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Author: Erica Kirsch
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Book Description
The purpose of the study was to examine the impact that self-monitoring and self-assessment had on students’ perspectives regarding their classroom experience. Classroom teachers are faced with academic task of guiding students towards increasing their independence with academic tasks and classroom behavior on daily basis. Many teachers also seek solutions to help increase students’ motivation and self-regulation skills. Self-monitoring and student self-assessment strategies are both examples of positive behavior interventions that are considered to be evidence-based strategies. These strategies can be used to help support students in increasing positive classroom behavior and decreasing negative or undesirable behavior. A considerable number of studies have been conducted on self-monitoring and self-assessment and the impact such self-management tools have on academic accuracy, classroom behavior, and productivity. This study examined five students’ perspectives on self-monitoring and self-assessment strategies using qualitative methods.
Author: Erica Kirsch
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Book Description
The purpose of the study was to examine the impact that self-monitoring and self-assessment had on students’ perspectives regarding their classroom experience. Classroom teachers are faced with academic task of guiding students towards increasing their independence with academic tasks and classroom behavior on daily basis. Many teachers also seek solutions to help increase students’ motivation and self-regulation skills. Self-monitoring and student self-assessment strategies are both examples of positive behavior interventions that are considered to be evidence-based strategies. These strategies can be used to help support students in increasing positive classroom behavior and decreasing negative or undesirable behavior. A considerable number of studies have been conducted on self-monitoring and self-assessment and the impact such self-management tools have on academic accuracy, classroom behavior, and productivity. This study examined five students’ perspectives on self-monitoring and self-assessment strategies using qualitative methods.
Author: Dennis M. McInerney
Publisher: IAP
ISBN: 160752354X
Category : Education
Languages : en
Pages : 337
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Book Description
Assessment for learning is meant to engage, motivate, and enable students to do better in their learning. However, how students themselves perceive assessments (both high-stakes qualifications and low-stakes monitoring) is not well understood. This volume collects research studies from Europe, North and South America, Asia, and New Zealand that have deliberately focused on how students in primary, secondary, and tertiary education conceive of, experience, understand, and evaluate assessments. Assessment for learning has assumed that formative assessments and classroom practices would be an unqualified success in terms of student learning outcomes. Making use of a variety of qualitatively interpreted focus groups, observations, and interviews and factor-analytic survey methods, the studies collected in this volume raise doubts as to the validity of this formulation. We commend this volume to readers hoping to stimulate their own thinking and research in the area of student assessment. We believe the chapters will challenge researchers, policy makers, teacher educators, and instructors as to how assessment for learning can be implemented.
Author: Zi Yan
Publisher: Taylor & Francis
ISBN: 1000630757
Category : Education
Languages : en
Pages : 185
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Book Description
Covering both higher education and school education, this book contributes to the field of assessment by providing a systematic account of student self-assessment based on a consistent conceptualisation. Yan advocates viewing self-assessment as an active and reflective process and using it as a learning strategy rather than an assessment method. He builds on a newly-developed self-assessment model adopting a process perspective and synthesises a series of interrelated empirical investigations into the whole "chain" of student self-assessment research. The research encompassed in the volume spans from self-assessment practices and measurement, through predictors of self-assessment, its interweaved relationship with self-regulated learning and feedback literacy, impact on student learning outcomes, to designing sustainable self-assessment interventions. The empirical evidence is from a wide range of current scholarship to ensure that the principles and implications conveyed are applicable internationally. Policymakers, students and scholars in educational assessment, educational psychology, and teaching and instruction will find the theoretical explorations and empirical investigations contained within useful, to show how student self-assessment could be better conceptualised, researched, and practised.
Author: Lois Ruth Harris
Publisher: Routledge
ISBN: 1351036963
Category : Education
Languages : en
Pages : 157
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Book Description
Using Self-Assessment to Improve Student Learning synthesizes research on self-assessment and translates it into actionable guidelines and principles for pre-service and in-service teachers and for school leaders, teacher educators, and researchers. Situated beyond the simple how-to frameworks currently available for teachers and graduate students, this volume illuminates self-assessment’s complexities and substantial promise to strategically move students toward self-regulated learning and internalized goals. Addressing theory, empirical evidence, and common implementation issues, the book’s developmental approach to quality self-assessment practices will help teachers, leaders, and scholars maximize their impact on student self-regulation and learning.
Author: Arthur L. Costa
Publisher: Corwin Press
ISBN: 0761938710
Category : Education
Languages : en
Pages : 194
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Book Description
This volume focuses on assessing students' abilities as self-directed learners. The authors use 'triangulation' to ensure that the assessment system is balanced and complete.
Author: Jacqueline G. Buist
Publisher:
ISBN:
Category : School children
Languages : en
Pages : 70
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Book Description
Author: Barry J. Zimmerman
Publisher: Routledge
ISBN: 1135659141
Category : Education
Languages : en
Pages : 316
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Book Description
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
Author: James H. McMillan
Publisher: SAGE
ISBN: 1412995876
Category : Education
Languages : en
Pages : 577
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Book Description
The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
Author: John T. Breidert
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 42
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Book Description
"Across the spectrum of self-assessment research, a topic of debate concerns the accuracy by which individuals can evaluate their own performance. While some research has found self-assessment to be an effective measure, the majority typically found it to be an under- or over-estimation of actual performance. Although the accuracy of self-assessment has seen skepticism, benefits have been well documented. The current review is the result of examination concerning self-assessment accuracy and utility. The literature was searched to evaluate the ability of trainees/job incumbents/students to accurately report their level of ability or performance. Upon examination of the self-assessment accuracy literature, problems arose concerning terminology and differential utilization of self-assessment. This review reports that self-assessment, as currently used, is generally inaccurate; but given appropriate consideration of the moderating variables and clarification of terminology, self-assessment accuracy could increase. The Army should utilize a continuum of self-assessment, considering domain and skill level as determinant factors. Self-grading could be useful for the introduction and training of new skills. Self-impression may be useful for assessing Soldiers' confidence, self-perception of personality or traits, and continuous performance appraisal. Implementation of the continuum has potential to improve training quality and skill retention throughout the Army."--DTIC.
Author: Tamara DeYoe
Publisher:
ISBN:
Category :
Languages : en
Pages : 63
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Book Description
This study investigates how teaching students to monitor their own progress on learning targets and set achievement goals impacts students' perceptions of success as well as how it affects student assessment scores within an English-Language Arts class. The following research questions guided the study: How does teaching students to set achievement goals and to self-monitor progress towards learning targets impact students' perception of their success in an English-Language Arts class? What happens to students' assessment scores when students set achievement goals and self-monitor progress towards learning targets in an English-Language Arts class? The researcher used a quantitative methods approach that included the use of pre- and post-study survey questions and pre- and post-unit assessments to measure the impact of using the metacognitive techniques of self-monitoring performance and setting achievement goals. The participants in this study consisted of 62 students enrolled in 8th grade English-Language Arts classes at a 6-8 middle school in a city located in the eastern part of the San Francisco Bay Area. The results indicate that involving students in monitoring their own progress on learning targets and setting goals does impact students' perceptions of success in an English-Language Arts class. It was also discovered that this was one factor in improving students' assessment scores. Future research that includes a variety of grade levels and subject areas, as well as a study that takes place within a longer period of time, are recommended.
