<i>e</i>-Self-Assessment as a Strategy to Improve the Learning Process at University

Martínez, Verónica; Mon, María Ángel Campo; Álvarez, Marina; Fueyo, Eva; Dobarro, Alejandra

doi:10.1155/2020/3454783

Cited by 11 publications

(13 citation statements)

References 28 publications

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“…Accordingly, self-assessment became more visible and deeper, helping to identify and narrow the gap between their knowledge acquisition and knowledge application, and consequently, address various misconceptions they had previously had in a traditional education environment and lead them toward active elements in the learning procedure (Azriel et al, 2005 ; Davydova, 2018 ; Groenendijk et al, 2020 ; Oyelere et al, 2018 ; Palaigeorgiou & Papadopoulou, 2019 ). Hence, self-assessment directs the students in their activities by playing the role of a meta-cognitive tool (Martínez et al, 2020 ). While creating a mentality that inspires learners to experience new things, this tool eliminates the fear of failure and gives them the power to get involved in fun learning experiences (Javid, 2014 ; Lee & Hammer, 2011 ).…”

Section: Resultsmentioning

confidence: 99%

Architectural design game: A serious game approach to promote teaching and learning using multimodal interfaces

Goli¹,

Teymournia²,

Naemabadi³

et al. 2022

Educ Inf Technol

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The present article introduces and develops an educational tool as an interactive digital game for architectural design, allowing the architectural students to challenge their knowledge and experiences. The framework of this educational tool supports a serious open-ended game, which helps students get involved with the game through self-assessment and a multi-modal natural user interface, including gesture recognition and speech recognition in a familiar CAD environment without any right or wrong solutions. The students can immediately compare their game results with the architecture of iconic buildings and get familiar with the complexity of the design process through five different games in the initial version of this tool without the fear of being judged. According to the results of the questionnaire, this tool can simulate the design process, enhance its quality, and thus, assist the learners with developing their required skills with a wide variety of motivations and opportunities for engagement while helping them connect their experiences and activities to their learning and development in a meaningful way to fill the gap between their knowledge acquisition and knowledge application.

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Section: Resultsmentioning

confidence: 99%

Architectural design game: A serious game approach to promote teaching and learning using multimodal interfaces

Goli¹,

Teymournia²,

Naemabadi³

et al. 2022

Educ Inf Technol

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“…It has been shown that SAQs assists students to take an active role in their learning process and promote self-directed learning. 16 Also, it serves as a revision tool to study for assessments. 17 As in 2019, students also asked for a reduction in the number of the activities and the addition of short explanatory videos before each unit (Figure 2).…”

Section: Discussionmentioning

confidence: 99%

Improving an online higher education pharmacology course based on students’ perception

Traetta

Viola²,

Minoia³

2023

Int J Basic Clin Pharmacol

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Background: The COVID-19 pandemic outbreak transformed education thoroughly. Our in-classroom Pharmacology course had to be adapted precipitously into a completely online modality. Hence, we aimed to evaluate its efficacy for learning and improve it based on our students’ perception. Methods: Semi-open questionnaires were designed and applied at the end of the 2020 and 2021 courses to assess students’ satisfaction on the following fields: eLearning platform, lectures, synchronous discussion section, asynchronous collaborative work, and assessments. Data from the first online course was analyzed and evidence-based improvements were performed for the 2021 course. Quantitative comparison of cohorts was carried out. Furthermore, students’ perception from the last in-person course (2019) was analyzed. Results: The 2019-course questionnaire demonstrated a good acceptance towards an incipient use of the virtual campus. Comparison of the complete online cohorts revealed a significant increase in positive answers in six items: complementarity of lectures with discussion sections (85% vs. 100%), teaching strategy (30% vs. 84%), adequacy of faculty’s role (47% vs. 79%), pre- and post-class activities (30% vs. 55%), wording of exercises (30% vs. 55%) and assessments (50% vs. 97%). Moreover, a modification of the students’ requests expressed in the comment section was observed. Conclusions: Custom-designed semi-open questionnaires used to evaluate students’ perception and receiving feedback on the Pharmacology course provided high quality information to promote student-oriented changes that allowed for an improvement in the teaching-learning process.

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“…In detail, in higher education several studies have been identified (Leaf et al, 2009;Ibabe & Jauregizar, 2010;Wolffensperger & Patkin, 2013;Panadero & Romero, 2014;McKevitt, 2016;Li & Chen, 2016;Machera, 2017;Ndoye, 2017;Rivas & Arrufat, 2016;Sharma et al, 2016;Ozarslan & Ozan, 2016;Ndoye, 2017;Elgadal, 2017;Fraile, Panadero, & Pardo, 2017;Duque Micán & Cuesta Medina, 2017;Martínez, Mon, Álvarez, Fueyo, & Dobarro, 2020) that confirm the positive impact of self-assessment processes on learners' performance and learning.…”

Section: School Performancementioning

confidence: 91%

“…In addition, the collection of electronic portfolios promoted students' selfassessment practice and, thus, encouraged self-directed language learning. Also, in higher education, Martínez et al (2020) examined whether online self-assessment improves students' performance. Based on the main findings, online self-assessment improved students' performance and increased their level of satisfaction.…”

Section: Research In Sags and Sdlmentioning

confidence: 99%

The Impact of Self-Assessment with Goal Setting on Academic Achievement: Results of a Study on Primary School Students in Greece

Papanthymou¹,

Δάρρα²

2022

JEL

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The main purpose of the present study is to investigate the contribution of Self-Assessment with Goal Setting (SAGS), which was implemented with the “self-directed learning” (SDL) method, to the improvement of academic performance in the context of language teaching to sixth-grade students in primary school. The research methodology followed is an experimental design with two groups, one experimental and one control. The research was implemented in public primary schools in Rhodes and lasted for six weeks (from the beginning of March 2022 to the middle of April 2022). The research sample is a convenience sample consisting of 163 students (the control group made up of 78 students and the experimental group consisting of 85 students). According to the findings of the study, the students in the experimental group improved their performance, and this improvement was statistically significant. Specifically, it was observed that after the implementation of SAGS, the mean score for academic achievement of the students in the experimental group was higher than the mean score of academic achievement during the pretest period. Furthermore, the vast majority of students in the experimental group improved their academic achievements, while a very small number of students experienced a decrease in performance and an even smaller number of students did not experience any change in their performance after the intervention. Finally, the students in the experimental group also performed better posttest and improved their performance, in contrast to the students in the control group for whom both lower performance and a deterioration in their performance were observed compared to the experimental group.

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e-Self-Assessment as a Strategy to Improve the Learning Process at University

Cited by 11 publications

References 28 publications

Architectural design game: A serious game approach to promote teaching and learning using multimodal interfaces

Architectural design game: A serious game approach to promote teaching and learning using multimodal interfaces

Improving an online higher education pharmacology course based on students’ perception

The Impact of Self-Assessment with Goal Setting on Academic Achievement: Results of a Study on Primary School Students in Greece

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