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Torna ai risultati. Studies like Tejeiro et al's. There is no feedback purpose. The usual results were reported: Older children and good narrators were more accurate than younger children and poor narrators, and males tended to more frequently overestimate their ability.

Typical of clinical studies of accuracy in self-evaluation, this study rests on a definition and operationalization of self-assessment with no value in terms of instructional feedback.

If those children were asked to rate their stories and then revise or, better yet, if they assessed their stories according to clear, developmentally appropriate criteria before revising, the valence of their self-assessments in terms of instructional feedback would skyrocket.

I speculate that their accuracy would too. In contrast, studies of formative self-assessment suggest that when the act of self-assessing is given a learning-oriented purpose, students' self-assessments are relatively consistent with those of external evaluators, including professors Lopez and Kossack, ; Barney et al.

My commitment to keeping self-assessment formative is firm. However, Gavin Brown personal communication, April reminded me that summative self-assessment exists and we cannot ignore it; any definition of self-assessment must acknowledge and distinguish between formative and summative forms of it.

Fortunately, a formative view of self-assessment seems to be taking hold in various educational contexts. Now we are talking about the how of self-assessment, which demands an operationalization of self-assessment practice.

Monitoring and self-assessing processes are practically synonymous with self-regulated learning SRL , or at least central components of it such as goal-setting and monitoring, or metacognition.

Research on SRL has clearly shown that self-generated feedback on one's approach to learning is associated with academic gains Zimmerman and Schunk, Including the self-assessment of competence in this definition is a little trickier.

Research on global self-assessment, or self-perception, is popular in the medical education literature, but even there, scholars have begun to question its usefulness in terms of influencing learning and professional growth e.

Eva and Regehr seem to agree in the following passage, which states the case in a way that makes it worthy of a long quotation:. Self-assessment is often implicitly or otherwise conceptualized as a personal, unguided reflection on performance for the purposes of generating an individually derived summary of one's own level of knowledge, skill, and understanding in a particular area.

For example, this conceptualization would appear to be the only reasonable basis for studies that fit into what Colliver et al. This unguided, internally generated construction of self-assessment stands in stark contrast to the model put forward by Boud , who argued that the phrase self-assessment should not imply an isolated or individualistic activity; it should commonly involve peers, teachers, and other sources of information.

The conceptualization of self-assessment as enunciated in Boud's description would appear to involve a process by which one takes personal responsibility for looking outward, explicitly seeking feedback, and information from external sources, then using these externally generated sources of assessment data to direct performance improvements.

In this construction, self-assessment is more of a pedagogical strategy than an ability to judge for oneself; it is a habit that one needs to acquire and enact rather than an ability that one needs to master p.

As in the K context, self-assessment is coming to be seen as having value as much or more so in terms of pedagogy as in assessment Silver et al.

In the end, however, I decided that self-assessing one's competence to successfully learn a particular concept or complete a particular task which sounds a lot like self-efficacy—more on that later might be useful feedback because it can inform decisions about how to proceed, such as the amount of time to invest in learning how to play the flute, or whether or not to seek help learning the steps of the jitterbug.

An important caveat, however, is that self-assessments of competence are only useful if students have opportunities to do something about their perceived low competence—that is, it serves the purpose of formative feedback for the learner.

In response, I propose the taxonomy depicted in Table 1 , which focuses on the what competence, process, or product , the why formative or summative , and the how methods, including whether or not they include standards, e.

The collections of examples of methods in the table is inexhaustive. I put the methods in Table 1 where I think they belong, but many of them could be placed in more than one cell.

Take self-efficacy , for instance, which is essentially a self-assessment of one's competence to successfully undertake a particular task Bandura, Summative judgments of self-efficacy are certainly possible but they seem like a silly thing to do—what is the point, from a learning perspective?

Formative self-efficacy judgments, on the other hand, can inform next steps in learning and skill building.

There is reason to believe that monitoring and making adjustments to one's self-efficacy e. It is important to emphasize that self-efficacy is task-specific, more or less Bandura, The exclusion of global evaluations of oneself resonates with research that clearly shows that feedback that focuses on aspects of a task e.

Hence, global self-evaluations of ability or competence do not appear in Table 1. Another approach to student self-assessment that could be placed in more than one cell is traffic lights.

The term traffic lights refers to asking students to use green, yellow, or red objects or thumbs up, sideways, or down—anything will do to indicate whether they think they have good, partial, or little understanding Black et al.

It would be appropriate for traffic lights to appear in multiple places in Table 1 , depending on how they are used.

Traffic lights seem to be most effective at supporting students' reflections on how well they understand a concept or have mastered a skill, which is line with their creators' original intent, so they are categorized as formative self-assessments of one's learning—which sounds like metacognition.

In fact, several of the methods included in Table 1 come from research on metacognition, including self-monitoring , such as checking one's reading comprehension, and self-testing , e.

These last two methods have been excluded from some taxonomies of self-assessment e. However, new conceptions of self-assessment are grounded in theories of the self- and co-regulation of learning Andrade and Brookhart, , which includes self-monitoring of learning processes with and without explicit standards.

However, my research favors self-assessment with regard to standards Andrade and Boulay, ; Andrade and Du, ; Andrade et al.

I have involved students in self-assessment of stories, essays, or mathematical word problems according to rubrics or checklists with criteria.

For example, two studies investigated the relationship between elementary or middle school students' scores on a written assignment and a process that involved them in reading a model paper, co-creating criteria, self-assessing first drafts with a rubric, and revising Andrade et al.

The self-assessment was highly scaffolded: students were asked to underline key phrases in the rubric with colored pencils e. If students found they had not met the standard, they were asked to write themselves a reminder to make improvements when they wrote their final drafts.

This process was followed for each criterion on the rubric. There were main effects on scores for every self-assessed criterion on the rubric, suggesting that guided self-assessment according to the co-created criteria helped students produce more effective writing.

Panadero and his colleagues have also done quasi-experimental and experimental research on standards-referenced self-assessment, using rubrics or lists of assessment criteria that are presented in the form of questions Panadero et al.

Panadero calls the list of assessment criteria a script because his work is grounded in research on scaffolding e. Either way, the list provides standards for the task.

Here is a script for a written summary that Panadero et al. Is it at the beginning of my summary? What is my goal? Most interesting, perhaps, is one study Panadero and Romero, that demonstrated an association between rubric-referenced self-assessment activities and all three phases of SRL; forethought, performance, and reflection.

There are surely many other methods of self-assessment to include in Table 1 , as well as interesting conversations to be had about which method goes where and why.

In the meantime, I offer the taxonomy in Table 1 as a way to define and operationalize self-assessment in instructional contexts and as a framework for the following overview of current research on the subject.

Several recent reviews of self-assessment are available Brown and Harris, ; Brown et al. Instead, I chose to take a birds-eye view of the field, with goal of reporting on what has been sufficiently researched and what remains to be done.

I used the references lists from reviews, as well as other relevant sources, as a starting point. In order to update the list of sources, I directed two new searches 1 , the first of the ERIC database, and the second of both ERIC and PsychINFO.

Because the focus was on K educational contexts, sources were excluded if they were about early childhood education or professional development.

The first search yielded hits; the second 1, Research that was unrelated to instructional feedback was excluded, such as studies limited to self-estimates of performance before or after taking a test, guesses about whether a test item was answered correctly, and estimates of how many tasks could be completed in a certain amount of time.

Although some of the excluded studies might be thought of as useful investigations of self-monitoring, as a group they seemed too unrelated to theories of self-generated feedback to be appropriate for this review.

Seventy-six studies were selected for inclusion in Table S1 Supplementary Material , which also contains a few studies published before that were not included in key reviews, as well as studies solicited directly from authors.

The Table S1 in the Supplementary Material contains a complete list of studies included in this review, organized by the focus or topic of the study, as well as brief descriptions of each.

This distinction was often difficult to make due to a lack of information. A sentence or two of explanation about the process of self-assessment in the procedures sections of published studies would be most useful.

Figure 1 graphically represents the number of studies in the four most common topic categories found in the table—achievement, consistency, student perceptions, and SRL.

The figure reveals that research on self-assessment is on the rise, with consistency the most popular topic. Of the 76 studies in the table in the appendix, 44 were inquiries into the consistency of students' self-assessments with other judgments e.

Twenty-five studies investigated the relationship between self-assessment and achievement. Fifteen explored students' perceptions of self-assessment.

Twelve studies focused on the association between self-assessment and self-regulated learning. One examined self-efficacy, and two qualitative studies documented the mental processes involved in self-assessment.

In the remainder of this review I examine each topic in turn. Table S1 Supplementary Material reveals that much of the recent research on self-assessment has investigated the accuracy or, more accurately, consistency, of students' self-assessments.

The term consistency is more appropriate in the classroom context because the quality of students' self-assessments is often determined by comparing them with their teachers' assessments and then generating correlations.

Given the evidence of the unreliability of teachers' grades Falchikov, , the assumption that teachers' assessments are accurate might not be well-founded Leach, ; Brown et al.

Ratings of student work done by researchers are also suspect, unless evidence of the validity and reliability of the inferences made about student work by researchers is available.

Consequently, much of the research on classroom-based self-assessment should use the term consistency , which refers to the degree of alignment between students' and expert raters' evaluations, avoiding the purer, more rigorous term accuracy unless it is fitting.

Qualitatively different forms of self-assessment, especially summative and formative types, cannot be lumped together without obfuscating important aspects of self-assessment as feedback.

Given my concern about combining studies of summative and formative assessment, you might anticipate a call for research on consistency that distinguishes between the two.

I will make no such call for three reasons. One is that we have enough research on the subject, including the 22 studies in Table S1 Supplementary Material that were published after Brown and Harris's review Drawing only on studies included in Table S1 Supplementary Material , we can say with confidence that summative self-assessment tends to be inconsistent with external judgements Baxter and Norman, ; De Grez et al.

There are exceptions Alaoutinen, ; Lopez-Pastor et al. We can also say that older, more academically competent learners tend to be more consistent Hacker et al.

There is evidence that consistency can be improved through experience Lopez and Kossack, ; Yilmaz, ; Nagel and Lindsey, , the use of guidelines Bol et al.

Modeling and feedback also help Labuhn et al. An outcome typical of research on the consistency of summative self-assessment can be found in row 59, which summarizes the study by Tejeiro et al.

Students are not stupid: if they know that they can influence their final grade, and that their judgment is summative rather than intended to inform revision and improvement, they will be motivated to inflate their self-evaluation.

I do not believe we need more research to demonstrate that phenomenon. The second reason I am not calling for additional research on consistency is a lot of it seems somewhat irrelevant.

This might be because the interest in accuracy is rooted in clinical research on calibration, which has very different aims.

Calibration research often asks study participants to predict or postdict the correctness of their responses to test items. I caution about generalizing from clinical experiments to authentic classroom contexts because the dismal picture of our human potential to self-judge was painted by calibration researchers before study participants were effectively taught how to predict with accuracy, or provided with the tools they needed to be accurate, or motivated to do so.

Calibration researchers know that, of course, and have conducted intervention studies that attempt to improve accuracy, with some success e. Studies of formative self-assessment also suggest that consistency increases when it is taught and supported in many of the ways any other skill must be taught and supported Lopez and Kossack, ; Labuhn et al.

Even clinical psychological studies that go beyond calibration to examine the associations between monitoring accuracy and subsequent study behaviors do not transfer well to classroom assessment research.

The first is that the tasks in which study participants engage are quite inauthentic. Although memory for word pairs might be important in some classroom contexts, it is not safe to assume that results from studies like that one can predict students' behaviors after criterion-referenced self-assessment of their comprehension of complex texts, lengthy compositions, or solutions to multi-step mathematical problems.

The second limitation of studies like the typical one described above is more serious: Participants in research like that are not permitted to regulate their own studying, which is experimentally manipulated by a computer program.

This came as a surprise, since many of the claims were about students' poor study choices but they were rarely allowed to make actual choices.

The authors note that this study design is an improvement on designs that did not require all participants to use the same regulation algorithm, but it does not reflect the kinds of decisions that learners make in class or while doing homework.

In fact, a large body of research shows that students can make wise choices when they self-pace the study of to-be-learned materials and then allocate study time to each item Bjork et al.

In a typical experiment, the students first study all the items at an experimenter-paced rate e. Several dependent measures have been widely used, such as how long each item is studied, whether an item is selected for restudy, and in what order items are selected for restudy.

The literature on these aspects of self-regulated study is massive for a comprehensive overview, see both Dunlosky and Ariel, and Son and Metcalfe, , but the evidence is largely consistent with a few basic conclusions.

First, if students have a chance to practice retrieval prior to restudying items, they almost exclusively choose to restudy unrecalled items and drop the previously recalled items from restudy Metcalfe and Kornell, Second, when pacing their study of individual items that have been selected for restudy, students typically spend more time studying items that are more, rather than less, difficult to learn.

Such a strategy is consistent with a discrepancy-reduction model of self-paced study which states that people continue to study an item until they reach mastery , although some key revisions to this model are needed to account for all the data.

For instance, students may not continue to study until they reach some static criterion of mastery, but instead, they may continue to study until they perceive that they are no longer making progress.

I propose that this research, which suggests that students' unscaffolded, unmeasured, informal self-assessments tend to lead to appropriate task selection, is better aligned with research on classroom-based self-assessment.

Nonetheless, even this comparison is inadequate because the study participants were not taught to compare their performance to the criteria for mastery, as is often done in classroom-based self-assessment.

The third and final reason I do not believe we need additional research on consistency is that I think it is a distraction from the true purposes of self-assessment.

Many if not most of the articles about the accuracy of self-assessment are grounded in the assumption that accuracy is necessary for self-assessment to be useful, particularly in terms of subsequent studying and revision behaviors.

Although it seems obvious that accurate evaluations of their performance positively influence students' study strategy selection, which should produce improvements in achievement, I have not seen relevant research that tests those conjectures.

Some claim that inaccurate estimates of learning lead to the selection of inappropriate learning tasks Kostons et al.

For example, Kostons et al. Other studies produce findings that support my skepticism. Take, for instance, two relevant studies of calibration. One suggested that performance and judgments of performance had little influence on subsequent test preparation behavior Hacker et al.

Eva and Regehr believe that:. I almost agree. Here, I admit, is a call for research related to consistency: I would love to see a high-quality investigation of the relationship between accuracy in formative self-assessment, and students' subsequent study and revision behaviors, and their learning.

For example, a study that closely examines the revisions to writing made by accurate and inaccurate self-assessors, and the resulting outcomes in terms of the quality of their writing, would be most welcome.

Table S1 Supplementary Material indicates that by researchers began publishing studies that more directly address the hypothesized link between self-assessment and subsequent learning behaviors, as well as important questions about the processes learners engage in while self-assessing Yan and Brown, One, a study by Nugteren et al.

The results suggested that most of the 15 students in their sample over-estimated their performance and made inaccurate learning-task selections. Nugteren et al.

For instance, while working on the genetics tasks, students reported selecting tasks because they were fun or interesting, not because they addressed self-identified weaknesses in their understanding of genetics.

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2 Kommentare zu „MeuSen Selfie“

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