Student Self-Assessment and Self-Evaluation

1996 ◽  
Vol 89 (7) ◽  
pp. 548-554 ◽  
Author(s):  
Virginia Stallings ◽  
Carol Tascione
Keyword(s):  
High School ◽  
Communication Skills ◽  
Alternative Assessment ◽  
Evaluation Process ◽  
School Mathematics ◽  
College Mathematics ◽  
Self Assessment ◽  
Self Evaluation ◽  
Mathematics Vocabulary ◽  
Assessment Standards

Current recommendations for alternative assessment call for more student involvement in the evaluation process. Although very little research on student self-evaluation has been carried out beyond determining how well students' perceptions of their achievement align with their teacher's perceptions, the Assessment Standards for School Mathematics (NCTM 1995) supports activities that involve students in evaluating their own progress. According to the Assessment Standards, student self-assessment can be used to improve students' confidence in their ability to do mathematics and allow them to become more independent in their learning of mathematics. We have employed student self-assessment and self-evaluation in our high school and college mathematics classes and have found that the processes engage students in evaluating their progress, aid in developing their communication skills, and increase their mathematics vocabulary. Most important, students reflect on their understanding of mathematics and on their ability to learn mathematics. Although our procedures differ somewhat, as we describe subsequently, our goal of involving students in the evaluation process is the same.

Implementing the Assessment Standards for School Mathematics: Portfolios as Agents of Change

1997 ◽  
Vol 3 (5) ◽  
pp. 224-228
Author(s):  
Karen S. Karp ◽  
DeAnn Huinker
Keyword(s):  
Alternative Assessment ◽  
Evaluation Process ◽  
Elementary Classrooms ◽  
School Mathematics ◽  
University Education ◽  
Agents Of Change ◽  
Assessment Techniques ◽  
Assessment Standards

As teachers in elementary classrooms examine the assessments they use in an effort to link the learning and evaluation process, so, too, must university education professors investigate the use of alternative-assessment techniques.

Sixteenth Summer Meeting University of California, Los Angeles Campus August 19, 20, 21, 22, 1956

1956 ◽  
Vol 49 (5) ◽  
pp. 412
Keyword(s):  
High School ◽  
Teacher Education ◽  
Los Angeles ◽  
Senior High School ◽  
School Mathematics ◽  
University Of California ◽  
High School Mathematics ◽  
College Mathematics ◽  
Senior College

The program which is now being planned for this summer meeting of N.C.T.M. in Los Angeles will include general sessions addressed by nationally known speakers, a banquet, a luncheon, and many sectional meetings. These meetings should be of interest to teachers of elementary arithmetic, and junior and senior high school mathematics, as well as to teachers of junior and senior college mathematics. Special sections will also deal with aspects of teacher education in mathematics.

So-called Shortcuts Often Cause Confusion

1947 ◽  
Vol 40 (2) ◽  
pp. 62-64
Author(s):  
Edith L. Mossman
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
Eighth Grade ◽  
First Year ◽  
High School Mathematics ◽  
College Mathematics ◽  
Algebra Theory ◽  
And Algebra

In arithmetic through the eighth grade and in first year algebra, is not the thorough understanding of fundamental principles of first importance? That this need of first importance has not been generally taken care of, is evidenced in many ways: (1) Such reports as that given by Admiral Nimitz, pointing out the weakness of our boys in junior and senior high school mathematics. (2) J. Kadushin's statements about the inability of men in the factories to handle simplest work in fractions, and their fear of taking any course in mathematics. (3) Constant complaint from teachers of physics, chemistry and algebra theory as to ignorance of the formula: what it is, what can and cannot be done to it. (4) The experience of much tutoring going on in universities, showing that great numbers have trouble with college mathematics because they did never really understand their work in arithmetic and algebra.

Implementing the Assessment Standards for School Mathematics: Assessing Justification and Proof in Geometry Classes Taught Using Dynamic Software

1998 ◽  
Vol 91 (1) ◽  
pp. 76-82
Author(s):  
Enrique Galindo
Keyword(s):  
High School ◽  
High School Student ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
School Mathematics ◽  
Computer Mouse ◽  
Assessment Standards ◽  
Dynamic Software

Consider the midpoints of all the chords that can be drawn from a given point, say, A, on a circle (see fig. 1). Can anything special be found about these midpoints? Using dynamic geometry software, students can trace the locus of these midpoints by dragging the chord AB from point B. That is, they can use the computer mouse to select and hold point 8 as it is moved around the circle. The computer displays a dynamic chord with a fixed endpoint A and traces the path of the midpoints. The small blue dots shown in figure 2 represent the midpoints of the chords generated as point B is dragged around the circle. Figure 2 suggests that these midpoints lie on a circle. Is this observation true? How can we be sure? When presented with this task, a high school student answered, “It forms … it forms a circle! The midpoints … the midpoints when you move it around form a smaUer circle inside the big circle!” When the student was asked to justify his answer, he said, “I can see it before me, and it does form a circle. I have evidence for it.”

School and college mathematics

1956 ◽  
Vol 49 (7) ◽  
pp. 514-518
Author(s):  
William L. Duren
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Mathematics ◽  
Mathematics Courses ◽  
Mathematics Program

A mathematician's thoughts on how to revise the high-school mathematics courses so as to minimize the “break” in the mathematics program at the beginning of the thirteenth year.

Some Proposals Regarding the Preparation for Teaching High School Mathematics

1946 ◽  
Vol 39 (5) ◽  
pp. 200-205
Author(s):  
E. R. Breslich
Keyword(s):  
High School ◽  
Master's Degree ◽  
Early Years ◽  
School Mathematics ◽  
High School Mathematics ◽  
College Mathematics ◽  
Teaching Experiences ◽  
College Graduate ◽  
Related Subject ◽  
A Minor

Those teachers of mathematics whose teaching experiences extend over a period of forty years, or more, can recall how easy it was in the early years of the new century to qualify as a teacher of high school mathematics. A college graduate with a bacherlor's degree, with a sequence in college mathematics, and with a minor in one related subject, such as physics, chemistry, or astronomy, was rated as “well prepared.” If he obtained the recommendation of the department he had no difficulty in securing a position in a good high school. If he continued his studies while in service and acquired a master's degree he was looked upon as unusually well prepared.

Ninety suggestions on the teaching of mathematics in the junior high school

1961 ◽  
Vol 54 (3) ◽  
pp. 145-148
Author(s):  
Edwin J. Swineford
Keyword(s):  
High School ◽  
Junior High School ◽  
Mathematics Teacher ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Check List ◽  
Self Evaluation ◽  
Teaching Of Mathematics

A check list of suggested activities that a junior high school mathematics teacher may use in self-evaluation.

scholarly journals Autoevaluación y desarrollo de habilidades comunicativas en profesores universitarios mediante e-rúbricas y grabaciones.

2015 ◽  
Vol 13 (1) ◽  
pp. 257
Author(s):  
Julián De la Fuente ◽  
Eva Asensio Castañeda ◽  
Illene Smalec ◽  
Ascensión Blanco
Keyword(s):  
Communication Skills ◽  
Professional Training ◽  
English Language ◽  
Assessment Tools ◽  
Self Directed Learning ◽  
Action Research Project ◽  
Self Assessment ◽  
University Teachers ◽  
Academic Progression ◽  
Self Evaluation

<p>Este artículo recoge los resultados de un proyecto de Investigación-Acción centrado en el desarrollo de la competencia de habilidades de comunicación oral (verbal y no verbal) en docentes universitarios de diferentes áreas académicas, que pretenden mejorar estas habilidades en el idioma inglés, como complemento a su formación profesional y como herramienta de mejora en el aula. Nuestra propuesta ha consistido en utilizar una misma metodología de trabajo y herramientas de evaluación, a través de e-rúbricas y grabaciones audiovisuales.<br />Los resultados demuestran que los participantes toman conciencia de sus objetivos de aprendizaje y progresión académica a través del uso de e-rúbricas y grabaciones audiovisuales. Este método tiene un gran potencial para la auto-evaluación. De la misma manera, el uso de rúbricas para la evaluación cooperativa es frecuente, no así la auto-evaluación que fomenta el aprendizaje autónomo en profesores.</p><p><strong>ABSTRACT</strong></p><p><strong>Self-assessment and development of communication skills in university teachers through the use of e-rubrics and recordings.</strong></p><p>This article presents the results of an action research project focused on the development of competence in verbal and non-verbal communication skills in university teachers from different academic areas, which aim to improve these skills in the English language, as a complement to professional training and as a tool for improvement in the classroom. Our approach has been to use the same methodology and assessment tools, through the use of e-rubrics and audiovisual recordings.<br />The results demonstrate that participants become aware of their learning objectives and academic progression through the use of e-rubrics and audiovisual recordings. This method has great potential for self-evaluation. Similarly, the use of rubrics for cooperative evaluation is used frequently, but not self-assessment in teachers, which promotes self-directed learning.</p>

scholarly journals A combination of transformative and authentic assessment through ICT in Physical Education (Combinando una evaluación auténtica y transformativa a través de las TIC en Educación Física)

Retos ◽  
2022 ◽  
Vol 44 ◽  
pp. 728-738
Author(s):  
Teresa Fuentes-Nieto ◽  
Víctor Manuel López Pastor ◽  
Andrés Palacios-Picos
Keyword(s):  
High School ◽  
Physical Education ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Good Method ◽  
Self Assessment ◽  
Self Evaluation ◽  
Video Tutorial ◽  
Information And Communication ◽  
Teaching Unit

  This work analyses the results of an authentic assessment (AA) and transformative assessment (TA) experience and use of information and communication technology (ICT) in Physical Education (PE) classes in high school. The experience involves the use of the Plickers application, and the participation of the students in the evaluation (self-evaluation and peer evaluation processes). This study was carried out in a high school from Spain, as part of a didactic dance unit, with 38 students (15th years old). The AA and TA task was for small groups of students to create a video tutorial of salsa steps as a final product of a dance teaching unit; were self-assessed and peer-assessed using Plickers. Experience was also evaluated. Results: the use of AA and TA processes in PE in high school based on the use of ICT has been a very positive experience. For the students the video tutorial is a good method of learning and assessment and they value positively the peer-assessment and self-assessment processes they carried out, as well as the use of the Plickers. This study can be interesting to PE teachers interested in using AA, TA and ICT. Further research about this topic may be need. Resumen. Este trabajo analiza los resultados de una experiencia de evaluación auténtica (EA) y evaluación transformativa (ET) que utiliza las Tecnologías de la Información y la Comunicación (TIC) en Educación Física (EF) en Educación Secundaria. La experiencia implica la utilización de la aplicación “Plickers” y la participación del alumnado en la evaluación (procesos de autoevaluación y de evaluación entre iguales). El estudio se desarrolla en un instituto de educación secundaria español, como parte de una unidad didácica de danza, con 38 alumnos de 15 años. Las actividades de EA y ET se realizaron en pequeños grupos, que crearon un video-tutorial de pasos de salsa como producto final de la unidad didáctica, el cual fue autoevaluado y coevaluado utilizando la aplicación “Plickers”. Se evaluó también toda la experiencia. Los resultados muestran que la utilización de procesos de EA y ET a través de las TIC en EF en secundaria ha sido una experiencia muy positiva. Los alumnos lo consideran un buen método de aprendizaje y evaluación y valoran positivamente los procesos de evaluación entre iguales y autoevaluación utilizados, así como el uso de “Plickers”. El estudio puede ser de interés para el profesorado de EF interesado en utilizar EA, ET y TIC. Parece necesario realizar más investigación sobre la temática.

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