Minute math: An action research study of student self-assessment

Forty-one students in two third grade classes, including special education students, participated in an action research project conducted jointly by two university supervisors, three teachers, and three student teachers. The “Minute Math” project involved students in predicting and graphing their test scores on a weekly conventional timed test of the 0–9 multiplication facts. Students also reflected each week on their progress and the success of their studying and problem-solving strategies. Student self-assessment was successful at turning the rote memorization task of learning the times tables into a deeper experience for students about monitoring their own mathematics learning. This revised version was published online in July 2006 with corrections to the Cover Date.     

Accuracy in student self-assessment: directions and cautions for research

Student self-assessment is a central component of current conceptions of formative and classroom assessment. The research on self-assessment has focused on its efficacy in promoting both academic achievement and self-regulated learning, with little concern for issues of validity. Because reliability of testing is considered a sine qua non for the validity of assessment interpretations, and research into the human ability to self-evaluate work raises concerns about the quality of students’ judgements, it is sensible to investigate the accuracy of students’ self-assessments. This article reviews relevant literature from educational psychology and psychometrics to define the need for a better understanding of accuracy in self-assessment as well as to identify possible pitfalls in measuring accuracy that could undermine its effectiveness by, for example, trading the focus on formative feedback for summative scoring or rating. The article concludes with recommendations for the design of research on accuracy in self-assessment.     

Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context

The instructional value of rubrics for promoting student learning and aiding teacher feedback to student performance has been extensively researched in th educational literature. There is, nonetheless, a dearth of studies on students’ rubric use in second/foreign language contexts, and fewer studies have investigated the factors affecting rubrics’ effectiveness for promoting student learning. The paper reports a classroom-based inquiry into students’ perceptions of rubric use in self-assessment in English as a Foreign Language context and the factors moderating its effectiveness. Eighty students at a Chinese university participated in the study. The data collected included their reflective journals and six case study informants’ retrospective interviews. Results showed that the rubric was perceived as useful for fostering the students’ self-regulation by guiding them through the stages of goal-setting, planning, self-monitoring and self-reflection. Both within-rubric and rubric-user factors were identified as affecting the rubric’s effectiveness in student self-assessment. The findings are discussed with reference to the design features of rubrics. Implications are drawn for formative rubric use in student self-assessment.     

Quantitative studies of student self-assessment in higher education: a critical analysis of findings

Student self-assessment occurs when learners make judgements about aspects of their own performance. This paper focuses on one aspect of quantitative self-assessments: the comparison of student-generated marks with those generated by teachers. Studies including such comparisons in the context of higher education courses are reviewed and the following questions are addressed: (i) do students tend to over- or under-rate themselves vis-á-vis teachers?, (ii) do students of different abilities have the same tendencies?, (iii) do students in different kinds or levels of course tend to under- or over-rate themselves?, (iv) do students improve their ability to rate themselves over time or with practice?, (v) are the same tendencies evident when self-marks are used for formal assessment purposes?, and (vi) are there gender differences in self-rating? The paper also discusses methodological issues in studies of this type and makes recommendations concerning the analysis and presentation of information.     

An investigation of an experiment model in the physical sciences for the junior high student

An experiment designed to increase the students' capacity for investigating physical science problems empirically.     

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements.     

浅谈化学实验中学生应具备的实验技能

化学实验是化学学科培养学生能力的重要渠道和最具有化学科学特色的方式，笔者根据多年在化学实验室工作实践，从化学实验中不可忽视的数据，常出现的错误以及难溶污物的清除方法等三个方面加以论述学生应具备的试验技能。     

Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

European Journal of Psychology of Education - The self-system model of motivational development was used in this study to examine whether and how student motivation and self-assessment...     

Classroom factors and student characteristics predicting students' use of achievement standards during ability self-assessment

The literature suggests that upper-elementary-school students have a strong inclination to conclude that they are competent in mathematics. How do students of widely varying abilities reach this conclusion? Do task structures, grading practices, and grouping patterns influence the achievement standards that students use in reaching a positive evaluation of their ability? Findings from analyses of 1,570 upper-elementary students who believe that they are good at math include the following. (1) The combination of differentiated task structures and infrequent grades is associated with students' low reliance on adults' assessments and across-domain comparisons as bases for their positive self-concepts, but the combination of differentiated task structures and frequent grades is associated with heavy reliance on these 2 standards. (2) Students' use of social comparison and task mastery is stratified according to students' talent levels when grades are frequent, but when grades are infrequent even untalented students decide on the basis of (selective?) social comparisons and (exaggerated?) estimates of task mastery that they are good at math.     

‘Finally studying for myself’ – examining student agency in summative and formative self-assessment models

Abstract

Promoting student agency has been seen as the primary function for new generation assessment environments. In this paper, we introduce two models of self-assessment as a way to foster students’ sense of agency. A socio-cultural framework was utilised to understand the interaction between student agency and self-assessment. Through a comparative design, we investigated whether formative self-assessment and summative self-assessment, based on self-grading, would offer students different affordances for agency. The results show that while both models offered affordances for agentic learning, future-driven agency was only presented by the students studying according to the summative model. Our results shed light on the interplay of student agency and self-assessment in higher education.     

生物实验教学促进学生素质教育解析

生物学本身就是一门实验学科,各种生命现象和生命活动规律主要是通过观察、实验获得的。如叶的结构,通过学生动手、观察、分析得出只有气孔能向外散失水分,靠近叶上表皮的栅栏组织含叶绿体数目多,排列整齐,因此绿色要深一些。教师要使学生明确生物学知识,必须用科学的方法、实事求是的作风去     

Frequency of examinations and student achievement in a randomized experiment

We carry out a randomized experiment involving undergraduate students enrolled at an Italian University attending two introductory economics classes to evaluate the impact on achievement of examination frequency and interim feedback provision. Students in the treated group were allowed to undertake an intermediate exam and were informed about the results obtained, while students in the control group could only take the final exam. The results show that students undertaking the intermediate exam perform better both in terms of the probability of passing the exams and of grades obtained. High ability students appear to benefit more from the treatment. The experiment design allows us to disentangle “workload division or commitment” effects from “feedback provision” effects. We find that the estimated treatment impact is due exclusively to the first effect, while the feedback provision has no positive effect on performance. Finally, the better performance of treated students in targeted examinations seems not to be obtained at the expenses of results earned in other examinations.     

Providing opportunities for student self-assessment: the impact on the acquisition of psychomotor skills in occupational therapy students

The Occupational Therapy department at the University of the Witwatersrand in South Africa is responsible for ensuring students achieve psychomotor skill proficiency, as it is an essential component of health care practice. The aim of this study was to determine whether the introduction of opportunities to afford self-evaluation better prepared students for psychomotor skill performance during clinical fieldwork. A quantitative analytical longitudinal design was used with a sample of second-year BSc occupational therapy students from 2007–2010. Self-assessment opportunities were introduced to students in 2009, enabling the comparisons of students’ performance based on Fitts and Posner’s motor skills learning theory. The results indicated that the pre-intervention group demonstrated poor psychomotor skill ability compared to the intervention group, concluding that students require deliberate opportunities to practice self-evaluation skills in their early years of study.     

通过对照实验的设计培养学生探究能力

生物学是一门以实验为基础的自然科学,生物实验教学的基本思想之一是通过对照来研究和揭示研究对象的某种属性。生物教师应从科学的认识方法论的角度,通过优化设计并安排一系列有针对性的实验,引导学生思维,培养学生的探究能力。     

Effects of self-assessment feedback on self-assessment and task-selection accuracy

Metacognition and Learning - Effective self-regulated learning in settings in which students can decide what tasks to work on, requires accurate self-assessment (i.e., a judgment of own level of...