Self Assessment in Japanese University Classes

Assessment & Evaluation In Higher Education, 2013

FORLANG Cudzie jazyky v akademickom prostredí., 2019

Students at universities come from high schools with different learning styles and are used to different types of evaluations. Studying at the university level requires an independent and self-regulated learner. Many scholars throughout the world call for self-assessment as a method for developing a holistic learner. This article examines reasons for different types of assessment and how to provide learners with feedback built on reinforcement, confidence and boosting their strengths.

In this action research study of my 7 th and 8 th grade mathematics classes, I investigated selfassessment and goal setting. Students set goals at the beginning of the chapter. Students rated themselves at the end of each lesson in several different areas. Those ratings were used to help students know what areas to focus on when preparing for a test. I discovered that students were realistic with their goals. I discovered that the 7 th grade Pre-Algebra classes were accurate with their self-ratings and that those ratings helped students with test preparation. I also discovered that students were positive about the experience -feeling like they achieved their goals and learned more. As a result of this research, I plan to make student reflecting a normal part of my daily teaching routine. I plan to share these findings with others.

The Education and science journal, 2018

Introduction. The problems of assessment of student achievements as an indicator of the quality of knowledge and skills acquired by them are constantly in the focus of the pedagogical community and scientists involved in the development of education. Currently, the question of the objective measurement of learning outcomes is especially relevant because the priority task of education is the development of the student's abilities to set independently learning goals, project ways of their implementation, monitor own actions, reflect own successes and failures and correct errors, in other words, the formation of the ability to learn independently. The traditional scoring system of grades is of little use to solve this problem since it is focused primarily on testing the reproductive level of mastering the training material and is aimed solely at external control, rather than improving the learning outcomes. In the new conditions, a new assessment system which includes self-control and self-assessment of students is required. The aim of the publication is to discuss the existing approaches to the formation of self-evaluation of students and the effective use of this pedagogical tool for monitoring and increasing the motivation to learning in the educational process. Methodology and research methods. The main research methods are theoretical analysis, synthesis, comparison and generalization of the content of scientific literature of the relevant subject matter. Results and scientific novelty. A new format for the learning outcomes assessment based on the collection of information on the achievements of the students from various sources and on the regular monitoring of their advancing progress along the individual educational trajectory is considered. Such a prolonged assessment is more informative than the usual marks which are set out in points, so it allows the teacher to promptly regulate the educational process and make timely correct decisions about its correction. In addition, it enables the student to participate in the procedures for assessing his/her own level of knowledge and develops his/her self-assessment skills. According to the initial targets, summative or forming types of self-assessment are identified. Its advantages as a mechanism for managing the educational process are shown: self-assessment contributes to

2009

International Journal of Applied and Basic Medical Research, 2016

Context: Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning Aim: The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning Materials and Methods: The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1 st year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained Results: Significant improvement in the academic performance after the process of self-assessment was observed (P < 0.001). There was a significantly positive correlation between student and teacher marking (r = 0.79). Both students and faculty perceived it to be helpful for developing self-directed learning skills. Conclusions: Self-assessment can increase the interest and motivation level of students for the subjects leading to enhanced learning and better academic performance, helping them in development of critical skills for analysis of their own work

SAGA: Journal of English Language Teaching and Applied Linguistics

In the current education context that encourages students to be independent learners, self-assessments have gained more attention as one of the effective ways to support self-learning. However, teachers in Indonesia seem hesitant to use self-assessments because they assume that students cannot understand and perform self-assessments. Therefore, the research is aimed to know about undergraduate students&#39; perceptions toward self-assessments, which can result in knowing students&#39; comprehension of self-assessments. The research was conducted at an English Language Education Program (ELEP) from one of the private universities in Central Java, which involved 42 students from the 2018 academic year who had passed Teaching Skills Courses (Teaching English for Young Learners, Teaching English for Adult Learners, and Teaching English for Specific Purposes). A questionnaire consisting of close-ended and open-ended questions was used to collect the data, and the data were analyzed using...

BACKGROUND Self-assessment refers to the involvement of learners in making judgements about their own learning, particularly about their achievements and the outcomes of their learning (Boud & Falchikov, 1989). Enhanced learning and professional development are the desirable end effect of self-assessment. However, questions are often raised about the reliability (i.e. accuracy and consistency) of students' self-assessment. Recent studies have revealed substantial discrepancies in students' self-assessment performance in terms of accuracy and consistency, potentially leading to the rejection of selfassessment. Hence, understanding the scope and limitations of students' self-assessment is critical. PURPOSE This study was intended to examine the reliability and importance of self-assessment, and uncover other significant learning and professional development benefits of students' self-assessment. DESIGN/METHOD Over the last three years, a longitudinal study of self-assessment of an assignment was conducted of successive first year university student cohorts, comprising of more than 75 per cent distance students. Students were asked to self-assess their assignments with the help of self-assessment guidelines and model answers. On the self-assessment feedback rubric provided, they allocated marks and provided justification for the marks for each assignment answer. Feedback from students' self-assessment was analysed quantitatively to examine the accuracy and consistency of selfassessment with respect to tutor's assessment, and qualitatively to understand the impact of selfassessment in their learning and professional development. RESULTS A comparison of students' self-assessment marks with the tutor's assessment marks showed that the majority of the students (~ 47%) overestimated their performance, while a significant proportion (~39%) remained within ±10 per cent of the tutor's assessment marks, and the remaining (~14%) undervalued their work. Correlations between students' self-assessment and tutor assessment marks ranged between-0.14 to 0.8 for various on campus and distance student cohorts. The accuracy of students' self-assessment was less than promising when considering tutor's marks as the benchmark (or expert judgement). These results are consistent with the findings of many other researchers including Boud & Falchikov (1989) and Lew et al. (2010). A wide range of correlations between various student cohorts also showed the lack of assessment consistencies. Therefore, students' selfassessment may not be a reliable (i.e. accurate and consistent) assessment technique even though some researchers have reported improved reliability under specific circumstances (e.g. Ross, 2006; Ward et al., 2002; and Rolheiser & Ross, 2006). The study has revealed that the major contributor to learning during students' self-assessment is not the accuracy or consistency of students' selfassessment. Instead it is the change in students' psychological perspectives when they go through the process of self-assessment. In this study metacognition, constructivist learning, and self-efficacy have been identified as triggers to students' learning and professional development during self-assessment. CONCLUSIONS The study has demonstrated that students vary considerably in assessing their own work. Hence, the learning gained during students' self-assessment may not come from the accuracy and consistency of self-assessment. Instead, it is triggered by the change in students' psychological perspectives resulting in metacognitive knowledge, learning constructivism and development of self-efficacy.