ERIC Number: ED393885
Record Type: RIE
Publication Date: 1995-May-4
Reference Count: N/A
Improving Student Self-Evaluation through Authentic Assessment.
Boersma, Gloria; And Others
This report describes a series of curricular modifications made in an effort to increase students' ability to self-assess and set goals. The targeted population consisted of grade school students in kindergarten and grades one and five in one parochial and one public school in northern Illinois with populations of 288 and 367 students, respectively. Problems with self-evaluation and goal setting were documented through parent, teacher, and student surveys. Reviews of curricular content and instructional methods revealed an absence of possible alternative strategies and an overemphasis on teacher-dependent assessment of students. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem settings, resulted in the selection of three major interventions: the modification of the instructional methods used in the present curricula; the development of a portfolio system of assessment; and the implementation of reflective logs and response journals. The three intervention strategies were successful in improving student self-evaluation and goal setting. Improvement seemed more marked in the fifth-grade students, but researchers felt that early primary students benefited as well. (Contains 42 appendixes of supporting detail and samples of forms, 12 figures, and 35 references.) (Author/SLD)
Descriptors: Curriculum Development, Educational Assessment, Educational Objectives, Elementary Education, Elementary School Students, Evaluation Methods, Grade 1, Grade 5, Intervention, Kindergarten Children, Parochial Schools, Performance Based Assessment, Portfolios (Background Materials), Public Schools, School Surveys, Self Evaluation (Individuals), Student Evaluation, Student Journals, Teaching Methods, Test Construction
Publication Type: Dissertations/Theses - Masters Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers: Goal Setting
Note: Master of Arts in Teaching and Leadership Action Research Project, St. Xavier University.