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A Critical Review of Research on Student Self-Evaluation

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A Critical Review of Research on Student Self-Evaluation

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A Critical Review of Research on Student Self-Assessment

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This article is a review of research on student self-assessment conducted largely between 2013 and 2018. The purpose of the review is to provide an updated overview of theory and research. The treatment of theory involves articulating a refined definition and operationalization of self-assessment. T…

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This is cool....

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All too often, when students receive back a graded exam, they focus on a single feature - the score they earned. While this focus on "the grade" is understandable, it can lead students to miss out on several learning opportunities that such assessment can provide:

identifying their own individual areas of strength and weakness to guide further study;

reflecting on the adequacy of their preparation time and the appropriateness of their study strategies; and

characterizing the nature of their errors to find any recurring patterns that could be addressed.

So, to encourage students to process their graded exams more deeply, several faculty members across the university have devised exam wrappers, short handouts that students complete when an exam is turned back to them. These exam wrappers direct students to review their performance (and the instructor's feedback) with an eye toward adapting their future learning.

Examples from Mellon College of Science courses:

The Physics exam wrapper was completed by students during recitation when the first exam was turned back to students. Papers were collected at the end of class, reviewed by the instructor, and then returned to students just before the next exam, as a reminder of their self-discoveries from a few weeks prior.

The Biology exam wrapper was given to students during lecture on the day when the first exam was turned back.

Exam wrappers can be used in various disciplines and to help students think through their learning on different assessments. Here are some examples of similar wrapper activities from classes in Dietrich:

For more information on using exam wrappers in your course or for help in designing an exam wrapper handout, please contact the Eberly Center.

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Exam Wrappers - Eberly Center - Carnegie Mellon University

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Ruth Butler - Feedback and Grades article

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Ruth Butler - Feedback and Grades article

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Butler (1988) grades and comments article

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Dianne Conrad and Jason Openo

For many learners assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although negative student reactions to evaluation have been noted, assessment has provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate is this data and has it informed practice or been fully incorporated into the learning cycle? Conrad and Open argue that the potential in many of the new learning environments to alter and improve assesment has yet to be explored by educators and students.

In their investigation of assessment methods and learning approaches, Conrad and Openo aim to explore assessment that engages learners and authentically evaluates education. They insist that moving to new learning environments, specifically those online and at a distance, afford educators opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of delivering education in the digital age. In this volume practitioners will find not only an indispensable introduction to new forms of assessment but also a number of best practices as described by experienced educators.

About the Authors

Dianne Conrad spent thirty-three years teaching and researching, most recently at Athabasca University in the Centre for Distance Education. She is the co-editor of the International Review of Research in Open and Distributed Learning and is an editorial board member of several international journals. Her research interests include adult and distance education, online learning, and prior learning assessment and recognition. Jason Openo is the director of the Centre for Innovation and Teaching Excellence at Medicine Hat College in Alberta and a sessional instructor at the University of Alberta's Graduate School of Library and Information Science. His research interests include the professional development of online contingent faculty and the convergence of quality assurance and the assessment of student learning outcomes.

Reviews

A practical, helpful and insightful book full of advice and support for the faculty member seeking to develop meaningful, authentic, formative and summative assessments for and of learning. Written by two of the most experienced professionals in ODFL in North America, the authors' experiences shine through on every page - making this an immensely readable, useful, and practical collection of insights, practices, and suggestions.
Teachonline.ca

. . . challenges readers to consider their own understanding of online learning and the role of assessment versus a more traditional use of evaluation.
Canadian Journal of Higher Education

Table of Contents

1. Foreword

2. Preface

3. 1. The Big Picture: A Framework for Assessment in Online Learning

4. 2. The Contribution of Adult Education Principles to Online Learning and Assessment

5. 3. What Do You Believe? The Importance of Beliefs about Teaching and Learning in Online Assessment

6. 4. Authenticity and Engagement: The Question of Quality in Assessment

7. 5. Assessment Using E-Portfolios, Journals, Projects, and Group Work

8. 6. The Age of "Open": Alternative Assessments, Flexible Learning, Badges, and Accreditation

9. 7. Planning an Assessment and Evaluation Strategy-Authentically

10. 8. Flexible, Flipped, and Blended: Technology and New Possibilities in Learning and Assessment

11. 9. A Few Words on Self-Assessment

12. 10. Summing Up

13. Appendix * Other Voices: Reflections from the Field

14. References / Index

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Assessment Strategies for Online Learning | Athabasca University Press

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Dianne Conrad and Jason Openo For many learners assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although negative student reactions to evaluation have been noted, assessment has provided educational institutions with important information about learning outcomes and the quality of education for many decades.

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Alternative Online Assessments (Taylor Institute, UofC)

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Alternative Online Assessments (Taylor Institute, UofC)

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Taylor Institute for Teaching and Learning

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An open book exam is a student assessment method designed to promote and assess higher order learning such as critical thinking, problem solving, synthesis and evaluation.

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Common Assessment Tools and Instruments (1)

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Alternative Assessment in Large Enrolment Classes (Taylor Institute, UofC)

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Alternative Assessment in Large Enrolment Classes (Taylor Institute, UofC)

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Taylor Institute for Teaching and Learning

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Use technology to your advantage

Consider using a platform that is already populated with questions and that will grade the assignments automatically. Again there might be the initial labour of inputting questions or curating the questions for your own course.

Suggestions: Sapling Learning which is an online homework platform that drives student success with a variety of questions that include wrong-answer feedback, hints, and solutions. Learn more.

Develop your rubrics

Well-developed rubrics will help with efficiency and consistency. Some websites have samples of rubrics instructors can adapt to their own courses. D2L also allows insertion of rubrics into the dropbox assessment window to help with efficiency. Learn more.

More resources

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Alternative Assessment Strategies for Large Enrolment Classes

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Consider using a platform that is already populated with questions and that will grade the assignments automatically. Again there might be the initial labour of inputting questions or curating the questions for your own course. Suggestions: Sapling Learning which is an online homework platform that drives student success with a variety of questions that include wrong-answer feedback, hints, and solutions.

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Switching from Bloom to the Medicine Wheel

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Switching from Bloom to the Medicine Wheel

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Switching from Bloom to the Medicine Wheel[717]

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Dr. Eaton (UofC) on Academic Integrity Online

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Dr. Eaton (UofC) on Academic Integrity Online

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Taylor Institute for Teaching and Learning

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Academic Integrity in Online Courses: Adapting During COVID-19