NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1168275
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1554-480X
Implementing Self-Assessment in Singapore Primary Schools: Effects on Students' Perceptions of Self-Assessment
Wong, Hwei Ming
Pedagogies: An International Journal, v12 n4 p391-409 2017
Student academic self-assessment engages the students in deliberate reflection about what they are learning and how they are learning it. This intervention study investigated the effects of self-assessment training on students' perceptions towards self-assessment in two Singaporean primary schools. The study, which used a pretest-posttest design, involved 146 Primary 4 (aged 10) students with 75 students being taught the use of self-assessment (intervention group) and 71 students who did not receive any training (comparison group). Data was collected using a Self-Assessment Questionnaire, wherein the students reported on the domains of knowledge application, independent learning, communication and motivation. The results revealed an improvement in the intervention students' perceptions towards self-assessment after the use of self-assessment and there were differences between the intervention students and the comparison students. The findings and the implications for students will be discussed in the article.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A