The Power of Performance in Developing Problem Solving and Self Assessment Abilities

Loacker, Georgine; Jensen, Patricia J.

doi:10.1080/0260293880130204

Cited by 14 publications

(4 citation statements)

References 2 publications

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“…In the USA, where initiatives such as competency-based courses have been around a lot longer, there have been some attempts to gain more evidence on the value of new types of assessment (see, for example, Farrar, 1988;Fincher, 1988;Forrest, 1976;Loaker & Jensen, 1988). The research, however, is still sparse, perhaps because many of the initiatives are too young to have been properly evaluated.…”

Section: Changing the Assessment Structurementioning

confidence: 96%

“…One institution that has gone further towards adopting such strategies than most others is Alverno College in the USA. Loaker and Jensen (1988), writing about Alvemo, found that in making self-assessment part of the problem-solving process students showed increased understanding of the interrelationships of ability, content and context. In developing the ability to be self-critical and reflective, Boyd and Cowan (1985) argue that students are encouraged into a process of 'deep learning'.…”

Section: Collaborative Assessmentmentioning

confidence: 97%

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Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

Somervell

1993

Assessment & Evaluation in Higher Education

157

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The debate surrounding assessment in education and the tensions it has caused is based upon conflicting ideologies in society. Enterprise in Higher Education and other initiatives have raised the awareness of staff to these issues and caused many of us to rethink the way in which we educate students. Changing the structure of assessment has enabled us to start adopting methods which are more student centred and appropriate to the demands of employers in particular and society as a whole more generally. There is a strong case for adopting a, more collaborative approach which breaks away from traditional norms and, while assessing students' abilities in a summative sense, helps them to develop an awareness of their strengths and weaknesses in a formative way.

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Section: Changing the Assessment Structurementioning

confidence: 96%

Section: Collaborative Assessmentmentioning

confidence: 97%

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

Somervell

1993

Assessment & Evaluation in Higher Education

157

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“…The development of self-learning is a valuable component of 'education for life', and the building of confidence for this must take place at some stage. Worldwide, self-assessment practice has been gaining recognition (for example, Loacker & Jensen, 1988) with the result that many students are able take responsibility for their learning as a dynamic process, and internalize their practice of self-assessment, which helps define them as autonomous learners. Stefani (1994) and Orsmond et al (1997) have argued that the benefits of self assessment are so great that we should trust students to act appropriately even when there is a risk that there could be differences between the student and lecturer mark.…”

Section: A Case For Pursuing Self-assessmentmentioning

confidence: 99%

Self‐assessment and the disadvantaged student: potential for encouraging self‐regulated learning?

Kirby

Downs

2007

Assessment & Evaluation in Higher Education

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The Science Foundation Programme (SFP) at the University of KwaZulu Natal, Pietermaritzburg attempts to address past educational inequalities by providing disadvantaged matriculants with the skills, resources and self-confidence needed to embark on their tertiary studies. Students entering the Programme typically adopt a surface approach to learning with emphasis being placed on high score achievement which results in a mark-driven attitude towards assessment. Students also lack the metacognitive skills associated with a deep approach to learning. Within this mark-driven culture, it is important to attempt to move students away from such a superficial approach to learning and assessment. Worldwide, self-assessment practice has been gaining recognition, and it has been linked to the adoption of a deep approach to learning; self-regulated learning and the development of metacognitive skills. In the biology module of the Programme, students are given two essay assignments, tasks that are routinely performed very poorly. In attempt to improve SFP students' essay writing abilities, a self-assessment scheme to accompany the essay tasks was instituted, hoping that this would get the students to engage with the assessment criteria. It was intended that students would not only fulfil the requirements of the task better, but also achieve the valuable skill of selfassessment. The results provide overwhelming evidence that SFP students cannot accurately selfassess. Their naivety and inexperience in fulfilling assessment criteria was also revealed. Overall, marks awarded by staff were significantly lower than those awarded by students, and there was no evidence to suggest that any one category of students based on academic ability were better able to self-assess than another. Marker inconsistencies were revealed, but this was shown to have no effect on findings. In spite of these results, a case for pursuing self-assessment is made and proposals for improving student self-assessment practice in the SFP are suggested.

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“…In addition, as students have an active role in the assessment process, they also tend to participate in the lessons more in order to have a deeper understanding of the content, compose more quality writings and provide more quality feedback to others. It could be concluded that once peer assessment is integrated with the EFL writing courses, it is possible that the interaction between students increases creating an atmosphere in which students study in cooperation and collaboration (Loacker & Jensen, 1988).…”

Section: Discussionmentioning

confidence: 99%

İngilizce Yazı Yazma Derslerinde Akran Değerlendirmesi

Kızıl

2019

The Journal of International Lingual Social and Educational Sciences

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This article presents the findings of a seven-week case study which set out to investigate the benefits of integrating peer assessment into university level EFL writing classes and examine its impact on students' social skills. The study was carried out with 17 B1 English proficiency level students studying at an English preparatory programme of a foundation university. First, the students were introduced to using rubrics to assess a written product. Then, each week after the students had composed a writing, a paragraph for the first three weeks and an essay for the remaining four weeks, they were asked to anonymously assess one of their friends' writing by using the relevant rubric and filling in the peer assessment form. In addition, the students were interviewed in the 3 rd week of the study in order to capture their early impressions regarding what they liked most and least about peer assessment as well as what they learnt from being an assessor and being assessed. The same interview was conducted again on the last day of the study to find out whether the participants changed their opinions. The results revealed that students benefited from peer assessment activities as they improved their understanding of the rubrics over time, which lead to more quality writings; they felt more accountable not only for their own learning but also that of their friends', which promoted a cooperative learning environment in which students offered quality feedback to each other; and finally they improved their collaboration and problem-solving skills, which contributed to their social skills which are in parallel with the needs of modern society and can be utilised outside the school environment.

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The Power of Performance in Developing Problem Solving and Self Assessment Abilities

Cited by 14 publications

References 2 publications

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

Self‐assessment and the disadvantaged student: potential for encouraging self‐regulated learning?

İngilizce Yazı Yazma Derslerinde Akran Değerlendirmesi

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