ERIC Number: ED297532
Record Type: RIE
Publication Date: 1988-Mar
Reference Count: N/A
Self-Assessment in Students with Learning Handicaps.
The literature and theories of the role of self-assessment in the metacognitive development of children with learning handicaps is reviewed. Self-assessment is seen to be a prerequisite for metacognitive growth. The literature on purposes of self-assessment and ways to assess a student's actual use of self-assessment indicates that learning handicapped students tend to be passive learners; that self-report to determine students' self-assessment abilities is unreliable; that the use of rating scales for pre-judging by the student is included among methods of assessing students' self-assessment; that self-assessment can be inferred from student comments about difficulty level, and that specific self-assessment includes giving students devices to self-assess during a task. The literature suggests that self-assessment has different types including "sizing up" the task before beginning, gauging one's skill and likelihood of success before beginning, assessment during task performance, self-judging about the decisions in the self-assessment, and self-monitoring as the on-going watching of one's self. A theory of metacognition is described which includes the three parameters of person variables (such as age, sex, developmental skills, self-esteem), task variables (such as meaningfulness, task format, level of complexity), and strategy variables (specific strategy knowledge,, relational strategy knowledge, and metamemory). (DB)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Council for Exceptional Children (66th, Washington, DC, March 28-April 1, 1988).