Comparison between students' self‐evaluation and faculty members' evaluation in a clinical endodontic course at King Saud University

Almohaimede, Amal A

doi:10.1111/eje.12733

Cited by 2 publications

(2 citation statements)

References 37 publications

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“…Despite this, they all have access to sufficient materials (often including assessment rubrics) to conduct a reasonably objective evaluation of their students' proficiency in these areas. Self-evaluation, co-assessment, the use of multiple examinations, and assessment rubrics have all been used in the past, but all methods have their limitations (Almohaimede, 2022;Arce, Suárez-García, López-Vázquez, & Fernández-Ibáñez, 2022). However, educators are unhappy with the lack of focus on cultivating students' capacity for critical thinking.…”

Section: Resultsmentioning

confidence: 99%

The Perceptions of Critical Thinking and Inclusive Practice among Primary School Teachers

Alfiah¹

2023

basicedu

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Curricula where inclusiveness towards all students is a priority, the most useful ability to tackle problems in the twenty-first century. This research aims to present primary school education applied by primary school teachers for the teaching and evaluation of critical and inclusive thinking. Using a qualitative method, the authors looked for candidates who have a real commitment to improving the profession of primary school teachers in the elementary school age range (about 7-12 years). Then, the author conducted in-depth interviews in September and October 2022 with ten elementary school teachers, of which 5 were from public schools and 5 were from private schools in Surabaya, Indonesia. Research shows that primary school teachers will recognize the need to develop students' critical thinking skills but are not adequately equipped to meet this demand. Elementary school teachers choose deliberation and cross-group interaction as key methods for developing critical thinking. These primary school teachers link the relationship between critical thinking and fair and high-quality schools. Critical thinking is very important if want to change society in a way that can assess reason, values, pluralism, and diversity.

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Section: Resultsmentioning

confidence: 99%

The Perceptions of Critical Thinking and Inclusive Practice among Primary School Teachers

Alfiah¹

2023

basicedu

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“…To make the assessment more reliable and valid, an analytical grading rubric was specifically designed for the used DOPS form (Jonsson & Svingby, 2007). This also helped make the assessment criteria explicit to both students and faculty, thus enabling feedback and self‐assessment (Almohaimede, 2021; Jonsson & Svingby, 2007).…”

Section: Methodsmentioning

confidence: 99%

Bridging the gap between self‐assessment and faculty assessment of clinical performance in restorative dentistry: A prospective pilot study

Alfakhry

Mustafa

Alagha

et al. 2022

Clinical & Exp Dental Res

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Purpose/Objectives The current study was undertaken to investigate whether self‐assessment of clinical skills of undergraduate dental students could be bridged with faculty assessment by deliberate training over an extended period. A secondary aim was to explore students' perception of self‐assessment and its effect on their learning and motivation. Material and Methods A prospective pilot study was conducted at the Department of Restorative Dentistry at Damascus University. Sixteen students participated in the study, ranging in age between 22 and 23 years. A modified Direct Observation of Procedural Skills form with a grading rubric was used to register and guide students' self‐assessment; both were pretested on four students before the study. In total, four clinical encounters were completed by each student. Students were trained on how to conduct proper self‐assessment before and after each clinical encounter. A postcourse questionnaire was used to investigate students' perception of self‐assessment. Results Bias in self‐assessment decreased consistently after each encounter, and the difference in bias between the first (bias = 0.77) and the last encounter (bias = 0.21) was significant with a medium effect size (p = .022, d = 0.64). The percentage of disconfirming performance dimensions decreased from 39.7% to 26.9%. Students' ability to exactly pinpoint strengths improved consistently and significantly. However, their ability to pinpoint areas of improvement was volatile and showed no significant difference. Bland–Altman graph plots showed higher levels of agreement between self‐assessment and faculty assessment. Moreover, students' perception of self‐assessment was very positive overall. Conclusions These findings suggest the possibility that the gap between self‐assessment and faculty assessment could be bridged through deliberate training. Future longitudinal research using a larger sample size is still required to further explore whether self‐assessment can be actively bridged with faculty assessment by deliberate training.

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Comparison between students' self‐evaluation and faculty members' evaluation in a clinical endodontic course at King Saud University

Cited by 2 publications

References 37 publications

The Perceptions of Critical Thinking and Inclusive Practice among Primary School Teachers

The Perceptions of Critical Thinking and Inclusive Practice among Primary School Teachers

Bridging the gap between self‐assessment and faculty assessment of clinical performance in restorative dentistry: A prospective pilot study

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