Year: 2012
Type: conference-paper
Abstract: The aims of this study were to design a process of self-assessment for seventh grade mathematics students and test its effectiveness in improving performance. The treatment required the students to co-create the product quality criteria for constructed response items, use the criteria to formatively self-assess their work, and revise as needed. Although there was a statistically significant association between self-assessment and performance on only one of five items, the treatment group had a higher average score on three items and total score after controlling for prior achievement. The findings suggest that research with larger sample sizes is warranted.
Authors: Zachary B. Warner, Fei Chen, Heidi Andrade
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2120442066