Literature search

docs/results_1.md

@@ -103,13 +103,35 @@ Neither does the referred literature:
 - `[Jordan et al., 2018]` shows the results of surveys from
   Data Carpentry workshops.
   Also here, it is not described how the evaluation questions
-  came to be and with which reasoning the best were selected
+  came to be and with which reasoning the best were selected:
+  this paper has zero references to the literature
 
 Taking a closer look at the evaluation questions of `[Jordan et al., 2018]`,
 we see that some questions of its questions were not used.
 The reasoning behind this is absent in `[Gurwitz et al., 2020]`.
 
+One such removed evaluation question is to let learners self-assess
+their confidence in learning outcomes.
+
+???- question "How does such a question look like?"
+
+    Here we can see the results of learners self-assessing
+    their competences before and after the teaching session,
+    figure from `[Jordan et al., 2018]`:
+
+    ![Figure from Jordan et al., 2018](jordan_et_al_2018_fig.png)
+
+    Here we can see a similar results for an earlier
+    paper `[Raupach et al., 2011]`:
+
+    ![Figure from Raupach et al., 2011](raupach_et_al_2011_fig.png)
 
+We know that this self-assessment does not relate to actual
+skill `[Liaw et al., 2012]` (with more studies showing this in that paper).
+However, there is some evidence that self-assessment 
+does correlate to teacher effectiveness `[Raupach et al., 2011]`,
+although other studies argue that more measurements are needed to
+properly assess teacher effectiveness `[Darling‐Hammond et al., 2010]`.
 
 ## References
 
@@ -121,6 +143,10 @@ The reasoning behind this is absent in `[Gurwitz et al., 2020]`.
   Brazas, Michelle D., and BF Francis Ouellette.
   "Continuing education workshops in bioinformatics positively impact
  research and careers." PLoS computational biology 12.6 (2016): e1004916.
+- `[Darling‐Hammond et al., 2010]`
+  Darling‐Hammond, Linda, Xiaoxia Newton, and Ruth Chung Wei.
+  "Evaluating teacher education outcomes: A study of the Stanford Teacher
+  Education Programme." Journal of education for teaching 36.4 (2010): 369-388.
 - `[Gurwitz et al., 2020]`
   Gurwitz, Kim T., et al.
   "A framework to assess the quality and impact of bioinformatics training
@@ -131,6 +157,14 @@ The reasoning behind this is absent in `[Gurwitz et al., 2020]`.
   "Analysis of Software and Data Carpentry’s pre-and post-workshop surveys."
   Software Carpentry. Retrieved April 13 (2018): 2023.
   [PDF](papers/jordan_et_al_2018.pdf)
+- `[Liaw et al., 2012]`
+  Liaw, Sok Ying, et al. "Assessment for simulation learning outcomes: a
+  comparison of knowledge and self-reported confidence with observed clinical
+  performance." Nurse education today 32.6 (2012): e35-e39.
 - `[Roxå et al., 2021]` Roxå, Torgny, et al.
   "Reconceptualizing student ratings of teaching to support quality discourse
   on student learning: a systems perspective." Higher Education (2021): 1-21.
+- `[Raupach et al., 2011]`
+  Raupach, Tobias, et al. "Towards outcome-based programme evaluation:
+  using student comparative self-assessments to determine teaching
+  effectiveness." Medical teacher 33.8 (2011): e446-e453.