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ERIC Number: ED069494
Record Type: Non-Journal
Publication Date: 1970
Pages: 141
Abstractor: N/A
Reference Count: N/A
Self-Graded and Teacher-Graded Achievement in a BSCS High School Biology Course.
Good, Wallace Martin
The effect of self-grading on biology students exposed to the same instruction (except grading) in an upper-middle class public school was investigated by comparing self-graded and teacher-graded populations in (1) achievement in high school biology, (2) level of aspiration behavior, (3) critical thinking skills, and (4) productivity. The acceptability and accuracy of a self-grading model (based on objective criteria formulated from Festinger's social comparison process theory) as a technique for self-evaluation was also investigated. Fifty-eight students in two control classes and 89 students in three treatment classes comprised the study groups. Analysis of variance, chi squares, and trend analysis were used to test 19 null hypotheses. Among the conclusions were the following: there were no significant differences at the .05 level in achievement or critical thinking. The self-graded students were more productive (completed more written reports) and had a significantly different level of aspiration. (Author/RH)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-13,394, MF $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A