Evaluating the effect of learning style and student background on self-assessment accuracy

Alaoutinen, Satu

doi:10.1080/08993408.2012.692924

Cited by 14 publications

(6 citation statements)

References 20 publications

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“…There are exceptions (Alaoutinen, 2012;Lopez-Pastor et al, 2012) as well as mixed results, with students being consistent regarding some aspects of their learning but not others (Blanch-Hartigan, 2011; Harding and Hbaci, 2015;Nguyen and Foster, 2018). We can also say that older, more academically competent learners tend to be more consistent (Hacker et al, 2000;Lew et al, 2010;Alaoutinen, 2012;Guillory and Blankson, 2017;Butler, 2018;Nagel and Lindsey, 2018). There is evidence that consistency can be improved through experience (Lopez and Kossack, 2007;Yilmaz, 2017;Nagel and Lindsey, 2018), the use of guidelines (Bol et al, 2012), feedback (Thawabieh, 2017), and standards (Baars et al, 2014), perhaps in the form of rubrics (Panadero and Romero, 2014).…”

Section: Consistencymentioning

confidence: 95%

“…Drawing only on studies included in Table S1 (Supplementary Material), we can say with confidence that summative self-assessment tends to be inconsistent with external judgements (Baxter and Norman, 2011;De Grez et al, 2012;Admiraal et al, 2015), with males tending to overrate and females to underrate (Nowell and Alston, 2007;Marks et al, 2018). There are exceptions (Alaoutinen, 2012;Lopez-Pastor et al, 2012) as well as mixed results, with students being consistent regarding some aspects of their learning but not others (Blanch-Hartigan, 2011; Harding and Hbaci, 2015;Nguyen and Foster, 2018). We can also say that older, more academically competent learners tend to be more consistent (Hacker et al, 2000;Lew et al, 2010;Alaoutinen, 2012;Guillory and Blankson, 2017;Butler, 2018;Nagel and Lindsey, 2018).…”

Section: Consistencymentioning

confidence: 96%

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A Critical Review of Research on Student Self-Assessment

2019

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This article is a review of research on student self-assessment conducted largely between 2013 and 2018. The purpose of the review is to provide an updated overview of theory and research. The treatment of theory involves articulating a refined definition and operationalization of self-assessment. The review of 76 empirical studies offers a critical perspective on what has been investigated, including the relationship between self-assessment and achievement, consistency of self-assessment and others' assessments, student perceptions of self-assessment, and the association between self-assessment and self-regulated learning. An argument is made for less research on consistency and summative self-assessment, and more on the cognitive and affective mechanisms of formative self-assessment.

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Section: Consistencymentioning

confidence: 95%

Section: Consistencymentioning

confidence: 96%

A Critical Review of Research on Student Self-Assessment

2019

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“…Especially, students who are advanced are more able to self-assess than students who are novices. Moreover, learning style is an important factor that influences this ability as visual, active, balanced, sequential, and sensing students are more accurate (Alaoutinen, 2012). Besides, weaker students have more difficulty to self-assess (Boud et al, 2013), so students who are academically capable can self-assess with higher accuracy than students who are less capable (Lew et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Student Self-Assessment in Higher Education: The International Experience and the Greek Example

Papanthymou¹,

Δάρρα²

2018

WJE

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This study is a review of 34 empirical studies internationally and in Greece from 2008-2018 and aims at investigating:a. the implementation of student self-assessment in Higher education and the outcomes on students, b. the ability ofstudents to self-assess accurately and the factors that affect this ability. According to the main findings, self-assessmentis implemented through various ways that include inter alia electronic and non-electronic self-assessment tools.Internationally, most studies have examined and proved the contribution of student self-assessment to improvement ofperformance and learning. Moreover, self-assessment develops self-regulating learning, increases self-confidence,motivates students to ask guidance from their professors and help from their peers, increases self-efficacy, students’awareness of self-assessment ability and self-control, makes students change attitudes towards course, preparesemployability skills of students, reduces anxiety for assessment, increases students’ responsibility about theirlearning, makes them have a critical view on their work and develops critical thinking skills. In Greece, it was foundonly one study that examined the implementation of student self-assessment in Higher education and its impact onstudents and findings indicate that self-assessment through a quiz improves performance, self-regulation, motivatesstudents to try more and helps them identify gaps in their learning. Student self-assessment ability and factors thataffect this ability have been examined only internationally, so in Greece there is a research gap concerning theseparameters. Tertiary students can self-assess accurately and this ability depends on specific factors such asconfidence, prior achievement, learning style, scaffolding from professors, training, dialogical interaction anddynamic assessment.

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“…Since that work was carried out, the field has undergone substantial growth, as seen, for example, in the number of papers submitted to ICER and the corresponding decline in the acceptance rate 1 . Further attention has also been paid to the significance of theories in CER.…”

Section: Introductionmentioning

confidence: 99%

Computing Education Theories

Malmi

Sheard

Kinnunen

et al. 2019

Proceedings of the 2019 ACM Conference on International Computing Education Research

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In order to mature as a research field, computing education research (CER) seeks to build a better theoretical understanding of how students learn computing concepts and processes. Progress in this area depends on the development of computing-specific theories of learning to complement the general theoretical understanding of learning processes. In this paper we analyze the CER literature in three central publication venues-ICER, ACM Transactions of Computing Education, and Computer Science Education-over the period 2005-2015. Our findings identify new theoretical constructs of learning computing that have been published, and the research approaches that have been used in formulating these constructs. We identify 65 novel theoretical constructs in areas such as learning/understanding, learning behaviour/strategies, study choice/orientation, and performance/progression/retention. The most common research methods used to devise new constructs include grounded theory, phenomenography, and various statistical models. We further analyze how a number of these constructs, which arose in computing education, have been used in subsequent research, and present several examples to illustrate how theoretical constructs can guide and enrich further research. We discuss the implications for the whole field. CCS CONCEPTS • Social and professional topics → Computing education.

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Evaluating the effect of learning style and student background on self-assessment accuracy

Cited by 14 publications

References 20 publications

A Critical Review of Research on Student Self-Assessment

A Critical Review of Research on Student Self-Assessment

Student Self-Assessment in Higher Education: The International Experience and the Greek Example

Computing Education Theories

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