The Experts below are selected from a list of 324 Experts worldwide ranked by ideXlab platform
Sharmila Gamlath - One of the best experts on this subject based on the ideXlab platform.
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Business undergraduates’ progress and satisfaction with learning experiences: the role of Group Assessment
Assessment & Evaluation in Higher Education, 2020Co-Authors: Sharmila GamlathAbstract:Summative Group Assessment is increasingly used to prepare undergraduates for employment by developing their communication, interpersonal and teamworking capabilities. This article examined the effects of Group Assessment on progress rates and satisfaction among undergraduates by analysing the results of two surveys deployed by the Business School of a large Australian technology university early on and towards the end of semester 1, 2018. Results revealed that subjects/units with Group Assessment had higher progress rates compared to those with individual Assessment. In addition, the response rate to the first survey was negatively related to progress rate, and there were also differences in progress rates between disciplines. However, there were no notable differences in student satisfaction levels for units with Group Assessment compared to those without Group Assessment, and the only significant predictors of student satisfaction were the proportion of part-time students and the staff-to-student ratio. Units with Group Assessment also had a relatively lower response rate for the first survey and a higher response rate for the second survey. This article highlights the importance of Group Assessment in shaping student progression and satisfaction whilst acknowledging other factors that educators need to consider when designing curriculum and providing timely support to students
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Business undergraduates’ progress and satisfaction with learning experiences: the role of Group Assessment
Assessment & Evaluation in Higher Education, 2020Co-Authors: Sharmila GamlathAbstract:Summative Group Assessment is increasingly used to prepare undergraduates for employment by developing their communication, interpersonal and teamworking capabilities. This article examined the eff...
Zipora Shechtman - One of the best experts on this subject based on the ideXlab platform.
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Evaluating the use of Group interviews to select students into teacher-education programs
Journal of Teacher Education, 2003Co-Authors: Deborah A. Byrnes, Gary Kiger, Zipora ShechtmanAbstract:This study presents findings on the reliability and validity of a Group-Assessment interview procedure designed to evaluate the verbal, interpersonal, and leadership qualities of students applying to a teacher-education program. We examine whether (a) the Group-Assessment process predicts future student-teaching performance, (b) the Group-Assessment scores are reliable across raters, and (c) the Group-Assessment interview is a better predictor of student-teaching performance than academic criteria. After gathering data from 68 student-teachers who had previously participated in the Group-Assessment process, we found that the Group-Assessment overall rating predicts student-teaching performance and does so better than academic criteria. Finally, we found high interrater reliability on the Group-Assessment measures.
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Agreement Between Lay Participants and Professional Assessors: Support of a Group Assessment Procedure for Selection Purposes
Journal of Personnel Evaluation in Education, 1998Co-Authors: Zipora ShechtmanAbstract:This study investigates agreement between professional assessors and laypersons (participants) in a Group procedure that draws from Assessment center principles designed to evaluate candidates to teacher-education programs. Earlier studies have established the validity of this Assessment procedure and indicated high interrater agreement of professionals. Evidence that participants concur with professional evaluators will further increase our confidence in the process. The study was conducted in Israel and encompassed 159 applicants to two different educational programs. Results showed high correlations between professional and participant ratings, suggesting that the interactional process provides sufficient information for lay assessors to reach judgments that agree with expert evaluations. Nonetheless, the finding that professional ratings were significantly lower than peer and self-evaluations seems to imply that participant assessors can enhance, but by no means replace, professionals. The social and economic benefits of including lay participants in the Assessment process are discussed.
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A Group Assessment procedure as a predictor of on-the-job performance of teachers.
Journal of Applied Psychology, 1992Co-Authors: Zipora ShechtmanAbstract:The predictive power of a streamlined Group Assessment (GA) procedure (derived from Assessment center methodology) for evaluating candidates for a teacher education program was investigated. Results were compared with principals' evaluations of on-the-job teaching success and with college faculty evaluations. The study population included 231 graduates of a teacher's college, who had been assessed by the procedure at time of admission. Ss were reevaluated by college faculty 3 years later at graduation and again by principals 2-5 years after graduation. Of the original Ss, 122 were traced after graduation; 78 were employed. Results indicate that the GA procedure was significantly predictive of success on the job, as well as in the training program. The study demonstrates the meaningful, long-term predictive validity of the GA procedure
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A revised Group Assessment procedure for predicting initial teaching success
Educational and Psychological Measurement, 1991Co-Authors: Zipora ShechtmanAbstract:This study investigated the effectiveness of an abridged Group Assessment (GA) procedure in predicting initial teaching success, where success was measured largely on the basis of practice teaching evaluations. The sample included 247 graduates of a teacher training college who had been assessed by either the abridged GA (comprised of four dimensions) or the original procedure (nine dimensions) prior to admission. The revised version was found to consistently predict success as effectively as the original procedure, providing a unique contribution to the selection process. In contrast, other admission criteria, measuring intelligence and past scholastic achievement, produced inconsistent results. The dimension of Overall Rating alone best identified low teaching success. In light of these findings, it is recommended that the Group Assessment procedure be made an integral part of the admission process. The inconsistent contribution of the other admission criteria calls for further research, yet does not ju...
Noreen M. Webb - One of the best experts on this subject based on the ideXlab platform.
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Equity Issues in Collaborative Group Assessment: Group Composition and Performance
American Educational Research Journal, 1998Co-Authors: Noreen M. Webb, Kariane Mari Nemer, Alexander W. Chizhik, Brenda SugrueAbstract:This study investigated the effects of Group ability composition on Group processes and outcomes in science performance Assessments. Students in 21 eighth-grade science classes worked on science Assessments first individually, then in Groups, and finally individually again. Group composition had a major impact on Group discussion quality and on student achievement. Groups with above-average students produced more accurate and high-quality answers and explanations about how to solve the test problems than Groups without above-average students. As a result, below-average students who worked with above-average students showed higher achievement than did below-average students who worked without above-average students. High-ability students generally performed better when they worked in homogeneous Groups than when they worked in heterogeneous Groups. The fact that heterogeneous Groups provide a greater benefit for below-average students than they impose a detriment on high-ability students is discussed.
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Collaborative Group Versus Individual Assessment in Mathematics: Processes and Outcomes
Educational Assessment, 1993Co-Authors: Noreen M. WebbAbstract:Large-scale Assessment programs are beginning to design Group Assessment tasks in which small Groups of students collaborate to solve problems or complete projects. Little is known, however, about the validity of data from Group Assessment for making inferences about the competence of individual students. This study compared performance in small-Group and individual Assessment contexts to determine how well achievement scores from the Group setting represented the mathematics skills of individual students and to determine what additional information about students' skills was provided by data on their behavior in the Group setting. All students performed at high levels in the Group setting; the profile of Group interaction was a better predictor of individual achievement than was individual performance in the Group setting.
Mike Bogle - One of the best experts on this subject based on the ideXlab platform.
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making Group Assessment transparent what wikis can contribute to collaborative projects
Assessment & Evaluation in Higher Education, 2013Co-Authors: Helen Caple, Mike BogleAbstract:This paper investigates the use of new media technologies, in particular wikis, for the compiling and grading of Group Assessment tasks. Wikis are open web pages that can be viewed and modified by anyone with internet access and are well known for their collaborative nature. Wikis are also transparent, which means that any edit/modification is recorded and attributed to a specific user. Such transparency has immense implications for the Assessment of Group work, as one of the major criticisms of Group Assessment tasks made by students relates to fairness in the distribution of grades. Therefore, the aims of this paper are to examine whether a wiki can help make the grading of Group work fairer and whether the wiki environment encourages students to engage more directly with the contributions of other Group members, thereby making it a truly collaborative experience.
J Banoczy - One of the best experts on this subject based on the ideXlab platform.
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risk Group Assessment of oral precancer attached to x ray lung screening examinations
Community Dentistry and Oral Epidemiology, 2001Co-Authors: Csaba Dombi, Tamara Vorosbalog, Agota Czegledy, Peter Hermann, Noemi Vincze, J BanoczyAbstract:The mortality rate of oral tumours in Hungary, as in some other countries, is increasing. In order to assess risk Groups for oral cancer and precancer, oral examinations were carried out as part of the X-ray screenings for lung cancer in the 3rd district of Budapest, Hungary. There were 5,034 adults who participated voluntarily in these investigations. After completing a questionnaire with 23 questions, a short oral examination was performed. Males comprised 57.7% of the Group, and the age-distribution among men and women was similar. Oral precancerous lesions were found in 3.7% of the whole Group, in 3.3% of those with leukoplakia, and in 0.4% of those with oral lichen planus. The prevalence of leukoplakia in men was 5.8%, and in women 1.5%, with significantly higher prevalences in men and women over 40. Among the examined persons there were 31% who were smokers, and 6% reported that they were regular consumers of alcohol. Fifty-four percent of those examined reported that they did not visit the dentist regularly. Oral complaints came mostly from those with lichen planus. The described model, where the oral screening examinations are done in conjunction with other examinations, in a so-called multiphasic screening system, seems to be a worthwhile approach for early diagnosis of oral cancer and precancer.
