Self‐Assessment of Oral Communication Presentations in Food Science and Nutrition

Reitmeier, Cheryll A.; Vrchota, Denise Ann

doi:10.1111/j.1541-4329.2009.00080.x

Cited by 42 publications

(44 citation statements)

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“…For that reason, their educational use in higher education is strongly recommended. Moreover, in line with previous research Reitmeier & Vrchota, 2009), the use of rubrics is recommended for tasks of low or medium complexity and scripts are recommended for high cognitive demanding tasks. However, the results and limitations of this study have important theoretical and methodological implications.…”

Section: Educational and Theoretical Implicationsmentioning

confidence: 55%

“…It seems that, although there is a tendency for rubrics and scripts to improve self-regulation in different ways, the relative magnitude of such effects and how this affects other variables (self-efficacy and performance) may be manifested or not depending on the type of task, measure and context. Higher levels of conscious self-regulation do not necessarily conduct to better performance if the task can be perform more efficiently with less reflection because not all tasks need the same deep metacognitive activity to produce positive outcomes, as they can be more or less automatized (Brown, 1987;Panadero et al, 2012;Reitmeier & Vrchota, 2009). …”

Section: Relationship Between Self-regulation Self-efficacy and Perfmentioning

confidence: 99%

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Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers

Panadero

Alonso‐Tapia

Urbano

2013

Studies in Educational Evaluation

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: Correspondence concerning this article should be addressed to Ernesto Panadero, Departamento de Psicología Clínica y de la Salud, Universidad Autónoma de Madrid, Madrid, 28049, Spain. E-mail: ernesto.panadero@gmail.com 2 Self-assessment scripts vs. rubric effect on self-regulation, performance and self-efficacy in university students.Two approaches to self-assessment are optimal because they offer to the students the assessment criteria: rubrics and scripts. The aim of this study is to compare the effect of rubrics and scripts on self-regulation, performance and self-efficacy. 69 pre-service student teachers participated on the study. During a semester the participants were trained to design multimedia material. Results showed that students using script had higher levels of learning self-regulation when compare to the rubric and the control, and that the rubric group had higher level than the control. Regarding performance/avoidance self-regulation (negative self-regulatory actions detrimental for learning) the use of the rubric significantly decreased these negative actions. No significant effects were found for students' performance. A tendency was observed for students using self-assessment tools to have greater self-efficacy.Keywords: self-regulation; self-assessment; formative assessment; rubric; script; selfefficacy; learning; goal orientation; self-grading; self-evaluation. 3In recent years self-assessment of learning has received a lot of attention and it is a growing field in educational psychology (e.g. Dochy, Segers, & Sluijsmans, 1999;Ross, 2006; Taras, 2010). The reason is that self-assessment is a process necessary for selfregulation and learning to occur (Andrade & Valtcheva, 2009;Kitsantas & Peters, 2010;Winne & Hadwin, 1998). Consequently, researchers have looked for different ways to promote self-assessment in students. There are two instruments for promoting selfassessment, the potential effects and conditions for effectiveness of which are being studied:rubrics and scripts (Alonso-Tapia & Panadero, 2010). Rubrics are designed to evaluate, mainly, the product of an activity (Andrade, 2010;Jonsson & Svingby, 2007), whereas scripts are designed to help students during an activity to assess whether the process they are following is adequate or not (Bannert, 2009;Kramarski & Michalsky, 2010;Nückles, Hübner, & Renkl, 2009). These two tools have proved to have some positive effects on self-regulation and learning (Alonso-Tapia & Panadero, 2010;Bannert, 2009;Jonsson & Svingby, 2007).Nevertheless, results about script and rubric effectiveness and the conditions for it are far from being conclusive, and no prior research has compared their relative effects on selfregulation and learning in real classroom settings (Panadero, 2011). Hence, this will be the main objective of this study. Theoretical frameworkOur work is based on several theoretical suppositions about self-assessment and selfre...

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Section: Educational and Theoretical Implicationsmentioning

confidence: 55%

Section: Relationship Between Self-regulation Self-efficacy and Perfmentioning

confidence: 99%

Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers

Panadero

Alonso‐Tapia

Urbano

2013

Studies in Educational Evaluation

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“…Empirical evidence that focuses on comparing learning effects related to different SSA formats is scarce, with only some exceptions (e.g., Goodrich Andrade and Boulay 2003;Panadero et al 2012Panadero et al , 2013aPanadero et al , 2014aPanadero and Romero 2014;Reitmeier and Vrchota 2009). In sum, there is a need for systematic coherence in how the SSA formats are described and classified within typologies.…”

Section: Implications For Researchmentioning

confidence: 95%

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

2015

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This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy, and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students' expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students' expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field. Student self-assessment (SSA) most generally involves a wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign merit or worth to (i.e., evaluate) the qualities of their own learning processes and products. This involves retrospective monitoring of previous performance (Baars et al. 2014) and reporting, hopefully truthfully, the quality of work completed. The purpose of this manuscript is to review what it is known and unknown about student self-assessment (SSA) after decades of research and, based on such evidence, highlight plausible lines of research that could make better known what we currently know is unknown. SSA has been extensively and vigorously recommended as an appropriate approach to student involvement in formative assessment, wherever the Bassessment for learning^reform agenda has been advocated (Berry 2011; Black and Wiliam 1998). Hence, it is important for education that we have a clearer understanding of SSA.While the field of empirical studies into SSA is increasing, it seemed timely to review what has been established in SSA since so many studies seem to only be replicating, in new contexts, what we already know about SSA. Hence, the purpose of this paper is to expand upon these known and unknown issues and consider plausible directions for future research. We consider that the known unknowns, which will be established in this review, are so substantial that our recommendations are unlikely to be a roadmap with clear signposts and indicators of progress. Rather, we consider that this paper functions more as a series of lighthouses highlighting well-trodden rocky shores and pointing out more profitable directions in which SSA research should head.SSA is an important skill for at least four reasons. First, students who are trained in SSA have shown an increase in their learning and academic performance Panadero et al. 2012;Ramdass and Zimmerman 2008). Additionally, accuracy (i.e., reliable and val...

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“…DPA'nın etkisi yalnızca dil ve edebiyat derslerinde değil (Andrade vd., 2008(Andrade vd., , 2009(Andrade vd., , 2010Çetin, 2011;Goodrich Andrade, 2001;Goodrich Andrade and Boulay, 2003;Reynolds-Keefer, 2010), sanat (Mason ve Steedly, 2006), fen (Huerta, Lara-Alecio, Tong ve Irby, 2014;Reitmeier ve Vrchota, 2009) …”

Section: Introductionunclassified

Dereceli Puanlama Anahtarı Kullanan Öğrencilerin Başarıları Üzerine Bir İnceleme

Bayraktar¹,

Aslan²

2016

Ana Dili Eğitimi Dergisi

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ÖzBu çalışmanın genel amacı, performans ödevlerini hazırlarken Derecelendirilmiş Puanlama Anahtarı (DPA) kullanan ortaokul öğrencileriyle kullanmayan öğrencilerin başarıları arasında fark olup olmadığını belirlemektir. Çalışma grubu, aynı Türkçe öğretmeninden ders alan ve Türkçe dersindeki akademik başarıları birbirine denk iki 6. sınıf öğrencisinden (n=44) oluşmaktadır. Bu gruplardan birisi rastlantısal atama yoluyla deney grubu (n=22), diğeri ise kontrol grubu (n=22) olarak belirlenmiştir. Araştırmanın verileri öğrencilerin performans ödevlerinden aldıkları puanlardan toplanmıştır. Çalışmanın ilk aşamasında öğrencilerin düzeyine ve Türkçe Öğretimi Programı'nın 6. sınıf kazanımlarına uygun bir performans ödevi hazırlanmıştır. Daha sonra bu ödevin nasıl yapılacağını açıklayan ve her iki gruptaki öğrencilere de verilen ayrıntılı bir yönerge ile alanyazın taraması, uzmanların görüş ve öneriler i doğrultusunda dokuz boyutu olan çözümleyici (analitik) bir DPA hazırlanmıştır. Ayrıntılı yönerge her iki gruba, DPA ise yalnızca deney grubuna verilmiştir. Öğrencilerin hazırladıkları ödevler bu DPA'nın belirlenen dokuz boyutuna göre deneyimli iki Türkçe öğretmeni tarafından değerlendirilmiştir. Shapiro-Wilk testine göre dağılımların normal olduğu belirlenmiş, bu nedenle Pearson korelasyon katsayısı hesaplanmış ve değerlendi riciler arasındaki tutarlılık .77 olarak belirlenmiştir. Bu değer .05 düzeyinde anlamlı olup, aynı zamanda iki puanlayıcı uyumu için yeterli düzeydedir. İki grubun performans ödevlerindeki başarı puanları arasında fark olup olmadığına Mann-Whitney U testi ile bakılmış; sonuçta yalnızca dil ve a nlatım boyutlarında deney grubu öğrencilerinin lehine anlaml ı bir fark olduğu görülmüştür.Anahtar sözcükler: Dereceli puanlama anahtarı, Türkçe dersi, performans ödevi, değerlendirme. A Study on the Achievement of Students who Use Scoring Rubrics AbstractThe general aim of this study is to determine achievement differences between students who use rubrics while preparing their performance homework assignments and those who don't. The study group consisted of forty-four 6 th grade students who were taking the Turkish course from

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Self‐Assessment of Oral Communication Presentations in Food Science and Nutrition

Cited by 42 publications

References 1 publication

Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers

Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

Dereceli Puanlama Anahtarı Kullanan Öğrencilerin Başarıları Üzerine Bir İnceleme

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