Self-assessment is an important tool for evaluating behaviour and for gaining self-knowledge. However, self-assessment is prone to biases that contaminate the accuracy of the evaluation. The aim of this study was to evaluate whether the presence of a standard – an objective description of a standard of competent practice – within self-assessment measures would reduce such biases and enhance the validity of self-assessment. Psychology graduate students were randomly assigned to complete self-assessments of research and clinical supervision competency that either included, or did not include, a standard. The presence of a standard had no effect on self-assessment means, but amount of training was associated with perceived competence within the same domain among those who completed the survey with the standard. The findings suggest that the inclusion of a standard has a complex effect on self-assessment scores that does not simply reduce self-enhancement effects but nonetheless improves the construct validity of the measure.

Research into learner autonomy has confirmed the importance of learner competencies such as effective strategy use, goal setting and planning, maintaining motivation, and the ability to reflect and self-evaluate to the development of autonomy. The introduction of key competency frameworks to develop learner autonomy has been a focus of recent curriculum development from primary through to tertiary levels in the New Zealand education system. However, facilitating and managing the development of these learning competencies in a programme of study that has a number of different papers and staff, can be problematic. The learning portfolio is emerging as a possible medium to provide the required framework. This study investigated the effectiveness of an ePortolio in enhancing learner autonomy in the context of a language learning programme. The aim of this study was to gain insight from a student perspective into the usfulness of ePortfolios as a tool to enhance student learning. Investigating learner autonomy and the development of self-reflection resulting from the use of ePortfolios was the main focus of the study. It also examined some of the practicalities of using an ePortfolio to develop the desired learner competencies, and discussed whether an ePortfolio provides an effective framework to record, monitor and provide feedback to students. The results of the study reinforce the findings of previous studies in that there are benefits of ePortfolios as they encourage reflection. ePortfolios also have the potential to support the reflective process by making learning outcomes visible and they promote goal-setting. However, despite these apparent benefits, the findings suggest that there are many challenges, which have the potential to negatively influence its effectiveness. The ePortfolio in this study was used with varying degrees of success. The findings have raised several issues regarding the introduction of an ePortfolio. The time it takes for teachers to give individual feedback and maintain an adequate level of feedback throughout the semester was one major challenge. The extent to which learners need to be trained in the purpose of the ePortfolio and its link to reflection and developing autonomy was another issue that was raised. In addition, getting students to reflect on their learning holistically also proved to be problematic. Overall however, findings as to the effectiveness of the ePortfolio in promoting autonomous learning appear promising, but they have highlighted the need to make changes to the ePortfolio itself. Its integration into the curriculum needs to be reconsidered to maximize its use and gain maximum benefit.

Diss. (sammanfattning) Umeå : Univ., 2008. / Härtill 4 uppsatser. Felaktigt serienummer i boken.

Thesis (M.S.)--University of Michigan, 1986.

Thesis (M.S.)--University of Michigan, 1984.

Thesis (M.S.)--University of Michigan, 1986.

Thesis (M.S.)--University of Michigan, 1984.

The thesis contains a literature review findings and quotes from literature and other sources from the employee self-assessment, self-assessment of organization and occupational safety and health (H&S). The practical part describes the current state of safety and health in the selected organization, possibilities of H&S self-assessment in the selected organization, analysis and evaluation of H&S self-assessment and specific suggestions to improve the current state of H&S in the selected organization.

Multimedia learning may be more effective than text-only methods. Researchers have not examined the effects of metacognitive strategies on self-regulated learning (SR) within multimedia learning environments (MLE). The purpose of this quasi-experimental study was to examine potential differences in learning and SR skills between students who use a script as a self-assessment tool and students who do not, while creating a conceptual map. The cognitive-affective theory of learning with media was used to frame the study. The sample included 87 secondary school students from a public school in Puerto Rico, enrolled in 11th and 12th grade English courses. Control and treatment groups completed a questionnaire to measure group difference in goal orientations at the beginning of the study. A t-test results indicated differences between the groups in disposition, and motivation variables. SR was measured before and after the implementation process through questionnaires. A 1-way ANOVA showed no differences in SR skills used by both groups. Results showed no differences in learning in both groups. A multiple regression was run to predict learning from group, disposition, and motivation variables. Results indicated the variable group as the most significant predicting the learning process. These results may encourage more research on SR strategies including a focus on different academic content, self-assessment instruments, and variables related to SR in MLE. These findings can contribute to positive social change in guiding teachers, students, and multimedia designers to develop MLE and SR processes to enhance student performance and obtain better academic results.

The study that has been undertaken sets out to explore teacher attitudes towards the subject of self-assessment. It also aims at finding out specific strategies and tools used, and what the teachers feel would aid with the promotion and implementation of self-assessment in the modern language classroom.To this end we conducted a number of interviews, in the south of Sweden, with teachers of varying experience who actively practice self-assessment in their classrooms. The teachers were positive to the concept of self-assessment, but stressed a number of areas that presented problems, available time and the ambiguity of the syllabi being examples. They adopted a number of strategies in order to overcome these problems. Furthermore, they identified a number of key advantages in using the approach, both from their perspective and that of the students’. It strengthens student confidence, clarifies goals and promotes active learning.