Impact of self-assessment by students on their learning

Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

doi:10.4103/2229-516x.186961

Cited by 84 publications

(78 citation statements)

References 8 publications

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“…This result emphasises Ross (2006), Willey & Gardner (2009), Azarnoosh (2013, Sharma et al (2016), and Li & Chen (2016) that the accurate implementation of self and peer assessment is able to enhance students' enthusiasm, motivation and confidence to learn. Additionally, it can affect on a more autonomous learning (Honsa, 2013;Azarnoosh, 2013;Panadero et al, 2012).…”

Section: Discussionmentioning

confidence: 74%

“…Moreover, time constraint was also stated as the challenge to give assessment and feedback in the classroom, so they could not be very complete and detailed, thus they could not be very objective, too. This finding echoes Sharma et al (2016) and Li & Chen (2016) that the most obvious limitation of using self and peer assessment is the difficulty of implementing it with a large group of students, thus it spends much time. Luckily, the video recording as advocated by Orlova (2009) could help them to observe the teaching performance more thoroughly, so that they could reflect more in a written form as a report.…”

Section: Discussionmentioning

confidence: 84%

“…Honsa (2013) also found that self assessment had an effect on learner autonomy. Additionally, a study by Sharma et al (2016) uncovered two findings, the strength and the limitation. The strength of using self-assessment was able to improve students' interest and motivation level for the subject which affects better academic performance, while the limitation was in terms of time consumption.…”

Section: Previous Studies On the Use Of Self And Peer Assessmentmentioning

confidence: 99%

“…The studies conducted by Munoz & Alvarez (2007), Ross (2006) , Panadero et al (2012), Honsa (2013), White (2009), Sun et al (2015, and Willey & Gardner (2009) were mostly quantitative research focusing on the effect of self-peer assessment on students' achievement such as certain variable such as students' achievement or learning outcome, attitude, motivation, confident, self-regulation and self-efficacy, while studies conducted by Sharma et al (2016) , Azarnoosh (2013), Nortcliffe (2012), Li & Chen (2016), Siow (2015), and Harris & Brown (2013) were mostly qualitative study such as case study tried to reveal the strength and weakness of self-peer assessment applied to the students descriptively. However, there are no studies the current researcher yet found on the use of self and peer assessment in doing reflective teaching practices.…”

Section: Incorporating Self and Peer Assessment In Reflective …mentioning

confidence: 99%

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Incorporating Self and Peer Assessment in Reflective Teaching Practices

Ratminingsih¹,

Artini²,

Padmadewi³

2017

INT J INSTRUCTION

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More currently literature reviews suggests the use of authentic assessment, which aims to involve students to be more responsible with their learning. This article reports the findings of a descriptive study on student teachers' perception on the use of self and peer assessment to give evaluation on planning the lesson and teaching performance in Reflective Teaching Class. There were 100 samples taken randomly from 234 students in a survey using questionnaire and 15 students participating in the focus group discussion (FGD). The finding from the questionnaire shows that they had a very positive perception toward the use of self and peer assessment. Additionally, from the FGD, they conveyed by practicing doing self assessment, they could learn to see self performance deeply, strengths and weaknesses. From peer-assessment, they could learn collaboratively from feedback given by peers how to make a better lesson plan and perform a more effective teaching. Hence, self and peer assessment is considered beneficial for preparing the real teaching practicum and future career development. However, there are some problems challenged them, such as feeling subjectivity in assessing both self or peers, embarrassed and less confidence, and time constraints to make evaluation and reflection in the classroom.

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Section: Discussionmentioning

confidence: 74%

Section: Discussionmentioning

confidence: 84%

Section: Previous Studies On the Use Of Self And Peer Assessmentmentioning

confidence: 99%

Section: Incorporating Self and Peer Assessment In Reflective …mentioning

confidence: 99%

See 2 more Smart Citations

Incorporating Self and Peer Assessment in Reflective Teaching Practices

Ratminingsih¹,

Artini²,

Padmadewi³

2017

INT J INSTRUCTION

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“…We observed that signs of lack of motivation (e.g., thoughts of dropping out, dissatisfaction with the course, decreased academic efficacy) and lack of emotional support were associated with MHP, as in medical students from other countries. 9 The use of portfolios, 100 self-assessments, 101 and continued mentorship 102 in undergraduate medical education could improve students' engagement and reflection about the course, alleviating sources of distress and helping students perceive their coursework as a gratifying activity. A drop in academic performance can be an indicative of a mental disorder.…”

Section: Discussionmentioning

confidence: 99%

Mental health problems among medical students in Brazil: a systematic review and meta-analysis

Pacheco

Giacomin

Tam

et al. 2017

Rev. Bras. Psiquiatr.

383

214

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Objective: To provide a comprehensive picture of mental health problems (MHPs) in Brazilian medical students by documenting their prevalence and association with co-factors. Methods: We systematically searched the MEDLINE/PubMed, SciELO, LILACS, and PsycINFO databases for cross-sectional studies on the prevalence of MHPs among medical students in Brazil published before September 29, 2016. We pooled prevalences using a random-effects meta-analysis, and summarized factors associated with MHP. Results: We included 59 studies in the analysis. For meta-analyses, we identified the summary prevalence of different MHPs, including depression (25 studies, prevalence 30.6%), common mental disorders (13 studies, prevalence 31.5%), burnout (three studies, prevalence 13.1%), problematic alcohol use (three studies, prevalence 32.9%), stress (six studies, prevalence 49.9%), low sleep quality (four studies, prevalence 51.5%), excessive daytime sleepiness (four studies, prevalence 46.1%), and anxiety (six studies, prevalence 32.9%). Signs of lack of motivation, emotional support, and academic overload correlated with MHPs. Conclusion: Several MHPs are highly prevalent among future physicians in Brazil. Evidence-based interventions and psychosocial support are needed to promote mental health among Brazilian medical students.

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Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention

Brendel,

Alzubi,

Rai

et al. 2024

FEBS Open Bio

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The development of scientific literacy (SL) skills is critical in the life sciences. A flipped classroom reverses traditional learning spaces such that foundational knowledge is acquired by students independently through recorded lectures and/or readings in advance of the lecture period and knowledge is consolidated through active learning activities in the classroom. A flipped classroom learning environment can promote critical skill development and knowledge application, and therefore, could enhance SL skill development. The objectives here were to (a) determine the effect of a flipped classroom learning environment on SL skill development in second‐year kinesiology students enrolled in a research methods course and (b) reassess SL skills 4 months later. SL skills were assessed using the validated test of scientific literacy skills (TOSLS) questionnaire at the start and end of the semester (n = 57) and reassessed 4 months later after the summer semester break (n = 46). During the flipped classroom semester, practical SL skills (TOSLS scores) were increased by 16.3% and TOSLS scores were positively correlated with the students' final grade (r = 0.526, P < 0.001). Four months later, average TOSLS scores significantly decreased compared to the levels at the end of the flipped classroom learning experience. Importantly, retention of SL skills (i.e., 4 months later TOSLS scores) were related to learning approach scores and were positively correlated with deep learning approach scores (r = 0.298, P = 0.044) and negatively correlated with surface learning approach scores (r = −0.314, P = 0.034). Therefore, SL skill retention was higher in students utilizing a deep learning approach (e.g., engaged, self‐regulation in learning, and seeking a deeper understanding of concepts) and lower in students utilizing a surface learning approach (e.g., limited engagement, rote memorization of concepts). Collectively, the results demonstrate the value of a flipped classroom in promoting SL skills while highlighting the role of students' learning approach in critical skill retention.

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Impact of self-assessment by students on their learning

Cited by 84 publications

References 8 publications

Incorporating Self and Peer Assessment in Reflective Teaching Practices

Incorporating Self and Peer Assessment in Reflective Teaching Practices

Mental health problems among medical students in Brazil: a systematic review and meta-analysis

Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention

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