Undergraduate Students’ Perceptions toward Self-Assessments

مجلة الممارسات اللغوية, 2017

The assessment reform in Algeria is still in its embryonic stage despite the wide use of self-assessment in EFL classrooms. Little empirical research is done on how to integrate formative assessment in Higher Education. The purpose of this study is to contribute to the development of students' self-assessment by addressing the gap found in teachers' current assessment practices. Specifically, this paper explores teachers' classroom assessment practices in the English department of Bejaia University, Algeria and their attitudes and beliefs about students' self-assessment in academic writing. The study involved fourteen Algerian teachers of EFL writing who developed writing logs in which issues related to their attitudes and experiences about assessment in general and self-assessment in particular were addressed. Results permitted to frame self-assessment from teachers' perspective and identify a range of factors responsible for the development of this process in EFL classrooms. In an attempt to facilitate the integration of self-assessment into EFL writing instruction and reinforce the assessment reform, we suggested a number of implications.

Higher education in Egypt has recently shifted towards the constructivist theory that involves students in the learning process in all of its aspects. Therefore, the need for self-assessment has grown to engage learners in constructing their own knowledge and developing their thinking skills to succeed academically and in life. In response to this need, the researcher conducted two experimental studies with English majors at Suez Canal University. The first study took place during the 2000/2001 academic year and examined the effect of student selfassessment versus no assessment on English-major seniors' knowledge achievement and academic thinking. During the 2004/2005 academic year, he conducted the second study which examined the effect of self-plus-teacher assessment versus self-assessment on the same dependent variables that were investigated in the previous study with other English-major seniors at the same school. The results of the two studies provided evidence that statistically significant improvement in knowledge achievement and academic thinking can occur only when the teacher assesses students self-assessments. This paper is a report on these two studies. The researcher started the paper by defining student self-assessment and explaining the theory behind it. Then, he showed the advantages and shortcomings of this form of assessment. Next, he surveyed the research related to it. After that, he displayed the findings of the two studies and explained the reasons behind these findings. Finally, he drew conclusions and offered recommendations based on the results of the two studies.

Assessment & Evaluation In Higher Education, 2013

2015

Assuming that learning does not stop outside the classroom, it is essential for teachers to enforce skills and strategies that students can transfer to other learning situations. Given the influence teachers have on what goes on in the classroom, it might be revealing to have insight into their perception concerning learner autonomy and self-assessment as it helps learners to set realistic goals and control their own learning; it also develops their critical self-awareness. The present small-scale study explores teachers' attitudes, beliefs, and classroom practices concerning learner self-assessment in two Hungarian secondary schools, involving 15 EFL teachers overall. A questionnaire survey and semi-structured interviews were conducted to reveal teachers' understanding of self-assessment and the ways they implemented it in their classroom practice. Qualitative data analysis shed light on teachers' positive attitude towards self-assessment, revealed differences concernin...

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.

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

2009

This study aimed to compare between the students' self-assessment and teachers' assessment. The study sample consisted of 71 students at Tafila Technical University studying Introduction to Psychology course. The researcher used 2 students' self-assessment tools and 2 tests. The results indicated that students can assess themselves accurately if they are trained how to implement self-assessment.

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

DOAJ (DOAJ: Directory of Open Access Journals), 2015

The implementation of self-assessment among young learners becomes a challenging issue to include in English classroom assessment. The common belief that children cannot self-assess accurately as adults do seems to yield that the inclusion of self-assessment in TEYL is still not prevalent yet. Self-assessment is an assessment involving the ability in assessing one"s own performance in learning. This is strongly related to one"s metacognition development. The tendency of earlier research investigating metacognitive capacities of young children concludes that mecognition in children is a late developing skill (Lai, 2011). In fact, more recent empirical studies conclude that young children have capability of simple metacognition thought (Lai, 2011). Hence, the inclusion of self-assessment in TEYL can be implemented as an assessment supporting other assessment conducted in classroom. Self-assessment is beneficial in improving students"s own awareness of their learning progress. In Indonesian context, English as a foreign language, has been taught in elementary school since 1994 and generally formative and summative assessments as classroom assessments are employed to assess student"s progress in learning. Self-assessment is an assessment that needs to be considered to include in classroom assessment. This paper discusses self-assessment among young learners, in this context elementary school students studying English.

Journal of English Language Studies

This study aims to discover how undergraduate students conducted self-assessments of their learning process and outcomes, and how much doing self-assessment could contribute to the learning achievement. This research applied a qualitative method. The authors utilized interviews to collect data and wrote them down as the results of the analysis. Based on the results of the interviews, six students responded to the survey regarding conducting selfassessment in the learning process revealing that the benefit of doing self-assessment for students was that they could introspect themselves in the learning process, the selfassessment had significantly contributed to time management during the learning process. In addition, selfassessment could motivate students to improve their ability to learn from previous results. Students could also evaluate what had been done in the learning process. Evaluation results were also significant for students in conducting selfassessments. Hence, students understood the extent of their ability to learn, which was better or worse than before, in every problem during the study process. 1989: 529). Moreover, it also applies to the definition of requirements and guidelines to be applied to their work and to the degree to which they must follow certain guidelines and requirements (Boud, 1995: 4). Thus, self-assessment is closely related to problems of strength, control and authority, as well as the degree to which they are passed from academic staff to students (Brew, 1999). This form of selfassessment will occur when students assess the results of their work to improve their performance and when they identify the difference of current desired performances.

Electronic Journal of Research in Educational Psychology, 2013

Self-assessment is one of the most customary activities in the classroom from all differ-ent educational levels. However a high percentage of teachers report not knowing how self-assessment influences students’ learning or how to implement it successfully in their classrooms. In this article two different lines of research concerning self-assessment will be analyzed (self-regulation and formative assessment) along with a new conceptualization of what self-assessment is. Later the relationship between self-assessment and the use of learning strategies by students will be examined explaining how this skill can be acquired. The last sections examine how the use of different peda-gogic strategies can enhance successful implementation of self-assessment in class-rooms.