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Related Concept Videos

Surveys02:16

Surveys

Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nursing Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Social Foundations of Self III: Self-Evaluation01:30

Social Foundations of Self III: Self-Evaluation

Self-evaluation is the process by which individuals assess their abilities, behaviors, and characteristics based on feedback from others. Charles H. Cooley observed that a person’s self-perception is primarily influenced by how others see and judge them. He suggested that individuals form their identities based on their interpretations of others' reactions. As a result, social interactions play a crucial role in shaping self-esteem and personal identity. These external evaluations often blend...
Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem: self-efficacy,...

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Related Experiment Video

Updated: Jul 26, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Student expectations and personal perceptions as an approach to course evaluation.

E F Rosinski, P M Hill

    Medical Education
    |May 1, 1986
    PubMed
    Summary

    This study introduces a novel method for course evaluation, focusing on student expectations and their fulfillment, rather than solely on teacher behavior or student reactions. It reveals how well courses met student learning objectives.

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    Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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    Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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    Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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    Published on: February 10, 2016

    A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
    08:33

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    Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
    10:26

    Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

    Published on: September 11, 2021

    Area of Science:

    • Educational assessment
    • Higher education pedagogy
    • Student learning outcomes

    Background:

    • Traditional course evaluations often focus narrowly on teacher performance or immediate student feedback.
    • A gap exists in understanding how well courses align with student-generated expectations and learning objectives.
    • Existing methods may not fully capture the student experience regarding course design and delivery.

    Purpose of the Study:

    • To introduce and evaluate a technique for assessing student expectations in courses.
    • To measure the extent to which student expectations were met by the course.
    • To gather student perceptions of laboratory teaching and learning objectives.

    Main Methods:

    • A novel technique was employed to quantify student expectations prior to the course.
    • Student responses were analyzed to determine the degree of expectation fulfillment.
    • Surveys were used to collect student perceptions of laboratory teaching and learning objectives.

    Main Results:

    • The developed technique successfully identified specific student expectations.
    • Significant discrepancies were found between student expectations and course delivery in certain areas.
    • Student perceptions highlighted areas for improvement in laboratory teaching objectives.

    Conclusions:

    • The proposed method offers a more comprehensive approach to course evaluation.
    • Focusing on student expectations provides valuable insights beyond traditional metrics.
    • Findings can inform curriculum development and pedagogical adjustments to better meet student needs.