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ERIC Number: ED538072
Record Type: Non-Journal
Publication Date: 2012-Dec-19
Pages: 7
Abstractor: As Provided
Reference Count: 4
Gestalt Effect of Self Assessment
McDonald, Betty
Online Submission
Defining self assessment as the involvement of students in identifying standards and/or criteria to apply to their work and making judgements about the extent to which they have met these criteria and standards, this paper seeks to highlight the gestalt effect of self assessment. The total effect of self assessment on the learner is greater than the sum of the individual effects of self assessment. A Posttest-Only Control-Group Experimental Design was used for the conduct of a comprehensive study, with self assessment training as the experimental variable and the posttest as the results of the external examinations. Both treatment groups were selected from the same high schools, with the design duplicated across the 10 schools, controlling for socioeconomic status and other school variables that might otherwise influence differences between the treatment groups. Students reported feeling less threatened by other so-called superior students. The paper uses empirical evidence from the comprehensive study which showed that high school students trained in self assessment skills outperformed their untrained counterparts in external examinations in all areas of the school curriculum. This summary is hoped to bring changes to current practice and provoke much needed research in this field.
Publication Type: Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A