Promoting Learning and Achievement Through Self-Assessment
Heidi Andrade2009, Theory Into Practice
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Abstract
Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, or standards; and revise accordingly. The authors argue that self-assessment must be a formative type of assessment, done on drafts of works in progress: It should not be a matter of determining one's own grade. As such, the purposes of self-assessment are to identify areas of strength and weakness in one's work in order to make improvements and promote learning. Criteria-referenced self-assessment has been shown to promote achievement. This article introduces criteria-referenced self-assessment, describes how it is done, and reviews some of the research on its benefits to students.
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New Directions in the Teaching of Physical Sciences, 2019
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SELF EVALUATION (1).docx
In the current era of standards-based education, student self-assessment stands alone in its promise of improved student motivation and engagement, and learning. Correctly implemented, student self assessment can promote intrinsic motivation, internally controlled effort, a mastery goal orientation, and more meaningful learning. In order to become lifelong learners, students need to learn the importance of self-evaluation. They can do this by filling out self-evaluation forms, journalizing, taking tests, writing revisions of work, asking questions, and through discussions. It is important for teachers to model self-assessment too. Teachers need to show their students that it is important for everybody to self-evaluate by doing their own selfevaluations. Self-assessment could mean that students simply check off answers on a multiplechoice test and grade themselves, but it involves much more than that. Such as in the subject commerce students can self evaluate with the projects and assignments given to them related with accounts, shares, markets and products etc. Through this students can evaluate about the understanding of the concepts related with commerce. But these techniques also need improvement so students can also evaluate themselves.
The Impact of Self-Assessment: A Case Study on a Tertiary Level Efl Writing Class = Öz Değerlendirmenin Etkisi: Üniversite Seviyesindeki İngilizce Yazı Yazma Dersi Üzerine Bir Durum Çalışması
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This article presents the findings of a seven-week case study which aimed to identify the benefits of self-assessment in EFL writing classes at tertiary level. The study was conducted with 17 B1- English language proficiency level students studying at an English preparatory programme of a foundation university. First, the students were introduced to using rubrics to assess a written product. Then, each week after students composed a writing, a paragraph for the first three weeks and an essay for the remaining four weeks, the students were asked to assess their own writing by using the relevant rubric and filling in the self-assessment form. In addition, a questionnaire was conducted at the beginning of the study to investigate whether the students could identify their own strengths and weaknesses in writing, whether they could make sense of the criteria that are used for writing quizzes, and whether they made sense of the feedback given by the teachers for their writings. The same questionnaire was conducted again on the last day of the research to check whether the participants changed their opinions. The results revealed that the students improved their understanding of the rubrics over time by practice, they felt more responsible for their own learning, they were able to reflect on their own performance, and they became more autonomous learners.
Drawing students’ attention to relevant assessment criteria: effects on self-assessment skills and performance
Journal of Vocational Education & Training, 2012
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Student Self-Assessment: At the Intersection of Metacognition and Authentic Assessment
The hypothesis that task-specific criterion-referenced self-assessment can have a positive effect on students' metacognitive engagement and learning was tested. Seventh graders (n.47) were asked to invent, apply, and explain a classification system for a group of animals. Treatment subjects periodically assessed their performance in terms of a written rubric that listed the criteria for each task and gradations of quality for each criterion. Students in the control group were not asked to assess their work. Think-aloud protocols were collected and coded to provide insight into spontaneous self-assessment, the classification of self-assessment, and the influence of self-assessment on metacognitive engagement and learning. Approximately three-quarters of the students assessed themselves spontaneously. Girls in the treatment group were more metacognitive than boys, but no statistically significant differences were found for boys in treatment and control groups. Treatment students tended to outperform the control group on posttests. The rubric appeared to have a positive effect on the criteria that students used in their spontaneous self-assessments, and students who assessed their own work were remarkably willing to revise it. An appendix contains the scoring rubric given to the experimental group. (Contains 18 tables and 109 references.) (Author/SLD)
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