ERIC Number: ED513289
Record Type: Non-Journal
Publication Date: 2010-Oct
Abstractor: As Provided
Reference Count: 45
Student Self-Assessment in Higher Education: Alone or Plus?
El-Koumy, Abdel Salam Abdel Khalek
Online Submission, Paper presented at the CPLA Conference (Lebanon, Oct 29-30, 2010)
Higher education in Egypt has recently shifted towards the constructivist theory that involves students in the learning process in all of its aspects. Therefore, the need for self-assessment has grown to engage learners in constructing their own knowledge and developing their thinking skills to succeed academically and in life. In response to this need, the researcher conducted two experimental studies with English majors at Suez Canal University. The first study took place during the 2000/2001 academic year and examined the effect of student self-assessment versus no assessment on English-major seniors' knowledge achievement and academic thinking. During the 2004/2005 academic year, he conducted the second study which examined the effect of self-plus-teacher assessment versus self-assessment on the same dependent variables that were investigated in the previous study with other English-major seniors at the same school. The results of the two studies provided evidence that statistically significant improvement in knowledge achievement and academic thinking can occur only when the teacher assesses students self-assessments. This paper is a report on these two studies. The researcher started the paper by defining student self-assessment and explaining the theory behind it. Then, he showed the advantages and shortcomings of this form of assessment. Next, he surveyed the research related to it. After that, he displayed the findings of the two studies and explained the reasons behind these findings. Finally, he drew conclusions and offered recommendations based on the results of the two studies. Two appendixes are included: (1) Knowledge achievement test and academic thinking skills test; and (2) Scale for scoring knowledge achievement and scale for scoring academic thinking skills.
Descriptors: Constructivism (Learning), Majors (Students), Higher Education, Self Evaluation (Individuals), Achievement Tests, Measures (Individuals), Scoring, Foreign Countries, College Students, Student Participation, English (Second Language), Evaluation Methods, Knowledge Level, Thinking Skills, Teacher Role, College Faculty, Second Language Instruction
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Egypt