Self Assessment Skills Used by High School Students without Formal Training

2002 ◽  
Vol 23 (4) ◽  
pp. 416-424
Author(s):  
Betty McDonald
Keyword(s):  
High School ◽  
High School Students ◽  
Formal Training ◽  
School Students ◽  
Self Assessment ◽  
Assessment Skills

scholarly journals proposal for developing mathematics self-study capabilities in Vietnam highschool

2021 ◽  
Vol 5 (1) ◽  
pp. 8-14
Author(s):  
Nguyen Van Quyen
Keyword(s):  
High School ◽  
High School Students ◽  
Sense Of Self ◽  
Research Result ◽  
School Students ◽  
Self Assessment ◽  
Specific Content ◽  
Self Study ◽  
Assessment Skills ◽  
And Mathematics

In terms of general learning and Mathematics study, in particular, self-study ability is a fundamental element to promote learning efficiency. The research objective focuses on Proposing specific measures for developing the math self-study ability of high school students. Secondly, the research result reveals 5 methods for developing math self-study ability of high school students in Vietnam, including (1) Fostering motivation, attitude, sense of self-study, nurturing passion and forming knowledge about Math self-studying for students through field trips or extra-curricular activities; (2) Applying objective tests as a tool to examine and evaluate students' self-study at home; (3) Training and developing students' self-instructed math skills in terms of finding and reading documents of the specific content of Mathematics and skills in listening, communicating and taking notes in class; (4) Designing and organizing for students learning activities in the direction of practising scientific research; (5) Fostering and improving student’s self-assessment skills, mistakes correction after each process of studying a specific content. The final part of the study will discuss several issues and solutions that need to be considered when putting these teaching Mathematics measures into practice at Vietnamese high schools.

scholarly journals Self-Assessment in Exploring EFL Students’ Speaking Skill

AL-TA LIM ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 208-214
Author(s):  
Alek Alek ◽  
Abdul Gafur Marzuki ◽  
Muhammad Farkhan ◽  
Rahma Deni
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Study ◽  
Use Of Self ◽  
Vocational High School ◽  
Oral Performance ◽  
School Students ◽  
Self Assessment ◽  
Efl Students ◽  
Speaking Skill

Self-assessment is one of alternative ways to evaluate students’ speaking talent in English. Through this evaluation, students are allowed to discover, know, and develop their speaking skill. Nonetheless, this sort of project was probably not common in Indonesia. Thus, this study was aimed to know students’ perception of using self-assessment for assessing their oral performance at Link and Match vocational high school. The information of this study was gathered by means of questionnaire which consists of 5 questions about the use of self-assessment. In this qualitative study, the data had been analyzed descriptively. There have been 30 vocational high school students who stand in Multimedia Major as the participant of this study. The results of this study indicated that most of the students thought that self-assessment very helpful for them because it allowed them to know their functionality and develop it to achieve the course goal specifically the speaking course objective. However, some students though that self-assessment was considerably useful since the teacher not often use this assignment and the students not take pleasure in whereas attempting to assess themselves. Self-assessment is very useful in exploring and assessing students speaking skill.

Behavioral Validity of a Test for Measuring Social Anxiety

1967 ◽  
Vol 21 (2) ◽  
pp. 433-442 ◽  
Author(s):  
Edwin P. Willems
Keyword(s):  
High School ◽  
High School Students ◽  
Social Anxiety ◽  
Chance Level ◽  
Audience Participation ◽  
Point Scale ◽  
Leadership Positions ◽  
School Students ◽  
Self Assessment ◽  
School Activities

A portion of the Tavistock Self-assessment Inventory has been proposed as a measure of social anxiety, which is postulated as a personal disposition to avoid public, visible, complex, socially evaluated behavior. 80 high school students' participation in school activities, rated on a 5-point scale from passive audience participation up to the most singular, focal leadership, was the criterion of validity, under the assumption that Ss scoring high in social anxiety would avoid the more focal, visible leadership positions in activities. With controls for two other variables known to affect participation, there was no evidence above the chance level favoring the behavioral validity of the Tavistock instrument with these Ss, suggesting that similar studies on adult Ss, the original standardization population, are in order.

scholarly journals Penerapan peer dan self assessment sebagai tolok ukur penilaian kinerja siswa pada materi sistem koordinasi kelas XI SMA

2020 ◽  
Vol 3 (2) ◽  
pp. 63-68
Author(s):  
Melyastuti Wulandari ◽  
Siti Sriyati ◽  
Widi Purwianingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Performance Assessment ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Senior High School ◽  
Student Response ◽  
Regulation System ◽  
School Students ◽  
Self Assessment

The implementation of peer and self assessment has become one of the alternative in doing the product of performance assessment. The research aims to describe student’s ability using peer dan self assessment as standard performance assessment on regulation system in senior high school students. Hopefully, the peer assessment can refer to the peer and self assessment. The research applied descriptive method which involved 25 student of the XI grade senior high school. The research instruments were research were the implementation research form, online form and rubric peer assessment, online self-assessment and student response questionnaire and teacher assessment. Peer assessment was implemented by students in groups and compared to teacher’s assessment. The result showed that the implementation of peer and self assessment was great. The student’s ability in doing peer and self assessment was great too, which means that peer and self assessment can be a standard of performance assessment. The comparation of the students’ assessment and teacher assessment show the similarity with percentage 84%. The type of feedback that many students gave was C1 type (Direction correction). Student respons of implementation peer and self assessment was great and they felt helpful by implementation of peer and self assessment.

scholarly journals 自己評価と他己評価は高校生の英作文学習不安にどんな影響を与えるのか? How Do Self and Peer Assessment Affect High School Students’ Writing Anxiety?

2021 ◽  
Vol 45 (6) ◽  
pp. 25
Author(s):  
Yoko Oi
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
Student Assessment ◽  
School Students ◽  
Self Assessment ◽  
Writing Anxiety ◽  
English Writing ◽  
Before And After ◽  
Language Writing

本研究は、自己評価や他己評価による英作文学習不安に対する影響とthe Second Language Writing Anxiety Inventory (Cheng, 2004)の妥当性を探るのが目的である。分析方法は、293人の日本の高校生を対象に自己評価と他己評価の２グループに分けた後、10日間の間に、5回の英作文作成と生徒評価活動（自己評価か他己評価）を集中的に行った。それぞれの生徒評価活動前後に、高校生の英作文学習不安の因子構造変化のグループ比較を、探索的因子分析を使って行った。結果は、事前の因子構造は自己評価グループと他己評価グループは同様だが、実験後は違いが見られた。しかし、主要因子は、実験前後ともに認知的不安による英作文への回避意識であることは変わりがなかった。本研究が英作文授業の活性化につながる事を示唆したい。 This study examined the effects of self-assessment vs. peer assessment on Japanese high school students’ writing anxiety and the validity of Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI). After assignment to either the self-assessment or peer-assessment condition, two groups of Japanese high school students (N=293) participated in a series of five writing and student-assessment sessions over a period of 10 days. An exploratory factor analysis was then conducted on SLWAI data collected before and after these sessions to compare the effects of the writing practice and student assessment type on the factor structure of the two groups’ writing anxiety. The results showed post-treatment factor structure differences that had not been present initially. Nevertheless, the main factor both before and after the treatment sessions was English writing avoidance due to cognitive anxiety. These findings suggest the importance of dealing with learner anxiety to improve English writing instruction.

scholarly journals PROSOCIAL BEHAVIOR FROM THE ASPECT OF THE STRUCTURE OF LEISURE TIME

2019 ◽  
Vol 9 (1) ◽  
pp. 57-63
Author(s):  
Edin Muftić ◽  
◽  
Adela Jahić ◽  
Ranko Kovačević ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Statistical Analysis ◽  
Prosocial Behavior ◽  
Leisure Time ◽  
Measuring Instrument ◽  
School Students ◽  
Self Assessment ◽  
School Year ◽  
Better Than

The aim of the research is to determine the characteristics of the prosocial behavior of primary and high school students in terms of the structure of leisure time. The sample of respondents consists of 230 students of the final grades of primary and high schools, both genders, aged 14-19. The research was conducted in the area of Tuzla during the school year 2017/2018. years. The survey used the measuring instrument "Scale of self-assessment of juvenility behavior YSR". Mann Whitney U test was used for statistical analysis of data. When analyzing the prosocial behavior of primary and high school students in terms of the structure of leisure time, statistically significant differences at the level of p≤0,05 were established in such a way that students with structured leisure time compared to students whose leisure time is not structured more often : are fairly honest, they do things better than most children, they can be pretty friendly, they are skillful with their hands, they fight for their rights, enjoy being with other people, they like to make others laugh, they like to help others.

scholarly journals Are High School Students Accurate in Predicting Their AP Exam Scores?

2021 ◽  
Author(s):  
Teresa Ober ◽  
Maxwell Hong ◽  
Matt Carter ◽  
Alex Brodersen ◽  
Daniella Alves Reboucas
Keyword(s):  
High School ◽  
High School Students ◽  
Test Performance ◽  
Parental Education ◽  
High Stakes Testing ◽  
School Students ◽  
Self Assessment ◽  
High Stakes ◽  
Overconfidence Bias ◽  
Ap Exam

Are high school students accurate in predicting test performance? If so, do their predictions explain variation in performance, even after accounting for other factors? We examined these questions in two testing contexts (low-stakes and high-stakes) among students enrolled in a high school advanced placement (AP) statistics class. We found that even two months before taking the exam, students were moderately accurate in predicting their scores on the actual AP exam (κweighted = .62). When the same variables were entered into models predicting inaccuracy and overconfidence bias, results did not provide evidence that age, gender, parental education, number of math classes previously taken, or course engagement accounted for variation in accuracy. Overconfidence bias was associated with the students’ school. Results indicated that students’ predictions of performance were positively associated with performance in both low- and high-stakes testing contexts. The findings shed light on ways to leverage students’ self-assessment for learning.

scholarly journals Comparing Orphanges' Hope and Loneliness as Lifelong Learners in Tanjung Barat Orphanage South Jakarta

2020 ◽  
Vol 6 (2) ◽  
pp. 185
Author(s):  
Anastasia Dewi Anggraeni
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Case Study Method ◽  
School Students ◽  
Self Assessment ◽  
Lifelong Learners ◽  
Personal Welfare ◽  
Senior High School Students

This research aims to compare the loneliness and hope among orphans in the Tanjung Barat orphanage, South Jakarta. The research method used a descriptive qualitative with a case study method. Data collection techniques were interviews, observations, and filling in a simple questionnaire. The sample used 36 children of Tanjung Barat orphanage consisting of elementary school, junior high school and senior high school students. This was done on site and compared to the literature that had been previously established.  Comparing loneliness and hope among orphans aimed to identify and find ways of mapping loneliness and hope among orphans who had been explored and investigated empirically, to find out the comparison and contrast with the mapping of loneliness and hope expressed among them, and to find examples of self-assessment to evaluate and encourage the mapping of their loneliness and expectations among them and present them to caregivers, parents and professionals. By comparing their loneliness and hopes they can actively engage in social interaction between themselves, others, and improve their personal, welfare and life skills.

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