Classrooms are ecosystems. Classrooms have well defined boundaries and host living and nonliving elements. These elements interact as classroom lessons and day to day ongoings occur. These interactions have potential to be synergized to increase learning outcomes. The purpose of this research is to develop a self-reflective instrument for teachers to consider the elements, interactions, and synergy of lessons. An instrument was developed based on models of other survey instruments (Cantu, 2015) (Appendix A). Content validity experts were recruited, and the instrument was refined as a self-reflective tool. As a self-reflective instrument teachers can use reflective practice to further intentional teaching within their lessons and classroom.

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Submitted by Karen Britto (karenbritto@unipampa.edu.br) on 2018-11-22T10:54:19Z No. of bitstreams: 1 João Timóteo de Los Santos - 2018.pdf: 4324895 bytes, checksum: 81fed5fb8613b569163df121b2e65cbf (MD5) / Made available in DSpace on 2018-11-22T10:54:19Z (GMT). No. of bitstreams: 1 João Timóteo de Los Santos - 2018.pdf: 4324895 bytes, checksum: 81fed5fb8613b569163df121b2e65cbf (MD5) Previous issue date: 2018-06-27 / Este trabalho de pesquisa, desenvolvido no Mestrado Profissional do Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional, da Universidade Federal de Santa Maria, na linha de pesquisa referente à Gestão pedagógica e contextos educativos, sob a orientação da professora Dr.ª Maria Eliza Rosa Gama. Apresenta como temática geral de pesquisa o estudo aprofundado com relação à avaliação de cursos de graduação, tendo como temática específica o estudo voltado para as diretrizes para o desenvolvimento de processos de autoavaliação de cursos de graduação desenvolvidos pela Universidade Federal do Pampa (Unipampa), no curso de graduação em Administração, do campus de Santana do Livramento - RS. O foco da pesquisa está nas expectativas da comunidade interna da instituição para compor um processo de autoavaliação para os cursos de graduação, tendo como objetivo a compreensão das demandas para a institucionalização dos processos de gestão de autoavaliação de cursos de graduação na Unipampa. Para chegar a uma resposta, foram desdobradas três perguntas que são: Que concepções acerca da institucionalização de processos de avaliação e autoavaliação de cursos de graduação revelam as práticas de gestão na Unipampa? Como se caracterizam os processos de Autoavaliação realizados pela Unipampa? e que implicações a Autoavaliação têm na organização e funcionamento do Curso de Graduação? Para chegar às respostas dessas questões foram definidas ferramentas de coleta de dados e fontes de consulta específicas para cada tipo de questionamento. A análise dessas respostas trouxe subsídios para solucionar uma quarta questão, que se refere a Que possibilidades para a gestão institucional de processos de autoavaliação de cursos são evidenciadas? Solucionado esse último questionamento, foi possível elaborar o produto final do trabalho, que compreende um conjunto de diretrizes para auxiliar a gestão de um processo autoavaliativo para os cursos de graduação da Instituição que atenda as expectativas da comunidade acadêmica. / This research work, developed in the Professional Master's Program of the Graduate Program in Public Policies and Educational Management, Federal University of Santa Maria, in the line of research concerning pedagogical management and educational contexts, under the guidance of the teacher Dr. Maria Eliza Rosa Gama. It presents as general topic of research the in-depth study with respect to the evaluation of undergraduate courses, having as specific theme the study focused on the guidelines for the development of self-assessment processes of undergraduate courses developed by the Federal University of Pampa (Unipampa), in the course degree in Administration, from the campus of Santana do Livramento - RS. The focus of the research is on the expectations of the internal community of the institution to compose a process of self-assessment for the undergraduate courses, aiming at understanding the demands for the institutionalization of the management processes of self-assessment of undergraduate courses at Unipampa. In order to arrive at an answer, three questions were unfolded: What conceptions about the institutionalization of evaluation processes and self-assessment of undergraduate courses reveal the management practices at Unipampa? How are the Self-Assessment processes performed by Unipampa characterized? and what implications does the Self-Assessment have on the organization and operation of the Undergraduate Course? In order to arrive at the answers of these questions, data collection tools and specific query sources were defined for each type of questioning. The analysis of these answers provided support to solve a fourth question, which refers to What possibilities for the institutional management of course self-assessment processes are evidenced? Once this last question was solved, it was possible to elaborate the final product of the work, which includes a set of guidelines to assist the management of a self-assessment process for the undergraduate courses of the Institution that meets the expectations of the academic community.

Orientador: Angélica Maria Bicudo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-26T11:58:09Z (GMT). No. of bitstreams: 1 Sari-Eldin_OlimpiaFloraGuimaraes_M.pdf: 2251373 bytes, checksum: a45f9ca2643f9b8d9b185238da476530 (MD5) Previous issue date: 2013 / Resumo: Resumo Introdução: O atual contexto da prática médica na sociedade contemporânea tem determinado importantes modificações nos cursos para profissionais médicos, para que respondam às demandas técnicas e relacionais, a fim de estabelecer uma prática médica bem sucedida. Objetivos: avaliar a percepção do estudante sobre sua aprendizagem em habilidades médicas nos primeiros quatro anos do curso de medicina. Método: Estudo descritivo, avaliativo e transversal. Por meio de um instrumento (INSTRUMENTO DE AUTOAVALIAÇÃO DAS HABILIDADES MÉDICAS - IAAHM), elaborado pelos autores, que abrange quatro dimensões do processo de comunicação, cognitivo, interpessoal, autogerenciamento/automonitoramento e Técnico, por meio de método quantitativo, e qualitativamente por entrevistas com roteiro semi estruturado, com base na "fenomenologia semiótica". Resultados: Todos os estudantes 4º ano de medicina, 105, responderam ao instrumento de autoavaliação e 20 foram entrevistados. Os dados coletados mostram que as habilidades foram adquiridass, com destaque Cognitiva e Interpessoal. A confiabilidade do instrumento medida pelo teste de Cronbach foi de 0,83. Houve diferença significativa entre as dimensões e os melhores resultados foram para Cognitiva (4,14) e Interpessoal (4,11). Os estudantes relataram que o treinamento no Eixo é um diferencial na sua formação e sentem-se preparado para o internato. Ressaltou a aquisição de habilidades técnicas principalmente às normas de biossegurança, estruturação do prontuário médico, elaboração da anamnese, exame físico e a semiotécnica. Conclusões: Os estudantes avaliaram positivamente o módulo educacional de habilidades nos primeiros quatro anos e sentem-se preparados para o internato. Reconhece a Psicologia integrada ao Eixo Habilidades como instrumento facilitador do aprendizado associada ao conhecimento da prática médica / Abstract: Abstract Introduction: In the current context of medical practices' role in contemporary society, it was concluded there is a need for important modifications on professional medical education concerning technical and relationship requirements in order to establish a satisfactory scope of medical practices. Objectives: To evaluate the student's perception of his/her learning medical skills in the first four years of the medicine course. Method: A descriptive, appraising, cross-sectional study was carried out using a MEDICAL SKILLS SELF-ASSESSMENT TOOL (MSSAT), which was developed by the authors of this study, including four dimensions from the communication process such as Cognitive, Interpersonal, Self-management/Self-monitoring by means of quantitative evaluations, and also qualitatively, through a semi-structured interview guide. Results: Based upon the "semiotic phenomenology" criteria, interviews were carried out with 20 medical students; whereas the self-assessment tool was answered by 105 4th-year students of medicine. From data collected it was concluded that students have developed abilities, especially Cognitive and Interpersonal ones. Cronbach's alpha coefficient for reliability was 0.83, which is considered a very good result. Furthermore, there was a significant difference between the dimensions and the best results were for the Cognitive (4.14) and Interpersonal (4.05) ones. The students reported that the differential Axis training is very positive to their future career's profile, feeling prepared for the internship period. Emphasis was given to technical abilities acquisition regarding biosafety rules, medical records structuring, anamnesis development, physical examination process, and semio-technical vocabulary. Conclusions: The educational skills module was positively evaluated by the students during the first four years, helping them get prepared for the internship period. It was also recognized that Psychology integrated to the Abilities Axis is an effective tool to facilitate the acquisition and use of knowledge required for medical practices / Mestrado / Ensino em Saúde / Mestra em Clínica Médica

This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections. Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone

Present highly competitive environment has significantly contributed to the state in which success of entrepreneurial subjects is conditioned among others by their ability to identify and eliminate gaps in their performance as fast as possible. It is inevitably connected with the necessity to know the firm itself, which is one of the unexceptionable condition of reaching and maintaining competitiveness. The dissertation thesis reacts to above shown fact and to generally perceived want of suitable methodology of organizational self-assessment aimed at improvement for small and middle enterprises. The issue of organizational self-assessment is analyzed and assessed complexly in this dissertation thesis. Also less known connections and relationships as to the issue of organizational self-assessment are given here, which provides a desirable comprehensive view. In the dissertation thesis there are also specified relevant definitions relating to the subject of the dissertation thesis. The definitions are specified in mutual relationships, which increases their value in light of their contribution both to theory and to practice. In relation to the analysis of the present state in the sphere of organizational self-assessment, the dissertation thesis introduces the most spread and best known models used for organizational self-assessment. A very important part of the analytical part is created by the determination of basic approaches to organizational self-assessment with closer specification of diagnostically oriented self-assessment. A pivotal part of the dissertation thesis is represented by my own draft of the methodology of organizational self-assessment aimed at formation and maintenance of competitiveness. This methodology is based on diagnostically oriented organizational self-assessment and is intended above all for small and middle manufacturing enterprises that are certified according to the ISO 9001/2000 standard. Submitted methodology was verified with positive result in a middle manufacturing enterprise. The methodology itself is based on a frame model and on an algorithm that should facilitate the implementation and regular realization of the organizational self-assessment.

Der Übergang von Schule zu Hochschule verläuft unbefriedigend, wenn die Passung von Studieninteresse und Fähigkeiten der Studienanfänger_innen mit den Anforderungen des Studiums nicht optimal ist. An der Universität Jena werden ein Online Self-Assessment und ein lernbezogenes Beratungsangebot, aufbauend auf einer multimethodischen Bedarfsanalyse, entwickelt. Erste Ergebnisse zeigen den Zusammenhang von unrealistischen Erwartungen, geringer Studienzufriedenheit und erhöhter Abbruchneigung. Lernbezogene Präventionsstrategien hängen negativ mit erlebter Belastung durch Lernschwierigkeiten zusammen. Der Artikel stellt Ergebnisse der Bedarfsanalyse und die entstehenden Unterstützungsangebote vor.

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.