scholarly journals SELF-EVALUATION AND SELF-ASSESSMENT IN SCIENCE TEACHER TRAINING

2009 ◽  
Vol 1 (2) ◽  
pp. 26-33
Author(s):  
Danuse Nezvalova
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Alternative Assessment ◽  
Science Teacher Education ◽  
Student Assessment ◽  
Assessment System ◽  
Self Assessment ◽  
Self Evaluation ◽  
Other Information ◽  
Science Teacher Training

This paper will build on the findings of a pilot study to investigate the extent to which self- assessment and self-evaluation are implemented to assess science teacher students and to put into practice reformed assessment system. The self-assessment and self-evaluation in science teacher education is s an important aspect of quality in science teacher training. Currently these approaches to assessment have called for more authentic student assessment. Teachers who include authentic assessment in their repertoires are driven by a belief that alternative assessment experiences should prepare students for life in the real world. While teacher-made tests give us information about student learning, they do not provide all the information. Alternate forms of assessment can generate that other information. Key words: science teacher training, self-assessment, self-evaluation, quality of science teacher training.

scholarly journals Eportfolio, Alternative Assessment and Student Self-Assessment: Exploration of the Correlation in Primary Education

2018 ◽  
Vol 8 (2) ◽  
pp. 80
Author(s):  
Angelos Konstantinou Haralabous ◽  
Maria Darra
Keyword(s):  
Primary School ◽  
Alternative Assessment ◽  
Student Assessment ◽  
Assessment System ◽  
Alternative Form ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
School Year ◽  
Questionnaire Method

The main purpose of this study is to explore and register the trends and perceptions of primary school teachers about the implementation of the eportfolio as an alternative form of student assessment and as a tool for self-assessment by students. The survey was carried out during the second semester of the school year 2016-2017 using the anonymous written questionnaire method, which was answered by 215 primary school teachers of all subjects from the first educational area of Athens, the capital of Greece. The results of the survey show that most respondents believe that it is necessary to completely change the existing student assessment system, to apply alternative forms of assessment and to abolish the quantitative assessment. Regarding the exploration of the eportfolio for students’ evaluation and self-evaluation, the respondents in their overwhelming majority state that they have little or no knowledge of the subject. Also, they state that they do not apply at all or make little use of the eportfolio, although two thirds of the teachers consider that eportfolio’s practical application quite important as an alternative form of assessment and self-assessment of the student.

scholarly journals Self Evaluation: Building Student Self-awareness and Competence

2018 ◽  
Author(s):  
Denard Lynch
Keyword(s):  
Student Assessment ◽  
Electrical Power ◽  
Engineering Ethics ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Evaluation ◽  
Student Assessments ◽  
Second Year ◽  
The Impact ◽  
Junior Students

This paper discusses the results of two experiments in self assessment and discusses their value in evaluating student consciousness of their competence, and the opportunity to improve self-awareness and competence in students. The data was gathered from two different engineering courses. The first experiment was conducted in a second-year course on basic electronics and electrical power. As part of the final examination, students were asked to assess their confidence in their answer to each question. The student self-assessment was compared to the actual result in an effort to determine the student’s perception of their competence. Student assessment was coded with respect to consciousness and competence. The second experiment was performed on a midterm examination in engineering ethics and professionalism, a senior course discussing the impact and interaction of the engineering profession on society. Students were given an annotated exemplar and a marking rubric and asked to grade their own midterm submissions. The student assessments were compared to the instructor assessment and again the results were coded with respect to consciousness and competence. The results showed a contrast between the second-year and senior courses. For the second-year course, 50.3% were coded as consciously competent or incompetent. In the senior course, 80% of students were coded as consciously competent. The comparison of the two results suggest that senior students, given suitable instruction, are more aware of their competence than junior students suggesting that current methods do develop an improved awareness of competence, although other factors may be relevant. It is suggested that student awareness be formally monitored, and results used to modify pedagogy to improve and accelerate consciousness in graduates.  

Mathematics and science teacher training program improves inquiry practices for teachers

2020 ◽  
Vol 120 (8) ◽  
pp. 443-455
Author(s):  
Jennifer D. Cribbs ◽  
Martha Day ◽  
Lisa Duffin ◽  
Kimberly Cowley
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Training Program ◽  
Teacher Training Program ◽  
Inquiry Practices ◽  
Science Teacher Training ◽  
Mathematics And Science
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