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References 1. Adams, T. L. (1998) Alternative assessment in elementary school mathematics. Childhood Education, 74(4), 220-224. 2. Andrade, H., & Boulay, B. (2003) Gender and the role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97(1), 21-34. 3. Bälter, O., Enström, E., & Klingenberg, B. (2013). The effect of short formative diagnostic web quizzes with minimal feedback. Computers & Education, 60(1), 234-242. 4. Belski, I. (2010). The Impact of Self-Assessment and

References Angelo, T. A. & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers . San Francisco: Jossey-Bass Publishers. Arter, J. (1996). Using Assessment as a Tool for Learning. In Blum, R. & Arter, J. (Eds.), Student Performance Assessment in an Era of Restructuring (p. 1-6). Alexandria, VA: ASCD. Boud, D. (1995). Enhancing Learning Through Self Assessment . London: Kogan Page. Boud, D. & Falchikov, N. (1989). Quantitative Studies of Self-assessment in Higher Education: A Critical Analysis of Findings . Higher Education

and teacher assessment in promoting Iranian EFL learners’ writing performance. Assessment & Evaluation in Higher Education , 37(5), 513–533. Birjandi, P., Siyyari, M. 2010. Self-assessment and Peer-assessment: A Comparative Study of Their Effect on Writing Performance and Rating Accuracy. Iranian Journal of Applied Linguistics , 13(1), 23–45. Blanche, P., Merino, B. J. 1989. Self-assessment of foreign-language skills: Implications for teachers and researchers. Language Learning, 39(3), 313–349. Boud, D., Falchikov, N. 1989. Quantitative studies of student self-assessment


To meet the verification requirements of the Enforcement Principle, every training organization may verify the results of the conducted training. Our research hypothesis is that by implementation of the proper self-assessment methods the final results of the military advisors mission training could be more objective, than by using the “classical” assessment methodology containing only the marks of the combat training instructors. Some research results of the military advisors teams’ mission readiness level are presented in the following paper.

-oriented Assessment: Principles and Practice. In Assessment & Evaluation in Higher Education, 31(4), (pp. 395-398). 9. El Mansour, B. and Mupinga, D.M. (2007). Students’ positive and negative experiences in hybrid and online classes. In College Student Journal, 41(1), (pp. 242-248). 10. Ghosh, M. (2008). Creating Assessment Questions in an eLearning Course. Random Ideas. India. 11. Kostons, D.; Van Gog, T. and Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. In Learning and Instruction, 22, (pp. 121


This paper presents the development, usage, implementation and testing of software tools in order to enhance and promote assessment and self assessment among the teaching staff in a university. We also present a new plagiarism detection tool and algorithms that will be later integrated in the University's Learning Management System, Libri, which could be optimized to detect and report plagiarism for papers written in Albanian and Macedonian languages.

References 1. Davis DA, Mazmanian PE, Fordis M, Van Harrison R, Thorpe KE, Perrier L. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA 2006; 296: 1094-102. 2. Colthart I, Bagnall G, Evans A, Allbutt H, Haig A, Illing J et al. The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME guide no. 10. Med Teach 2008; 30: 124-45. 3. Davis NL, Willis CE. A new metric for continuing medical education credit. J Contin Educ Health Prof

, White CB, Gruppen LD. A longitudinal study of self-assessment accuracy. Med Educ. 2003; 37(7): 645-9. 12. Morgan PJ, Cleave-Hogg D. Comparison between medical students' experience, confidence and competence. Med Educ. 2002; 36(6): 534-9. 13. Byrne AJ, Blagrove MT, McDougall SJ. Dynamic confidence during simulated clinical tasks. Postgrad Med J. 2005; 81(962): 785-8. 14. Karim JA, Marwan YA, Dawas AM, et al. Self-confidence of medical students in performing clinical skills acquired during their surgical rotation. Assessing clinical skills education in Kuwait. Saudi Med


The school as a laboratory is the place where not only knowledge is processed, but also a set of training opportunities, to produce new knowledge and develop new skills; it therefore becomes a space for dialectical interaction, between theoretical and practical knowledge. Learning, within such a framework, becomes an active process, in which students build new ideas, and concepts based on their current / past knowledge. In the educational sphere, the concept of efficacy has assumed ever greater importance; therefore, there is a need to specify valid and reliable results indicators, capable of promoting the accountability process, to which the education system is subjected. This is also to be able to indicate the relationship between education processes and learning levels among students. In this direction, a useful tool can be represented by the self-assessment sections, capable of promoting reflection and / or revision of the goals achieved. In this regard, the conclusions of a study on Active Citizenship Education, promoted by the „Directorate-General for Culture and Education“ of the European Commission, which examined more than 100 projects in 33 countries, analyzing quality and governance factors, are used.


Introduction. Health behaviours, such as physical activity, are important elements in human life. They are particularly significant and crucial for the elderly in adapting to the new challenges in their daily life. One important indicator of the health status of individuals in the post-working age is its self-assessment. The aim of the study was to determine the self-assessment of the health status of people aged 45-89 years physically active at present and in the past. Material and methods. The research was based on purposeful sampling and was carried out as part of courses related to the physical mobilisation of elderly people held at the Poznań Academy of Physical Education faculty in Gorzów Wielkopolski and at the Faculty of Physical Culture and Health Promotion at the University of Szczecin. The research involved 300 parents and grandparents of the students taking courses at the two universities. Data were collected by means of a diagnostic survey carried out using questionnaires and interviews. Results. Women constituted the majority of respondents and had a higher self-assessment of their health than the men in each age group. The highest self-assessments were reported by urban dwellers, parents, and younger people. People who were physically active (currently and previously) - practising sports, travelling, going away on holiday, and taking care of their health (by doing rehabilitation or going to a sanatorium) - or professionally active also had a higher self-assessment of their health. Conclusions. Studying the elderly is important not only for diagnosing diseases but also for identifying prevention activities. Knowledge of the types of behaviour that are conducive to health and ways of modifying them, supported by positive behaviour patterns, should contribute to improving the health of society.