ERIC Number: ED422381
Record Type: RIE
Publication Date: 1998-Apr
Impact of Self-Evaluation Training on Mathematics Achievement in a Cooperative Learning Environment.
Ross, John A.; Rolheiser, Carol; Hoaboam-Gray, Anne
This study examined the effects of self-evaluation on student performance in mathematics. Grade 5 and 6 students (N=300) were randomly assigned in intact classes to treatment and control groups. In both conditions a 2-week cooperative learning unit on probability was implemented. In the treatment condition, students received training in self-evaluation for 6 weeks prior to the probability unit. Treatment students became more accurate in their self-appraisals (ES=0.26 on the posttest and 0.35 on retention), an important finding since overestimates of performance reduce students' willingness to seek appropriate help. The treatment had a negligible impact on mathematics achievement, mainly because teachers preferred to teach self- evaluation skills in domains other than math (social skills and writing). The study demonstrated that self-evaluation training clarifies student understanding of curriculum expectations. The findings also weaken the argument for the consequential validity of authentic assessment practices, at least with respect to student achievement. (Contains 5 tables, 1 figure, and 60 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).; Ontario Dept. of Education, Toronto.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Funding also provided by the Durham Region Roman Catholic Separate School Board.