Using a Student Self-Assessment Template to Gauge Student Learning

2016 ◽  
Vol 64 (4) ◽  
pp. 204-205
Author(s):  
Tracy A. McNelly
Keyword(s):  
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.

PeerWise: Evaluating the Effectiveness of a Web-Based Learning Aid in a Second-Year Psychology Subject

2018 ◽  
Vol 17 (2) ◽  
pp. 166-176 ◽  
Author(s):  
Piers D. L. Howe ◽  
Meredith McKague ◽  
Jason M. Lodge ◽  
Anthea G. Blunden ◽  
Geoffrey Saw
Keyword(s):  
Educational Technology ◽  
Student Learning ◽  
Learning Process ◽  
Testing Effect ◽  
Self Assessment ◽  
Final Exam ◽  
Web Based ◽  
Web Based Learning ◽  
Second Year ◽  
Assessment Questions

Testing can do more than just determine what a student knows; it can aid the learning process, a phenomenon known as the testing effect. There is a growing trend for students to create and share self-assessment questions in their subject, as advocated by the contributing-student pedagogy (CSP). For subjects with large enrolments, this process can be facilitated by educational technology. PeerWise is an example of such technology. It is free, web-based software that allows students to author, share, answer, and provide feedback on multiple-choice quizzes in a collaborative and constructivist fashion. While it is popular, it is unclear to what degree it facilitates student learning. To evaluate its effectiveness, we introduced PeerWise into a second-year psychology subject. We measured the extent to which it increased scores in the final exam. We found that PeerWise did significantly increase exam scores, so was a useful learning aid.

scholarly journals Dispositions of Exemplary School Librarians

2021 ◽  
Author(s):  
Jami L. Jones ◽  
Gail Bush
Keyword(s):  
Student Learning ◽  
21St Century ◽  
American Association ◽  
Theoretical Framework ◽  
Assessment Instrument ◽  
School Librarians ◽  
Self Assessment ◽  
American Library ◽  
Essential Component ◽  
Extensive Body

As former students ourselves, we know instinctively the qualities of exemplary educators even if we have difficulty naming these ourselves. A review of the extensive body of dispositional literature indicates that educators struggle with the concept of dispositions, what these entail, and their assessment; however, little has been written about the dispositions of school librarians. Interest in this topic has increased since the development of Dispositions in Action as an essential component of the American Library Association’s American Association of School Librarians Standards for the 21st Century Learner published in 2007. The authors provide foundational information about dispositions and justification of their importance to student learning and present a self-assessment instrument which is the first step to understanding one’s dispositional strengths and weaknesses. Additionally, a theoretical framework for obtaining dispositions is presented.

scholarly journals Collaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program Development

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Ellen L. Flournoy ◽  
Lauren C. Bauman
Keyword(s):  
Student Learning ◽  
Assessment Methods ◽  
Assessment Process ◽  
Self Assessment ◽  
Complex Needs ◽  
Traditional Assessment ◽  
Collaborative Assessment ◽  
Traditional Program ◽  
Current Assessment ◽  
Improve Student Learning

As program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment—neither of their own learning nor of institutional or program efficacy. Our assessment process presents an alternative to traditional program-level assessment and is meant to improve student learning in two ways: (1) by asking students to reflect on their achievement of learning outcomes using evidence-based methods; (2) by providing assessment practitioners with authentic, contextualized data on which to make claims about curricula. This collaborative assessment process was designed to address the complex needs of a cross-curricular rhetoric program but responds to many general concerns about traditional assessment methods.

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