ERIC Number: ED102481
Record Type: Non-Journal
Publication Date: 1974-Apr
Reference Count: N/A
Increasing Academic Performance through the Contingent Use of Self-Evaluation.
Klein, Roger D.; Schuler, Charles F.
The present study was designed to determine if students would improve their test performance in order to earn the right to self-evaluate their daily tasks, and then, whether they would maintain high test performance in order to keep this privilege. A second purpose was to demonstrate a practical way in which teachers could effectively reduce the amount of time they spent evaluating students' daily tasks, without adversely affecting student test performance. Subjects were students in two third-grade classrooms in an inner-city school. Classrooms made use of the Individually Prescribed Instruction Math Program designed by the Learning Research and Development Center, wherein students, to master a skill, must complete workbook pages and pass a test which measures skill performance. The variable manipulated was the opportunity to self-evaluate workbook performance. Self-evaluation was defined as a set of behaviors which led to a decision by a child to take a test. Children were told that if they passed the first test in their present skill they would be permitted to evaluate all workbook pages for their next skill. A child who attempted a second test and failed lost his self-evaluation privilege but could re-earn it by passing the first test in the next skill. Results of the study indicate that the introduction of the contingent self-evaluation procedure produced improved academic performance for the majority of children in the two classrooms. More importantly, it was demonstrated that children could perform at a high level while sharing responsibility for managing their own behavior. (Author/CKJ)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.