ERIC Number: EJ1174303
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
ISSN: ISSN-0332 3315
Assessing Self-Assessment: Can Age and Prior Literacy Attainment Predict the Accuracy of Children's Self-Assessments in Literacy?
Keane, Lainey; Griffin, Claire P.
Irish Educational Studies, v37 n1 p127-147 2018
Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children's learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and Griffin 2015; Nicol 2009). Using Piaget's Theory of Cognitive Development (1970) as a theoretical framework, the present study sought to investigate whether children's academic self-assessments became more accurate in line with increased age and higher prior literacy attainment. Following training in the use of self-assessment writing rubrics, 85 school children from second class, fifth class and Transition Year wrote an English essay and later self-assessed their work using rubrics devised by Andrade, Du, and Wang (2008). Results indicated that overall, children's self-assessment scores held a weak relationship with their actual performance scores (r = 0.24). However, findings illustrated that children's self-assessments became significantly more accurate in line with increased developmental stages. Strong correlations also emerged between higher prior literacy attainment and children's accuracy in self-assessments, amongst second class (r = -0.45) and fifth class (r = -0.73) children only. The findings suggest that Irish school children, in particular, primary school children with low literacy attainment, display difficulty making accurate self-assessments of their academic work in literacy. Stemming from the research, implications for practice and future research directions are outlined.
Descriptors: Self Evaluation (Individuals), Prior Learning, Age Differences, Evaluation Problems, Developmental Psychology, Educational Attainment, English Instruction, Writing Achievement, Cognitive Development, Elementary Secondary Education, Questionnaires, Essays, Scoring Rubrics, Accuracy, Cognitive Structures, Foreign Countries, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A