Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender

2020 ◽  
Vol 27 (6) ◽  
pp. 607-634 ◽  
Author(s):  
Ernesto Panadero ◽  
Javier Fernández-Ruiz ◽  
Iván Sánchez-Iglesias
Keyword(s):  
Secondary Education ◽  
Subject Matter ◽  
Education Students ◽  
Self Assessment ◽  
And Gender ◽  
Effects Of Feedback

scholarly journals Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education

2020 ◽  
Vol 12 (11) ◽  
pp. 4590 ◽  
Author(s):  
David Manzano-Sánchez ◽  
Alberto Gómez-Mármol ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Social Responsibility ◽  
Teacher Perceptions ◽  
Student Perceptions ◽  
Education Students ◽  
Student And Teacher Perceptions ◽  
Personal And Social Responsibility ◽  
And Gender ◽  
Responsibility Model

The aim of this study was to determine how secondary education students and teachers perceive the implementation of the Teaching Personal and Social Responsibility model (TPSR), the relationship between TPSR and marks in physical education (PE), and potential differences with regard to gender. For this purpose, TPSR was implemented for seven months and on completion 121 students (48 girls) aged between 12 and 16 from the first and third grade of secondary education were asked to complete the TPSR perception questionnaire (ECVA-12) to determine their satisfaction with this methodology and the values the model promoted in pupils. Moreover, the participant teachers were also interviewed. Results showed positive student perceptions of the implemented methodology and its promotion of values, and significant differences in academic performance in PE in favor of males. Teachers valued this methodology very positively and considered that it would be useful with any kind of student. This paper suggests the importance of TPSR implementation for all teachers, regardless of their specialism, and considers that there may be potential in engaging other collectives such as families.

scholarly journals AN EXPLORATORY STUDY ON SECONDARY EDUCATION STUDENTS PREFERENCES REGARDING SCIENCE TEACHING METHODS: THE CASE OF A HIGH SCHOOL

2016 ◽  
Vol 13 (26) ◽  
pp. 33-45
Author(s):  
Joan Josep SOLAZ-PORTOLÉS ◽  
Óscar J DEL CAMPO ◽  
Vicent SANJOSÉ
Keyword(s):  
High School ◽  
Secondary Education ◽  
Science Teaching ◽  
Teaching Methods ◽  
Teaching Method ◽  
Choice Test ◽  
Education Students ◽  
Student Centered ◽  
Academic Level ◽  
And Gender

This study aims to carry out an initial approach to the secondary education students preferences regarding science teaching methods. The study also analyses the influence of academic level and gender on these preferences. Two hundred and forty spanish secondary education students (112 women and 128 men) at different educational levels (but they are all from the same high school) have participated in this research. All of them have been administered a multiple choice test of 6 items each with four options. In these items each option offers a way of teaching. The statistical analysis of the results obtained allow us to conclude that: a) Students show a significant predilection for student-centered teaching methods; and b) Academic level has a significant effect on teaching method preferences among students, but gender does not.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

scholarly journals Self‐Assessment Quiz Taking Behaviour Analysis in an Online Course

2016 ◽  
Vol 19 (2) ◽  
pp. 15-31 ◽  
Author(s):  
Yasin Ozarslan ◽  
Ozlem Ozan
Keyword(s):  
Online Course ◽  
Distance Learners ◽  
Self Assessment ◽  
Chi Square ◽  
Final Exam ◽  
Undergraduate Level ◽  
Chi Square Test ◽  
Learner Profile ◽  
Exam Scores ◽  
And Gender

AbstractSelf-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners’ self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking behaviours and final exam scores or not. In addition, we investigated how self-assessment quiz taking behaviour differs with respect to learner profile. In line with this purpose, 677 students’ 6092 test events across Project Culture course on Sakai CLE LMS were analyzed. For the analysis of the quantitative data, one-way ANOVA, Chi-Square test of independence, independent-samples t-test and descriptive statistics were utilized. The results revealed that learners who attended self-assessment quizzes regularly had higher final exam scores than others who did not attend those quizzes. Also, they were more satisfied with the course than others study field. In addition, learners who attended selfassessment quizzes regularly had a higher degree of perceived learning. However, number of attempts to those quizzes does not have an effect on final exam scores. On the other hand, a statistically significant relationship was found between attempt number and gender in favour of female learners.

scholarly journals Differences between psychological aspects in Primary Education and Secondary Education. Motivation, Basic Psychological Needs, Responsibility, Classroom Climate, Prosocial and Antisocial behaviors and Violence | Diferencias entre aspectos psicológicos en Educación Primaria y Educación Secundaria. Motivación, Necesidades psicológicas básicas, Responsabilidad, Clima de aula, Conductas antisociales y Violencia

2021 ◽  
Vol 14 (28) ◽  
pp. 9-18
Author(s):  
David Manzano Sánchez
Keyword(s):  
Secondary Education ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Primary Group ◽  
Antisocial Behaviors ◽  
Education Students ◽  
Secondary Stage ◽  
The Face ◽  
Educación Primaria

El objetivo del presente trabajo fue comprobar las diferencias existentes entre el alumnado de Educación Primaria y Educación Secundaria en la motivación, las necesidades psicológicas básicas, la responsabilidad, el clima de aula, las conductas prosociales y antisociales y la violencia. Para ello, se contó con una muestra de 397 alumnos a los cuales se administró una serie de cuestionarios validados con el fin de comparar los resultados contando con tres centros de características sociodemográficas similares. La edad media de los participantes fue de 11.24 años (DE = 1.74) siendo 288 alumnos de Primaria y 109 de Secundaria. Los resultados obtenidos mostraron diferencias estadísticamente significativas (p < .01) en la motivación más autodeterminada, la satisfacción de las necesidades psicológicas básicas, el clima de aula y la responsabilidad a favor del grupo de Primaria, encontrando valores superiores (p < .01) en la violencia y las conductas antisociales en el grupo de Secundaria. Se concluye que la etapa de Primaria, supone un punto de inflexión de cara a los diferentes comportamientos que se desarrollan en Secundaria, por lo que es necesario incentivar programas e iniciativas que sirvan para mantener estos aspectos y que no se reduzcan en la etapa de Secundaria.AbstractThe purpose of this study was to verify the differences between Primary and Secondary Education students in motivation, basic psychological needs, responsibility, classroom climate, prosocial and antisocial behaviors, and violence. To do this, a sample of 397 students were administered to whom a series of validated clients was administered in order to compare the results with three centers with similar sociodemographic characteristics. The average age of the participants was 11.24 years (SD = 1.74), with 288 Primary students and 109 Secondary or basic FP. The results obtained statistically significant differences (p < .01) in the most self-determined motivation, the satisfaction of basic psychological needs, classroom climate, and responsibility in favor of the Primary group, finding higher values (p < .01) in Violence and antisocial behaviors in the high school group. It is concluded that the primary stage is a turning point in the face of the different behaviors that develop in secondary school, so it is necessary to encourage programs and initiatives that serve to maintain these aspects and that are not reduced in the secondary stage.

scholarly journals The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

2018 ◽  
Vol 8 (1) ◽  
pp. 48 ◽  
Author(s):  
Anastasia Papanthymou ◽  
Maria Darra
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Secondary Education ◽  
Language Learning ◽  
Religious Education ◽  
Primary Education ◽  
Self Esteem ◽  
Learning Motivation ◽  
Assessment Process ◽  
Self Assessment

The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student&rsquo;s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.

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