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1.
在线学习评价是检测学习质量的重要方式,在评价中加入自评和互评会使评价结果更具合理性。研究针对在线学习评价中自评、师评和同伴评价中的问题,基于Moodle平台,应用多层面Rasch模型探究学生自评、师评和同伴评价的一致性。研究结果表明,师评最为严厉,然后依次是同伴评价和自评;评价量规的制定需要有科学有效的方法,需要让学生参与其中;在线环境中评价应增加即时反馈,从而使评价促进学习。多层面Rasch模型使在线学习评价更具合理性,对评价标准和一致性的检验有重要意义。 相似文献
2.
Zi Yan 《Assessment in Education: Principles, Policy & Practice》2018,25(2):183-199
The purpose of this study was to examine the effects of the key demographic variables of gender, school level and goal orientation on students’ self-assessment practices, including self-directed feedback seeking (SDFS) and self-reflection (SR). A total of 8843 Hong Kong students were surveyed, ranging from Primary 4 to Secondary 6. The results showed that female students demonstrated higher levels of self-assessment practices than male students, including both SDFS and SR. School level was also significantly associated with secondary students’ engagement in SR. Mastery goal orientation (MGO) was a significant and positive predictor of self-assessment practice including both SDFS and SR, while performance goal orientation (PGO) was a significantly negative predictor. Students with a higher level of MGO, or a lower level of PGO, were more likely to conduct self-assessment. The educational implications of the findings are discussed. 相似文献
3.
Oral presentation competence is critical to graduates’ employability. Improving this competence involves developing self-assessment skills that help students to analyze their own performance. However, more research is needed on the factors affecting self-assessment of the oral presentation competence, such as the speaker’s confidence and the summative use of self-assessment that can act as a sort of incentive for students. A study with 201 students was carried out, focusing on a segmentation analysis and differentiating by gender and level of performance on the assessed competence.Results show that: (1) the existence of incentives is the only variable that significantly influences men’s self-assessment, whereas women’s self-assessment is basically conditioned by their confidence as speakers; and (2) the self-assessment of the worst speakers, rated by teachers, is influenced only by the existence of incentives, whereas the best speakers give themselves higher scores when they feel confident about speaking in public. 相似文献
4.
Self-assessment practices can positively impact student learning and achievement. However, less is known about psychological moderators that can influence the impact that self-assessment practice may have on achievement. Integrating the dual processing self-regulation model and the self-assessment cycle framework, this study examined the role of students’ positive well-being in the link between self-assessment practices and domain-specific achievement scores. Hierarchical multiple regression analyses using data from 765 secondary school students revealed that self-assessment practices positively predicted achievement scores. Results also showed that positive well-being moderated the relationship between seeking internal feedback and self-reflection and achievement scores, in that the positive link between such self-assessment practices and achievement was stronger for students who had low or moderate well-being. These findings reinforce the impact of self-assessment on learning and add to the ecological validity of the dual processing self-regulation model. The discussion focuses on how these findings contribute to our understanding of how well-being could influence the adaptive role of internal and cognitive self-assessment practices in student learning. Limitations and future research directions are also discussed. 相似文献
5.
Maddalena Taras 《Journal of Further & Higher Education》2016,40(6):846-863
Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and theories of power and student voice are utilised to build on the limited existing literature that examines issues of power in self-assessment. The results of the evaluations show that the standard self-assessment model, which has been the default model since the 1930s, is the least empowering for students and also detrimental to producing a dialogic forum with tutors. The other models are far more conducive to permitting a shared understanding of assessment protocols, processes and products and therefore potentially lead to more equitable and transparent assessment communities. The value of this study is that it helps to clarify the possible implications and impacts resulting from the use of each self-assessment model in order to make an informed choice, which will also support the alignment of assessment practices with learning and teaching and curriculum choices. 相似文献
6.
This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state secondary school; this was used to propose a variant of self-assessment which is tailored to the demands of religious education – reflexive self-assessment. Its implications for more general understandings of the relationship between subject pedagogy and self-assessment are discussed, especially the recognition of values not only in religious education but in other subjects too, reinforcing the need to develop subject-specific variants of self-assessment that reflect the breadth of learning outcomes. 相似文献
7.
Nancy Baptiste 《Early Childhood Education Journal》1994,22(2):26-29
Conclusion In conclusion, the entire self-assessment process is dynamic and ongoing. It is challenging and time-consuming, yet most gratifying
as educators develop enhanced self-understanding and self-knowledge. The self-assessment process simultaneously enables teachers
to touch reality (present focus) as well as to dream (future focus). The self-assessment process allows teachers to take care
of themselves. Although the incoming president of the NAEYC appropriately urged participants in the 1994 Professional Development
Institute “to look out for each other, take care of each other” (Daniels, 1994), it behooves each one of us to make sure that
we take care of ourselves as well. This advice is not intended to be a call for self-centeredness; we do a much better job
in our own work with others when we have taken care of ourselves. Continuous personal and professional self-assessment provides
that opportunity to take care of ourselves. The kind of renewal that self-assessment provides is “preserving and enhancing
the greatest asset you have—you” (Covey, 1989, p. 288). 相似文献
8.
教师自我评价是教育评价的一个重要组成部分,教师如何有效地实施自我评价还缺乏必要的策略指导。在反思性教学中,教师从本人视角、学生视角及同事观察的策略能有效地进行反思性自我评价;自我评价过程中还需注意科学性与人文性相结合。教师在自我反思,自我评价过程中实现自我专业的发展。 相似文献
9.
Zi Yan 《Assessment & Evaluation in Higher Education》2020,45(2):224-238
AbstractDespite the theoretical argument and empirical evidence regarding the impact of self- assessment on academic achievement and self-regulated learning (SRL), the mechanism for this impact is understudied. The present study aimed to investigate the characteristics of self-assessment practices at different SRL phases and its relationship with academic achievement. Using a course assignment as the learning task, sixty-three students enrolled in a one-year master programme in a teacher education institute responded to an instrument assessing their self-assessment practices (including four self-assessment actions) at the SRL Preparatory, Performance and Appraisal phases of the task. Their final scores of the assignment were also collected. The results showed that self-assessment is a fundamental skill for SRL and occurs at each SRL phase with different patterns. Autoregressive relationships were found for all self-assessment actions between different SRL phases. Self-reflection at Performance phase was found to influence feedback seeking at Appraisal phase. Self-directed feedback seeking through monitoring at Performance phase was the strongest and positive predictor of academic achievement; and achievement had negative impact on all self-assessment actions at Appraisal phase. This study may assist educators and researchers to better understand the complexity of self-assessment in relation to learning process. 相似文献
10.
11.
İhsan Ünaldı 《Assessment & Evaluation in Higher Education》2016,41(1):67-80
Although self-assessment of foreign language skills is not a new topic, it has not yet been widely explored in the Turkish English as a Foreign Language (EFL) context. The current study investigates the potential of self-assessment of foreign language skills in determining proficiency levels of Turkish learners of EFL: 239 learners participated in the study. Their receptive language skills were tested with an objective placement test, and the results were compared with the grades assigned by their instructors and the results of criterion-referenced self-assessment scores. Multiple regression analysis revealed that teacher and self-assessment scores were significantly correlated with each other; however, teacher assessment, compared to self-assessment, appeared to be a much stronger predictor of the actual proficiency levels of the participants. In addition to this, participants at lower level of proficiency revealed a common tendency of overestimating their language skills, while with the higher level learners there were clear signs of underestimation. 相似文献
12.
引入形成性自我评价促进大学生英语自主学习 总被引：5，自引：0，他引：5
范瑄瑄 《泰州职业技术学院学报》2006,6(2):53-55
培养学生的自主学习能力是大学英语教学的重要环节之一，系统性导入形成性自我评价有利于调动学生自主学习的积极性，提高他们的自主学习能力。 相似文献
13.
Juuso Henrik Nieminen Laura Tuohilampi 《Assessment & Evaluation in Higher Education》2020,45(7):1031-1045
AbstractPromoting 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. 相似文献
14.
大学生的竞争态度与自尊的关系研究 总被引：2，自引：0，他引：2
竞争态度包括良性竞争态度和过度竞争性两个方面,通过对大学生竞争态度及自尊水平的调查结果显示：良性竞争态度在不同年级大学生问的差异不显著,而大学四年级学生的过度竞争性显著高于大一学生;两种竞争态度与自尊水平有不同的相关关系,良性竞争态度较强的个体其自尊水平较高,而过度竞争性较强的个体其自尊水平较低。面对日趋激烈的竞争,大学生需要加强对自己竞争态度的省思,教育方也需要加强引导并努力创造合理的校园竞争环境,促进学生形成良性竞争态度,避免过度竞争性。 相似文献
15.
David R. White Steven M. Crooks Jerry K. Melton 《Journal of Personnel Evaluation in Education》2002,16(1):45-61
This article describes and analyzes the design dynamics of a school principal self-assessment process, provided through a three-day, state-approved Leadership Assessment Academy, which allows principals to experience and reflect on important self-assessment data that leads to a personal professional growth plan. Designing and implementing such an academy is complex and requires careful consideration of all aspects of the principalship and the requirements set forth by the state regarding principal assessment and professional growth plans. A primary challenge of this leadership academy is in providing principals with a self-assessment experience that is meaningful and accurate using carefully designed assessment techniques and technology, and that can serve as a viable alternative to the traditional paper and pencil assessment tools that require very little personal involvement in defining and producing the principal's professional growth plan. 相似文献
16.
This study examined college instructors’ utilization and perceived value of sources of instructional feedback (institutional student ratings, consultation with an instructional specialist, soliciting feedback from students, self-assessment, self-observation, peer/administrator observation, and peer coaching). We examined relationships between the utilization of each source of feedback with job satisfaction and psychological needs satisfaction. We solicited instructors (N?=?126) via email. Results revealed self-assessment was the most utilized source of instructional feedback, and instructor-solicited feedback from students was perceived as the most useful. Job satisfaction was significantly correlated with basic psychological needs. We discuss qualitative findings, implications, and suggestions for future research. 相似文献
17.
Integrated science teaching is a task which requires that teachers develop new conceptual structures for the science topics they teach. It is often assumed that changes in teaching can be facilitated through reflective practices such as teacher self-assessment. Does self-assessment in fact help teachers develop new conceptual structures in the context of integrated science? We examine this assumption in the research reported in this paper. In the German PING project—an integrated science project for middle schools—teacher in-service education was based on collaborative workshops in which a group of 22 teachers from different types of schools used teaching materials for eight integrated topics for their lesson planning and conducting units over a period of 30 months. During this time concept maps, interviews and questionnaires were used as means to promote teacher self-assessment. We find that this kind of self-assessment in a collaborative framework was a useful basis for helping science teachers develop integrated conceptual structures and we suggest that in-service courses might use self-assessment for reflection on conceptual content knowledge as a basis for supporting integrated science teaching. 相似文献
18.
文章以教育学者舒尔曼的动态的学科教学认识理论为基本理论依据,以同等条件下班级学生在期中考试的自我预期为参数,统计分析了物理与机电工程学院在合并前后不同教学背景下的相关的教学效果与学生自我评估的关系,发现:①班级学生自我评估的合理度与平均成绩成正相关关系.②两系合并之后的教学环境发生了变化,理工科相互结合.工科的大学物理课程班级学生自我评估合理度较好,过高估计自我比率降低,平均成绩高.③同一个班级在一到四年级的自我评估能力逐渐提高.说明大学的教育氛围对于学生的自我评估和定位能力的培养有非常重要的作用. 相似文献
19.
The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools. 相似文献
20.
Dennis Bialaszewski 《College Teaching》2013,61(4):162-165
The pathway to success in college can be bumpy. To smooth it we first investigated self-assessment of college readiness by undergraduates in terms of skills and habits required for college success. In a survey of almost 700 students, one of every two reported that their college work was more challenging than expected. Although 70% reported that they felt well-prepared for college by their high schools, finer questioning revealed that they recognized deficits for such skills/habits as time management, attention to detail, going beyond minimum requirements and studying to learn deeply. When asked what skills they wished to develop further, 40% identified time management and 39% exam preparation; fewer than 20% identified transferable skills such as effective communication and critical thinking. We then used these data to develop an evolving set of presentations, mini-workshops and course content designed to assist students to develop strategies for self-regulated learning by linking these to the self-assessment data provided by their peers. We stress the importance of mastering these strategies, as well as knowledge of their majors' subject contents, for success in both college and future career. Reception to our presentations and mini-workshops has been encouragingly positive, and quantitative assessments of their effectiveness are underway. 相似文献