The National Student Survey: validation in Portuguese medical students

Martins, Maria João; Marques, Tiago Reis; Leal, Inês; Pessanha, Inês; Brochado, Bruno; Oliveira-Santos, Manuel; Teixeira, Paulo Fonseca; Fernandes, Diogo Hipólito; Silva, João Carlos; Sampaio, Filipa; Brandão, Mariana; Morais, Inês Motta de; Laranjinha, Inês; Teixeira, Nélson; Fernandes, Tiago Pimenta; Carneiro, Diogo Reis; Calvão, Joana; Pratas, Miguel; Palmela, Carolina; Lima, António Fontes; Pires, Guilherme D.; Reis, Joel; Raimundo, Miguel; Afonso, Raquel Rocha; Silva, Miguel Costa e; Quintas, Catarina; Rodrigues, Tiago M.; Coelho, Nuno; Ramos, Sónia Afonso; Policiano, Catarina; Rato, Catarina; Faria, Daniel; Lopes, Alice Casimiro; Rodrigues, Joana Ramos; Nunes-Ferreira, A; Costeira, Filipa de Sousa; Marques, Renata Lacerda; Cordeiro, H. G.; Richardson, John T. E.

doi:10.1080/02602938.2018.1475547

Cited by 3 publications

(3 citation statements)

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“…Indirect measures normally require students to reflect on how well they perform and mostly use surveys (Allen, 2004;Suskie, 2009). Institutions tend to use multiple assessment measures to triangulate for accurate results (Batini et al, 2009;Al-Lail & Oudghiri, 2016;Beauchman & Waldenberger, 2017;Liu, 2017;Martins et al, 2019). All the aforementioned studies provided descriptive measures of student performance.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The literature has mostly provided descriptive assessment results for the purposes of accountability (Batini et al, 2009;Al-Lail & Oudghiri, 2016;Beauchman & Waldenberger, 2017;Liu, 2017;Martins et al, 2019). Only limited research has been published that used data disaggregation on the difference of institutional and individual factors on student competency performance in authentic assessment and efforts to use the authentic assessment results in "close the loop" conversations with faculty and internal committees for quality improvement.…”

Section: Discusion and Conclusionmentioning

confidence: 99%

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Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

Pham

2021

VJE

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Over the past several years, various stakeholders have continued to express concerns about the quality of U.S. higher education. Under the accountability and transparency pressures, institutions must provide evidence of student learning, especially the value of general education programs upon graduation. Therefore, a case study at a U.S. comprehensive university was conducted to assess five general education competency skills (written, oral, quantitative literacy, critical thinking and information literacy). To facilitate “close the loop” conversations with faculty and committees, in addition to descriptive analysis, the university disaggregated the assessment data in a non-traditional way by examining the relationship of student factors (race, year and college) and student learning. The researcher used ANCOVA and ANOVA to identify significant differences. Results indicated year and race were related to student outcomes, except for critical thinking skills. The researcher provided suggestions for use of the study’s findings to close the loop in the general education program.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Discusion and Conclusionmentioning

confidence: 99%

Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

Pham

2021

VJE

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“…Improving student satisfaction can improve the overall marks National Student Survey (NSS), which is part of the action plans of most Universities in the United Kingdom (UK). The NSS is a valid measurement of perceived academic teaching quality (Martins et al 2019;Richardson et al 2007). Quality assurance in teaching and learning in the UK higher education, as in most developed countries, has been a topic of continuous reflection with debates, studies and interest in the past decade (Barrie et al 2006;Duhs and Guest 2003;Harvey and Knight 1996;Woodhouse 1999).…”

Section: Introductionmentioning

confidence: 99%

Accuracy of self-evaluation in a peer-learning environment: an analysis of a group learning model

2021

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There is a global competitive demand for graduates with soft skills, and higher education institutions are tasked to reduce the employee skill gap. Thus, we investigated the students' perceptions of peer assessment in facilitating engagement in soft-skill development through group work activities. Using group work to measure the effectiveness of students' feedback on their assessment, we posit that students perceive self-assessment in group work as a tool that represents fairness. By focusing on learning in a peer-assisted learning environment, the study is a two-period different observation on the effectiveness and validity of peer assessment practice. We applied a group learning model over two academic sessions to investigate if students can self-evaluate accurately in a peer-learning environment. The employed methods included both qualitative and quantitative analysis. The findings of the study differ from previous findings that students cannot self-assess accurately. Empirically, there was no significant difference between the peer marks and tutor marks. The study also found that peer learning improves students' quality of assessment as they reflect on their work better.

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Subscales in the National Student Survey (NSS): Some considerations on their structure

Pollet

Shepherd

2022

Journal of Further and Higher Education

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The National Student Survey: validation in Portuguese medical students

Cited by 3 publications

References 10 publications

Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

Accuracy of self-evaluation in a peer-learning environment: an analysis of a group learning model

Subscales in the National Student Survey (NSS): Some considerations on their structure

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