Search results

The purpose of this paper is to extend the work on 360‐degree assessments as a stakeholder perspective and to support the argument that different competency assessments by different rater groups provide valid predictors of the objective and subjective career success of young professionals.

A 360‐degree assessment tool, the leadership inventory (LI), was completed by 330 individuals as part of their professional development. Eight competencies germane to the performance of young professionals were assessed by self, supervisors, peers, and direct reports. These rater assessments were used to predict one's satisfaction with his/her career, promotions, and salary changes.

Different rater groups assess the competencies differently, and these differences are relevant to career success. The results of object measures of career success held when gender, years of work experience, and two individual difference measures (i.e. proactivity and negative emotions) were controlled. In contrast, the self‐assessments of satisfaction with career success were attenuated when control variables were introduced.

Professionals can enhance their promotion potential and salary progression by developing and exhibiting the competencies of interest to their supervisors (most performance competencies), peers (gaining buy‐in and commitment of others, recognizing and promoting interdependence), and direct reports (providing direction that inspires action, fostering a climate of innovation and learning).

This article supports a broader use of different rater group competency assessments in understanding and enhancing the career success of professionals. It suggests the need for dialogue and research regarding when different rater assessments in 360‐degree assessment tools are an index of instrument validity.

The purpose of this study is to share quality process experience from a US comprehensive university to use both direct (participation rate and assessment quality) and indirect assessment measures (assessment survey) to evaluate the quality process.

A mixed method design was used to evaluate the quality process. The qualitative design used thematic analysis to find the common themes from the assessment survey. The quantitative design included reliability and internal consistency for the survey and inter-rater reliability for the peer review.

Findings indicated that participation rate and assessment quality improved over the years. Faculty provided positive feedback about assessment website, the peer review process and feedback but negative perspectives on the assessment management software and heavy workload on assessment activities. The researcher shared the actions made based on three-year assessment results, especially how leaders have used it to align with planning and budgeting to close the institutional effectiveness loop.

This research had two limitations. The inter-rater reliability of the peer review was not high and the number of peer review reports in two years were so different, so the results could not be checked for statistical significance.

The meta-assessment results could have important implications for other universities to improve the quality process.

There have been limited studies on using both direct and indirect assessment measures to evaluate the quality process. This study uses multiple measures to provide accurate results for administrators’ decision-making in resource allocation.

This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO.

A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation.

The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users.

This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.

This paper aims to propose an innovative method for deploying a personalized instructor-created software-aided assessment system, that will disrupt traditional learning environments by allowing students to confidentially and with indirect supervision from the instructor, assess their knowledge and ability to achieve the course outcomes.

Through empirical evaluation in real-world educational settings, the authors examine the impact of augmenting human activity in the classroom with an innovative software platform to transform the learning process.

Findings indicate that this software-aided assessment system effectively augments human interactivity by providing timely instructor-designed feedback to increase knowledge retention and skillsets.

This study has shown that incorporating disruptive innovation through the use of software-aided assessment systems increases the effectiveness of the faculty in the classroom and enhances student learning and retention. Thus, a transformative software-aided assessment system design that incorporates artificial intelligence into the learning pathway should be pursued. These software-aided assessments are disruptive innovation as they are formative, frequent and require little direct involvement from the instructor.

To the best of the authors’ knowledge, this study is the first of its kind to incorporate artificial intelligence into the assessment process by analyzing results of pilot programs at several universities. The results demonstrate how using software-aided transformative assessments in various courses have helped instructors assess students’ preparedness and track their learning progress. These software-aided systems are the first step in bringing disruptive innovation to the classroom as these software-aided assessment instruments rapidly assess learners’ knowledge and skills based on short, easily created, multiple-choice tests, with little direct engagement from the faculty.

How to identify the critical success factors (CSFs) of public health emergencies (PHEs) is of great practical significance to carry out a scientific and effective risk assessment. The purpose of this paper is to address this issue.

In this paper, the authors propose a new approach to identify the CSFs by hesitant fuzzy linguistic set and a Decision-Making Trial and Evaluation Laboratory (DEMATEL) approach. First, a larger group of experts are clustered into three groups according to similarity degree. Then, the weight of each cluster is determined by the maximum consensus method, and the overall direct influence matrix is obtained by clustering with hesitant fuzzy linguistic weighted geometric (HFLWG) operators. Finally, the overall direct influence matrix is transformed into the crisp direct impact matrix by the score function, and 11 CSFs of PHEs are identified by using the extended DEMATEL method.

In addition, an example of PHEs shows that the approach has good identification applicability. The approach can be used to solve the problems of fuzziness and subjectivity in linguistic assessments, and it can be applied to identify the customer service framework with the linguistic assessments process in emergency management.

This paper extends the above DEMATEL method to study in the hesitant fuzzy linguistic context. This proposed hybrid approach has a wider application in the high-risk area where disasters frequently occur.

The aim of the study reported in this article was to establish whether the quality of clothes of a given brand is perceived and assessed by consumers at the same level. An additional purpose was to identify the features that characterize the quality of popular, among Polish young female consumers, clothing brands and to classify them according to their quality level (perceived and assessed).

The article presents two approaches to consumer assessment of the quality of clothes: the survey method, in which the product quality was determined by 320 Polish female young respondents (19–25) based on their own previous experiences and impressions related to a particular clothing brand, and a direct assessment of shirts of selected brands using a sensory quality assessment method, a five-point hedonic scale with the verbal anchor (115 evaluators).

The research has revealed a significant difference between the perception of selected quality features of brands and the consumer assessment of the products. The perception maps developed based on the PROFIT analysis (PROperty FITting) as well as on cluster analysis provided interesting information about the situation of selected brands and their features in comparison with others and allowed to identify strong and weak features characterizing a given category.

This study has several limitations. First and foremost, the research results cannot be generalized to all consumers because they encompass the results from one national context and one population of respondents (young females). It should also be noted that the conducted research comprises only the most popular clothing brands available on the Polish market, in particular, the fast fashion segment brands. Furthermore, it would be advisable to carry out a sensory assessment of the quality of other clothing items offered under the brand names investigated.

This research could be a valuable source of information for clothing company managers, thanks to which they could better manage their brand and its position on the market. When undertaking marketing activities consisting of building positive perceptions about the product, it is important to make sure that the product offers an attractive sensory experience. When real quality deviates from consumer perceptions about the quality, managers should take corrective actions to restore and even improve the brand image in the eyes of the consumer, as well as to ensure the brand and the products offered under it a stable position on the market.

By comparing two approaches to consumer quality assessment, discrepancies between declared and real (sensory) quality of clothes have been identified and the distinctive features that differentiate selected brands regarding their quality level have been indicated.

The purpose of this pilot paper is to use on-site assessment to determine common non-compliance in point-of-care (POC) glucose testing, deficiencies that should be improved by the POC team or emphasized in further training.

Assessment forms for POC site and staff competency were developed and used for direct observation in four POC sites. Nurses were sampled in these sites.

The on-site assessment demonstrated that initial operator training was insufficient. Only three of 15 nurses achieved a satisfactory score on the first assessment. In all nine participants who had been assessed at least twice improved their performance. In total, 16 (30 percent) of 53 competency items were not achieved, so these should be addressed during refresher training. Improved compliance with the checklist was observed in two of four POC sites.

Medical students and residents also perform the test, so more representative samples are needed.

The assessment of staff performance in the workplace with constructive input and POC site inspections to identify common deficiencies are recommended. Refresher trainings should be focussed on the deficiencies identified.

Assessing staff performance in the workplace with constructive input and POC site inspections to identify common deficiencies are recommended. Refresher trainings should focus on deficiencies.

This study involved directly observing POC site staff during glucose testing. The assessment forms were based on ISO 22870:2006 technical requirements.

In this chapter, we compare five approaches for assessing competences of higher education graduates. We begin by outlining the main reasons for assessing higher education graduates’ competences. Next, we present a brief definition of competences. This definition is applied throughout the chapter, and forms the framework for comparing various approaches for measuring higher education graduates’ competences, and for discussing their relative strengths and weaknesses. We conclude that the existing approaches for assessing competences are suitable for measuring only one type of competence, that is, either cognitive or non-cognitive, but limited in their capacities to measure both. In the context of changing labor market needs and requirements, it is essential either to use these approaches in combination or to develop innovative methods which are equally suitable for measuring discipline-related as well as more generic competences. In this chapter, we discuss the assessment approaches by mainly focusing on employment-related competences. By employment-related competences we mean both cognitive and non-cognitive aspects of competences, such as personal and social skills, leadership, and communication skills.

Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best-practices in higher education. The paper aims to discuss this issue.

This is Part 2 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs, and the experiences of the two programs during implementation.

The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of a closed-loop assessment of learning outcomes process will take several years to complete.

This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.