東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

A Quantitative Comparison of Consistency between Student Self-Assessment and Instructor Assessment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Quantitative Comparison of Consistency between Student Self-Assessment and Instructor Assessment./
作者:	Pottorf, Ofra.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	147 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
Contained By:	Dissertations Abstracts International83-05B.
標題:	Physical therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28769769
ISBN:	9798492722821

A Quantitative Comparison of Consistency between Student Self-Assessment and Instructor Assessment.
Pottorf, Ofra.

A Quantitative Comparison of Consistency between Student Self-Assessment and Instructor Assessment. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 147 p.

Source: Dissertations Abstracts International, Volume: 83-05, Section: B.

Thesis (Ph.D.)--Capella University, 2021.

This item must not be sold to any third party vendors.

The focus of this study was to determine if there was a significant difference in calibration for students' perceived abilities when self-assessing a set of 10 professional behaviors that followed a structured simulation experience. This research study utilized a quantitative methodology with a quasi-experimental design to analyze two groups' posttest assessment scores. The target population consisted of students attending professional programs that include clinical education as part of the academic curriculum, and postsecondary educational programs training students for professional communication and patient management. The sample consisted of students who were matriculated in an accredited academic institution. The data set was a secondary analysis obtained through a data archive consisting of self-assessments completed previously as part of curricular learning. The raw data collected were analyzed using a paired sample t test to analyze statistical significance for the difference of means between two groups posttest assessment scores. This research study found a statistically significant difference in mean scores (.004, α < .05), thus the Null (H0) was rejected concluding that there is a statistically significant difference between students' perceived abilities when self-assessing a set of 10 professional behaviors following a structured patient simulation experience and their abilities as assessed by a faculty member of the institution under study. These results indicate the magnitude of calibration was not adequate to produce statistical significance towards their actual abilities. However, the data showed a strong positive correlation indicating consistency between the two groups' score.

ISBN: 9798492722821Subjects--Topical Terms:

588713
Physical therapy.
Subjects--Index Terms:

Comparison

A Quantitative Comparison of Consistency between Student Self-Assessment and Instructor Assessment.
LDR:02866nmm a2200361 4500 001 2350507
005 20221020130001.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798492722821
035 $a (MiAaPQ)AAI28769769
035 $a AAI28769769
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pottorf, Ofra. $3 3689998
245 1 0 $a A Quantitative Comparison of Consistency between Student Self-Assessment and Instructor Assessment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 147 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
500 $a Advisor: Ward, Jason.
502 $a Thesis (Ph.D.)--Capella University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The focus of this study was to determine if there was a significant difference in calibration for students' perceived abilities when self-assessing a set of 10 professional behaviors that followed a structured simulation experience. This research study utilized a quantitative methodology with a quasi-experimental design to analyze two groups' posttest assessment scores. The target population consisted of students attending professional programs that include clinical education as part of the academic curriculum, and postsecondary educational programs training students for professional communication and patient management. The sample consisted of students who were matriculated in an accredited academic institution. The data set was a secondary analysis obtained through a data archive consisting of self-assessments completed previously as part of curricular learning. The raw data collected were analyzed using a paired sample t test to analyze statistical significance for the difference of means between two groups posttest assessment scores. This research study found a statistically significant difference in mean scores (.004, α < .05), thus the Null (H0) was rejected concluding that there is a statistically significant difference between students' perceived abilities when self-assessing a set of 10 professional behaviors following a structured patient simulation experience and their abilities as assessed by a faculty member of the institution under study. These results indicate the magnitude of calibration was not adequate to produce statistical significance towards their actual abilities. However, the data showed a strong positive correlation indicating consistency between the two groups' score.
590 $a School code: 1351.
650 4 $a Physical therapy. $3 588713
650 4 $a Higher education. $3 641065
653 $a Comparison
653 $a Consistency
653 $a Patient-simulation
653 $a Quantitative
653 $a Self-assessment
690 $a 0382
690 $a 0745
710 2 $a Capella University. $b School of Public Service and Education. $3 3555886
773 0 $t Dissertations Abstracts International $g 83-05B.
790 $a 1351
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28769769