Does student engagement in self-assessment calibrate their judgement over time?

Boud, David; Lawson, Romy; Thompson, Darrall

doi:10.1080/02602938.2013.769198

Cited by 171 publications

(138 citation statements)

References 23 publications

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“…The gradual implementation of REVIEW in a large range of subjects and the engagement of students in self-assessment has provided statistical evidence of significant impacts on cal ibrating students' judgement of their own work (Boud et al, 2013). There are early signs in student feedback that the visual display of criteria linked to attribute categories and sub-categories is useful in charting progress and presenting to employers i n interview contexts.…”

Section: Conclusion and Lessons Learnedmentioning

confidence: 99%

“…Educational research based on four semesters of data from REVIEW using voluntary student selfassessment has shown benefits to student learning and the calibration of their judgement over time (Boud, Lawson, & Thompson, 2013). Due to the benefits of this self-reflective process for students, a number of ways to incentivize student engagement have been attempted, including rewarding or penalizing with marks for accuracy or engagement, adding a criterion to assess the quality of stude nts' gradings, and promoting the activity through animations and video introductions.…”

Section: Figure 3: Staff View With Student Self-assessment Now Visiblmentioning

confidence: 99%

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Marks Should Not Be the Focus of Assessment – But How Can Change Be Achieved?

Thompson

2016

Learning Analytics

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This paper attempts to address the possibility of real change after a hundred years of exam-based assessments that produce a single mark or grade as feedback on students' progress and abilities. It uses visual feedback and analysis of graduate attribute assessment to foregr ound the diversity of aspects of a student's performance across subject boundaries. The use of assessment as the key driver and data source requires the refocusing of staff and student attention away from marks and towards the development of knowledge literacies, conceptua l frameworks, and a broad range of personal qualities and skills. It is suggested that the use of student self-assessment with visual feedback on progress in important attributes can engage students with assessment as part of their personal and professiona l development. Web-based software (REVIEW) developed by the author and refined for more than a decade to facilitate this approach retains categorized and colour-coded student progress data through the day-to-day criterion-referenced marking of assignments and exams. It has been practically applied in four Australian universities with pilot schemes now beginning at the secondary/high school level. This paper examines a typical application at the author's institution with background research and insights into the challenges involved.

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Section: Conclusion and Lessons Learnedmentioning

confidence: 99%

Section: Figure 3: Staff View With Student Self-assessment Now Visiblmentioning

confidence: 99%

Marks Should Not Be the Focus of Assessment – But How Can Change Be Achieved?

Thompson

2016

Learning Analytics

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“…Finally, whole-class or extensive metacognitive teaching methods include student-developed tests or grading rubrics, self-assessment of assignment, and creating concept maps. Further study of the search results reveals that many metacognitive teaching methods have been the subject of scholarly study, including, for example, rubrics 22 , self-assessment 23 , student-written exam 24 and concept map 25 . These studies all demonstrate positive outcomes for student learning, attitude, or both.…”

Section: Introductionmentioning

confidence: 99%

Effective and Adoptable Metacognitive Tools

Chen

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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John Chen is a professor of mechanical engineering. His interests in engineering education include conceptual learning, conceptual change, student autonomy and motivation, and lifelong learning skills and behaviors.c American Society for Engineering Education, 2016 Effective and Adoptable Metacognitive Tools AbstractThis paper, an evidence-based practice paper, describes two metacognitive teaching tools that were tested in classroom environments for their efficacy and ease of adoption. Ease of adoption refers to the subjective measures of (a) ease of implementation, (b) minimal displacement of class time, and (c) no requirement for a change in pedagogy. The two tools promote metacognition, which has an extensive evidence base for promoting learning in a wide range of subjects and across grade levels. The first tool tested is the exam wrapper. Examinations or tests provide a measure of student performance and offer feedback to students of their learning and the need to perhaps adjust their learning strategies. Many students, however, focus on the grade rather than the comments or corrections. Even when students make the effort to look at the mistakes, they often miss the opportunity to reflect on the deeper root causes and instead focus on the superficial error. Without deep reflection students may not gain the awareness that they need to confront misconceptions or make strategic changes in their learning. The second tool tested is the assignment correction, a variant of exam wrappers but used for more frequently occurring activities such as homeworks or quizzes. The idea is that, perhaps, improving metacognition requires frequent practice. If the exam wrapper could be adapted for use with graded assignments, it would provide such practice. To remain a tool that is easy to use, however, assignment corrections must be briefer than an exam wrapper, easy to assign, collect and score, and continue to consume little to no class time for completion. The two tools were tested in various engineering courses and mixed results were found: While both tools were adoptable, only the exam wrapper appeared to be efficacious in this study.

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“…The development of selfreflections skills has been identified as a significant contributor to both their academic and professional success 7 . However, it is often assumed that students will learn these skills while in college and that no specific instruction is needed in this area 1 . This is simply not the case for many students, which means instructors need to identify ways to incorporate opportunities for development of self-reflection skills into their course work 7 .…”

Section: Introductionmentioning

confidence: 99%

Use of Student Self-Evaluations to Reinforce the Project Control Cycle

Nobe¹,

Valdes-Vasquez²

2015 ASEE Annual Conference and Exposition Proceedings

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When attempting to teach the project control cycle, the importance of 'evaluate' is difficult to convey to students yet is critical to students' academic and professional success. This paper represents a qualitative case study conducted with freshman construction management students to convey the importance of evaluating project performance -regardless if the project was a success or not. According to the course textbook, the hardest step of the project control cycle to implement is the last step of document, report and evaluate. Of these, the evaluation portion is even more difficult for a team to accomplish. In order to instill in students early in their degree program the importance of evaluation both to their academic and professional success, an assignment was developed and implemented with students enrolled in an introductory construction management course. Participation in this assignment was optional. Out of 110 students enrolled in the course, 52 completed the optional assignment. Thematic analysis was conducted on a sample of the students' papers. The preliminary results provide insight into students' evaluation of their success during their first semester, which is a critical semester in students' college careers. IntroductionProject Control is an interactive process in which actual performance is compared to planned performance with adjustment(s) being made to address identified deviations 3 .The project control cycle has seven basic steps: (1) develop project plan, (2) establish benchmarks, (3) monitor project performance, (4) identify deviations, (5) evaluate corrective options, (6) make adjustment, and (7) document, report and evaluate 4 . When attempting to teach this project control cycle, the importance of 'evaluate' can be difficult to convey to students. Interestingly, the importance of evaluation to successful management of a construction project is very similar to the importance of self-evaluation to students' academic success, especially during their first year of college 7 .

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Does student engagement in self-assessment calibrate their judgement over time?

Cited by 171 publications

References 23 publications

Marks Should Not Be the Focus of Assessment – But How Can Change Be Achieved?

Marks Should Not Be the Focus of Assessment – But How Can Change Be Achieved?

Effective and Adoptable Metacognitive Tools

Use of Student Self-Evaluations to Reinforce the Project Control Cycle

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