Variability In The Accuracy Of Self-Assessments Among Low, Moderate, And High Performing Students In University Education

The present work empirically examines the validity of Student Self-Assessment (SSA) as an educational assessment in higher education. We briefly review the principle methodological factors that could affect SSA validity, as well as the main findings identified in the literature. One empirical study is presented that compares student-self evaluations on a test with the evaluation made by the course instructor while controlling for students\u27 experience with SSA, criteria, rubric, and scales used by the student and teacher, and that the teacher was blind. Results show a strong correlation overall between the SSA and the instructor’s evaluation and show that lower-performing students tend to over-estimate their performance while higher-performing students under-estimate their performance. The results support that SSA is valid for the average student, but less so for those that deviate above and below average in the absence of measurements of potentially mediating variables. The need to consider metacognitive factors in SSA is proposed

Feedback and evaluative experience as decisive factors in student self-regulation

La evaluación tiene un papel muy importante en los procesos de aprendizaje en contextos educativos. Así, las evaluaciones activas, donde el alumno tiene un papel protagonista, cada vez están tomando mayor presencia como complemento a las evaluaciones tradicionales debido a su probado valor formativo. El presente estudio trata de analizar el impacto que tiene sobre las evaluaciones hechas por los alumnos, la experiencia adquirida por dichos alumnos al someterlos a situaciones de evaluación y al recibir feedback por parte del profesor sobre dichas evaluaciones. Para ello, dos grupos naturales de clase realizaron evaluaciones del trabajo realizados por otros grupos y de su propio trabajo. La diferencia entre los grupos radicó en que uno de ellos recibió feedback del profesor tras la evaluación y el otro grupo no. Los resultados analizaron la precisión de los grupos evaluando a otros grupos de compañeros y evaluándose a sí mismo, con respecto a la evaluación del profesor. Los datos mostraron que ambos grupos mejoraron la precisión de las evaluaciones a lo largo de las sesiones, pero la mejora fue significativamente mayor en el caso del grupo que recibió feedback. Estos resultados nos permiten apuntar sobre la importancia de la evaluación dentro del proceso de aprendizaje y de la necesidad de proveer a los alumnos de feedback sobre la evaluación realizada.Assessment plays a key role in learning processes in educational environments. Thus, active evaluations, such as self-evaluation, are being used increasingly frequently as a supplement to traditional evaluations due to their proven formative value. The present study analyzes the impact of the evaluations made by the students on the experience acquired by these students when they are subjected to evaluation situations and when they receive feedback from the teacher on these evaluations. To this end, two natural class groups carried out evaluations of the work done by other groups and of their own work. The difference between the groups was that one group received feedback from the teacher after the assessment and the other group did not. The results were analyzed to determine the groups’ accuracy in evaluating their peers and themselves with respect to the teacher’s evaluation. The data showed that both groups improved the accuracy of the evaluations throughout the sessions, with a significantly greater improvement for the group that received feedback. These results highlight the importance of evaluation in the learning process and the need to provide students with feedback on their evaluation

Causas de las Bajas Competencias Comunicativas en Inglés Como Lengua Extranjera: Consideraciones y Reflexiones

Mastering English as a lingua franca has become a first-rate skill for new professionals in most jobs around the world. According to the bilingualism policies in Colombia it is expected that students from higher education achieve a level of English between B1 or B2 according to the Common European Framework of Reference for Languages (CEFRL), with students from bachelor degree programs in foreign languages, the level must be C1, in this sense the Ministry of Education has implemented projects and strategies to get a bilingual professional with high communicative competences, according to the demands of the globalized world. However, most students show low levels of communicative proficiency in English according to the results of the test applied by ICFES. Despite the demands of learning English, weaknesses persist in the mastery of communicative competences. A constant concern is to investigate some causes of low communication skills in this language. This article presents the results of some research conducted in various countries around the world that has attempted to investigate these causes. The causes, according to the results of the research, have to do with social and cultural aspects, but more importantly, teacher performance is one of the most frequent causes. This requires special attention to start programs and projects aimed at training teachers in didactic competencies.Dominar el inglés como lengua franca se ha convertido en una habilidad de primer nivel para nuevos profesionales en la mayoría de los trabajos en todo el mundo. De acuerdo con las políticas de bilingüismo en Colombia, se espera que los estudiantes de educación superior alcancen un nivel de inglés entre B1 o B2 de acuerdo con el Marco Común Europeo de Referencia para las Lenguas (MCERL), en el caso de estudiantes de programas de licenciatura en idiomas extranjeros, el nivel debe ser C1, en este sentido el Ministerio de Educación ha implementado proyectos y estrategias para conseguir un profesional bilingüe con altas competencias comunicativas, de acuerdo a las demandas del mundo globalizado. Sin embargo, la mayoría de los estudiantes muestran bajos niveles de competencia comunicativa en inglés según los resultados de la prueba aplicada por ICFES. A pesar de las exigencias en el aprendizaje del inglés, persisten deficiencias en el dominio de las competencias comunicativas de este idioma. Una preocupación constante es investigar algunas de las causas del bajo nivel de competencias comunicativas en este idioma. Este artículo presenta los resultados de algunas investigaciones realizadas en varios países del mundo que han tratado de investigar estas causas. Las causas, según los resultados de las investigaciones, tienen que ver con aspectos sociales y culturales, pero lo más importante es que el desempeño pedagógico del profesorado aparece como una de las causas más frecuentes. Esto requiere una atención especial para poner en marcha programas y proyectos destinados a formar a los profesores en competencias didácticas

Temas Socio-Jurídicos. Volumen 20 No. 42 Junio 2002

Arribamos a la edición número 42 de la revista Temas Socio- Jurídicos tras veinte años de persistente presencia en el medio académico del país, y de haber obtenido nuevamente la homologación como publicación científica por parte del comité de Colciencias. Al cierre de la edición registramos el deceso de tres juristas vinculados a los orígenes de nuestra facultad de derecho, los doctores Carlos Alberto Zuluaga Soto, Hernán Prada Niño y Alvaro Rey Ramírez, así como del humanista Jorge Enrique Valderrama en cuya memoria dedicamos este esfuerzo de la comunidad académica.We arrive at the 42nd edition of the Socio-Legal Issues magazine after twenty years of persistent presence in the media of the country, and having again obtained approval as a scientific publication by the committee of Colciencias. At the close of the edition we recorded the death of three jurists linked to the origins of our law school, doctors Carlos Alberto Zuluaga Soto, Hernán Prada Niño and Álvaro Rey Ramírez, as well as the humanist Jorge Enrique Valderrama in whose memory we dedicate this effort of the academic community

Admixture in Latin America: Geographic Structure, Phenotypic Diversity and Self-Perception of Ancestry Based on 7,342 Individuals

The current genetic makeup of Latin America has been shaped by a history of extensive admixture between Africans, Europeans and Native Americans, a process taking place within the context of extensive geographic and social stratification. We estimated individual ancestry proportions in a sample of 7,342 subjects ascertained in five countries (Brazil, Chile, Colombia, México and Perú). These individuals were also characterized for a range of physical appearance traits and for self-perception of ancestry. The geographic distribution of admixture proportions in this sample reveals extensive population structure, illustrating the continuing impact of demographic history on the genetic diversity of Latin America. Significant ancestry effects were detected for most phenotypes studied. However, ancestry generally explains only a modest proportion of total phenotypic variation. Genetically estimated and self-perceived ancestry correlate significantly, but certain physical attributes have a strong impact on self-perception and bias self-perception of ancestry relative to genetically estimated ancestry

Association Between Preexisting Versus Newly Identified Atrial Fibrillation and Outcomes of Patients With Acute Pulmonary Embolism

Background Atrial fibrillation (AF) may exist before or occur early in the course of pulmonary embolism (PE). We determined the PE outcomes based on the presence and timing of AF. Methods and Results Using the data from a multicenter PE registry, we identified 3 groups: (1) those with preexisting AF, (2) patients with new AF within 2 days from acute PE (incident AF), and (3) patients without AF. We assessed the 90-day and 1-year risk of mortality and stroke in patients with AF, compared with those without AF (reference group). Among 16 497 patients with PE, 792 had preexisting AF. These patients had increased odds of 90-day all-cause (odds ratio [OR], 2.81; 95% CI, 2.33-3.38) and PE-related mortality (OR, 2.38; 95% CI, 1.37-4.14) and increased 1-year hazard for ischemic stroke (hazard ratio, 5.48; 95% CI, 3.10-9.69) compared with those without AF. After multivariable adjustment, preexisting AF was associated with significantly increased odds of all-cause mortality (OR, 1.91; 95% CI, 1.57-2.32) but not PE-related mortality (OR, 1.50; 95% CI, 0.85-2.66). Among 16 497 patients with PE, 445 developed new incident AF within 2 days of acute PE. Incident AF was associated with increased odds of 90-day all-cause (OR, 2.28; 95% CI, 1.75-2.97) and PE-related (OR, 3.64; 95% CI, 2.01-6.59) mortality but not stroke. Findings were similar in multivariable analyses. Conclusions In patients with acute symptomatic PE, both preexisting AF and incident AF predict adverse clinical outcomes. The type of adverse outcomes may differ depending on the timing of AF onset.info:eu-repo/semantics/publishedVersio

COVID-19 symptoms at hospital admission vary with age and sex: results from the ISARIC prospective multinational observational study

Background: The ISARIC prospective multinational observational study is the largest cohort of hospitalized patients with COVID-19. We present relationships of age, sex, and nationality to presenting symptoms. Methods: International, prospective observational study of 60 109 hospitalized symptomatic patients with laboratory-confirmed COVID-19 recruited from 43 countries between 30 January and 3 August 2020. Logistic regression was performed to evaluate relationships of age and sex to published COVID-19 case definitions and the most commonly reported symptoms. Results: ‘Typical’ symptoms of fever (69%), cough (68%) and shortness of breath (66%) were the most commonly reported. 92% of patients experienced at least one of these. Prevalence of typical symptoms was greatest in 30- to 60-year-olds (respectively 80, 79, 69%; at least one 95%). They were reported less frequently in children (≤ 18 years: 69, 48, 23; 85%), older adults (≥ 70 years: 61, 62, 65; 90%), and women (66, 66, 64; 90%; vs. men 71, 70, 67; 93%, each P < 0.001). The most common atypical presentations under 60 years of age were nausea and vomiting and abdominal pain, and over 60 years was confusion. Regression models showed significant differences in symptoms with sex, age and country. Interpretation: This international collaboration has allowed us to report reliable symptom data from the largest cohort of patients admitted to hospital with COVID-19. Adults over 60 and children admitted to hospital with COVID-19 are less likely to present with typical symptoms. Nausea and vomiting are common atypical presentations under 30 years. Confusion is a frequent atypical presentation of COVID-19 in adults over 60 years. Women are less likely to experience typical symptoms than men

The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative

Training in prosocial behaviors in young people in the city of Bogota

Las conductas prosociales suelen tener un rol positivo sobre la salud mental, sin embargo, no es fácil promover estas conductas en los jóvenes. Algunos programas basados en meditación compasiva parecen ser prometedores para facilitar la prosocialidad, sin embargo, son escasas las investigaciones sobre el efecto de la meditación compasiva en las conductas prosociales y la salud mental. Por lo tanto, el objetivo de esta investigación fue analizar el efecto de un programa de meditación compasiva sobre las conductas prosociales, la empatía y la salud mental de estudiantes universitarios de la ciudad de Bogotá. Para lo cual se compararon las respuestas a la Escala de Prosocialidad de Caprara, el Índice de Reactividad Interpersonal (IRI), la escala para el Trastorno de Ansiedad Generalizada (GAD-7) y el Índice de Bienestar (WHO-5) antes y después de realizar un programa de meditación compasiva. Se encontró que: (1) la meditación compasiva mejoró la percepción del desempeño académico y las relaciones con profesores y padres; (2) la toma de perspectiva y la preocupación empática están relacionadas con la prosocialidad; (3) el entrenamiento en meditación compasiva incrementó el deseo de ayudar a otros, pero no otras dimensiones de la prosocialidad; (4) no se observaron cambios significativos en la empatía; y (5) el entrenamiento tuvo un efecto positivo la reducción de la ansiedad. Se concluye que el entrenamiento en meditación compasiva puede incentivar la ayuda de otros, mejorar las relaciones con los demás y reducir los problemas de salud mental en jóvenes universitarios. Estos resultados podrían ser útiles en la creación de programas para la prevención de problemas de salud mental en jóvenes, la promoción de comunidades universitaria resiliente y fortalecer la investigación sobre la intervención psicológica de problemas como la ansiedad y la depresión.Prosocial behaviors often play a positive role on mental health, however, it is not easy to promote these behaviors in young people. Some programs based on compassionate meditation seem to be promising in facilitating prosociality, however, research on the effect of compassionate meditation on prosocial behaviors and mental health is scarce. Therefore, the objective of this research was to analyze the effect of a compassionate meditation program on prosocial behaviors, empathy and mental health of university students in the city of Bogotá. For this purpose, the responses to the Caprara Prosociality Scale, the Interpersonal Reactivity Index (IRI), the Generalized Anxiety Disorder Scale (GAD-7) and the Well-Being Index (WHO-5) were compared before and after a compassionate meditation program. It was found that: (1) compassionate meditation improved the perception of academic performance and relationships with teachers and parents; (2) perspective-taking and empathic concern are related to prosociality; (3) compassionate meditation training increased the desire to help others, but not other dimensions of prosociality; (4) no significant changes were observed in empathy; and (5) the training had a positive effect in reducing anxiety. It is concluded that compassionate meditation training can encourage helping others, improve relationships with others, and reduce mental health problems in young university students. These results could be useful in the creation of programs for the prevention of mental health problems in young people, the promotion of resilient university communities, and to strengthen research on psychological intervention for problems such as anxiety and depression.Psicólogo (a)Pregrad

Response recovery effects in Primary School children: renewal, reinstatement and spontaneous recovery. A systematic review and meta-analysis

This project will be oriented to develop a systematic review and meta-analysis, trying to analyze all the evidence on the presence of renewal, reinstatement, and spontaneous recovery on Primary School children (6-11 years old)