Academic And Research Skills For Law Specifications Assignment

Introduction Of Academic And Research Skills For Law Specifications

Self-assessment is a fruitful technique or method that is used as an assessment guide to judge one’s own abilities and weaknesses, as well as how they could be improved. It also enables a person to identify those elements that are acting as barriers to achieving their goal. It is not only beneficial to organizations or workplaces, but it also benefits students in terms of improving their English abilities, as well as personal and academic skills. As a result, its significance for a student cannot be overstated.

Unlock your academic potential with New Assignment Help. Our reliable assignment writing help in the UK empowers students to excel in their studies with confidence. Dive into our Free Assignment Samples to access a plethora of resources and enhance your understanding of various subjects.

Self-assessment of academic competency

Self-assessment can only work if a student strictly and sensibly analyses his performance by adopting a suitable technique. It’s very helpful and important for students to improve their learning abilities both orally and in writing, which in turn helps them a lot to become professionally competent[1]. By using this technique, a student becomes more responsible and focused on his goal, and he works even harder to achieve it. Self-assessment aids in the development of critical perceptive abilities that support a variety of critical graduate talents. Since self-evaluation is a skill that all professionals must possess, higher education should incorporate it as early as possible. Self-realization is very important to achieving mastery of any skill. While considering self-assessment, it is important to assure beneficial terminology relevant to the topic to update and maintain progress in the work. It also helps to learn more new words and discover the art of literature in every aspect.

Academic competency lies between the maintenance of specific justification of the vision towards a particular concern, and thus, it is supposed to be represented for distinguishing the potential of writing[2]. Professional writing concerns must be availed in this regard to secure better significance in the determination of producing crucial academic work with proper research. The achievement lies on accomplishing self-target as well as managing significant divergence regarding the betterment of relevant justification. The association of SMART target is an imperative target accomplishing tool which is expected to analyze the gaps as well as recommends the perspectives where improvement is required.

Knowing one's weaknesses and actively working on them boosts one's confidence while also allowing one to improve one's academic skills and competencies[3]. And it also increases self-awareness through reflective practice, explicitly stating the standards for one's own evaluation, and integrating activities for performance enhancement into continuing learning. It enables the learner to more objectively evaluate yours others' performances when used in conjunction with peer assessment, assisting in the growth of critical reviewing abilities. Through this evaluation, learners gain greater practice in delivering constructive criticism as well as accepting and acting on criticism[4]. It gives students the chance to manage their own learning and assessment and encourages them to take responsibility for their own learning. Here are the following elements that could improve a student’s academic skills:

• You can organise activities and stay focused if you have strong time management abilities. Setting and fulfilling deadlines, focusing on one task at a time, and effectively assigning duties are all made possible by effective time management in the workplace. It is a well-established principle that if a person manages himself properly, he can easily manage his time.
• The majority of us have experienced initiative. Today's educational institutes put an increasing stress on initiative. Self-assessment plays a crucial role in the development of personal skills like management, taking initiative without being directed to do so, and thinking ahead development of personal skills like management, taking initiative without being directed to do so, and thinking ahead. Since this kind of adaptability and bravery drives students to outperform the task by themselves,
• The ability to continue pushing forward in the face of resistance or difficulties is known as persistence. Initiative-showing people frequently run into obstacles; therefore, reasonable persistence is crucial if a student wants to accomplish what he has set out to do.
• Set checkpoints along the way and log your accomplishments to see if you've reached them so you can objectively assess your progress toward your goal and how far you are from it. Get help from a teacher or professor to get a complete evaluation. Apply this criticism to your future self-management[5]. This feedback mechanism helps students a lot to improve their personal skills. These are some skills that are applied in self-assessment to enhance the personal and academic skills of the students.

SMART target in self-assessment:

SMART target, which stands for specific, measurable, achievable, and realistic and timed, is used in self-assessment as a way to enhance the academic and personal skills of students. There are five elements that are needed to be consider while setting SMART goal for self-assessment

• Specific: You won't be able to focus your efforts or feel fully driven to reach your objective if it isn't clear and distinct. In this regard, clarifying the objective is a necessary concern to be involved in the writing practice with certain specifications and understanding[6]. The same must be involved while looking for study it conducting research which is efficient concern for reducing redundancy in the work, and is aligned with maintaining specific approach. Try to respond to the following five "W" questions e.g. what, why, who, where and which while targeting a goal
• Measurable: It's crucial to set quantifiable objectives so you can monitor your progress and maintain motivation[7]. It could be achieved by staying focus, fulfill your timeframe, and experience the thrill of coming closer to your objective by regularly evaluating your progress. Measuring the progress is another imperative concern to be involved, and this is required for the betterment of significant divergence and management of the flow[8]. To make the writing approach understandable, it is required to adjust beneficial documentation and managing the measures is supposed to be done while assessing the quality.
• Achievable: To be effective, your target must also be achievable and reasonable. It should therefore be challenging for you while still being doable. Setting attainable goals may help you find previously unrecognized opportunities or resources that will help you achieve them. The set target must be achieved and that is the reason, it has been conveyed that the onset of targeting, it is important to set small targets to be achieved which enhances the boosting agent in the confidence[9]. The association of relevant concern must be availed for beneficial justifications of sourcing the achievement and tracking the same.
• Realistic: This phase involves making sure that you value your goal and that it is compatible with other important objectives. While all of us require help and support to accomplish our objectives, one must have a management and hold over it. It is the responsibility of an individual to maintain realistic approach in making the target fulfilled[10]. It is required to manage the upcoming projects up to the mark and for considering effective approach. It helps to address the vision which is the ley to produce an effective writing approach in academics.
• Timed: No matter what the target is, all objective requires a target date so that you have a timeframe to concentrate on and a goal to strive for. The maintenance of specificity is almost same with managing time as it is the most necessary concern to produce the writing with consecutive concern towards competencies as well as securing better cognition[11]. The maintenance of timeline for the completion of the projects or writing is an efficient approach that comes with practice and with the sense of recognition of valuing time. This feature aids in preventing daily obligations from taking precedence over your long-term objectives.

Research methods:

Primary research and secondary research are two methods of research. The method in which the information is collected from precedent researches or studies is known as secondary research method whereas information gathered from self-study and self-research is known as primary research method[12]. The association of academic progress is needed to be involved and is required for the establishment of significant divergence regarding the purpose of attaining more cognitive concern. Preparing and including flexibility is another imperative skill to be involve as it helps to align the writing towards the mode of essence which is the approach of the topic[13].

Secondary research: There is no difference between school project research and secondary research. Both are different name of the same method used invariably. The effort is in sorting through the information that is already available and locating data that corresponds with the specific research project[14]. When secondary research begins, the amount of material available on a specific topic could be overwhelming.

• Academic publications that have undergone peer review frequently publish that the research is originally done by author.
• Published books and papers: Many books cite original sources and include the author's analysis.
• Governmental organizations: A lot of government organizations maintain databases or archives their work reports that contain information that may be beneficial to scholars.
• Colleges and universities are educational institutions that conduct a lot of research and provide data that may be required by academics.
• Evaluation of sources: Secondary research can benefit from the usage of commercial publications including newspapers, periodicals, and television programmes. For example, these sources offer firsthand knowledge and perceptions regarding political objectives, market analysis, and economic changes.

Primary research: To gather data and find answers to never-before-asked questions is the goal of primary research[15]. It is the only possible methodology left to an organization to only perform primary research after the gaps in the current secondary research have been found because primary research is often more time-consuming and has higher related expenditures. It could be gathered by following resources:

• Surveys: This method of gathering data involves asking participants to respond to specific study questions about their discoveries and opinions. Due of the questions' set character; this kind of questioning is typically less adaptable than interviews. However, surveys are helpful for gathering data from huge populations.
• Interviews: Interviews are a practical method for gathering data from lone subjects or small groups of people[16]. Interviews are a useful tool for researchers who want to gain expert advice on a certain topic.
• Observation: is the main research technique used here. It entails seeing people, events, and other variables that are crucial to the investigation or study. Measuring and writing down quantitative or qualitative data are part of observation.

Taking effective notes

Taking notes during research methodology gives you a summary of what you have accomplished and helps you to stay focus. Having your own notes can help you comprehend the research material more thoroughly. In order to write summary, you should make notes from a written source. To decide how you're going to use the information in your report, you can incorporate notes that reflect your own opinions about a written source. Following elements needed to be consider while making effective note, e.g. how to effectively use acronyms and symbols in academic work.

Use of acronyms and symbols

Both acronyms and symbols are condensed versions of lengthy terminology or expressions. When a phrase is abbreviated, an acronym is created where each word's first letter spells out a new term[17]. The main purpose of adding an acronym is clarity. To be more precise, we condense lengthy technical terminology to make our writing simpler to understand, particularly when they are used frequently. In most cases, there is no need to employ an acronym if a term is only used once or twice. Additionally, you should try to limit your use of acronyms and technical jargon because they can make writing harder to comprehend. Acronym make the academic work more clear and easy but there are some standards of using an acronym in academic writi Usually, when using a term that will be abbreviated, you should first spell it out completely before adding the abbreviation or acronym in brackets.

• Ensure that acronyms are used more than once.
• Consistently use acronyms and symbols
• Avoid going too far.
• Let us assist: It means that you should make it obvious before submitting your work that these keys work for you rather than against you

Active reading

Active reading is just reading something with the intention of understanding it and assessing its applicability to your requirements[18]. You can save time by participating in the content critically and actively. For active reading various methods are used of this method is SQ3R technique, which is a very useful technique to summarize lengthy comprehensions. It stands for skim, question, read remember and review.

Active listening

In order to take effective notes for research, one must be able to listen to another person's words while also attempting to understand their meaning and intent[19]. This is called active listening in research methodology. Because it keeps you positively connected with your discussion partner, active listening is crucial in any re. The other person feels heard and appreciated as a result as well.

Acknowledgment: A simple head nod or gesture might be used to express acknowledgement. Indicating that you are listening does not imply that you concur with the speaker. Paying attention can also be aided by using your body language and other cues to show that you are paying attention. In order to gain the information and for the purpose of research you need, try to respond to the speaker in a way that will motivate them to keep talking. When you nod your head during a conversation it indicate interest, a passing question or remark to summarize what has been stated also shows that you are paying attention and comprehending the content.

• Eye contact: It is acceptable and typically uplifting for the audience to turn to face the speaker[20]. However, avoid constant eye contact. Know how much eye contact is suitable in each scenario.
• Body language: In interpersonal encounters, posture can reveal a significant detail about the sender and the recipient. When sitting, the attentive listener often leans slightly forward or to the side. Additional indications of engaged listening could be a small head tilt which indicates listener interest in conversation

Research project planning

This methodology is not as simple as simple school or college project activity. It is a time taking and nerve wrinkling test of both your intellectual approach and creativity. The research has been conducted while accomplishing significant resources from primary and secondary resources[21]. In the primary data collection method, it has been considered that several interviews and surveys are targeted for gathering the information. In secondary data collection method, relevant online articles, online journals, online websites, books, company websites, contemporary newspapers, and online media contents have been referred. The basic need of adopting this methodology is to make work more convenient and easier for the doer or researcher. There are certain norms and standards that are necessary to consider while doing research. To prevent work obstacles these strategies are adopted[22]. In order to plan a research model following measures should be taken periodically.

Create a plan

A research plan is a written summary of your complete project, from the research you undertake to the conclusions you hope to reach. The inclusion of an action plan is a beneficial aspect to be maintained as it helps to recognize the gaps and also helps to improve the strengths of writing. Certain applications have been established in the contemporary World to assess the quality and flow of academic writing which is needed to be known and mastered at own pace[23]. A research plan outlines your objectives, the methods you'll take to achieve them, and all the resources you'll need to gather your findings[24]. Plans for your research can help you or your team focus on a specific goal. With a clear grasp of what must be done and when, it helps keep you or a team organised.

• Check understanding of the brief: You better create project goals whether you're working in a team or alone. If your group is conducting research, clarifying the project's goal might help you break tasks down into manageable portions. For better achievement of your goal understanding of brief is much Important. If your objective is, for instance, to investigate the history of a nation, you can assign certain team members the task of investigating the nation's cultural history, another task of researching its history of conflicts, and so on.
• Check deadline: Consider including every goal on a rough schedule after you've gathered everyone and assigned each person a task. To set a feasible timeline, you might need to hold many meetings if you are doing a team work. Consider scheduling each target on days that provide relaxation to the team members if they are unable to make the deadline when building your timetable. This can assist make up for any unforeseen developments or research interruptions that may occur.
• Plan research method: After preparation of brief and setting of deadline the main steps towards goal achievement is the selection of research methodology. A sensible choice is that In which researcher knows that which method is helpful for him to achieve his goal and whether he has to work individually or in group. So choice of research method is very important to hit ones goal.
• Smart objective: Determine specific goals or actions you must take to achieve the project's overarching aim once you've established it[25]. You may make your process simpler and more understandable by figuring out the specific stages you must complete in order to achieve your goal. You can use the shorthand notation S.M.A.R.T. to identify and rate project objectives. It's crucial to create this objective for each target or result you expect to achieve. In order to achieve ones expected goal SMART objective technique is very fruitful[26]. As mentioned before this method is very constructive method to specifically led a researcher to achieve his expected goal.
• Review plan: The term "literature review" is frequently used to refer to a component of academic research, including books and journal articles. In literature review, the status of information gathered by the researcher is tested that a study has presented is described. It shows not only that that researchers have carefully and methodically examined the pertinent data from prior studies on their subject but it also elaborates what discoveries are made by the researcher himself.

Drafting work

The goal of writing a qualitative research report is to attempt the analysis' initial presentation while also carrying out more analysis. You will compile and make an effort to synthesize the concepts you came up with during the reading, coding, and memo writing processes in the draught. In drafting plagiarism of any kind should be avoided and references also got preference while researching a model. It is very crucial to learn how to provide accurate citations and how to avoid plagiarism while drafting a research paper.

• The act of referencing involves citing the sources you utilized to write your essay, assignment, or other piece of work. It enables the reader to swiftly and readily access your source materials so that they can check, if necessary, the accuracy of your arguments and the facts supporting them.
• Students who are accused of plagiarism frequently didn't mean to do it, according to several instances[27]. A lack of understanding of appropriate academic practise, poor time management, and organization issues are frequently to blame. A good researcher is one who is aware of his mistakes, rather than blaming oneself researcher must adopt careful manner to locate the data and to avoid plagiarism.

Reviewing research paper (editing and proof reading)

Final review is the method to check out the unintentional mistakes that could be grammatical, structural etc. At this stage researcher could avoid mistakes by editing and then proof reading. These techniques are essential as they provide lucidity to one’s notion. In editing researcher must carefully examine that his work has no ambiguity, every paragraph has a topic sentence, main idea must be clearly presented, and also avoid redundancy.

While in proof reading larger aspects of the research paper must be analyzed to avoid contradiction[28]. At this stage researcher finally analyze his work again to avoid any other mistake. And common errors are highlighted at this stage.

Academic standards in procedure academic work:

Academic research norms are moral principles that researchers must abide by when carrying out and publishing their research. They are moral guidelines that show researchers how to conduct research operations morally, without jeopardizing the integrity or endangering the lives of people or animals. The maintenance of academic standards is an essential concern to approve the competency of the work for the long term[29]. It has also been considered that the maintenance of significant divergence is needed to be required for the amendment of specific justifications. Academic institutions have rules for conducting research that include principles of responsibility, honesty, and ethics. They also offer guidelines for giving credit where credit is due and abstaining from actions that would constitute plagiarism.

Academic written standards:

n one's professional or academic career, it is frequently required to produce a professional written paper. These standards are essential to meet and they provide basic form to one’s research. Following are the main aspects that must be focused

• Good standard of English language: Only written work without any standard does not matter, Research paper must be precise and clear. The researcher analyzed the data by himself. Academic writing is a form of language used by researchers to outline the intellectual limits of their respective fields of study and areas of specialization[30]. A formal tone, the use of the third person rather than the first person , a clear focus on the research question being explored, and careful word choice are all traits of academic writing. Academic writing is intended to communicate a community of scholarly experts and practitioners' shared understanding of complicated ideas or concepts, much like the specialty languages used in other professions like law or medicine. As English language is universally accepted and understandable so a researcher must have to maintain good standard of English.
• It's crucial to evaluate for grammar and spelling: Proofreading entails examining the writing for grammatical, typographical, and spelling issues. These are never permitted in formal writing. Even the best-written document loses all credibility if it is full of errors. Make care to double-check your word choice, spelling, grammar, and capitalization. Keep in mind to eliminate contractions (can't, don't, etc.) and to scan your sentences for where, were, and wear. It could be beneficial to have someone else examine your writing for grammar and spelling.
• Demonstrate Referencing skills: Making ensuring that the sources are properly referenced both in the text and in the reference list is also crucial. If you're unfamiliar with academic writing, it could be helpful to have someone review the citations section. Making ensuring that all the sources mentioned in the text are also mentioned in the reference list is a smart idea[31]. Among different smart ideas, the utilization of acronyms, short abbreviations and symbols of standard means are needed to be utilized. It is essential to occupy less space as well as to provide the guidance regarding the essence of the topic[32]. In this regard, pre-drafting, drafting, and post-drafting play a significant role as it ensures beneficial terms to be involved.
• Reviewing and editing research work: The three key phases in research methodology are writing, reviewing, and editing. There is a quick summary of the structure and key writing rules. The reviewer's job is to judge the paper's research value and reheard applicability and, using his experience and knowledge, to assist the author in revising the article. By deciding whether to accept a submission for publication, the editor must make sure that the piece complies with the journal's requirements for the thematic range and level of brilliance to draw readers. Authors, reviewers, and editors conduct themselves in accordance with norms that have evolved within the scientific community. Failures and flaws in the manuscript's processing run the risk of delaying publication, losing time,

Professional standards for oral work:

Verbal representation of written data is known as oral presentation. It’s a worldwide acceptable way to convey your discovery, ideas, and notions by adopting a proper channel and framework. Instead of written research, sometimes oral representation of data could prove more beneficial because it conveys your point of view to the audience in no time[33]. Like written research standards, oral representation also have some formal standards that needed to be consider. Apart from these, the maintenance of good standard of English is required as it helps to attract the consent of the audiences[34]. It also helps to involve the potential concern to be involved as per the requirement and justification of the topic. These standards are as follow:

• Use of technology: Technology becomes one of the irreplaceable members in every field of life. In 21^st century no one can deny its importance. In research methodology, researchers are also depending on technology, as it conveys researcher’s idea more clearly to the audience. And now in this era, oral presentation is not possible without using technology. Data can be represented in the form of PowerPoint, Google slides, video or screen captures etc.
• Supporting material: A good presenter is one who prepares his presentation with supporting material, as supporting material gives credibility to the main points of the researcher. This material could be prepared in any form either in the form of brief, hypothetical or extended examples, statistics and testimony. No matter in what form supporting material exist, it always enhance the testimony of the actual points. Examples give a practical instance to your theoretical approach and in return simplify and reinforce your idea. Statistics is also a form of supporting material that add valuable information in your data in the form of figures. But a presenter must avoid the addition of too many numeric figures as a supporting material, as it put bad impact on audience. Testimony is third form of supporting material that could support your main idea. It exists in two main form peer testimony and expert testimony.
• In depth knowledge: Oral representation of data or research work help to get in depth knowledge about the topic. Written work has its own importance and it cannot be denied but it has some flaws as it is not possible to clear confusions and ambiguities while reading a literature[35]. While in oral representation of data, audience has opportunity to clear their confusions at the spot, which not only boost up their trust on presenter but also by taking practical examples they got in depth information about the topic by taking advantage from presenters innovative thinking. This is an important feature of oral presentation.

Review work

A review work is a piece of academic writing that shows context-sensitive knowledge and comprehension of the academic literature on a particular subject. Because it also contains a critical assessment of the sources, a literature review differs from a literature report in this regard. It is both a method of reviewing the literature and a kind of writing.

Firstly research always begins with selecting a suitable method which could either be primary or secondary. Both have their own essentials and elements. By adopting suitable method of our research, academic success includes academic achievement, achieving learning objectives, acquiring desirable skills and competences, being satisfied and persistence. On the other hand, we contend that the only meaningful difference between achieving learning objectives and obtaining desired abilities.

Although academic success literature categorically separates the achievement of learning objectives, we find that the term "learning objective" is widely used in assessment literature to refer to the stated goals of an educational course or program, which includes the acquisition of content knowledge, domain knowledge, skills, and competencies[36]. While writing literature review following points should be kept in mind that you have to use evidence while writing, be selective, summarize your sources in suitable paragraphs, If you are using another researcher’s words or comments than use them properly in your own word. These are some issues that must be considering while writing literature review.

Conclusion:

This is the brief methodology to represent a complete framework of self-assistance and academic competency and how one can enhance this competency by adopting a proper research strategy. This study portrays a thorough detailing regarding the effectiveness of writing and the management of self-assessment for the betterment of writing convergence based on the approach and activities required for attaining development with its significance of practicing. Self-assessment enables a person to achieve his or her. And in order to overcome obstacles proper framework, methodology an objective are important, which could be achieved by adopting proper research guide.

References

Bird, Steven B., et al. "Innovation in residency selection: the AAMC standardized video interview." Academic Medicine 94.10 (2019): 1489-1497. https://repository.escholarship.umassmed.edu/bitstream/handle/20.500.14038/28490/Bird_innovation.pdf?sequence=2

Boud, David, and Phillip Dawson. "What feedback literate teachers do: an empirically-derived competency framework." Assessment & Evaluation in Higher Education (2021): 1-14. https://www.tandfonline.com/doi/pdf/10.1080/02602938.2021.1910928?needAccess=true&

Brottman, Melissa R., et al. "Toward cultural competency in health care: a scoping review of the diversity and inclusion education literature." Academic Medicine 95.5 (2020): 803-813. https://www.researchgate.net/profile/Robin-Hattori/publication/336049059_Toward_Cultural_Competency_in_Health_Care_A_Scoping_Review_of_the_Diversity_and_Inclusion_Education_Literature/links/61f2e23ac5e3103375c4e40a/Toward-Cultural-Competency-in-Health-Care-A-Scoping-Review-of-the-Diversity-and-Inclusion-Education-Literature.pdf

Crowder, Marisa K., et al. "Linking social and emotional learning standards to the WCSD Social–Emotional Competency Assessment: A Rasch approach." School Psychology 34.3 (2019): 281. https://www.researchgate.net/profile/Marisa-Crowder/publication/333157379_Linking_social_and_emotional_learning_standards_to_the_WCSD_Social-Emotional_Competency_Assessment_A_Rasch_approach/links/5ddd97b7a6fdcc2837ed809a/Linking-social-and-emotional-learning-standards-to-the-WCSD-Social-Emotional-Competency-Assessment-A-Rasch-approach.pdf

Gallardo, Katherina. "Competency-based assessment and the use of performance-based evaluation rubrics in higher education: Challenges towards the next decade." Problems of Education in the 21st Century 78.1 (2020): 61-79. https://files.eric.ed.gov/fulltext/EJ1265812.pdf

Garcia-Aracil, Adela, Silvia Monteiro, and Leandro S. Almeida. "Students’ perceptions of their preparedness for transition to work after graduation." Active learning in higher education 22.1 (2021): 49-62. https://journals.sagepub.com/doi/pdf/10.1177/1469787418791026

Giangrande, Naresh, et al. "A competency framework to assess and activate education for sustainable development: Addressing the UN sustainable development goals 4.7 challenge." Sustainability 11.10 (2019): 2832. https://www.mdpi.com/2071-1050/11/10/2832/pdf

Hall, Andrew K., et al. "It’sa marathon, not a sprint: rapid evaluation of competency-based medical education program implementation." Academic Medicine 95.5 (2020): 786-793. https://cmapspublic2.ihmc.us/rid=1XS7WJD1Y-20MYPYN-CLH/Hall%20et%20al.%20-%202020%20-%20It%E2%80%99s%20a%20Marathon,%20Not%20a%20Sprint%20Rapid%20Evaluation%20of.pdf

Hall, Andrew K., et al. "Training disrupted: practical tips for supporting competency-based medical education during the COVID-19 pandemic." Medical teacher 42.7 (2020): 756-761. https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2020.1766669?needAccess=true&role=button

Kumar, Tribhuwan. "Assessing language need and proficiency of English graduates of Prince Sattam Bin Abdulaziz University for designing pre-placement training and workshops." Asian ESP Journal 16.4 (2020): 153-168. https://www.researchgate.net/profile/Hind-Hameed/publication/345598048_Oxymoron_in_Day-to-Day_Speech/links/5fa8fa10458515157bf72b0d/Oxymoron-in-Day-to-Day-Speech.pdf#page=153

Levine, Eliot, and Susan Patrick. "What Is Competency-Based Education? An Updated Definition." Aurora Institute (2019). https://files.eric.ed.gov/fulltext/ED604019.pdf

McKown, Clark. "Challenges and opportunities in the applied assessment of student social and emotional learning." Educational Psychologist 54.3 (2019): 205-221. https://www.tandfonline.com/doi/pdf/10.1080/00461520.2019.1614446?needAccess=true&role=button

Pozo-Rico, Teresa, and Ivan Sandoval. "Can academic achievement in primary school students be improved through teacher training on emotional intelligence as a key academic competency?." Frontiers in psychology 10 (2020): 2976. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02976/full

Schult, Johannes, et al. "Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave." School Effectiveness and School Improvement 33.4 (2022): 544-563. https://files.osf.io/v1/resources/pqtgf/providers/osfstorage/604a38acb57c9c007280b721?action=download&direct&version=2

Simonsmeier, Bianca A., et al. "Peer feedback improves students’ academic self-concept in higher education." Research in Higher Education 61 (2020): 706-724. https://link.springer.com/article/10.1007/s11162-020-09591-y

Skute, Igors. "Opening the black box of academic entrepreneurship: a bibliometric analysis." Scientometrics 120.1 (2019): 237-265. https://link.springer.com/article/10.1007/s11192-019-03116-w

Smith-Isabell, Natesha, and Nadia Rubaii. "Considerations for improving higher education’s assessment of global, international, and intercultural competencies." Research in comparative and international education 15.1 (2020): 3-6. https://journals.sagepub.com/doi/pdf/10.1177/1745499920901950

Syzdykova, Zhibek, et al. "Assessment of E-portfolio in higher education." International Journal of Emerging Technologies in Learning (iJET) 16.2 (2021): 120-134. https://www.learntechlib.org/p/218933/article_218933.pdf

Tang, Kuok Ho Daniel. "Personality traits, teamwork competencies and academic performance among first-year engineering students." Higher Education, Skills and Work-Based Learning 11.2 (2021): 367-385. https://www.researchgate.net/profile/Daniel-Tang-Kuok-Ho/publication/342110657_Personality_Traits_Teamwork_Competencies_and_Academic_Performance_among_First-year_Engineering_Students/links/5ee2b835a6fdcc73be738233/Personality-Traits-Teamwork-Competencies-and-Academic-Performance-among-First-year-Engineering-Students.pdf

Tejedor, Gemma, et al. "Didactic strategies to promote competencies in sustainability." Sustainability 11.7 (2019): 2086. https://www.mdpi.com/441716

Ten Cate, Olle, and Carol Carraccio. "Envisioning a true continuum of competency-based medical education, training, and practice." Academic Medicine 94.9 (2019): 1283-1288. https://www.researchgate.net/profile/Olle-Ten-Cate/publication/331609094_Envisioning_a_True_Continuum_of_Competency-Based_Medical_Education_Training_and_Practice/links/5cd5798c458515712ea198f8/Envisioning-a-True-Continuum-of-Competency-Based-Medical-Education-Training-and-Practice.pdf

Ura, Sarah K., Sara M. Castro-Olivo, and Ana d’Abreu. "Outcome measurement of school-based SEL intervention follow-up studies." Assessment for Effective Intervention 46.1 (2020): 76-81. https://journals.sagepub.com/doi/pdf/10.1177/1534508419862619

Wiewiora, Anna, and Anetta Kowalkiewicz. "The role of authentic assessment in developing authentic leadership identity and competencies." Assessment & Evaluation in Higher Education 44.3 (2019): 415-430. https://srhe.tandfonline.com/doi/pdf/10.1080/02602938.2018.1516730

Williams, Peter. "Does competency-based education with blockchain signal a new mission for universities?." Journal of higher education policy and management 41.1 (2019): 104-117. https://hull-repository.worktribe.com/OutputFile/3703405

Wong, Shaw-Chiang. "Competency definitions, development and assessment: A brief review." International Journal of Academic Research in Progressive Education and Development 9.3 (2020): 95-114. https://www.academia.edu/download/65211064/Competency_Definitions_Development_Assessment_A_Brief_Review.pdf

[1] Wong, Shaw-Chiang. "Competency definitions, development and assessment: A brief review." International Journal of Academic Research in Progressive Education and Development 9.3 (2020): 95-114.

[2] Williams, Peter. "Does competency-based education with blockchain signal a new mission for universities?." Journal of higher education policy and management 41.1 (2019): 104-117.

[3] Wiewiora, Anna, and Anetta Kowalkiewicz. "The role of authentic assessment in developing authentic leadership identity and competencies." Assessment & Evaluation in Higher Education 44.3 (2019): 415-430.

[4] Ura, Sarah K., Sara M. Castro-Olivo, and Ana d’Abreu. "Outcome measurement of school-based SEL intervention follow-up studies." Assessment for Effective Intervention 46.1 (2020): 76-81.

[5] Ten Cate, Olle, and Carol Carraccio. "Envisioning a true continuum of competency-based medical education, training, and practice." Academic Medicine 94.9 (2019): 1283-1288.

[6] Bird, Steven B., et al. "Innovation in residency selection: the AAMC standardized video interview." Academic Medicine 94.10 (2019): 1489-1497.

[7] Tejedor, Gemma, et al. "Didactic strategies to promote competencies in sustainability." Sustainability 11.7 (2019): 2086.

[8] Boud, David, and Phillip Dawson. "What feedback literate teachers do: an empirically-derived competency framework." Assessment & Evaluation in Higher Education (2021): 1-14.

[9] Tang, Kuok Ho Daniel. "Personality traits, teamwork competencies and academic performance among first-year engineering students." Higher Education, Skills and Work-Based Learning 11.2 (2021): 367-385.

[10] Brottman, Melissa R., et al. "Toward cultural competency in health care: a scoping review of the diversity and inclusion education literature." Academic Medicine 95.5 (2020): 803-813.

[11] Crowder, Marisa K., et al. "Linking social and emotional learning standards to the WCSD Social–Emotional Competency Assessment: A Rasch approach." School Psychology 34.3 (2019): 281.

[12] Syzdykova, Zhibek, et al. "Assessment of E-portfolio in higher education." International Journal of Emerging Technologies in Learning (iJET) 16.2 (2021): 120-134.

[13] Gallardo, Katherina. "Competency-based assessment and the use of performance-based evaluation rubrics in higher education: Challenges towards the next decade." Problems of Education in the 21st Century 78.1 (2020)

[14] Smith-Isabell, Natesha, and Nadia Rubaii. "Considerations for improving higher education’s assessment of global, international, and intercultural competencies." Research in comparative and international education 15.1 (2020): 3-6.

[15] Skute, Igors. "Opening the black box of academic entrepreneurship: a bibliometric analysis." Scientometrics 120.1 (2019): 237-265.

[16] Simonsmeier, Bianca A., et al. "Peer feedback improves students’ academic self-concept in higher education." Research in Higher Education 61 (2020): 706-724.

[17] Schult, Johannes, et al. "Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave." School Effectiveness and School Improvement 33.4 (2022): 544-563.

[18] Pozo-Rico, Teresa, and Ivan Sandoval. "Can academic achievement in primary school students be improved through teacher training on emotional intelligence as a key academic competency?." Frontiers in psychology 10 (2020): 2976.

[19] McKown, Clark. "Challenges and opportunities in the applied assessment of student social and emotional learning." Educational Psychologist 54.3 (2019): 205-221.

[20] Levine, Eliot, and Susan Patrick. "What Is Competency-Based Education? An Updated Definition." Aurora Institute (2019).

[21] Hall, Andrew K., et al. "It’sa marathon, not a sprint: rapid evaluation of competency-based medical education program implementation." Academic Medicine 95.5 (2020): 786-793.

[22] Kumar, Tribhuwan. "Assessing language need and proficiency of English graduates of Prince Sattam Bin Abdulaziz University for designing pre-placement training and workshops." Asian ESP Journal 16.4 (2020): 153-168.

[23] Kumar, Tribhuwan. "Assessing language need and proficiency of English graduates of Prince Sattam Bin Abdulaziz University for designing pre-placement training and workshops." Asian ESP Journal 16.4 (2020): 153-168.

[24] Hall, Andrew K., et al. "Training disrupted: practical tips for supporting competency-based medical education during the COVID-19 pandemic." Medical teacher 42.7 (2020): 756-761.

[25] Hall, Andrew K., et al. "It’sa marathon, not a sprint: rapid evaluation of competency-based medical education program implementation." Academic Medicine 95.5 (2020): 786-793.

[26] Giangrande, Naresh, et al. "A competency framework to assess and activate education for sustainable development: Addressing the UN sustainable development goals 4.7 challenge." Sustainability 11.10 (2019): 2832.

[27] Garcia-Aracil, Adela, Silvia Monteiro, and Leandro S. Almeida. "Students’ perceptions of their preparedness for transition to work after graduation." Active learning in higher education 22.1 (2021): 49-62.

[28] Gallardo, Katherina. "Competency-based assessment and the use of performance-based evaluation rubrics in higher education: Challenges towards the next decade." Problems of Education in the 21st Century 78.1 (2020): 61-79.

[29] Levine, Eliot, and Susan Patrick. "What Is Competency-Based Education? An Updated Definition." Aurora Institute (2019).

[30] Crowder, Marisa K., et al. "Linking social and emotional learning standards to the WCSD Social–Emotional Competency Assessment: A Rasch approach." School Psychology 34.3 (2019): 281.

[31] Brottman, Melissa R., et al. "Toward cultural competency in health care: a scoping review of the diversity and inclusion education literature." Academic Medicine 95.5 (2020): 803-813.

[32] Pozo-Rico, Teresa, and Ivan Sandoval. "Can academic achievement in primary school students be improved through teacher training on emotional intelligence as a key academic competency?." Frontiers in psychology 10 (2020): 2976.

[33] Boud, David, and Phillip Dawson. "What feedback literate teachers do: an empirically-derived competency framework." Assessment & Evaluation in Higher Education (2021): 1-14.

[34] Simonsmeier, Bianca A., et al. "Peer feedback improves students’ academic self-concept in higher education." Research in Higher Education 61 (2020): 706-724.

[35] Bird, Steven B., et al. "Innovation in residency selection: the AAMC standardized video interview." Academic Medicine 94.10 (2019): 1489-1497.

[36] Wong, Shaw-Chiang. "Competency definitions, development and assessment: A brief review." International Journal of Academic Research in Progressive Education and Development 9.3 (2020): 95-114.