Achieving Student Engagement in Learning: Utilizing a Rubric-Based Assessment System for Visualizing Learners’ Self-, Peer, and Teacher Assessments

Ishikawa, Yasushige; Umemoto, Takatoyo; Takatori, Yasushi; Fujiwara, Shigeo; Suto, Ayako; Nishiyama, Koichi

doi:10.1007/978-3-030-77889-7_20

Cited by 2 publications

(1 citation statement)

References 11 publications

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“…The role of self-assessment in the learning process is to provide students with a tool to evaluate their own learning and identify areas where they need to improve. Self-assessment can also help teachers identify areas where students may be struggling, and provide targeted support to help them overcome those challenges (Alseddiqi et al, 2012;Childress et al, 2020;Ishikawa et al, 2021;Rick & Phlypo, 2019). In order to be effective, self-assessment should be an ongoing process that is integrated into the learning environment.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Online Self-Assessment on Learning Outcomes and Self-Assessment Skills Among Grade 11 Students in Vietnam

Ánh

Nguyen

2023

IJLTER

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The application of information technology to self-assessment has received a lot of attention in recent years. Several previous studies have discovered a positive relationship between online self-assessment and academic performance. This study aimed to confirm the relationship between online self-assessment and learning outcomes and self-assessment skills among grade 11 students in Vietnam. With a total of 160 students, this research had been designed as quasi-experimental. The two groups did the self-assessment in different ways over the six weeks of impact implementation. To perform an online self-assessment, the intervention group employed interactive online exercises that delivered instant feedback on Liveworksheets. Throughout this period, the control group engaged in traditional self-assessment. The study found that the intervention group’s final test scores (7.7) were higher than the control group’s (6.3), and their self-assessment skills were more developed at the end of the study. The study confirms the positive relationship between online self-assessment and learning outcomes and self-assessment skills among grade 11 students in Vietnam. The findings suggest that online interactive exercises with immediate feedback can improve learning outcomes and that regular online self-assessment can enhance students’ self-assessment skills. Conceptually, this study contributes to the growing body of research on the application of information technology in education and gives insight into the potential of online self-assessment as a promising tool to promote student learning and development. The results of this study can serve as early data to investigate the effectiveness of online self-assessment in diverse educational settings.

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Section: Introductionmentioning

confidence: 99%

The Impact of Online Self-Assessment on Learning Outcomes and Self-Assessment Skills Among Grade 11 Students in Vietnam

Ánh

Nguyen

2023

IJLTER

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A Pre-Telecollaboration Training Course for Japanese EFL Learners

Takatori

Inagaki

Nozawa

et al. 2023

Telecollaboration Applications in Foreign Language Classrooms

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This chapter aims to explore the effectiveness of a newly designed pre-telecollaboration training course in helping Japanese EFL learners improve their speaking skills and enhancing their learner agency. A pre-telecollaboration training framework was constructed and implemented using an original audience design to increase effectiveness. As the course progressed, the number and type of audiences were expanded. To effectively integrate the framework into the course, a reflection activity was conducted. The analyses of scores on the versant speaking test and the results of questionnaires using the foreign language classroom anxiety, willingness to communicate, and shyness scales revealed that students' speaking skills in English improved, their foreign language anxiety was alleviated, and their willingness to communicate improved. Furthermore, monitoring results of the students by the teacher in charge indicated that their attitude toward participating in the course became more positive than before.

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Achieving Student Engagement in Learning: Utilizing a Rubric-Based Assessment System for Visualizing Learners’ Self-, Peer, and Teacher Assessments

Cited by 2 publications

References 11 publications

The Impact of Online Self-Assessment on Learning Outcomes and Self-Assessment Skills Among Grade 11 Students in Vietnam

The Impact of Online Self-Assessment on Learning Outcomes and Self-Assessment Skills Among Grade 11 Students in Vietnam

A Pre-Telecollaboration Training Course for Japanese EFL Learners

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