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Introducing a Structured Format for Learner Selfassessment: the Tutor’S Perspective

100%
Jacobs C., Winnard Y., Elliott V.
European Journal of Open, Distance and E-Learning
|
2014
|
vol. 17
|
issue 2
160-171
EN
This paper describes our experience of introducing a structured format for students requesting formative feedback on draft work. Initially the aims were to encourage the development of selfassessment skills in distance-learning students and to develop the dialogue between student and tutor. In 2013 we considered the benefits of this initiative could be applied to campus based students with a similar profile. The experiences of staff involved in this process were collated and the advantages and challenges recorded. Our experience confirms this process results in high quality, specific and consistent feedback which can impact on students’ success in summative assessment. The development of trust in the process results in useful dialogue and increased self-esteem as students gain confidence in their critical-thinking skills. An unexpected benefit shows students utilise the process to express anxieties about, not only their studies, but personal and work challenges, thereby enabling us to provide additional support. The most challenging aspect for tutors is the time required to provide feedback in this format. This process highlights distinct benefits for students and in our view these outweigh the issue of tutor time, but resources need to be addressed before it can be used effectively for larger cohorts.
2
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Kształtowanie umiejętności autoewaluacji u uczących się języka obcego w wieku 55+

84%
Posiadała K.
Neofilolog
|
2020
|
issue 54/1
71-85
EN
Self-assessment is a key learning strategy for autonomous language learning, enabling learners to become more aware of the learning process, more ready to take responsibility for their own learning, empowered to make their own changes and to relate learning to individual needs. Also it may help learners to become more aware of their own strengths and weaknesses, as well as of strategies which best suit their particular learning styles and hence to become more reflective and autonomous explorers of language. This paper discusses why self-assessment is important in the toolkit of foreign language learners aged 55+ and presents techniques which help develop self-assessment skills in foreign language learning in this group of learners. One of the most effective self-assessment tools in working with students aged 55+ is The European Language Portfolio.
3
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Propozycja formularza samooceny dojrzałości organizacji do Big Data

84%
Mach-Król M.
Studia Ekonomiczne
|
2016
|
vol. 270
181-189
PL
W artykule zaproponowano poszerzenie modelu dojrzałości organizacji do Big Data o formularz samooceny organizacji, oparty na skali Likerta. Przedstawiono problematykę dojrzałości organizacji w kontekście Big Data, pokazano temporalny model dojrzałości BDTMM do Big Data oraz przedstawiono formularz samooceny. Główny cel artykułu jest dwojaki: prezentacja autorskiego modelu dojrzałości i wskazanie, czym różni się on od modeli istniejących, oraz prezentacja również autorskiego formularza samooceny dojrzałości, pozwalającego organizacji ocenić, na którym poziomie modelu BDTMM się znajduje.
EN
In the paper it is proposed to enrich the Big Data maturity model with a selfassessment form, based on Likert’s scale. The issues of organization’s maturity in the Big Data context is presented, the temporal Big Data maturity model is outlined, and the self-assessment form is presented and discussed.
4

Information Literacy of Polish Students in Social Sciences and Humanities

67%
Głowacka E., Kisilowska M., Magdalena P.
Zagadnienia Informacji Naukowej - Studia Informacyjne
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2018
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vol. 56
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issue 1(111)
33-51
EN
PURPOSE/THESIS: The aim was to study information competencies of Polish students of library and information science (LIS), history and journalism with two aspects taken into consideration: students' belief regarding the importance (BIM) of a set of core information competencies, and their self-efficacy (SE) in this field. APPROACH/METHODS: The IL-HUMASS questionnaire, slightly modified, was used. It consists of 26 information literacy aspects divided into four areas: information retrieval, evaluation and processing, and communication skills. RESULTS AND CONCLUSIONS: The results reveal, on one hand, some common attitudes apparently associated with students' current life phase. On the other hand, some differences emerged that can be connected with the field and character of the study. ORIGINALITY/VALUE: The results enable a preliminary evaluation of information literacy of the students in different study fields, as well as the comparison of their attitudes and skills to those of the respondents of similar foreign projects.
PL
CEL/TEZA: Celem badań było poznanie opinii studentów kierunków: historia, dziennikarstwo oraz informacja naukowa i bibliotekoznawstwo (i pokrewnych) dotyczących znaczenia poszczególnych kategorii kompetencji informacyjnych oraz ich samooceny w tym zakresie. KONCEPCJA/METODY BADAŃ: Przeprowadzono badania ilościowe z zastosowaniem kwestionariusza IL-HUMASS, obejmującego 26 rodzajów kompetencji informacyjnych. WYNIKI I WNIOSKI: W wyniku badań wskazano pewne znaczące statystycznie podobieństwa w ocenie ważności kompetencji informacyjnych wśród polskich studentów, wynikające z ich sytuacji życiowej, a także różnice związane ze studiowaniem na różnych kierunkach i w różnych dyscyplinach. ORYGINALNOŚĆ/WARTOŚĆ POZNAWCZA: Uzyskane wyniki pozwalają na wstępną ocenę kompetencji informacyjnych studentów wybranych kierunków, a także na porównanie ich postaw i umiejętności z respondentami analogicznych badań zagranicznych.
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