ERIC Number: ED358103
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Developing Self-Assessment Skills in Grade 3 Science and Technology: The Importance of Longitudinal Studies of Learning.
Rudd, Telsa J.; Gunstone, Richard F.
A year-long study in 1991 that aimed to develop self-assessment skills in one third-grade class in Australia is reported. The roles that the length and naturalistic features of the study played in the success of skill development are explored. The class contained 20 students, ages 8-9 years, present for the whole school year (four 11-week terms). Selecting a specific curriculum area made planning and post-teaching reflection more manageable for the teacher. Science and technology was chosen for teacher interest and its congruence with the research aims. A self-assessment questionnaire was developed early in the year, based on ideas that students had about the skills they needed in science and technology. Students were introduced to concept maps and learned to produce them. Additional self-assessment was recorded in self-assessment graphs created by students. Specific self-assessment concepts and techniques introduced during each term are detailed. Students accepted the self-assessment tasks as teaching and learning strategies in their own right. Student awareness and use of skills in these class activities were substantially enhanced. The teacher's role changed as students became more proficient at self-assessment, until the teacher was functioning as a delegator, rather than as a dominating instructor. Nine figures illustrate student's concepts and list statements used in self-assessment questionnaires. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia