Search results

1

On assessing an organization’s preparedness to adopt and make use of Big Data

100%

Mach-Król M.

Informatyka Ekonomiczna

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2016

|

issue 1(39)

75-82

EN

In the paper it is proposed to enrich the Big Data Temporal Maturity Model with a self-assessment form, based on Likert’s scale. The issues of an organization’s maturity in the Big Data context are presented, the Big Data Temporal Maturity Model (BDTMM) is briefly outlined, and the self-assessment form is presented and discussed. The main aim of this paper is to introduce a Big Data Temporal Maturity Model, and to present an assessment form accompanying the model. Both the model and the form have been elaborated by the author of the paper. The assessment form is based on the well-known Likert scale, and thus enables the interested organizations to check at which point of the route leading to the full use of Big Data they are now, and what they can do to progress.

2

Kształcenie tłumacza symultanicznego a trening rozwoju osobistego. O portfolio tłumaczeniowym jako narzędziu wspierającym samopoznanie

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Pędzisz J.

Applied Linguistics Papers

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2019

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issue 26/2

91-102

EN

The reflection presented in this paper focuses on the improvement of student translating/interpreting skills in relation to personal development. No doubt the trainer is a party to both these processes, being more than a mentor in control of the teaching process and evaluator of the student’s performance. The portfolio defined as a record of development of simultaneous interpreter competence is used to illustrate techniques that are intended to assist student in honing the skills of self-assessment, self-control and self-reflection.

3

Self-assessment of health condition among patients in long-term nursing home care

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Mojsa W., Chlabicz S.

Progress in Health Sciences

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2012

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vol. 2

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issue 1

76-80

EN

Purpose: To determine the health condition self-assessment and the possibility to improve physical functioning of patients in long-term nursing-home care. Materials and Methods: InterRAI-HC (Residential Assessment Instrument – Home Care) questionnaire was used to assess health condition and healthcare needs of a patient's in home care. A total of 100 consecutive patients who were newly admitted to long-term nursing-home care within NFZ (National Health Fund) contract in 2009-2010 took part in the study. Results: Patients most frequently assessed their health condition as poor (73.5%), only 3% ranked their health as good or fair, and self-assessment of health condition changed significantly in the range of age (p=0.017). Comparative analysis seems to indicate that the respondent more frequently assessed their health condition as good or fair in the periodic examination (6.0%) as compared to the initial examination (2.4%). Significant changes (p<0.001) were observed among the initial and the periodic examination the respondents more frequently assessed their health condition as good or fairer than as poor. In the periodic examination, more patients positively assessed the possibility of the improvement than in the initial examination (18.1% vs. 15.7%; p<0.001). Conclusions: Most patients under the long-term nursing-home care negatively ranked their own health condition. Long-term nursing-home care may have a beneficial effect on the emotional sphere of patients – more positive self-assessment tendency was observed after 90 days of care. It seems that qualifying patients with less advanced dependence in physical daily life activities to long-term nursing-home care could improve subjective assessment of health condition and increase the possibility to ameliorate physical functioning.

4

A comparative self-assessment of difficulty in learning English and German among Sudanese students

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Ishag A., Altmayer C., Witruk E.

Journal of Language and Cultural Education

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2015

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vol. 3

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issue 2

32-38

EN

It is generally assumed that self-assessment plays a profound role in autonomous language learning and, accordingly, leads to learner independency. It encourages learners to prospect their own language learning processes and provides them with feedback of their learning progress. Self-assessment also raises the awareness of learners’ individual needs among both students and teachers alike and will therefore contribute to the development of the whole learning process. The purpose of the current study is to explore and compare – through self-assessment – the level of perceived difficulty of the overall foreign language learning and language skills among Sudanese students enrolled at the English and German language departments respectively, at the University of Khartoum in Sudan. A representative sample composed of 221 students from the two departments have been asked to self-evaluate and rate the overall language difficulty and areas of difficulty in language skills, as well as their own language proficiency. The results indicate that German language is relatively rated as a difficult language in comparison to the English language and that German grammar was also rated as more difficult. However, students rated the pronunciation and spelling of German language as easier than in English language. Concerning the language skills, reading and speaking skills were reported as more difficult in German, whereas writing and listening tend to be easier than in English. Finally, students’ academic achievements have been self-reported.

5

Rozdíly v celkovém sebepojetí u dětí a adolescentů České republiky podle věku a pohlaví

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Orel M., Obereignerů R., Reiterová E., Malůš M., Fac O.

Psychologie a její kontexty

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2015

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vol. 6

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issue 2

65-77

EN

Problem: The article presents a study of the differences in self-concept of children and adolescents based on their sex and age. Self-concept is an integral part of each personality. The level of self-concept in pupils may reflect significantly on their overall life satisfaction as well as influence their subjective success (individually experienced) and their objective success (evaluated externally). Methods: The diagnostic tool used was the Czech adaptation of Children's and adolescents self-concept scale PHCSCS-2 (Obereignerů et al., 2015). The original American version of Piers-Harris Children Self-concept Scale 2 (PHCSCS-2) is a 60-item self-report scale which comprises 7 areas of self-assessment. It includes the subscale of overall self-concept: Total Score (TOT) - which represents the level of the respondent’s overall self-concept and six subscales evaluating specific areas of self-concept: Behavioural Adjustment (BEH), Intellectual and School Status (INT), Physical Appearance and Attributes (PHY), Freedom from Anxiety (FRE), Popularity (POP), Happiness and Satisfaction (HAP). The Czech standardization which took place in recent years, respected all requirements for the conversion of a foreign diagnostic tool. The research group included 4901 pupils and students at primary and secondary schools in the Czech Republic aged 9-21. The group was divided into twelve groups based on sex and age - group 1 (9-10 years), group 2 (11-12 years), group 3 (13-14 years), group 4 (1516 years), group 5 (17-18 years), group 6 (19-21 years), equivalently for boys/men and girls/women. The study presents the differences of seven self-concept dimensions, as mentioned above (the Total Score and six subscales) in Self-Concept in Children and Adolescent based on sex. Most attention is paid to the Total Score (TOT) as a most reliable indicator. The study also reveals development curves of all six subscales of girls/women and boys/men based on age. Results: Statistically significant differences (p < 0.001) in the results between sexes in Total Score (TOT) and four of self-concept dimensions - Behavioural Adjustment (BEH), Intellectual and School Status (INT), Freedom from Anxiety (FRE), Happiness and Satisfaction (HAP) - in the research group of 4901 Czech pupils and students were demonstrated by T-test. Statistically significant differences in the results between sexes in Total Score (TOT) in the age categories of 15-16 years and 17-18 years (p < 0.001) and significant difference in the results between sexes in the overall self-concept in the age category of 9-10 years (p < 0.05) in the research group of 4901 Czech pupils and students were also demonstrated by T-test. Discussion: Certain older studies quoted in the discussion do not show (contrary to our findings) any difference in the self-concept in respondents based on sex, other studies evaluate the differences as mild while other show differences that are not considered as clinically significant. As PHCSCS-2 is a newly standardized and prospectively applicable psychodiagnostic tool, further analyses will follow as well as outputs concerning the children and adolescent population in the Czech Republic and elsewhere. Practical application arising from the findings, however, consists in the necessity to approach children and adolescents in an individual manner, taking into account their age and sex (avoiding "measuring all children by the same yardstick"). In view of the significance of self-assessment for personality, in practice we consider as crucial to take into account in a more sensitive manner the things to which the children and adolescents are "more sensitive and vulnerable" as well as their sex. Conclusion: This article provides the first and partial results within an extensive research project of the team of the authors.

6

El Portafolio Europeo de las Lenguas como herramienta de autoevaluación

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Rychel I.

Studia Iberystyczne

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2013

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vol. 12

265-280

EN

Evaluation is such a wide concept that it includes a lot of theories and definitions. Since its appearance in the fifteenth century it has been studied by many humanists and psychologists. Its connection with education cannot be underestimated. The development of evaluation over the years has brought its new form, self-assessment whose purpose was to make students more reflective and aware of their learning. The usage of The European Language Portfolio as the integral part of the foreign languages learning process promotes student’s independence and responsibility. Nowadays, students make decisions themselves about their learning process and teachers become helpers, who guide them. Moreover, responsible and reflective students are more aware of the necessity and importance of learning and self-development.

7

Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students' attitudes

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Abolfazli Khonbi Z., Sadeghi K.

Studies in Second Language Learning and Teaching

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2013

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vol. 3

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issue 1

87-107

EN

Student-directed teaching and assessment techniques are gradually dominating educational systems almost all over the world. This study investigated a cohort of male and female Iranian EFL students’ attitudes toward self-, peer-, and teacher-assessment experiences. Sixty three students at Urmia University and Tabriz Islamic Azad University, in the form of three intact classes, experienced self-, peer-, and teacher assessment activities for one academic semester (having taken a knowledge pretest, four assessment series, and a course achievement posttest). Of all the participants, 38 completed a 5-point Likert-scale attitude questionnaire. The application of ANOVA, across and within group dependent samples t tests, as well as some qualitative analyses, indicated that the three experimental groups had positive attitudes toward their assessment experiences. While the peer-assessment group was the most positive in this regard, slight differences were found in the groups’ attitudes and beliefs. Further findings and implications are discussed in the paper.

8

Autonomy in teaching and learning English at the advanced level – between theory and practice

100%

Aleksandrzak M.

Glottodidactica

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2010

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vol. 36

119-131

9

How do pairs matched in physical attractiveness form if people are unaware of their own attractiveness?

100%

Kościński K.

Anthropological Review

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2011

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vol. 74

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issue 1

69-85

EN

The correlation of physical attractiveness in romantic partners has been widely documented. However, it has also repeatedly been demonstrated that people are largely unaware of their own attractiveness, which raises the question about the mechanism responsible for the within-pair matching. One hitherto unexplored possibility is that low accuracy in attractiveness self-assessments results from methodological drawbacks. Participants were usually asked to rate their attractiveness on a numeric scale, and independent judges evaluated them on the basis of facial photographs. We hypothesized that the accuracy of self-assessment may be increased if (1) participants and judges evaluate the same characteristic, e.g., both groups assess facial attractiveness, (2) own attractiveness is estimated in a comparative manner (with reference to attractiveness of other individuals) rather than by abstract numbers, (3) judges rate attractiveness of people as seen in video clips rather than in photographs. To test these hypotheses we photographed and videotaped faces of 96 women and 78 men. Independent judges rated attractiveness from these photographs and video clips, and the participants assessed own attractiveness in several ways. None of the above hypotheses was confirmed by statistical analysis. We discuss how the within-pair matching in attractiveness can arise, given such poor awareness of own appeal.

PL

Partnerzy romantyczni częściej są podobni niż niepodobni do siebie pod względem atrakcyjności fizycznej. Pary dobrane pod tym względem są trwalsze i odnoszą statystycznie większy sukces reprodukcyjny. Skłonność do wiązania się z osobami o podobnej atrakcyjności jest więc przystosowawcza i powinna była powstać w toku ewolucji. Znajomość swojej atrakcyjności w oczywisty sposób ułatwia wybór partnera o atrakcyjności podobnej do własnej, dlatego zaskakujący jest fakt, że ludzie zwykle postrzegają swoją atrakcyjność fizyczną inaczej niż jest ona postrzegana przez osoby postronne (zazwyczaj ją zawyżają).Przyczyną słabej korelacji pomiędzy samooceną atrakcyjności a oceną przez niezależnych obserwatorów może być niedoskonałość metodyczna dotychczasowych badań. Po pierwsze, badani zwykle szacowali swoją ogólną atrakcyjność, a sędziowie oceniali ich atrakcyjność na podstawie zdjęcia samej twarzy. Po drugie, badane osoby określały swoją atrakcyjność fizyczną na skali liczbowej, więc ich odpowiedzi mogły być wypaczone przez różną interpretację wartości tej skali. Po trzecie, sędziowie najczęściej oceniali atrakcyjność na podstawie statycznych zdjęć, natomiast oceniane osoby znają wygląd swojej twarzy w ruchu.Można więc przypuszczać, że trafność samooceny atrakcyjności będzie wyższa, jeżeli: (1) uczestnicy i sędziowie będą oceniać atrakcyjność tej samej cechy, na przykład twarzy, (2) ocena własnej twarzy będzie dokonywana w odniesieniu do twarzy innych osób, (3) sędziowie będą oceniać atrakcyjność twarzy widzianej w ruchu. W celu weryfikacji tych hipotez sfotografowano i sfilmowano twarze 96 kobiet i 78 mężczyzn, którzy ponadto oceniali swoją atrakcyjność fizyczną na kilka sposobów. Niezależni sędziowie oceniali atrakcyjność zdjęć i filmów tych osób (Tab. 1). Korelacje pomiędzy samooceną atrakcyjności a jej niezależnymi ocenami wynosiły ok. 0,25-0,35. Nie potwierdzono żadnej z powyższych hipotez (Tab. 2), co oznacza, że niska trafność samooceny atrakcyjności wynika z innych przyczyn niż niedoskonałość dotychczas stosowanych metod.W celu wyjaśnienia zaskakująco niskiej trafności samooceny atrakcyjności zaproponowano mechanizm wyboru partnera, który może prowadzić do znacznego podobieństwa partnerów pod względem atrakcyjności nawet przy całkowitym braku znajomości własnej atrakcyjności (Fig. 1). Mechanizm ten zakłada, że atrakcyjność fizyczna osobnika wpływa, wraz z innymi jego cechami, na zachowania partnerskie (zaloty i reakcje na zaloty) potencjalnych partnerów, które to z kolei zwrotnie i regulacyjnie wpływają na przyszłe zachowania partnerskie tego osobnika, ale nie na jego postrzeganie własnej atrakcyjności fizycznej. Zachowania potencjalnych partnerów wykorzystywane są więc przez osobnika, by uczyć się, do kogo można skutecznie kierować swoje zaloty oraz czyje zaloty opłaca się odrzucić w nadziei na utworzenie w przyszłości związku z lepszym kandydatem.

10

The Impact of the Selected Attitudes of Drivers on Traffic Safety

100%

Sendek-Matysiak E.

Logistics and Transport

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2016

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vol. 31

51-58

EN

Drivers’ self image and perception of other drivers comprise the main road traffic factors under analysis in this paper. The impact of these factors on traffic safety was evaluated through a survey among drivers. The outcome of the survey led to interesting conclusions related primarily to the relationship between drivers’ behaviours and their self-assessment and assessment of others. A negative correlation was demonstrated for the latter factor. The more highly the respondents rate themselves, the less highly they rate the skills of other drivers. The study included a number of comparative analyses dealing, among others, with drink driving.

11

Self-Assessment Ability of Pre-Service Teachers

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Podgoršek M., Lipovec A.

The New Educational Review

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2017

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vol. 48

213-223

EN

Knowing one’s own level of knowledge is an important characteristic of an individual. It enables individuals to objectively evaluate their abilities and properly adapt to their advantages and disadvantages. In this paper, we present the results of the empirical research, where pre-service teacher students had to perform self-assessment after their seminars and mathematics classroom performance. We compared their self-assessments to their teachers’ assess- ments. Results show that the students’ self-assessments on average deviate from their teachers’ assessments. We also noticed that the Dunning-Kruger effect is present both for seminars and mathematics classroom performance. The students that received low assessment scores from their teacher provided too high self-assessment scores.

12

Academic Teachers’ Self-Evaluation of English Language Competences and Teaching Methodology

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Pituła B., Wlaźlak G.

The New Educational Review

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2020

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vol. 59

35-46

EN

The article presents research on the linguistic and didactic competences of academic teachers in a technical university as part of an EU project to improve the effectiveness of education of academic teachers. It indicates the relation between language and methodological competences in teaching content classes in English. Participants who rated their teaching competences more highly also rated their language competences more highly. Based on these findings, the authors make suggestions concerning the preparation of stafffor the university.

75%

KIRENKO J.

Edukacja-Technika-Informatyka

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2019

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vol. 10

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issue 2

15-26

PL

Przebadano 244 studentów kierunków nauczycielskich, w tym 222 kobiety (90,98%) i 22 mężczyzn (9,02%). Wiek badanych mieścił się w przedziale od 21 do 46 lat, ze średnią na poziomie 25,29 roku. Byli to studenci pedagogiki, filologii angielskiej oraz pedagogiki przedszkolnej i wczesnoszkolnej z trzech uczelni: Wyższej Szkoły Ekonomii i Innowacji w Lublinie, Uniwersytetu Marii Curie-Skłodowskiej w Lublinie i Państwowej Wyższej Szkoły Zawodowej w Chełmie. Przebadano ich za pomocą Skali do Badania Ustosunkowania się do Przypadkowych Zdarzeń (SBUPZ – Sarzyńska-Mazurek), Kwestionariusza Umiejętności Społecznych (KUS – Goldstein) i Skali Samooceny (SES – Rosenberg). Uzyskano specyficzną strukturę związków wybranych zmiennych: zależnej perspektywy przypadkowych zdarzeń, niezależnej umiejętności społecznych i moderującej samooceny. Uwypuklano te, które mają znaczne oparcie w empirii. Zastosowana regresja wieloraka umożliwiła przyjęcie w miarę precyzyjnych charakterystyk otrzymanych związków, pretendujących do miana autonomicznych wniosków.

EN

The research was conducted among 244 teacher trainees, including 222 women and 22 men. The respondents’ ages ranged between 21 and 46, with the average age of 25.29. The research participants were students of pedagogy, English studies, pre-school and early-school pedagogy from three higher education institutions, namely: Maria Curie-Skłodowska University in Lublin, Higher School of Economy and Innovation in Lublin and State Vocational School in Chełm. The employed research tools were the scale of response to accidental events (SBUPZ – SarzyńskaMazurek), the questionnaire of social skills (KUS – Goldstein) and self-assessment scale (SES – Rosenberg). A particular structure of relationships between various variables (dependent variable of accidental events perspective, independent variable of social skills and moderating self- -assessment) was shown. Those which are essential as emerging from empirical results were highlighted. Relationship characteristics can be considered as autonomous conclusions.

Refine search results

On assessing an organization’s preparedness to adopt and make use of Big Data

Kształcenie tłumacza symultanicznego a trening rozwoju osobistego. O portfolio tłumaczeniowym jako narzędziu wspierającym samopoznanie

Self-assessment of health condition among patients in long-term nursing home care

A comparative self-assessment of difficulty in learning English and German among Sudanese students

Rozdíly v celkovém sebepojetí u dětí a adolescentů České republiky podle věku a pohlaví

El Portafolio Europeo de las Lenguas como herramienta de autoevaluación

Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students' attitudes

Autonomy in teaching and learning English at the advanced level – between theory and practice

How do pairs matched in physical attractiveness form if people are unaware of their own attractiveness?

The Impact of the Selected Attitudes of Drivers on Traffic Safety

Self-Assessment Ability of Pre-Service Teachers

Academic Teachers’ Self-Evaluation of English Language Competences and Teaching Methodology

Research on nuclear security culture in medical institutions using radioactive sources and materials

Upgrading of the Management Review on the Basis of the EFQM Excellence Model

Perceived teacher support and language anxiety in Polish secondary school EFL learners

Perceived teacher support and language anxiety in Polish secondary school EFL learners