Full metadata
Title
Assessing Self-Assessment: Effects of Self-Assessment on Undergraduate Math Students
Description
This paper examines the effect of a weekly student self-assessment assignment on student performance in an undergraduate math course. Self-assessment is an increasingly popular type of formative assessment with close ties to self-regulated learning theory. In this randomized controlled trial, 88 students enrolled in MAT 142 were divided into four treatment groups, receiving the self-assessment assignment for either half the semester, the full semester, or not at all. There was no main effect of the treatment on students’ course performance (F(3,80) = 0.154, p = 0.999). However, students’ level of compliance with the assignments (F(1, 63) = 6.87, p = 0.011) and class attendance (F(1, 83) = 12.34, p < 0.001) both significantly predicted exam scores, suggesting that conscientiousness predicts performance. I conducted focus groups to understand how students felt toward the self-assessments. Participants expressed distaste toward the assignments and provided suggestions for improvements. I describe these improvements, among others, in an effort to outline future directions for this research. I also describe a new model of student self-assessment based on theories of adaptive testing and self-regulated learning.
Date Created
2024-05
Contributors
- Duque-Baird, Santiago (Author)
- Zheng, Yi (Thesis director)
- West, Stephen G. (Thesis director)
- Slominski, Tara (Committee member)
- Barrett, The Honors College (Contributor)
- Department of English (Contributor)
- Department of Psychology (Contributor)
Topical Subject
Resource Type
Extent
72 pages
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Series
Academic Year 2023-2024
Handle
https://hdl.handle.net/2286/R.2.N.192079
System Created
- 2024-04-04 03:35:25
System Modified
- 2024-04-08 01:34:41
- 7 months 3 weeks ago
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