ABSTRACT
Assessment is an important part of the learning
process for both teachers and learners. When assessing students, teachers have
many tools at their disposal. Teachers are not limited, however, to doing the
assessment on their own. Students can participate in this process in many ways;
student assessment can take the form of self-assessment and peer assessment and
both of those can take different forms and serve a variety of purposes.
INTRODUCTION
According to
Boud (1995), all assessment including self-assessment comprises two main
elements -making decisions about the standards of performance expected and then
making judgments about the quality of the performance in relation to these
standards.
When
self-assessment is introduced, it should
ideally involve students in both of these aspects. Andrade and Du (2007)
provide a helpful definition of self-assessment that focuses on the formative
learning that it can promote:
Self-assessment
is a process of formative assessment during which students reflect on
and evaluate the quality of their work and their learning, judge the degree to
which they reflect explicitly stated goals or criteria, identify strengths and
weaknesses in their work, and revise accordingly (2007, p.160)
Student
self-assessment describes the process in which each student evaluates his or
her own progress or performance. This can take the form of “I can” statements,
learner contracts, reflections, portfolio reviews, and recording oneself.
Research has shown that using self-assessment with students can positively
effect self-efficacy and intrinsic motivation levels in students (Rolheiser & Ross).
Student self-assessment involves students in
evaluating their own work and learning progress.
Self-assessment is a valuable learning tool as well
as part of an assessment process. Through self-assessment, students can:
·
identify their own skill gaps, where their
knowledge is weak
·
see where to focus their attention in learning
·
set realistic goals
·
revise their work
·
track their own progress
·
if online, decide when to move to the next level of
the course
This process helps students stay involved and
motivated and encourages self-reflection and responsibility for their learning.
A valuable process on its own, self-assessment may
be paired with peer assessment. Applying knowledge gained through
peer assessment, students’ self-assessment can be a potent next step in
actively promoting their own learning and achievement.
BENEFITS
Self-assessment benefits the learner by:
Ø
Helping develop important
meta-cognitive skills that contribute to a range of important graduate
capabilities. All professionals must be able to evaluate their own performance,
so this practice should be embedded in higher education learning as early as
possible.
Ø
increasing their self-awareness
through reflective practice, making the criteria for self-evaluation explicit,
and making performance improvement practices intrinsic to ongoing learning.
Ø
contributing to the development of critical
reviewing skills, enabling the learner to more objectively evaluate their own
performance—and others', when used in conjunction with peer assessment. With
peer assessment they become more practised in giving constructive feedback, and
receiving and acting on feedback received.
Ø
helping students take control of
their own learning and assessment, and giving them the chance to manage their
own learning and development more independently.
Ø
giving students greater agency
regarding assessment, thus enriching their learning.
Ø
possibly, in the long run,
reducing the teacher's assessment workload—although on its own this benefit is
not sufficient to introduce student self-assessment.
CHALLENGES
Although studies have shown that
most students are fairly capable self-assessors, introducing self-assessment
can raise dilemmas and challenges. For example:
Ø
Lower performing and less
experienced students tend to overestimate their achievements. As with peer
assessment, students' ability to self-assess accurately must be developed over
time, and with substantial guidance. It is definitely not a time-saving
exercise for the teacher, initially.
Ø
Students may resist
self-assessment, perceiving assessment and grading to be the teacher's job, or
having no confidence in their ability to assess themselves.
Ø
Issues can arise if students'
self-assessments are not consistent with
peer or staff assessments.
OBJECTIVES
1. To analysis learning level of
students.
2. To find out the relation
between learning level of students and teaching
learning materials.
METHODOLGY
The present study is aimed at
finding out the effectiveness of teaching , learning level of students and
appropriateness of teaching learning materials used in the class.The
investigator administer a self assessment tool in the class for study.The
sample of present study consist of 32 students of 9th standard.
ANALYSIS AND INTERPRETATION
This chapter deal with analysis
and interpretation of data obtained.The purpose of data analysis is to prepare
data as where the relationship between variable can be studied.The goal of
analysis is to summarize the collected data. Interpretation is the search for
the boarder meaning of research findings.
The
sample data collected for the study.
Table 1
|
SI NO.
|
NAME OF THE STUDENTS
|
SCORE
|
|
1
|
Abhija K.
|
44
|
|
2
|
Ahalya S.Gopi
|
44
|
|
3
|
Aleena Siby
|
43
|
|
4
|
Amrutha Santhosh
|
43
|
|
5
|
Anakha R.
|
44
|
|
6
|
Arundhathi K.Rajesh
|
44
|
|
7
|
Aswathy Sivadas
|
44
|
|
8
|
Beema V.S
|
44
|
|
9
|
Dona Maria Joseph
|
44
|
|
10
|
Mereena Mol Gigi
|
44
|
|
11
|
Nejiya M.N.
|
43
|
|
12
|
Shifana Mol A
|
44
|
|
13
|
Rehana V.N
|
38
|
|
14
|
Ameen Aboobackar
|
44
|
|
15
|
Sruthy N.S
|
44
|
|
16
|
Sumayya Nasar
|
44
|
|
17
|
Surya Sunil
|
38
|
|
18
|
Abhijith B
|
34
|
|
19
|
Akshay S Nair
|
33
|
|
20
|
Alan Biju
|
33
|
|
21
|
Albert Joe Sunny
|
35
|
|
22
|
Aithaf N.
|
30
|
|
23
|
Arun P. Ajayan
|
34
|
|
24
|
Daniel Sebastian
|
30
|
|
25
|
Deepak Das
|
29
|
|
26
|
Jerin Jaimon
|
30
|
|
27
|
Jibin Lukose
|
32
|
|
28
|
Jibin Sabu
|
30
|
|
29
|
Linto Mon Joseph
|
30
|
|
30
|
Niyas Nizar
|
33
|
|
31
|
Prabash P. Pradhapan
|
27
|
|
32
|
Vishal Thomas
|
39
|
|
|
Total
|
1218
|
OBJECTIVE
1 :To analysis learning level of students
|
VARIABLES
|
NUMBER
|
MEAN
|
SD
|
x̅ + SD
|
x̅ - SD
|
|
DATA
|
32
|
38.06
|
5.28
|
43.34
|
32.78
|
The table
shows population number, mean, standard deviation and range score of students.
It is observed from the (table 1) that the mean score of
students self assessment is 38.06
and Standard Deviation is 5.28. The sum of the Mean and Standard Deviation is
43.34 and the difference between mean and standard deviation is 32.78. The
students with scores higher than the sum of mean and standard deviation scores
are with high learning level, the students with score lesser than the sum of
sum of mean and standard deviation scores are with low learning level and the
students with score between the two scores are of average learning. The result
is depicted in a pie diagram as shown in figure 1.1
The range 43.34 above is 40% of students and it is
above average students higher than average and below average students in the
class. From this conclude that students learning level higher because 25% of
students outcome is less.
OBJECTIVE
2 To find out the relation between learning level of students and teaching learning materials.
Students learning and learning materials have positive relation.Apted
learning material helps to increase the learning level of students.The above
60% of students are average and only 25% of students are below learning. The result is depicted in a pie diagram as shown in
figure 2
The
range 43.34 above is 40% of students and it is above average students higher
than average and below average students in the
class.
From this conclude that students learning level higher because 25% of students
outcome is less.
CONCLUSION
Self
assessment is important aspects of ‘assessment for learning’ practice.
Assessing their own work or that of others can help students to develop their
understanding of the Intended Learning Outcomes and the Assessment Criteria.
Research has shown that learners make more progress when they are actively
involved in their own learning and assessment.
Self
Assessment will:
•
Enhance students’ active engagement with their studies
• Increase the amount of feedback students receive
• Augment learning as peer feedback invariably requires explanation and justification
• Help students understand what is considered good work and why, thereby increasing their ability to achieve
• Increase the amount of feedback students receive
• Augment learning as peer feedback invariably requires explanation and justification
• Help students understand what is considered good work and why, thereby increasing their ability to achieve
Self-assessment
“is the involvement of students in identifying standards and/ or criteria to
apply to their work, and making judgments about the extent to which they have met
these criteria and standards…..[it] means more than students grading their own
work; it means involving them in the process of determining what is ‘good
work’.”
REFERENCE
1.http://www.waikato.ac.nz/tdu/pdf/booklets/8_SelfPeerAssessme nt.pdf
4.https://teachingcommons.stanford.edu/resources/teaching/evaluating-students/assessing-student-learning/student-self-assessment
5. http://assessment.tki.org.nz/Assessment-in-the-classroom/Assessment-for-learning-in-practice/Self-and-peer-assessment
