Use of Student Self-Assessment of Exams To Investigate Student Learning in Organic Chemistry Classes

2014 ◽  
pp. 133-143
Author(s):  
Andrew G. Karatjas
Keyword(s):  
Organic Chemistry ◽  
Student Learning ◽  
Self Assessment

Self-Assessment in Building Online Communities of Learning

2009 ◽  
pp. 431-443 ◽  
Author(s):  
Karen Weller Swanson ◽  
Mary Kayler
Keyword(s):  
Online Learning ◽  
Formative Assessment ◽  
Student Learning ◽  
Learning Theories ◽  
Self Assessment ◽  
Online Learning Communities ◽  
Advance Student ◽  
Assessment Techniques ◽  
Evaluation Of Learning ◽  
Goals And Objectives

The incorporation of self-assessment techniques and opportunities within the online learning process can enhance student learning and support the development of self-directed learners. Formative assessment (evaluation of learning in process) enables students to take ownership of their learning and to also evaluate their learning in relationship to required course goals and objectives. Formative assessment use within online learning communities works to create strong communities of practice (student learning in relationship with peers); a constructivist orientation towards learning. Accountability for learning in conjunction with peers can support and advance student learning experiences, encourage active engagement, and provide authentic experiences that advance students’ understanding of their own developmental framework and the transformative nature of learning theories.

Improving student learning in root canal treatment using self-assessment

1999 ◽  
Vol 32 (5) ◽  
pp. 397-405 ◽  
Author(s):  
M. Manogue ◽  
G. A. Brown ◽  
B. R. Nattress ◽  
K. Fox
Keyword(s):  
Student Learning ◽  
Root Canal ◽  
Root Canal Treatment ◽  
Self Assessment ◽  
Improving Student Learning

scholarly journals Empowering Student Learning Through Rubric-Referenced Self-Assessment*

2012 ◽  
Vol 26 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Xiaohua He ◽  
Anne Canty
Keyword(s):  
Treatment Group ◽  
Student Learning ◽  
Student Performance ◽  
Assessment Tool ◽  
Comparison Group ◽  
Learning Tool ◽  
Self Assessment ◽  
Chiropractic Students ◽  
Assessment Results

Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students. Methods: Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided with the identical rubrics for the assignments, the students in this group did not perform rubric-referenced self-assessment. Results: The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool. Conclusion: This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment.

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