XXXXXXXXXXASSE 3211 LEARNING OUTCOME ASSESSMENT II powerpoint research presentation
ASSE 3211
LEARNING OUTCOME ASSESSMENT II
powerpoint research presentation
Presented By:
GHALIA AL GHAMDI
ID#: XXXXXXXXXX
FLAWED SELF-ASSESSMENT
Purpose of Research
To review & analyze accuracy and reliability of Self-Assessment in HEALTH, EDUCATION
& WORKPLACE
Research Questions
How Self-Assessment relates with actual behavior and performance?
Do people ove
ate themselves in Self-Assessment processes?
What impacts wrong Self-Assessment create in developing false capability confidence?
Does human psychology influences Self-Assessment views, beliefs & perceptions?
WHAT?
Self-Assessment should always be accurate, meaningful, co
ect & truthful
Co
ect Self-Assessment eliminates impressions of non-existent talents &capabilities
Students, Career Professionals & Patients could be misguided
Wrong Self-Assessment creates overconfidence in false knowledge create high risks
XXXXXXXXXXWRONG SELF-ASSESSMENT CONSEQUENCES
Students would fail in university exams
CEOs making capital investments with wrong market assessment loose in millions
Self-diagnosis of health issues prevent preventive care & cause premature deaths
WHY?
SOURCE INFORMATION based on extensive LITERATURE REVIEW STUDIES
LITERATURE REVIEW information collected from research studies in BUSINESS CORPORATIONS, EDUCATIONAL INSTITUTIONS & HEALTHCARE FACILITIES
LITERATURE REVIEW STUDY SOURCES
Academy of Management Executive
Applied Psychology
Basic Principles of Social Psycholoogy
Journal of Personality and Social Psychology
Journal of Medical Education
Journal of Ve
al Learning and Ve
al Behavio
Perceptual and Motor Skills
Memory & Cognition
Research in Organizational Behavio
The Nature of Insight etc.
WHERE?
Literature Review Data based on Extended Research Studies covered following periods:
1932,1951,1954,1959,1967, 1968,1973,1974,1975, 1976, 1977, 1978, 1979,1980,1981, 1982,1983,1984,1985,1986,1987, 1988, 1989,1990,1991, 1992,1993,1994, 1995, 1996,1997, 1998, 1999, 2000, 2001,2002, 2003,2004,2005
WHEN?
Information listed in LITERATURE REVIEW gathered from research studies
Research studies participated by CHIEF EXECUTIVE OFFICERS (CEOs), MEDICAL UNIVERSITY STUDENTS, PATIENTS in HOSPITALS
Knowledge gained from “Flawed Self-Assessment” MOTIVATES & ENCOURAGES:
Proper identification of talent decencies
Achievement of Capacity Management through higher education & training
Performance capabilies
Career and Business success
Students & Working Professionals achieve successful performance
Critial knowledge resource management help patients maintain good health
WHO?
METHODOLOGY for gathering information used both Primary & Secondary Sources:
XXXXXXXXXXPrimary Sources
Books
Journal Articles
Magazines
XXXXXXXXXXSecondary Sources
Personal Interviews
Industry Survey Questionnaires
HOW?
XXXXXXXXXXRESEARCH FINDINGS & RESULTS
Self-Perception are frequently WRONG, INCORRECT & FLAWED
Self-Assessment is a complex & challenging process
Reviewing, Analyzing & Evaluating knowledge, skills, talents & competencies is difficult
Self-Assessment e
ors, mistakes, faults & flaws are MOST COMMON
Wrong assessments have produced NEGATIVE LABORATORY OR CLINICAL TESTS
Complicated real-world persona, professional & social environments
Untrue assumptions on illnesses have caused PREMATURE DEATHS
Unrealistic Optimism & Overconfidence increase FAILURES & RISKS
Self-Assessment process should be DISCIPLINED , CORRECTED & PERFECTED
WHAT?
Information presented from very large Literature Review data
Effects of Self-Assessment – Positive &Negative – have been reviewed & analyzed
Impacts assessment on HEALH, EDUCATION & WORK environments covered
Information sources listed are not cu
ent
Results & findings presented do not cover innovative developments
Case study discussions included are general & do not exemplify specific persons
Does not provide knowledge on preventing Self-Assessment ERRORS
CRITICAL ANALYSIS?
APS XXXXXXXXXXFlawed Self-assessment Implications for Health, Education, and the Workplace. American Psychological Society, 5(3), XXXXXXXXXXRetrieved March 22, 2018, from https:
www.ncbi.nlm.nih.gov/pubmed/ XXXXXXXXXX
REFERENCE
XXXXXXXXXXASSE 3211 LEARNING OUTCOME ASSESSMENT II
ASSE 3211
LEARNING OUTCOME ASSESSMENT II
Presented By:
GHALIA ALGHAMDI
ID#: XXXXXXXXXX
WebQuest Self-Assessment
INTRODUCTION
SELF-ASSESSMENT is a CONTINUED PROCESS of evaluating KNOWLEDGE & SKILL-SETS
Identifies DEFICIENCIES in EDUCATION, TALENTS, CAPABILITIES & COMPETENCIES
IMPROVES through HIGHER EDUCATION, CREATIVE LEARNING, TECHNOLOGY & TRAINING
ELIMINATES professional incompetency, work task ignorance & unsatisfactory job performances
ACHIEVES professional development, career positions, personal income, growth & development
Identity Creation & Knowledge Evaluation
TASK
Evaluate Internet use knowledge, talents & skills
Make key notes of report requirements in WebQuest Ru
ik
Assess abilities to search, identify & locate right information for WebQuest Reports or Assignments
Decide whether to complete assignments individually or work with team
Distribute report task among team
Read, Review, Revise, Coordinate & Complete Report Task
Submit completed reports or assignments on time
PROCESS
Understand WebQuest’s information content requirements for reports, assignments & projects
Browse over Internet for academic articles, journals, magazines, industry or research reports
Download SELECTED academic articles, journals, magazines, industry or research reports
Evaluate article source & its content accuracy, reliability & authenticity
READ content & HIGHLIGHT information that match WebQuest’s Content Requirements
Make NOTES of important INFORMATION or DATA
Write initial DRAFT
Read, Review & Revise initial draft writing
Submit FINAL reports, assignments & projects
RESOURCES
WebQuest is a building block of achieving information & knowledge coordination
WebQuest is INQUIRY-SPECIFIC & INQUIRY RELATED learning activity
It covers Introduction, Task, Process, Evaluation, Conclusion & final submission
Key SOURCES include:
Information & Communication Technology (ICT) tools, equipment & systems
Personal Computers (PCs), Laptops, Scanners & Printers etc.
Databases, Podcasts, Videos
Resources Link:
https:
www.internet4classrooms.com
uildingblocks.htm
https:
www.slideshare.net/ConcettaScarfone1/webquest-a-constructivist-aproach-to-learning-online XXXXXXXXXX
EVALUATION
CONCLUSION
Congratulations for presenting informative & knowledgeable WebQuest
Appreciate abilities demonstrated in WebQuest report reviews, sources search, idea formulation, concept selection, writing & presentation skills and capabilities.
WebQuest offers an ocean of opportunity for information, learning, knowledge, creative thinking, art of writing, and professional expertise.
Self-confidence and personality development acquired from WebQuest supports career growth, business revenue & growth
WebQuest is only a means to an end, students should develop their knowledge skills in technology resources and their applications.
Research the topic thoroughly, accumulating web sites, articles, film and stories which contain data and demonstrate multiple perspectives
ASSE 3211: Learning Outcome Assessment II
Research 2 (Group Assignment): WebQuest (25 %)
THE ASSIGNMENT
There are two parts to this assignment: 1) a WebQuest (15%) and 2) a Research based PowerPoint Presentation (10%). The instructor will identify a topic (e.g., global connectedness, sustainable development, conflict resolution, cross-cultural communication, and diversity) for the class. The WebQuest should be geared towards a target population.
PART 1: THE WEBQUEST (15%)
A WebQuest is a quest, an adventure, on the web (internet) and it involves an issue. The latter is offered by the instructor in the form of a research question which students state as well as refine/specify in the page devoted to the introduction of the WebQuest.
· Developing a WebQuest entails several responsibilities, such as searching the internet for sample WebQuests, information, videos, and/or pictures, etc.
· You will develop a WebQuest to help you understand the potential of the Internet in education and to practice and polish your technology, critical thinking, leadership, and teamwork skills.
DIRECTIONS:
Your WebQuest will include the following webpages: Introduction, Task, Process, Resources, Evaluation and Conclusion.
Introduction. The Introduction page is the most important part of the WebQuest. The whole WebQuest revolves around the introduction. This page introduces the students to the topic on which they will work. You need to motivate students to participate in the WebQuest. Try to engage students intellectually and emotionally. You can assign students roles. For example, “you are a member of a research team” or “you are an astronaut….”
Task. In this section, you list tasks students should complete for the WebQuest. Tasks are assignments that students regularly do for a class. For example, write a report, do a market analysis, develop an advertising
ochure. The last task is usually a presentation. You must identify at least 4 or 5 tasks and
iefly define them.
Process. In this section, you will list the selected tasks, and offer a detailed description of the activities/processes associated with each one. This section provides enough information for each task so that students will know what they need to do in order to complete each task. It is important to identify the roles and responsibilities of the students, as well as define specific actions, assignments, presentations, and research activities that are required. They are to be a
anged in logical steps that entail the use of online and/or offline resources. The processes should be written in at least 4 or 5 sentences or in a small paragraph per task. DO NOT LIST LINKS FOR RESOURCES ON THIS PAGE.
Resources. In this section, you should list resources – such as books, videos, articles, people, museums, and websites – that students will use to complete each task. Each resource must be identified and described so students will know in advance how it will be used. The resources listed should be appropriate and content-rich.
Evaluation. On this page, you provide a ru
ic (i.e., criteria) that can be used by the students to self-assess their performance in each task of the WebQuest. Use the ru
ic provided in the template.
· See the following example of a ru
ic for the Evaluation page:
Conclusion. In this section, congratulate the students on completing the WebQuest,
ing the WebQuest to a close by reminding students what they learned, and provide links for a website or video to research the topic further and learn more about it.
HERE ARE SOME RESOURCES AND INFORMATION THAT YOU NEED TO BEGIN THIS ASSIGNMENT:
First, click on the links below to learn what WebQuests are and to see some examples of WebQuests.
· WebQuest explanation http:
www.thirteen.org/edonline/concept2class/webquests/index.html
· WebQuest.org http:
webquest.org
You may also search the internet for other WebQuests to get ideas about your own WebQuest. Alternatively, review the PowerPoint document on WebQuests posted on Blackboard.
Second, do some research related to your topic. You will need to collect resources that you can place on your “Resources” Webpage, so that students are able to complete your WebQuest. Resources can be videos, articles, stories and a list of websites that the students can use to conduct