Using Single System Design for Student Self-Assessment

Garcia, John Addy S.; Floyd, Charles E.

doi:10.1080/10437797.1999.10778981

Cited by 8 publications

(1 citation statement)

References 2 publications

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“…The second type places a greater emphasis on detailed descriptions of the rubrics, explanations of abstract terms, and typical examples of performance standards (see Appendix C for an example of each type). Although "rubrics/criterion-referenced" criteria have shown stronger correlations with external measures than standard criteria (e.g., Garcia & Floyd, 1999), the size of the difference has not yet been investigated in a meta-analysis.…”

Section: Presence and Form Of The Sa Criteriamentioning

confidence: 99%

A meta-analysis of self-assessment and language performance in language testing and assessment

Zhang

2020

Language Testing

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This meta-analysis explores the correlation between self-assessment (SA) and language performance. Sixty-seven studies with 97 independent samples involving more than 68,500 participants were included in our analysis. It was found that the overall correlation between SA and language performance was .466 ( p < .01). Moderator analysis was performed to evaluate the moderating effects of a number of variables that are believed to play important roles in SA. Six moderators were found to have significant moderating effects, including SA criteria type, presence and form of SA criteria, SA instruments, training, total number of items in the SA instrument, and reliability of SA instruments. However, no significant moderating effect was identified for external measures, language skills, order of assessment, reliability of external measures, and number of Likert-scale levels. These findings offer a number of implications for improving the SA–performance correlation.

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Section: Presence and Form Of The Sa Criteriamentioning

confidence: 99%

A meta-analysis of self-assessment and language performance in language testing and assessment

Zhang

2020

Language Testing

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Student responses to criteria‐referenced self‐assessment

Andrade

2007

Assessment & Evaluation in Higher Education

324

228

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This paper reports on a study of undergraduate students' experiences with criteria-referenced selfassessment. Fourteen students who had taken a course involving self-assessment were interviewed in focus groups segregated by gender. The findings suggest that students had positive attitudes toward self-assessment after extended practice; felt they can effectively self-assess when they know their teacher's expectations; claimed to use self-assessment to check their work and guide revision; and believed the benefits of self-assessment include improvements in grades, quality of work, motivation and learning. There were indications that some students sensed a tension between their own standards for good work and some of their teachers' standards. There was no evidence of differences in the responses of male and female students. The paper concludes with the suggestion that selfassessment involves a complex process of internalization and self-regulation, and with implications for research and practice. A master can tell you what he expects of you. A teacher, though, awakens your own expectations. (Patricia Neal

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Assessment methods in social work education: A review of the literature

Crisp¹,

Lister²

2002

Social Work Education

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Using Single System Design for Student Self-Assessment

Cited by 8 publications

References 2 publications

A meta-analysis of self-assessment and language performance in language testing and assessment

A meta-analysis of self-assessment and language performance in language testing and assessment

Student responses to criteria‐referenced self‐assessment

Assessment methods in social work education: A review of the literature

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