den Einsatz von Live-Umfragen (ARS – Audience Responce Systems) im Vorlesungsrahmen. Gerade naturwissenschaftlich geprägte Studiengänge (hier die Fachrichtung Physik) sind häufig durch Frontalunterricht geprägt. Das maßgebliche Ziel des Projektes war es, das Format durch gezielte Einbindung der Studierenden aufzulockern und die Diskussionskultur in der Lehrveranstaltung zu stärken. Einhergehend mit der Aktivierung erhalten die Lernenden eine unmittelbare Rückmeldung zu ihrem Wissensstand und die/ der Lehrende ein Feedback zu möglichen Wissenslücken. Die Live-Umfragen fanden über die Online- Plattform invote.de in Form von Single-Choice-Fragen statt. Erweitert wurde dieser Ansatz, indem diese Inhalte ebenfalls für eine asynchrone Wissensvermittlung im Lernmanagement-System (LMS) Moodle implementiert und mit Feedback flankiert wurden. Dies führte im Vergleich zu früheren Iterationen der Lehrveranstaltung zu einem höheren Aktivitätslevel des Plenums und fachlich fundierten Diskussionen. In Evaluationen zum Ende des Semesters sowie in persönlichen Gesprächen mit den Studierenden, wurde der Einsatz der Fragen in synchroner sowie asynchroner Form explizit als Zugewinn für die Qualität der Lehrveranstaltung herausgestellt.

The diploma thesis deals with the development of self-evaluation within the formative evaluation of primary school pupils during the first and second grade of primary school. The theoretical part is divided into four chapters. The first chapter characterizes the period of younger school age. The second chapter deals with the characteristics of evaluation and assessment with emphasis on school assessment, its goals, functions, types and risks. The third chapter introduces us to the concept of formative assessment and its key strategies. The final chapter focuses on the pupils' self-assessment. It describes the concept of self- assessment and introduces us to important factors that need to be taken into account when implementing self-assessment activities. The research part describes the research objectives, research questions and data collection methods. It characterizes the research sample in terms of school, class and pupils. It focuses on the description and reflection of the six established self-assessment techniques and the subsequent analysis of the development of self-assessment skills. The aim of the research part was to systematically develop the self-assessment skills of pupils for a period of six months; reflect on their work and analyze the progress of pupils in this area using the...

This study aimed to explore university undergraduates’ experiences of student involvement in assessment (SIA). Based on Biggs’ 3P model of student learning, this study focused on students’ experiences prior to SIA, during SIA and after SIA in three Business and Management modules. Applying this framework, different practices of involving students in assessment (peer assessment, self assessment or self designed assessment) were studied from the perspectives of the students concerned. Unlike other studies that normally test to what extent the designed outcomes of SIA have been met, the goal of this research was to reveal the inside picture of how students were coping with those SIA tasks and their learning. This picture was outlined from students’ perceptions of SIA, the main factors that might influence students’ engagement with SIA, and students’ reflections on SIA practice in the particular module. This study adopted mixed research methods with sequential explorative design. It employed the ETLA (Environment of Teaching, Learning and Assessment) questionnaire and follow up semi-structured interviews. There were in total 251 valid questionnaire responses from students and 18 valid student interviews. The data were collected from three undergraduate Business and Management degree modules in which different strategies were used to involve students in assessment. The three innovative modules were all from Scottish universities in which assessment practices were being re-engineered by involving students in assessment. Two of the modules had participated in the REAP (Re-engineering Assessment Practice) project. However, they were different from each other in terms of the way in which they involved students in assessment and the level or extent of student involvement in assessment that was entailed. The report and analysis of the findings has taken three main forms. First, the module context including the teaching, learning and assessment environment and student learning approaches and satisfactions in the particular module were compared and analysed using the questionnaire data. The results showed a strong association between the elements in the teaching and learning environment and student learning approaches. They also indicated that the quality of teaching, feedback and learning support played significant roles in the quality of student learning. Secondly, an analysis of the interview data was undertaken to examine why and how students would learn differently in different module contexts with different SIA practices, and how students were coping with their learning in the SIA tasks concerned. In addressing these questions, students’ previous experiences in SIA, and knowledge about SIA, peers’ influence, teachers’ support and training for SIA, interaction between and among students and teachers, the clarity of the module objectives and requirements and learning resources were found to be the major factors that might influence students’ engagement in the SIA. Additionally, the salient learning benefits and challenges of SIA as perceived by students were explored. Thirdly, based on the preceding findings, the analysis of each module aimed to further consider in what way the three modules differed from each other with respect to SIA practices, and how students responded in the three different module contexts in terms of their engagement with SIA. These three forms of analysis made it possible to gain a rich understanding of students’ experiences of SIA that could also feed into a consideration of what kind of support the students might need in order to better engage them into the SIA and better prepare them for life-long learning.

There is a large demand for the use of e-learning tools to support student learning, in the form of distance or blended learning. The need for e-learning environment that encourages learners to learn independently or in groups in virtual settings is crucial. Some e-learning environments provide repositories of 'resources'. They neither facilitate a strategy for learning or teaching, nor they guide students through the resources, and tutors in constructing their courses. E-learning environments need to incorporate pedagogical practices which support and allow students to learn by removing any barriers that might inhibit their learning. Therefore, one of the most important aspects in developing e-learning environments is defining appropriate models where technology and pedagogy are integrated. This thesis provides such a framework for developing e-learning applications; it aims to make it easier for tutors to implement their lesson content and engage learners to achieve the course objectives. The proposed model incorporates constructive alignment, assessment and feedback and unlike other e-learning environments guides the tutor to construct lessons and help learners to use effective learning environment. Furthermore, the thesis investigates on how supported learning can help students adapt to the different approaches to learning. The empirical work undertaken investigates the role of constructing a well designed self-assessment and feedback unit within a learning environment.

published_or_final_version / Business / Master / Master of Philosophy

Objective: To examine whether self-assessment of videotaped surgeries helps improve periodontal residents’ ergonomics. Methods: Residents (n=8) provided self-assessments of their own ergonomics while performing periodontal surgery using a questionnaire with open and closed items. Results were analyzed using quantitative and qualitative means. Results: Comparison of responses resulted in a change between Pre-video Surgery 1 and PSV1 (p<0.05) and between the three occasions for flat foot and horizontal shoulder positions (p<0.05). Resident goals were most numerous for improving positions of shoulder, back and neck and most notable responses for failure to achieve goals were the need for surgical access and being too focused the procedure. Conclusions: Videotape review is a valid means of self-assessment. Intervention solely in the form of a questionnaire and videotape review was insufficient in its ability to change the residents’ ergonomics. Barriers to implementation of proper ergonomics were identified.

Provider-based stigma is defined as the negative attitudes, beliefs, and behaviors of mental health providers toward clients they serve. Often unintentional and unknowingly conveyed, this phenomenon has been indicated in previous research (e.g. Lauber, Nordt, Braunschweig, & Rössler, 2006; Nordt, Rössler, & Lauber, 2006; Hugo, 2001; Schulze, 2007). Other instruments crafted to measure provider stigma have utilized theory in their development, without incorporating the voice of the client (e.g. Wilkins & Abell, 2010; Kennedy, Abell, & Mennicke 2014). To better address the social injustice posed by provider stigma, the profession requires a valid and reliable measure, guided by theory, which also reflects the client and family experience. This study attempts to do so, referencing the five themes of the experience-based model (Charles, 2013) to guide item development. These themes include: blame & shame; disinterest, annoyance, and/or irritation; degradation & dehumanization; poor prognosis/fostering dependence; coercion/lack of ‘real’ choice. The measure’s item pool was generated following Nunnally and Bernstein’s (1994) domain sampling method, in reflection of the experience-based model, and reviewed by a series of focus groups. The electronically hosted survey was distributed to a purposive sample of mental health service providers employed at Virginia’s public mental health agencies. Using a final sample of N = 220, factor analysis indicated a four factor solution, accounting for 32.454% of the items’ variance. Refinement resulted in a scale of 20-items demonstrating adequate internal consistency, measured by Cronbach’s alpha = 0.817. The four factors of the Mental Health Provider Self-Assessment of Stigma Scale (MHPSASS) were labeled: Irritation & Impatience (eight items); Choice & Capacity (five items); Adherence & Dependence (four items); Devalue & Depersonalize (three items). Hypothesized relationships were found between provider self-rating of burnout and MHPSASS score (Pearson’s r = 0.235, p = 0.001) as well as social desirability level and MHPSASS score (r = -0.169, p = 0.015), supporting the MHPSASS’ construct validity. As a measure of provider-based stigma, the MHPSASS displays adequate reliability and validity. Future studies are indicated, including replication. Limitations include agency response rate, unknowable individual level-response rate, social desirability, and the potentially burdensome length of the survey package.

This study examined periodontists' ability to self-assess their knowledge of periodontics. Self-assessment was measured as the difference between actual knowledge and perceived knowledge of two topics of clinical practice of periodontics: periodontal disease therapy and dental implant therapy. Other variables included were learning needs, motivation to learn, and background characteristics (number of years since graduation from a periodontics training program, classification as Diplomate or non- Diplomate, number of years since achieving Diplomate status, classification as private practitioner, academician, or private practitioner with a part-time academic position, and number of credit hours spent in continuing education per year). A questionnaire was e-mailed to 1,800 periodontists practicing in the USA. Two hundred and nineteen subjects participated in the periodontal disease therapy questionnaire and 200 in the dental implant therapy questionnaire. The results showed a significant difference between actual and perceived knowledge for both topics. Correlation coefficients showed no correlation between participants' actual knowledge and perceived knowledge of periodontal disease therapy and a low to moderate correlation between actual and perceived knowledge of dental implant therapy. Also, the results showed that need and motivation are not related to self-assessment ability, but actual knowledge may be related to moderate-high need and motivation; and, that among the background characteristics, Diplomate status is related to a better ability to self-assess, and fewer years since achieving Diplomate status is related to higher actual knowledge and perceived knowledge. In conclusion, periodontists' ability to selfassess their knowledge of periodontics is at best moderate. The concern that practitioners believe that they have higher knowledge in areas in which objectively measured knowledge is significantly lower continues to be valid.