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Learner Autonomy via self-assessment in Consecutive Interpreting for Novice Learners in a Non-Interpreting Environment

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Sino-US English Teaching 2012年第4期9卷 1065-1073页

作者： Noraini Ibrahim-Gonzailez Noraiha Noordin Universiti Sains Malaysia Penang Malaysia

This paper discusses the implementation of self-assessment in consecutive interpreting among novice learners in a non-interpreting environment specifically referring to the interpreting courses offered at USM （Universiti Sains Malaysia）, being the only bachelor＇s degree programme in Translation and Interpreting in Malaysia, and the learners＇ perception on this mode of assessment with the goal of fostering learner autonomy among them. Such implementation was made possible with the shift from analogue technology to digital technology, the deployment of e-learning in the course instruction, and the shift from teacher-centred learning approach to student-centred learning approach in line with the university＇s APEX （Accelerated Programme for Excellence） transformation plan. Findings show a high acceptance level of self-assessment among novice learners of interpreting

关键词： consecutive interpreting learner autonomy student-centred approach self-assessment

Differences in self-assessment Regarding Eating Behaviors among Female University Students Living in Japan, Korea, and Austria

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Food and Nutrition Sciences 2012年第12期3卷 1673-1681页

作者： Mihoko Tominaga Masanori Taguchi Akiko Suzuki Yoshiko Ikawa Ho-Sook Youn Kyubok Cho Johannes Scherling Roswith Roth Department of Interdisciplinary Studies Dokkyo University Saitama Japan Department of Nutrition Sciences University of Nagasaki Nagasaki Japan Department of Psychology University of Graz Graz Austria Graduate School of Education Hiroshima University Hiroshima Graduate School of Education Hiroshima University Hiroshima Japan Institute of English and American Studies University of Graz Graz Austria Japanese Department Cyber Hankuk University of Foreign Studies Seoul Korea Korea Education & Research Information Service Seoul Korea

Objective: To investigate cross-cultural differences in self-assessments of eating behaviors of female university students who bear responsibility for their own eating behaviors and who will, in the future, likely determine a family’s eating style. Design: A cross-cultural comparison. Setting: Japan, South Korea, and Austria. Subjects: Female university students from Japan (n = 276), Korea (n = 103), and Austria (n = 127). The survey comprised a questionnaire containing ten sections about eating behaviors (eating habits, regular meal times, and frequency of food intake) and eating attitudes. Results: Eating behaviors and attitudes differed significantly among the three cultures. Japanese students practiced healthier eating behaviors than did Korean and Austrian students, on the basis of their variety of food intake and regular consumption of three meals, but rated themselves lower on healthy eating behaviors. Austrian students tended to have more independent attitudes toward eating and food preparation (e.g., “I want to eat only my favorite dishes”) than Japanese or Korean students. Conclusions: Effects of cultural differences in psychological processes, such as self-cognition, emotion, motivation, and values, on self-assessment of eating behaviors is suggested.

关键词： Differences in self-assessment Regarding Eating Behaviors among Female University Students Living in Japan Korea and Austria

The Impact of Repeated Death Conference Participation on Nurses’ Terminal Care and Nursing in Death Conference Using the Death Conference Nursing self-assessment Sheet

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Open Journal of Nursing 2020年第9期10卷 903-917页

作者： Yuko Harding Yoshiko Ishibashi Mikiko Mori Masako Yano Michiyo Ando Faculty of Nursing Chukyo Gakuin University Mizunami Japan Faculty of Nursing St. Mary’s College Kurume Japan Department of Nursing St. Mary’s Hospital Kurume Japan Faculty of Nursing Daiichi University of Pharmacy Kurume Japan

Background: Increasing the number of DC (Death Conference) experiences, nurses are expected to improve the quality of nurses’ terminal care and developing nursing minds. Therefore, there is a need for further evidence on the impact of repeated DC experiences on nurses’ terminal care. Aim: This study aims to clarify the impact of repeated DC experiences on nurses’ terminal care and nursing in DC using the prepared Death Conference Nursing self-assessment Sheet. Method: The study is approved by the Ethics Review Board of St. Mary’s College, Chukyo Gakuin University, and the hospital where the survey was conducted. This study was an observational and cross-sectional study using an anonymous, self-completed questionnaire composed of the newly created Death Conference Nursing self-assessment Sheet. Its evaluation items in the Death Conference Nursing self-assessment sheet consist of four categories (Cooperation, Future direction of nursing, Specific measures for nursing, and Feeling of the nurse) and 14 questions. The questionnaires were conducted on 144 nurses in the ER, ICU, and Palliative Care Ward (Hospice Ward) in a general hospital in Japan. For analysis, JMP ver.14.2 was used to perform Fisher’s exact test, Wilcoxon/Mann Whitney test, univariate, and multivariate logistic regression analysis. Results: Thirty-four participants (23.6%) who answered the number of DC experiences were included in the final analysis. Seventeen nurses had DC experiences, and 17 had no experience. There were significant differences in all of the above categories impacting nurses’ terminal care and nursing in DC. Conclusion: Repeated DC affected nurses’ terminal care and nursing in DC using the Death Conference Nursing self-assessment Sheet. In the future, verification of the reliability, validity of the questionnaire, and more evidence of the way of terminal co

关键词： Death Conference (DC) Terminal Care self-assessment Nurses

Student self-assessment for Undergraduate, Graduate and Imernational Finance Courses

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Chinese Business Review 2011年第8期10卷 640-647页

作者： Eric J. McLaughlin California State Polytechnic University Pomona Pomona USA

Assessing student learning can be exceedingly challenging considering that as faculty we never really know what a student knows prior to entering our classroom and what value-added material has been assimilated during the academic quarter. This research paper introduces a self-assessment instrument that focuses on ten major finance topics and reports the results of the administration of the self-assessment tool for finance education at the undergraduate and graduate level in courses taught in the United States and abroad. Ten topics of importance to most finance curriculum design were selected as the focus topics. The research methodology employed uses a pre-/post- test comparison with ＂understanding＂ being measured on a five-point Lichert scale as implemented in five different fmanee courses. Significant measurable differences occurred in each of the courses using this finance assessment instrument with overall average improvement of understanding by the students as much as one entire point. For exarnple, 1.5 mean score for the pre-test and 2.4 mean score for the post -test for an introductory finance class at the undergraduate level in a college of business. Additional improvements were assessed in each of the courses surveyed.

关键词： survey instrument self-assessment finance education

Scaffolding Students’ self-assessment of Their English Essays with Annotated Samples: A Mixed-Methods Study

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Chinese Journal of Applied Linguistics 2019年第4期42卷 503-526,543页

作者： Ying XU South China University of Technology

This paper aims to investigate the effectiveness of rubric-referenced student self-assessment(SSA)on students’English essay writing by employing a two-group pre-post-quasi-experimental research *** method was tested on 54 students at a Chinese *** a 17-week experiment,the experimental group(EG)received the rubric and annotated samples,while the comparison group(CG)received only the rubric in *** sources included students’scores in the pre-test and post-test and *** findings indicated that the EG made significantly stronger progress than the CG in the *** results suggested that annotation-based rubric-referenced SSA can help students understand the task requirements,initiate their self-regulatory behaviors,and improve their self-assessment confidence,although students still wanted to receive assistance from teachers partly due to the Confucian-heritage culture settings in *** findings are discussed in terms of the design features of sample annotations within the framework of self-regulated learning(SRL),as well as the implications of using this method in the classroom.

关键词： self-assessment rubric sample annotations self-regulated learning

Research on the Benefits of self-assessment for Business Excellence

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Research on the Benefits of Self-assessment for Business Exc...

Research on the Quality Audit and self-assessment for Integrated Quality Management

2013年教育技术与管理科学国际会议

作者： Liu Hongzhen International School Wuhan University of Science and Technology

In discussing the importance of self-assessment benefits and the maturity of the quality management system in attaining these benefits, it is necessary to recognise the intents of implementing ISO 9000 standards. For the SQC organisations which are also ISO 9000 certified, the underlying premise of certification is that the creation of products and services is the result of the established QMS. As such the intent is to maintain the system in achieving the desired quality as benefits for all interested parties. My preliminary study had shown the organisational contexts are reactive to these benefits, despite a strong management involvement and leadership system in setting directions or business excellence.

关键词： self-assessment benefit importance quality management

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Research on the Quality Audit and Self-assessment for Integr...

Cultivate Students’ Ability of self-assessment Based on Test Item Bank of Super Fanya Platform——Taking Compound Dictation as an Example

2013年教育技术与管理科学国际会议

作者： Li sheng International School Wuhan University of Science and Technology

This paper establishes the practices of quality management and its progression that underlies the concepts of business excellence. It is substantiated by the taxonomy of quality assessment models, where self-assessment has to be supported by a structured scoring system which needs to be precise in evaluating the organisations’ management practices, and identifying opportunities for improvement. This paper concludes by recommending a hybrid approach for self-assessment. The approach shall give an objective and consistent evaluation of the organisation maturity in managing performance and improvements.

关键词： audit self-assessment quality

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Cultivate Students’ Ability of Self-assessment Based on Tes...

PROMOTING LEARNER AUTONOMY FOR COLLEGE NON-ENGLISH MAJORS THROUGH self-assessment

作者：孫榮孫澳中山大學新華學院暨南大學

The English test item bank is a necessary component of computer aided English teaching and an important tool for ordinary English *** research will focus on test item bank on the online Super Fanya Platform, taking Compound Dictation as an example, to investigate the ability of *** the analysis of the collected test and questionnaire data through SPSS6.0,the results show that the dynamic test item bank has the characteristics of timely,efficient, repeated practice and consolidation,which can improve the students ’ self-assessment ability.

关键词： test item bank self-assessment

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Chinese Journal of Applied Linguistics 2006年第4期29卷 21-27,127页

作者：王红艳宫红英辽宁师范大学外国语学院

As a lifelong learning skill and a vital part of learner autonomy, self-assessment provides an opportunity for students to assess their own process, and thus helps them to focus on their own learning and ultimately promotes their study efficiency. Based on the current language skill learning situations and the relevant literature review, this paper firstly forms a hypothesis, introducing self-assessment into the traditional classroom to promote learner freedom, and then does an empirical study to prove that self-assessment can be mastered as a learning skill to enhance students' learning efficiency.

关键词： self-assessment learner autonomy non-English majors college English