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ASSE 3211 LEARNING OUTCOME ASSESSMENT II powerpoint research presentation ASSE 3211 LEARNING OUTCOME ASSESSMENT II powerpoint research presentation Presented By: GHALIA AL GHAMDI ID#: 201500397 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 overrate 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, correct & truthful Correct 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 WRONG 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 Verbal Learning and Verbal Behavior Perceptual and Motor Skills Memory & Cognition Research in Organizational Behavior 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: Primary Sources Books Journal Articles Magazines Secondary Sources Personal Interviews Industry Survey Questionnaires HOW? RESEARCH 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 errors, 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 current 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. (2004). Flawed Self-assessment Implications for Health, Education, and the Workplace. American Psychological Society, 5(3), 69-106. Retrieved March 22, 2018, from https://www.ncbi.nlm.nih.gov/pubmed/26158995 REFERENCE ASSE 3211 LEARNING OUTCOME ASSESSMENT II ASSE 3211 LEARNING OUTCOME ASSESSMENT II Presented By: GHALIA ALGHAMDI ID#: 201500397 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 Rubrik 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/buildingblocks.htm https://www.slideshare.net/ConcettaScarfone1/webquest-a-constructivist-aproach-to-learning-online-51653235 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 brochure. The last task is usually a presentation. You must identify at least 4 or 5 tasks and briefly 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 arranged 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 rubric (i.e., criteria) that can be used by the students to self-assess their performance in each task of the WebQuest. Use the rubric provided in the template. · See the following example of a rubric for the Evaluation page: Conclusion. In this section, congratulate the students on completing the WebQuest, bring 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