Australia’s National Assessment Programme rubrics: An impetus for self-assessment?

Fletcher, Anna

doi:10.1080/00131881.2020.1850207

Cited by 6 publications

(3 citation statements)

References 44 publications

(67 reference statements)

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“…Online Self-Efficacy I am sure that I can use synchronous technology to communicate with others (such as Skype) OS1 [11,[46][47][48][49]54,91] I am sure that I can manage time effectively and complete all assignments on time OS2…”

Section: Self-efficacymentioning

confidence: 99%

“…However, in order to know if the implementation of E-learning is indeed an improvement compared to traditional in-person learning, it is essential to use success-measurement tools, which are fundamental in understanding the added value, the effect of management operations on the investments [9,10]. Student Self-Assessment (SSA) is a valuable way to evaluate E-learning success; this term could be understood as a person's perceived quality of his work and educational abilities [11]. When aiming to evaluate the SSA, multidimensional factors must be analyzed in order to assess the different aspects involved in their learning [12].…”

Section: Introductionmentioning

confidence: 99%

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Development and Validation of an E-Learning Education Model in the COVID-19 Pandemic: A Case Study in Secondary Education

Martínez-Gómez

Berna

2022

Sustainability

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E-learning was crucial during the global lockdown. In this way, this article aims to propose and validate a holistic framework in which all the E-learning services are needed to ensure their effective implementation and use. To this end, an original 3S-T model, to measure E-learning success based on self-student assessment, was developed. This innovative model, which reinforces the existing theoretical framework of models, identifies a wide array of success predictors and relates them to various measures that help to reach success, including learning and academic achievements. The validation of the 3S-T model was carried out using the partial least squares structural regression equations modeling technique (PLS-SEM). In this analysis, four major constructors were identified as determinants of E-learning service performance, namely, the surrounding conditions, system characteristics, tutor’s development and student’s own performance. Although each of them is composed of several subcategories, finally, 15 indicators that estimate the fulfillment of these factors were defined and evaluated. The present study is strongly connected to the fourth goal of the Agenda established by the United Nations, which seeks Quality Education to ensure the sustainable development of countries.

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Section: Self-efficacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development and Validation of an E-Learning Education Model in the COVID-19 Pandemic: A Case Study in Secondary Education

Martínez-Gómez

Berna

2022

Sustainability

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“…So far, it seems that there has been no consensus on its conceptualization and scope, as suggested by recent reviews [1][2][3], while leading to different approaches to its implementation [4]. In general terms, student self-assessment (SSA) can be defined as a person's perception about the quality of their work and their academic skills [5]. Specifically, in the educational field, this multidimensional construct has been widely used as an evaluation mechanism for students, justified by the positive effects it has on their learning, etc., because of its potential to produce feedback during its construction [1].…”

Section: Introductionmentioning

confidence: 99%

Moderating Factors in University Students’ Self-Evaluation for Sustainability

2021

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Background: Self-evaluation is a multidimensional construct that has raised increasing interest within educational research at different educational stages. Different studies have pointed out the important role that Student Self-Assessment plays in improving student learning and ensuring the sustainability in instructional and evaluation processes. Method: The aim of this study with 630 university students is to analyze how engagement profiles and study strategies (measured by questionnaire) can predict the accuracy of students’ self-assessment of their achievements. For this purpose, the UWE-9 questionnaire was used to evaluate engagement, the Study Techniques Questionnaire scale to measure study strategies and a content-based test to evaluate performance, along with a self-assessment test in which the student had to estimate the level of achievement obtained in the content-based test, once the test had been completed. Results: The results show that both the academic engagement and the study strategies undertaken by students can be important factors that may influence different aspects of learning in the educational context. Students with higher performance and more engagement tend to show greater skills with student self-assessment (SSA) and students with better study habits tend to have better scores, greater confidence in the SSAs delivered and better skills for self-assessment. Conclusions: Findings suggests that providing opportunities for students to have a greater involvement in the construction of their learning and in its evaluation raises positive attitudes, which results in increased performance in order to achieve greater sustainability in the learning process assessment.

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Children’s Self-assessment Plans to Inform Teaching and Provide Summative Data

Fletcher¹

2022

Early Childhood Research and Education: An Inter-Theoretical Focus

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Australia’s National Assessment Programme rubrics: An impetus for self-assessment?

Cited by 6 publications

References 44 publications

Development and Validation of an E-Learning Education Model in the COVID-19 Pandemic: A Case Study in Secondary Education

Development and Validation of an E-Learning Education Model in the COVID-19 Pandemic: A Case Study in Secondary Education

Moderating Factors in University Students’ Self-Evaluation for Sustainability

Children’s Self-assessment Plans to Inform Teaching and Provide Summative Data

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