The Test Assessment Questionnaire: A Tool for Student Self-Assessment After the Midterm Exam

Sauer, Katherine; Mertens, William

doi:10.2139/ssrn.1670952

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…On a positive note regarding stress, a number of students had mentioned that pair tests had reduced the stress and pressure they were facing. A very small percentage of students reported being lazy to study for tests and being dependent on their partner in studying for the tests, thus confirming the statement made by Sauer and Mertens (2013) that “some students do diligently prepare for exams; some do not” (p. 93). This created frustration for a few students who had irresponsible and “bad” partners who were lazy and took advantage of them.…”

Section: Discussionsupporting

confidence: 65%

Pair Tests in a High School Classroom

Ngotngamwong

2014

Sage Open

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This study was conducted to find out how high school students responded to pair tests: the collaboration of two students in taking a test together. The objectives of pair tests were intended to create excitement, a higher motivation to study, increase learning through discussion, and close collaboration during a test. The outcome of the study indicated that the majority of the students enjoyed pair tests, and there were increases in motivation, discussion, learning, and collaboration. The main downsides of pair tests were disagreements over answers and the laziness of some test takers as this behavior created negative impacts on their responsible partners. The overall picture of pair tests was positive, and it is recommended that they are administered not more than once a quarter.

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Section: Discussionsupporting

confidence: 65%

Pair Tests in a High School Classroom

Ngotngamwong

2014

Sage Open

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“…In response to this question the students provided a percentage mark and also graded themselves against each of the descriptors in the assessment criteria (e.g., Sauer and Mertens, 2012;Wakefield et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

Learning by doing: Do economics students self-evaluation skills improve?

Guest

Riegler

2017

International Review of Economics Education

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This paper attempts to (1) measure the students' ability to accurately self-evaluate the quality of their own work, (2) see if this level of accuracy changes when students evaluate a second year essay, having evaluated a similar piece of work in the first year, (3) Investigate whether there is any significant variation in any of the observed changes and (4) identify any factors that might explain any of the observed variation. The data is generated from one cohort of students who were studying for an economics degree at a UK university. The self-evaluation exercise was introduced on two outof-class essay assessments-one in the first year and one in the second year. Statistical analysis revealed that, on average, the students were significantly more accurate at self-evaluating the quality of their work in the second year than they had been in the first year. However there was considerable variation in this improvement. Those students who demonstrated the greatest improvement were firstly those who were awarded higher marks by the tutor for their second year essay and secondly, those who had been the least accurate at judging the quality of their first year essay. Other student characteristics such as different measures of student ability and gender had no significant impact on the changes in accuracy. However, there is no clear picture about what exactly is driving the improvement.

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The Test Assessment Questionnaire: A Tool for Student Self-Assessment After the Midterm Exam

Cited by 2 publications

References 8 publications

Pair Tests in a High School Classroom

Pair Tests in a High School Classroom

Learning by doing: Do economics students self-evaluation skills improve?

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