Accuracy of students' self‐assessment and their beliefs about its utility
Accuracy of students' self‐assessment and their beliefs about its utility
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学生自我评估的准确性及其对其效用的信念
DOI：
10.1080/02602930802687737
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发表时间：
2010
影响因子：
4.4
通讯作者：
H. Schmidt
中科院分区：
文献类型：
--
作者：
Magdeleine D. N. Lew;W. Alwis;H. Schmidt
本文提出的两项研究的目的是评估学生自我评估能力的准确性，考察这种能力是否会随着时间的推移而提高，并调查如果学生认为自我评估有助于提高学习水平，自我评估是否会更准确。为此，我们研究了3588名入读高等教育机构的一年级学生自我评估的准确性，在整个学期中，每个学生对自己的学习过程进行了大约80次自我评估。然后将这些自我评估与同伴和导师的多重判断进行比较。自我评估、同伴评估和导师评估得分之间的整体相关性表明，学生自我评估能力的准确性较弱至中等。研究结果还揭示了能力效应；学术能力较强的学生自我评估的准确性高于学术能力较差的学生。比较连续四个时期学生自我评估的平均准确性表明，准确性并没有随着时间的推移而提高。在第二项研究中，研究人员对936名一年级学生进行了问卷调查，目的是了解学生对自我评估对他们学习的影响的看法。根据他们的回答，确定了学生的分组：那些相信自我评估有用或不相信自我评估有用的学生。结果表明，学生对自我评估效用的信念与其自我评估的准确性之间没有显著的关联。
The purpose of the two studies presented here was to evaluate the accuracy of students' self‐assessment ability, to examine whether this ability improves over time and to investigate whether self‐assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self‐assessments of 3588 first‐year students enrolled in a post‐secondary institution was studied throughout a semester during which each student made approximately 80 self‐assessments about his or her own learning process. These self‐assessments were then compared with multiple judgements by peers and tutors. The overall correlations between the scores of self‐, peer and tutor assessments suggest weak to moderate accuracy of student self‐assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self‐assess with higher accuracy than their less competent peers. Comparing the accuracy of student self‐assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self‐assessment on their learning was administered to 936 first‐year students. Based on their responses, sub‐groups of students were identified: those who either believed in the usefulness of self‐assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of self‐assessment and the accuracy of their self‐assessments.