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In between university level assessments, the BYU Library conducts internal reviews of each library department, describing its value to the library and university, and providing recommendations for improvement. The process used a team of library employees in departments not under review and an external reviewer to conduct the internal review. Using a case-study approach, the development of an internal review system, its meta-evaluation at the end of its first cycle, and the on-going efforts to improve the internal review process are described. Using a graduate level evaluation class followed by a task force, changes were made to the internal review process that has standardized assessment, allowed flexibility for each department, and solidified training for both the department under review and the review team. Each of the findings and recommended changes helped to address the internal review's first-round weaknesses and struggles. The result is a stronger, consistent process that provides additional training and guidance for each internal review. This article is a case study that describes a library wide process used by an academic library to describe the value of each department and to provide feedback for improvement between university reviews. The process engages all library employees as each department is reviewed and helps to create a culture of assessment. This article reviews the history and progress of a LIR to evaluate an academic library's value and to provide data for improvement. The process may be used or adapted by other libraries. [ABSTRACT FROM AUTHOR]

Purpose: This study explored how preservice physical education teachers (PPETs) perceive health-related fitness testing (HRFT) administered in a self-testing format with the aim to enhance their HRFT learning and better prepare them for future HRFT implementation. Methods: The study utilized a constructive phenomenological research design. A total of 11 PPETs participated in the study. Data were collected through a focus group interview, individual interviews, observation and field notes, and written assignments. Two researchers analyzed the data in NVivo 12. Results: Three findings were concluded from the data. First, the administration of self-testing engaged PPETs in active learning of HRFT. Second, PPETs reported positive attitudes toward self-testing when their needs for competence, autonomy, and relatedness were satisfied. Lastly, PPETs identified challenges and proposed suggestions for completing and administrating HRFT. Conclusions: Self-testing may be used as an alternative approach to preparing PPETs for HRFT. More research is needed to examine the effectiveness and reliability of self-testing in educational settings. [ABSTRACT FROM AUTHOR]

Introduction: Is there an association between self-reported dual-task performance and fear of falling in older adults? Background/Objectives: Fear of falling tends to increase with age and can negatively impact dual-task abilities, leading to potential declines in overall quality of life. Therefore, it becomes crucial to evaluate dual-task performance in older adults, particularly prior to the onset of fear of falling. This study aims to investigate the potential association between self-reported dual-task performance and fear of falling in older adults. Methods: A total of 51 individuals (19 females and 32 males) were recruited. The participants met the inclusion criteria were administered the Dual-Task Questionnaire (DTQ), Falls Efficiency Scale International, and Physical Activity Scale for the Elderly. Multiple linear regression was performed to predict DTQ scores based on age, body mass index, and Physical Activity Scale for the Elderly. Results: A moderate positive correlation was found between Falls Efficiency Scale International scores and self-reported DTQ scores (r:.448, p:.001). Age, body mass index, and Physical Activity Scale for the Elderly were not found to be significant predictors of DTQ scores. Conclusions: Our study reveals a moderate positive association between fear of falling and self-reported dual-task performance in older adults. A direct relationship between physical activity performance, fear of falling, and self-reported dual-task performance was observed among older adults. Significance/Implications: Integrating self-reported measures like the DTQ in clinical evaluations can provide valuable insights into dual-task abilities of older adults. [ABSTRACT FROM AUTHOR]

As medical schools move to integrate the Core Entrustable Professional Activities for Entering Residency (EPAs) into curricula and address the transition from student to resident, residency preparatory courses have become more prevalent. The authors developed an experiential learning EPA-based capstone course for assessment to determine impact on learner self-assessed ratings of readiness for residency and acquisition of medical knowledge. All fourth-year students from the classes of 2018-2020 completed a required course in the spring for assessment of multiple EPAs, including managing core complaints, performing basic procedures, obtaining informed consent, and providing patient handoffs. Learners selected between three specialty-based parallel tracks - adult medicine, surgery, or pediatrics. Students completed a retrospective pre-post questionnaire to provide self-assessed ratings of residency preparedness and comfort in performing EPAs. Finally, the authors studied the impact of the course on knowledge acquisition by comparing student performance in the adult medicine track on multiple choice pre- and post-tests. Four hundred and eighty-one students were eligible for the study and 452 (94%) completed the questionnaire. For all three tracks, there was a statistically significant change in learner self-assessed ratings of preparedness for residency from pre- to post-course (moderately or very prepared: adult medicine 61.4% to 88.6% [p-value < 0.001]; surgery 56.8% to 81.1% [p-value < 0.001]; pediatrics 32.6% to 83.7% [p-value 0.02]). A similar change was noted in all tracks in learner self-assessed ratings of comfort from pre- to post-course for all studied EPAs. Of the 203 students who participated in the adult medicine track from 2019-2020, 200 (99%) completed both the pre- and post-test knowledge assessments. The mean performance improved from 65.0% to 77.5% (p-value < 0.001). An experiential capstone course for the assessment of EPAs can be effective to improve learner self-assessed ratings of readiness for residency training and acquisition of medical knowledge.

ObjectiveAssessing functional limitations for adults at high risk of frailty yields valuable information for identifying those in need of therapy. We evaluate a self-report measure used to assess physical function among Medicare recipients in the United States.DesignSecondary analysis of the 2020 Medicare Health Outcomes Survey.SettingA random sample of adult enrollees of 510 managed care plans.Participants287,476 adults (37% completion rate): 58% women; 16% were

Intermediate learners are struggling to understand and analyze the material in their classes. There was a significant decline of 2.25% in learners' GWA (Grade Weighted Average) after the implementation of modular remote learning, indicating a notable decline in their academic performance. In order to address the existing disparities, it is suggested that the materials be streamlined and supplemented by video lectures and audio recordings, online discussions, local training sessions, and home visits. With that, this study was crafted to enhance the mathematics performance of intermediate learners in San Miguel Dao I Elementary School through Worksheets, Audio and Video Conferencing, YouTube links, and Self-Assessment (Project WAYS). A quantitative research design was used in this study which used quasi-experimental research design. The research took place at San Miguel Dao I Elementary School. The study's participants were intermediate learners (Grades 4, 5, and 6) for the school year 2022-2023. A pretest and posttest were used to collect data. After establishing research communication with respective DepEd officials, the researcher personally facilitated the examination. This covered the third quarter of school year 2022-2023. The data was analyzed using a paired t-test in Microsoft Excel Data Analysis Tool Pack. Before the implementation of Project WAYS, intermediate learners performed poorly in mathematics which shows that learners did not meet the expectations. Meanwhile after the implementation of Project WAYS, intermediate learners still performed poorly in mathematics which shows that learners still did not meet the expectations. However, if these results will be compared to the pretest before the implementation of Project WAYS, a better performance of intermediate learners can be traced. Additionally, the study has identified a significant difference between the pretest and posttest results paving the way to reject the null hypothesis and showing proof that Project WAYS is effective in enhancing the mathematical academic performance of intermediate learners in San Miguel Dao I Elementary School. The findings paved the way to provide more support mechanisms for the enhancement of academic performance of learners for it was backed-up with the results that learning accompanied with suitable support mechanisms would ensure wholesome accomplishments in the part of the learners. [ABSTRACT FROM AUTHOR]

This study aims to explore the effects of pre-service teachers' use of rubric in self-assessment with instructor feedback on academic achievement and self-regulated learning. Their perceptions and experiences of the self-assessment intervention were also investigated. A total of 79 pre-service teachers participated in the study. A mixed methods approach was used as a blend of experimental and qualitative design. The quasi-experimental research model with pretest/posttest control group design was employed in the quantitative phase of the study. The pre-service teachers (N = 79) were assigned to either use of rubric in self-assessment involving tutor feedback condition or a non-self-assessment condition for their essay assignments. Besides, the pre-service teachers' perceptions and experiences of using self-assessment with instructor feedback were explored in the qualitative phase of the study. Data were collected using a rubric, an achievement test, a self-regulation in learning subscale and reflective journals. The results indicated that the rubric used in self-assessment with instructor feedback group had higher achievement and use of self-regulated learning strategies than the no-intervention group. The reflective journals also revealed that most of the pre-service teachers found the self-assessment a useful learning tool. They felt that it helped them to improve their learning by guiding them to set their own goals, monitor their progress and reflect on their learning through their own tasks. The implications for educational research and practice are discussed. [ABSTRACT FROM AUTHOR]

Introduction: Clinical reasoning skills are essential for decision-making. Current assessment methods are limited when testing clinical reasoning and management of uncertainty. This study evaluates the reliability, validity and acceptability of Practicum Script, an online simulation-based programme, for developing medical students' clinical reasoning skills using real-life cases. Methods: In 2020, we conducted an international, multicentre pilot study using 20 clinical cases with 2457 final-year medical students from 21 schools worldwide. Psychometric analysis was performed (n = 1502 students completing at least 80% of cases). Classical estimates of reliability for three test domains (hypothesis generation, hypothesis argumentation and knowledge application) were calculated using Cronbach's alpha and McDonald's omega coefficients. Validity evidence was obtained by confirmatory factor analysis (CFA) and measurement alignment (MA). Items from the knowledge application domain were analysed using cognitive diagnostic modelling (CDM). Acceptability was evaluated by an anonymous student survey. Results: Reliability estimates were high with narrow confidence intervals. CFA revealed acceptable goodness-of-fit indices for the proposed three-factor model. CDM analysis demonstrated good absolute test fit and high classification accuracy estimates. Student survey responses showed high levels of acceptability. Conclusion: Our findings suggest that Practicum Script is a useful resource for strengthening students' clinical reasoning skills and ability to manage uncertainty. [ABSTRACT FROM AUTHOR]

In this study, we developed and validated the Clinical Student Version of the Japanese Interprofessional Competency Self-Assessment Scale (C-JASSIC) for healthcare students in their clinical practice phase. Data obtained from 331 students (medical, 98; nursing, 99; pharmacy, 134) during orientation for interprofessional education (pre-IPE) and from 319 students (medical, 94; nursing, 93; pharmacy, 132) within a week following IPE (post-IPE) were analyzed. Exploratory pre-IPE and Confirmatory post-IPE factor analyses revealed a consistent 6-factor structure aligning with the Japanese Interprofessional Competency domains. The scale exhibited strong internal consistency, with Cronbach's α values exceeding 0.8 for all factors both pre- and post-IPE. Scores for overall competency and individual domains increased post-IPE in 234 matched cases. A notable significant pre vs post difference concerned "Understanding of Others," indicating enhanced interprofessional comprehension after clinical practice. There was a weak but significant positive correlation between IPE satisfaction and difference in pre- and post-IPE scores. However, no significant differences were observed among medical, nursing, and pharmacy students. Despite its strengths, such as its competency-based design and cultural relevance to Japan, a limitation of the study may be potential self-reporting bias. Nonetheless, C-JASSIC represents a valuable tool for seamless competency evaluations from student to professional stages, with implications for broader Asian contexts. [ABSTRACT FROM AUTHOR]

While research on postgraduate thesis writing has investigated how students cope with institutional assessment criteria, this study explores how students form their own criteria for self-assessment through the writing process, aiming to account for the development of their independent thinking in academic socialisation. Based on in-depth interviews with 10 Chinese master's students, the study found that their self-assessment criteria not only represented solutions to problems identified by their supervisors and examiners, but also embodied aims established by students themselves. Those criteria were not fixed textual properties of a 'good' thesis, but were dynamic representations of textual and social realities constituting students' lifeworlds. Viewed from this perspective, self-assessment is a situated process whereby students re-experience and re-interpret multiple sets of realities juxtaposed against their writing. Pedagogically, the study implies that postgraduate thesis supervision could facilitate the expansion of students' self-assessment criteria to develop their capacity for making independent judgements. [ABSTRACT FROM AUTHOR]

This study explored online assessment and highlighted significant assessment strategies, such as capstone projects, quizzes, and self-assessments. Inquiry-based assessment, transformative assessment, and scaffolding with self-assessment resources formed the framework. Our goal was to determine the effects of certain self-assessment parameters on student achievement in online learning, including the frequency of answering online self-assessment questions, the points earned for correct answers, and the time spent answering questions. Data from undergraduate geoscience courses were analyzed using a hierarchical linear model, and the results showed that frequently answering online self-assessment questions is a strong predictor of higher final grades, capstone project success, and quiz results. The frequency of answering online self-assessment questions was a more significant factor than the amount of time spent on these questions and the total points earned. Educators are encouraged to redesign their courses to include self-assessment resources that promote frequent student engagement instead of just one-time interaction. [ABSTRACT FROM AUTHOR]

This study examines how asking employees to self-assess their performance during the compensation setting process, when they are unaware of their marginal contribution to firm profit, affects employer welfare. Previous research suggests that giving employees a voice in the compensation setting process can positively affect employee performance and firm profit (Jenkins & Lawler, 1981; Roberts, 2003). However, the study proposes that asking employees to assess their own performance as part of the compensation setting process can have unintended consequences that ultimately lead to higher employee compensation demands. This is because asking employees to assess their performance increases their overconfidence in their own performance and their compensation demands. As a result, employers may face the dilemma of whether to meet these higher compensation demands or risk economic losses due to employee retaliation if their demands are not met. Through experimental evidence comparing a control condition without self-assessments and three self-assessment reporting conditions, the study provides evidence that supports the notion that eliciting employee self-assessments as part of the compensation process reduces employer welfare. Data on employee perceptions of performance further support the notion that asking employees to evaluate their performance leads to an inflated perception of their performance. These findings provide a theory-based explanation of why, in practice, many companies disentangle employee performance assessments from the compensation setting process and that companies are well advised in doing so. [ABSTRACT FROM AUTHOR]

Research on students' self-assessments has reported their usefulness in supporting their learning processes. However, little research has specifically focused on its role in students' use of open educational resources (OERs), which are important learning resources in the digital age. Consequently, this qualitative case study reports on university second language (L2) students' experiences with out-of-class (i.e., pre-class and post-class) learning with OERs, which contained supplementary information on their L2 learning, and with their required follow-up self-assessments. Through qualitative analyses of multiple data sources regarding an L2 writing course offered by a Chinese university, this study illustrated that when L2 students were instructed to conduct self-assessments during their pre- and post-class readings, they were motivated to reflect on and comprehend OERs and gradually became actively involved in practicing self-assessments for new OERs. Such enthusiasm for learning with OERs was found to accompany students' positive experiences with knowledge building, which they discovered through post-class assessments. Namely, the students realized that they were prepared for in-class learning by engaging in pre-class self-assessments with OERs, buttressed by in-class and individualized assistance from their teacher, and deepened by the knowledge expected from these resources. The study's conclusion confirms the pedagogical usefulness of incorporating self-assessment into L2 students' out-of-class use of OERs, along with teacher assistance in the learning process. [ABSTRACT FROM AUTHOR]

This study explores Finnish chemical engineering students' peer and self-assessment perceptions. It is divided into two substudies. In Study I, we investigate students' perceptions of peer and self-assessment based on their responses to open questions and Likert-items adopted from existing literature. We identify six perception dimensions from these open responses: Learning and reflection, Motivation and participation, Self-efficacy, Exhaustion and workload, Cynicism, and Self-criticism. In Study II, we develop a new questionnaire for engineering students' peer and self-assessment perceptions, as pre-existing questionnaires fail to adequately capture these dimensions. Exploratory factor analysis is used to investigate how student perceptions form larger factors, and how they relate to theoretically connected pedagogical measures like study-related burnout, self-efficacy, and learning approaches. We find that negative perceptions correlate with study-related burnout and an unreflective approach to learning. Meanwhile, positive perceptions of self-efficacy and learning in peer and self-assessment are associated with the deep approach, underlining the importance of facilitating positive assessment experiences in students. [ABSTRACT FROM AUTHOR]

Background: Sexually transmitted infections (STIs) present a significant global public health issue, with disparities in STI rates often observed across ethnic groups. The study investigates the impact of Chatbot-Assisted Self Assessment (CASA) on the intentions for sexual health screening within minoritised ethnic groups (MEGs) at risk of STIs as well as the subsequent use of a chatbot for booking STI screening. Methods: A simulation within-subject design was utilised to evaluate the effect of CASA on intentions for STI/HIV screening, concern about STIs, and attitudes towards STI screening. Screening intentions served as the dependent variable, while demographic and behavioural factors related to STI/HIV risk were the independent variables. ANCOVA tests were conducted to measure the impact of CASA on these perceptions. Results: Involving 548 participants (54% women, 66% black, average age = 30 years), the study found that CASA positively influenced screening intentions t (547) = −10.3, P < 0.001], concerns about STIs t (544) = −4.96, P < 0.001, and attitudes towards sexual health screening [ t (543) = −4.36, P < 0.001. Positive attitudes towards CASA were observed (mean, 13.30; s.d., 6.73; range, −17 to 21). About 72% of users who booked STI screening appointments via chatbot were from MEGs. Conclusion: CASA increased motivations for STI screening intentions among ethnically diverse communities. The intervention's non-judgemental nature and the chatbot's ability to emulate sexual history-taking were critical in fostering an environment conducive to behavioural intention change. The study's high acceptability indicates the potential for broader application in digital health interventions. However, the limitation of not tracking actual post-intervention behaviour warrants further investigation into CASA's real-world efficacy. Health disparities remain a pressing issue globally, and Chatbot-Assisted Self Assessment (CASA) may enhance sexual health screening intentions among minoritised ethnic groups at risk of sexually transmitted infections (STIs). This innovative study reveals that CASA significantly boosts screening intentions, alleviates concerns about STIs, and fosters positive attitudes towards sexual health screening. Importantly, these findings underscore the potential of artificial intelligence to bridge gaps in health care and contribute to the broader goal of achieving health equity, particularly in underserved communities. [ABSTRACT FROM AUTHOR]

Purpose/objective: A career in healthcare is built on the foundations of continuous self‐reflection and self‐assessment. Previous studies have solely compared student self‐assessment to faculty grades in a single discipline. The objective of this study was to investigate whether associations of a student's self‐assessment skills exist across multiple disciplines in the predoctoral setting. Methods: Sixty‐five students from two class years at the Harvard School of Dental Medicine completed preclinical competency exams in dental anatomy waxing and operative dentistry. The difference between the student's self‐assessment score and average faculty grade for each exercise was calculated as the student‒faculty (S‐F) gap, which served as a proxy to determine how students evaluate their work. Regression analysis was performed to assess associations between wax‐up and preclinical operative S‐F gaps. Results: Mean S‐F gaps for waxing and preclinical operative procedures were positive (5.7 ± 6.1 and 7.6 ± 6.7, respectively). Additionally, students in the lower quartile tended to overestimate performance to a greater degree than their peers in the upper quartile. Furthermore, the waxing S‐F gaps were positively associated with S‐F gaps of each operative procedure, particularly with the combined operative exercise S‐F gaps, where a statistically significant association was seen (coefficient = 0.28; p = 0.04). Conclusion(s): Previously, we identified a negative correlation between students' self‐assessment skills (S‐F gaps) and their preclinical performance. In this study, we further demonstrated an association of S‐F gaps in two fundamental exercises: wax‐up and operative dentistry. This underscores the roles of S‐F gaps as possible indicators of students' preclinical and clinical performance, and it holds potential to become a widely standardized and applicable calculation that may help evaluate the effectiveness of the dental curricula and optimize student learning. [ABSTRACT FROM AUTHOR]

Objective: To assess the effect of the toothbrush handle on video-observed toothbrushing behaviour and toothbrushing effectiveness. Methods: This is a randomized counterbalanced cross-over study. N = 50 university students and employees brushed their teeth at two occasions, one week apart, using either a commercial ergonomically designed manual toothbrush (MT) or Brushalyze V1 (BV1), a manual toothbrush with a thick cylindrical handle without any specific ergonomic features. Brushing behaviour was video-analysed. Plaque was assessed at the second occasion immediately after brushing. Participants also rated their self-perceived oral cleanliness and directly compared the two brushes regarding their handling and compared them to the brushed they used at home. Results: The study participants found the BV1 significantly more cumbersome than the M1 or their brush at home. (p < 0.05). However, correlation analyses revealed a strong consistency of brushing behavior with the two brushes (0.71 < r < 0.91). Means differed only slightly (all d < 0.36). These differences became statistically significant only for the brushing time at inner surfaces (d = 0.31 p = 0.03) and horizontal movements at inner surfaces (d = 0.35, p = 0.02). Plaque levels at the gingival margins did not differ while slightly more plaque persisted at the more coronal aspects of the crown after brushing with BV1 (d = 0.592; p 0.042). Discussion: The results of the study indicate that the brushing handle does not play a major role in brushing behavior or brushing effectiveness. [ABSTRACT FROM AUTHOR]

(1) Background: The COVID-19 pandemic has brought about a change in the concept of teaching with the introduction of online lectures and "distance learning." The aim of this study was to determine the impact of the COVID-19 pandemic on the confidence and both theoretical and practical knowledge of dental students regarding the courses in conservative dentistry and endodontics. (2) Methods: The study was conducted using an originally created online questionnaire consisting of 30 questions that the students used to make a subjective assessment of their confidence in performing both endodontic and conservative procedures using numerical scales. They were divided into two groups, a non-COVID group of students, who attended classes before the outbreak of the pandemic, and a COVID group, whose classes were suspended due to the lockdown. The data were processed in the SPSS statistic 25 program, with statistical significance p < 0.05. (3) Results: The comparison of the self-assessment of 96 students from the COVID group and 91 students from the non-COVID group revealed significant results. Compared with the COVID group, the non-COVID students felt more confident in the application of anesthesia in both the maxilla and mandible, in the initial treatment of patients in pain, as well as in all the steps of the endodontic treatment. Both groups felt equally confident in diagnostic and conservative procedures, and the level of theoretical knowledge acquired in the courses. (4) Conclusions: Changes in teaching due to the COVID-19 pandemic had an unfavorable effect on students' self-confidence in performing routine dental interventions, especially in the endodontic field. The lack of confidence in the COVID group regarding the anesthetic and endodontic procedures appears due to their inability to do any of these procedures during the COVID period; we organized summer practical school under the supervision of teachers, and they gained the necessary knowledge and self-confidence for these procedures. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results Conclusions Learners' writing skills are critical to their academic and professional development. Previous studies have shown that learners' self‐assessment during writing is essential for assessing their writing products and monitoring their writing processes. However, conducting practical self‐assessments of writing remains challenging for learners without help, such as formative feedback.To facilitate learners' self‐assessment in writing, we developed a writing analytics toolkit and used data visualisation and cutting‐edge machine learning technology that provides real‐time and formative feedback to learners.To investigate whether our newly‐developed tool affects the accuracy and process of learners' self‐assessment, we conducted a lab study. We assigned 59 learners to complete writing (2 h) and revising (1 h) tasks. During the revision stage, we randomly assigned the learners to two groups: one group used the writing analytics toolkit while the second group was not granted access to the toolkit. Learners' self‐assessment accuracy and process of self‐assessment were compared between the two groups.In our study, we found the toolkit helped learners in the experimental group improve the self‐assessment accuracy of their writing products compared to the learners in the control group. In addition, we also found that the affordances of the toolkit affected the learners' self‐assessment process, and poor design affordances may have prevented the learners from reflecting by themselves.Together, our empirical study shed light on the design of future writing analytics tools which aim at improving learners' self‐assessment during formative writing processes. [ABSTRACT FROM AUTHOR]

Background and Purpose: The Common European Framework of Reference for Languages (CEFR) is an internationally recognised instrument for describing language skills. It describes language proficiency on a six-level scale, ranging from A1 for beginners to C2 for those who have already mastered a language. The roadmap in the Malaysian Education Plan 2013-2025 sets B2 as the target for Malaysian higher education graduates as this is the level at which they can expect to get a job and function adequately in English, while graduates of English language degree programmes are expected to reach C1 when they graduate. The aim of this study is to test and verify whether it is appropriate to use only the items from B2, C1 and C2 to measure the language proficiency of Malaysian students to avoid respondent fatigue in answering the questionnaire. Methodology: A proportionate stratified random sampling method was used and four strata were defined: Strata I and II were male and female students in public institutions, Strata III and IV were male and female students in private institutions. The instrument used was a questionnaire containing demographic profiles and eight items from the CEFR Global Self-Assessment Grid. Exploratory factor analysis and reliability analysis were conducted using SPSS. Findings: The eigenvalue of 7.263 with factor loadings between 0.774 and 0.854 and the Cronbach’s alpha value for language ability of over 0.9 indicate excellent reliability of the selected items. The study found that Malaysian university students were good at understanding and discussing personal information, events, opinions and plans. However, they found it difficult to understand complex and longer texts, to use language flexibly in social and academic settings and to express themselves without constantly asking for feedback. As the current education system focuses too much on memorization, it does not contribute to the development of practical language skills. In order to improve, students should use the CEFR as a self-assessment tool. Contributions: The findings of the study contribute to the understanding of the optimization of the CEFR framework in Malaysian higher education by reducing respondent fatigue and improving the quality of self-assessment. The study provides empirical evidence of the effectiveness of using CEFR based items at B2, C1 and C2 levels in reducing fatigue, improving the quality of self-assessment and informing language teaching and learning practices. The findings can assist educators and policy makers in developing more effective language teaching and assessment strategies that promote student learning outcomes and ultimately improve the language education of Malaysian students. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to develop the Turkish version of the Orofacial Esthetic Scale (OES‐Tr) and to evaluate its psychometric properties. Materials and Methods: The OES‐Tr questionnaire was obtained from the English version of OES by translation and back‐translation. The current version's psychometric properties were evaluated in a cohort of 221 participants (81 dental students, 70 dentists with 1–10 years of clinical experience, and 70 dentists with 11–20 years of clinical experience). To assess the test–retest reliability, the OES was administered twice to all participants, with a time interval of 2–4 weeks. The reliability and validity of the questionnaire were assessed. Also, in validity studies, OES total scores were correlated with Oral Health Impact Profile‐Turkish Version (OHIP‐Tr) total scores. Results: The Cronbach's alpha value obtained from seven items was 0.866 in the examination performed on all individuals. Reliability results show that all questionnaire items are consistent within the test. Bartlett's test of sphericity was statistically significant (p < 0.05) and Kaiser–Meyer–Olkin test was 0.794. The results of the exploratory factor analysis indicated the creation of a single‐factor structure. The examinations conducted on all participants revealed a statistically significant weak negative correlation between OES and OHIP scores (r = −0.144). Conclusions: OES‐Tr can be utilized as a reliable tool to evaluate an individual's perception of their orofacial appearance. With its excellent psychometric properties, it serves as a valuable instrument for assessing self‐perceived orofacial esthetics. Clinical Significance: OES‐Tr is a valuable instrument for assessing the appearance of the orofacial region, with good psychometric properties. [ABSTRACT FROM AUTHOR]

Background. Evaluating the psychometric and clinical performances of the RM-18, the shorter version of the Roland Morris Disability Questionnaire (RMQ), in Italian people with non-specific low back pain (NSLBP) as a time-saving and clinically useful method of assessing disability. Methods. This cross-sectional study included 74 people (52 females and 22 males, 53.03 ± 15.25 years old) with NSLBP. The RM-18, the RMQ, the Oswestry Disability Index (ODI), and a pain intensity numerical rating scale (NRS) were administered. Psychometric testing included reliability by internal consistency (Cronbach's alpha) and test–retest measurement (Intraclass Correlation Coefficient, ICC2.1), and concurrent validity by comparing the RM-18 with the RMQ and the ODI (Pearson's r correlation). Two separate regression analyses were performed to investigate the different impact of RM-18 and RMQ on NRS. Results. Cronbach's α of RM-18 was 0.92 and ICC (2,1) = 0.96. Strong correlations were found with the RMQ and the ODI (r = 0.98; r = 0.78, respectively). The regression models showed that the RM-18 and the RMQ similarly impacted the NRS (p < 0.001). Conclusion. The RM-18 showed satisfactory psychometric testing and similarly impacted the NRS when compared to the RMQ. It can be recommended for clinical and research purposes in Italian people with NSLBP. [ABSTRACT FROM AUTHOR]

Social work external accrediting bodies are moving towards competency-based models that require educational providers to demonstrate that students meet specific competencies at graduation. It is expected that all social work students at accredited social work programs in Australia will have acquired specific graduate attributes and demonstrated the associated learning outcomes by the completion of their degree. The purpose of this study was to investigate the experiences and benefits of using an ePortfolio with Master of Social Work students (n = 43) to critically reflect on their own learning and demonstrate how they met the Australian Association of Social Work graduate attributes necessary for accreditation. The findings revealed that students' perceived level of readiness for practice and identity as a professional social worker increased with the successful completion of the ePortfolio. The study also identified barriers and enablers in implementing the ePortfolio as an assessment piece to document overall program learning outcomes. The conclusion discusses how ePortfolios are a viable assessment tool in the online and blended learning space that has benefit for both the student and the program in demonstrating learning outcomes and compliance with accreditation graduate standards. Academic ePortfolios are an effective tool for student reflection and communication of competence of required graduate outcomes. Student self-assessment of graduate attributes can strengthen professional identity and preparedness for professional practice. The ePortfolios benefit students and social work educators by sharing the accreditation-obligated responsibility of ensuring that AASW graduate competencies are met. [ABSTRACT FROM AUTHOR]

The role of self-assessment in workplace-based assessment remains contested. However, anaesthesia trainees need to learn to judge the quality of their own work. Entrustment scales have facilitated a shared understanding of performance standards among supervisors by aligning assessment ratings with everyday clinical supervisory decisions. We hypothesised that if the entrustment scale similarly helped trainees in their self-assessment, there would be substantial agreement between supervisor and trainee ratings. We collected separate mini-clinical evaluation exercises forms from 113 anaesthesia trainee-supervisor pairs from three hospitals in Australia and New Zealand. We calculated the agreement between trainee and supervisor ratings using Pearson and intraclass correlation coefficients. We also tested for associations with demographic variables and examined narrative comments for factors influencing rating. We found ratings agreed in 32% of cases, with 66% of trainee ratings within one point of the supervisor rating on a nine-point scale. The correlation between trainee and supervisor ratings was 0.71, and the degree of agreement measured by the intraclass correlation coefficient was 0.67. With higher supervisor ratings, trainee ratings better correlated with supervisor ratings. We found no strong association with demographic variables. Possible explanations of divergent ratings included one party being unaware of a vital aspect of the performance and different interpretations of the prospective nature of the scale. The substantial concordance between trainee and supervisor ratings supports the contention that the entrustment scale helped produce a shared understanding of the desired performance standard. Discussion between trainees and supervisors on the reasoning underlying their respective judgements would provide further opportunities to enhance this shared understanding. [ABSTRACT FROM AUTHOR]

Self-assessment in dental education is considered a fundamental skill for proficient oral healthcare providers. While previous studies looked at self-assessment in education, few have done so at Japanese institutions. This study aimed to assess potential associations between gender and self-assessment skills in Japanese dental students. Dental students from Niigata University (n = 301) completed preclinical prosthodontic exercises and self-assessed their practical exam performance. Three calibrated faculty evaluated students' work using the same rubric. The difference between student self-assessment score and mean faculty grade was defined as the student-faculty (S-F) gap, indicating how accurately students evaluated their work. The gap scores were stratified by quartiles by faculty grade and by gender. Regression analysis was used to investigate potential associations. Students mean S-F gap was 2.9 ± 10.5 % with a significant negative association to faculty grades (coefficient, −0.32; P < 0.001). There was no significant difference between male and female students for faculty grades, self-assessment scores, and S-F gaps. When stratified by quartile, mean S-F gaps of bottom quartile students (5.7 ± 11.9 %) were significantly higher than the rest of the class (1.9 ± 9.8 %; P = 0.01), while the mean S-F gaps of students in the top quartile (−0.8 ± 10.2 %) were significantly lower than the rest of the class (4.2 ± 10.3 %; P < 0.001). Niigata University students generally overestimated their performance. Students with higher faculty grades self-assessed themselves more accurately than students with lower faculty grades. Gender did not influence S-F gaps, despite dentistry in Japan shifting toward a female-dominated field. [ABSTRACT FROM AUTHOR]

Purpose - Self-assessment is regarded as a complex metacognitive process by scholars. Nevertheless, in the context of English as a Second Language (ESL) speaking, self-assessment practices often rely on assessment criteria and teacher commentaries. However, speaking involves spontaneous expression with limited access to external standards. Therefore, this case study aims to explore the metacognitive strategies that proficient ESL students use during selfassessment in spontaneous speech production contexts. Methodology - Three participants, purposefully selected, participated in two spontaneous group discussions recorded on video. Instances of participants' dysfluency served as prompts in stimulated recall interviews, complemented by video recordings to validate participants' responses. The thematic analysis of interview data utilised a conceptual framework integrating O'Malley and Chamot's (1990) metacognitive strategies and Kormos' (2006) speech production model. Findings - The analysis revealed that participants employed three key metacognitive strategies - organisational planning, selective attention, and self-monitoring to self-assess their spontaneous speech. Feedback sources, such as their proficiency in the second language (L2) and contextual factors, influenced the application and effectiveness of these strategies during self-assessment (SA). Significance - This study offers insights into how proficient ESL students self-assess their spontaneous speech production, leveraging their available resources. In addition, this study identifies speech challenges the participants encountered and how they applied metacognitive strategies to address them. [ABSTRACT FROM AUTHOR]

Group singing is beneficial for health and well-being but many new clients presenting in the singing teaching studio come from choir backgrounds and with established voice problems. Amateur group singers do not usually receive individual feedback on their singing efforts, so there is a need to establish a self-monitoring procedure. This qualitative inquiry involved purposive sampling of 18 amateur choir singers trialing a self-assessment (SA) protocol for three weeks. A pre-trial and post-trial online questionnaire was completed to assess the impact of the SA protocol on singing behaviors. Three follow up online interviews were conducted to further interrogate the processes experienced by participants. Post-trial results revealed an increased awareness of healthy and unhealthy singing habits evidenced by changes in thinking and mental attitude, and in behavior and practice improvement. Visual and aural self-assessment were easiest for participants to employ with kinesthetic self-assessment being the most difficult. Choir leaders need to continue to educate the singers in their care concerning vocal health and efficiency and encourage self-assessment during singing and speaking acts. Individual singers in an amateur setting must be encouraged to become independent learners, taking responsibility for their vocal health through self-monitoring procedures. [ABSTRACT FROM AUTHOR]

Abstract Objective To assess the effect of the toothbrush handle on video-observed toothbrushing behaviour and toothbrushing effectiveness. Methods This is a randomized counterbalanced cross-over study. N = 50 university students and employees brushed their teeth at two occasions, one week apart, using either a commercial ergonomically designed manual toothbrush (MT) or Brushalyze V1 (BV1), a manual toothbrush with a thick cylindrical handle without any specific ergonomic features. Brushing behaviour was video-analysed. Plaque was assessed at the second occasion immediately after brushing. Participants also rated their self-perceived oral cleanliness and directly compared the two brushes regarding their handling and compared them to the brushed they used at home. Results The study participants found the BV1 significantly more cumbersome than the M1 or their brush at home. (p

Background/purpose: Self-assessment in dental education is considered a fundamental skill for proficient oral healthcare providers. While previous studies looked at self-assessment in education, few have done so at Japanese institutions. This study aimed to assess potential associations between gender and self-assessment skills in Japanese dental students. Materials and methods: Dental students from Niigata University (n = 301) completed preclinical prosthodontic exercises and self-assessed their practical exam performance. Three calibrated faculty evaluated students’ work using the same rubric. The difference between student self-assessment score and mean faculty grade was defined as the student-faculty (S-F) gap, indicating how accurately students evaluated their work. The gap scores were stratified by quartiles by faculty grade and by gender. Regression analysis was used to investigate potential associations. Results: Students mean S-F gap was 2.9 ± 10.5 % with a significant negative association to faculty grades (coefficient, −0.32; P

• Extra simulated practice sessions and self-evaluating video-recorded performance were found to be promising teaching strategies that can be implemented to improve educational outcomes. • Students provided positive responses regarding additional practice sessions and the intervention. • Educators should consider incorporating extra simulated practice sessions and self-evaluating video-recorded performance into their clinical skills teaching. The learning and demonstration of a clinical procedure is a fundamental aspect of any nursing program. One common invasive clinical procedure is peripheral intravenous cannulation. This study aimed to evaluate an innovative teaching approach of self-evaluating video-recorded performance for final year undergraduate nursing students. Guided by Ericsson's deliberate practice theory, a single-center, nonblinded, 2-group, mixed method randomized control trial was designed to provide students with more simulated practice opportunities. There was no significant difference in average knowledge, performance and attitude scores between the control and intervention groups at follow-up. However, both control and experimental group separately, improved significantly in their average knowledge, performance, and attitude scores from baseline to follow-up. Qualitative responses were positive from students regarding additional practice sessions and the intervention. The findings of this study demonstrate that more simulated practice sessions and self-evaluating video-recorded performance are promising teaching strategies that can be implemented to improve educational outcomes and to increase students' satisfaction with their learning. [ABSTRACT FROM AUTHOR]

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