Study on the Effects of Self-evaluation in the High School Chemistry Experiment

我开发了一个“互评表”和一些使用这个工具的学习活动，在使用互评表的学习活动中，学生根据评价表中的标准对自己进行评价，也被他人评价，并对这些评价进行评论。对学生评论的分析比较了第一和第二条评论，结果表明，学生的科学素养在以下方面有所提高：分析还显示了学生评语的变化：从简单的“很有趣”等印象性评语演变为详细解释他们学到了什么技能的评语。这种做法表明，当学生能够通过回顾自己的学习活动并意识到其意义而感受到自己的进步时，可以预期积极主动的学习。

I have developed a"mutual evaluation table"and some learning activities using this tool.In the learning activities using the mutual evaluation table, students evaluate themselves and are also evaluated by others based on the criteria in the evaluation table, and write comments on those evaluations.Analysis of students' comments comparing the first and the second comments shows improvements in students' scientific literacy in terms of their abilities to (1) recognize scientific questions and to (2) explain phenomena from a scientific point of view.The analysis also shows the changes in students' comments:simple comments expressing just impressions like "it was fun" evolved to those explaining in detail what kind of skills they learned. This practice suggests that proactive learning can be expected when students can feel their progress through reviewing their own learning activities and becoming conscious of their meanings.