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Full-Text Articles in Education
The Language Of Digital Learning Objects: A Cross-Disciplinary Study, Carla J. Meskill, Gulnara Sadykova
The Language Of Digital Learning Objects: A Cross-Disciplinary Study, Carla J. Meskill, Gulnara Sadykova
Educational Theory and Practice Faculty Scholarship
No abstract provided.
Promoting Learning And Achievement Through Self-Assessment, Heidi Andrade, Anna Valtcheva
Promoting Learning And Achievement Through Self-Assessment, Heidi Andrade, Anna Valtcheva
Educational Theory and Practice Faculty Scholarship
Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, or standards; and revise accordingly. The authors argue that self-assessment must be a formative type of assessment, done on drafts of works in progress: It should not be a matter of determining one's own grade. As such, the purposes of self-assessment are to identify areas of strength and weakness in one's work in order to make improvements and promote learning. Criteria-referenced self-assessment has been shown to promote achievement. This article introduces criteria-referenced self-assessment, describes how it is …
Rubric-Referenced Self-Assessment And Self-Efficacy For Writing, Heidi Andrade, Xiaolei Wang, Ying Du, Robin L. Akawi
Rubric-Referenced Self-Assessment And Self-Efficacy For Writing, Heidi Andrade, Xiaolei Wang, Ying Du, Robin L. Akawi
Educational Theory and Practice Faculty Scholarship
The authors investigated the relation between long- and short-term rubric use (including self-assessment), gender, and self-efficacy for writing by elementary and middle school students (N = 268). They measured long-term rubric use with a questionnaire. They manipulated short-term rubric use by a treatment that involved reviewing a model and using a rubric to self-assess drafts. The authors collected self efficacy ratings 3 times. Results revealed that girls’ self-efficacy was higher than boys’ self-efficacy before they began writing. The authors found interactions between gender and rubric use: Average self-efficacy ratings increased as students wrote, regardless of condition, but the increase in …