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ERIC Number: ED414191
Record Type: Non-Journal
Publication Date: 1994
Pages: 34
Abstractor: N/A
Reference Count: N/A
Appropriate Strategies for Improving Math Portfolios: A Comparison of Self-Assessment versus Peer Conferencing. UKERA Occasional Papers.
Helton, Jennifer
The purpose of this study was to determine the more appropriate strategy for improving eighth-grade portfolio entries. There was a comparison between two specific types of revising/correcting conferences, self-assessment and peer conferences. Most of the research concerning the writing process focuses on peer conferencing; however, it was speculated that in math, self-assessment may prove to be more appropriate. The reason behind this speculation rests in the fact that students might simply copy each others' solutions and claim it as their own. The study consisted of a total of 52 eighth-grade students enrolled in Pre-Algebra. Each was taught how to use self-assessment and peer conferencing forms with the intention of improving portfolio entries. The study examined a random sample of 32 papers revised and/or corrected using both types of forms. A seven category checklist was prepared and used as a tally sheet to record the actual changes made between first drafts and revised/corrected drafts. The findings of this study showed that a substantially higher percentage of improvements were made to original portfolio entries when students used a peer conference. The findings did not indicate that the students copied from one another nor simply copied another student's solution to an entry. This study supports the recognition of using a writing process approach to enhance written work in the subject of mathematics. It also acknowledges that eighth-grade math students can, in fact, learn from one another. The peer conferences appeared to be more beneficial than the self-assessment technique for students who used the information to improve their portfolio entries. (Author)
Institute on Education Reform, 101 Taylor Education Building, Lexington, KY 40506-0001; phone: 606-257-6734.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Kentucky Univ., Lexington. Inst. on Education Reform.