SELF ASSESSMENT IN THE CONTEXT OF THE McMASTER PROBLEM SOLVING PROGRAMME

Woods, Donald R.; Marshall, Robert R.; Hrymak, Andrew N.

doi:10.1080/0260293880130203

Cited by 13 publications

(10 citation statements)

References 2 publications

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“…Wood et al (1988) go even further by saying that self-assessment is the key to developing thinking and problem-solving skills as well as interpersonal skills. Wood suggests five purposes of self-assessment:…”

Section: Collaborative Assessmentmentioning

confidence: 96%

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

Somervell

1993

Assessment & Evaluation in Higher Education

157

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The debate surrounding assessment in education and the tensions it has caused is based upon conflicting ideologies in society. Enterprise in Higher Education and other initiatives have raised the awareness of staff to these issues and caused many of us to rethink the way in which we educate students. Changing the structure of assessment has enabled us to start adopting methods which are more student centred and appropriate to the demands of employers in particular and society as a whole more generally. There is a strong case for adopting a, more collaborative approach which breaks away from traditional norms and, while assessing students' abilities in a summative sense, helps them to develop an awareness of their strengths and weaknesses in a formative way.

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Section: Collaborative Assessmentmentioning

confidence: 96%

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

Somervell

1993

Assessment & Evaluation in Higher Education

157

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“…Sadler (1998) emphasises the importance of training students on how to assimilate formative feedback, which is an integral part of SSA. Wood et al (1988) report that when introducing self-assessment in the context of the McMaster Problem Solving Programme, they began with a six-hour workshop to develop awareness and skill at self-assessment. Brookhart (2001), on the other hand, states that good students talk in terms of self-assessment continually without specific training.…”

Section: Participantsmentioning

confidence: 99%

To Feedback or Not to Feedback in Student Self-assessment

Taras

2003

Assessment & Evaluation in Higher Education

149

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Extensive research (Black & Wiliam, 1998) notes the importance of feedback for learning. It is posited that even final-year undergraduate students will benefit from feedback and would thus value tutor feedback as an integral part of the student self-assessment process. At a British university, students were trained to carry out self-assessment of two types: firstly, self-assessment prior to peer and tutor feedback and secondly, self-assessment which integrated feedback as part of the process. Students overwhelmingly favoured the latter. In addition, analysis of student errors showed that, contrary to expectations, the majority of students' errors in translation were principally caused by their native language. Furthermore, discussion and questions on criteria revealed that students' expectations of their grades were closely related to the amount of time and effort which they had invested in their work. This was external to the actual standard of their work and their awareness of this.

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“…Self-assessment was a significant component in the program. 43 Self-assessment included the following dimensions: the personal interview in which each student identified the degree to which he/she had achieved each MPS objective as substantiated by evidence; the personal enrichment activity; and the personal choice of selecting the weighting the formative and summative components had in the final mark. Thus, students contracted to have the final examination count any weighting between 10 and 90% toward their final mark.…”

Section: Assessment Of Studentsmentioning

confidence: 99%

“…The default contract was that the student received the best of a 60 to 40 split (exam and team work). 42,43…”

Section: Assessment Of Studentsmentioning

confidence: 99%

Developing Problem Solving Skills: The McMaster Problem Solving Program

Woods¹,

Hrymak²,

Marshall³

et al. 1997

J of Engineering Edu

Self Cite

220

172

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This paper describes a 25‐year project in which we defined problem solving, identified effective methods for developing students' skill in problem solving, implemented a series of four required courses to develop the skill, and evaluated the effectiveness of the program. Four research projects are summarized in which we identified which teaching methods failed to develop problem solving skill and which methods were successful in developing the skills. We found that students need both comprehension of Chemical Engineering and what we call general problem solving skill to solve problems successfully. We identified 37 general problem solving skills. We use 120 hours of workshops spread over four required courses to develop the skills. Each skill is built (using content‐independent activities), bridged (to apply the skill in the content‐specific domain of Chemical Engineering) and extended (to use the skill in other contexts and contents and in everyday life). The tests and examinations of process skills, TEPS, that assess the degree to which the students can apply the skills are described. We illustrate how self‐assessment was used.

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SELF ASSESSMENT IN THE CONTEXT OF THE McMASTER PROBLEM SOLVING PROGRAMME

Cited by 13 publications

References 2 publications

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

Issues in Assessment, Enterprise and Higher Education: the case for self‐peer and collaborative assessment

To Feedback or Not to Feedback in Student Self-assessment

Developing Problem Solving Skills: The McMaster Problem Solving Program

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