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The perceptions of Singaporean teachers and students toward academic self-assessments
Abstract
The thesis examines the perceptions of Singaporean teachers and students towards the use of academic self-assessment. Self-assessment is an important part of alternative assessment. It is in line with the Ministry of Education’s shift towards multiple modes of assessment and alternative assessment (MOE, 1998, 2004, 2008, 2009). Self-assessment attempts to foster in students ownership and responsibility for their own learning, regulate their understanding and knowledge as well as attempts to enhance students’ awareness, motivation, meta-cognition, and autonomy in their learning. This thesis therefore investigates the use of self-assessment in two primary schools in Singapore, how the students and teachers perceive self-assessment, and its value and usefulness. It is argued that primary school students can learn to use self-assessment. This thesis also focuses on an intervention that trained the primary school students to perform self-assessment.
The study used a pretest-posttest intervention design with one group (75 students) receiving the intervention of self-assessment training and the other group (71 students) receiving no intervention. Data were collected from: (1) student questionnaire of their perceptions of self-assessment, (2) students’ self-assessment work samples, (3) student interview after the intervention, and (4) teacher interviews before and after the intervention. Self-assessment work samples from 18 intervention students were scored by teachers using similar rubrics to the students’ self-assessment rubrics.
The results showed that there were significant differences between the intervention group and comparison group of students and in the intervention students’ perceptions toward student self-assessment before and after the use of self-assessment. The intervention students had more positive perceptions of self-assessment after the intervention. The analysis of the students’ self-assessment work samples illustrated that the students were more critical of their work than the teachers. Both the students’ and teachers’ interviews offered insights into the use of self-assessment, and revealed positive perceptions of self-assessment.
The findings suggests that primary school students, with training in the use of self-assessment, are capable of using self-assessment and are able to experience and perceive the value of self-assessment. These findings have significant implications for students, teachers, schools, and policy-makers. This thesis therefore adds to growing amount of evidence that primary school students have the ability to self-assess and that training in the use of self-assessment is important. This thesis also provides a systematic method and template for the implementation of self-assessment in primary schools.
The study used a pretest-posttest intervention design with one group (75 students) receiving the intervention of self-assessment training and the other group (71 students) receiving no intervention. Data were collected from: (1) student questionnaire of their perceptions of self-assessment, (2) students’ self-assessment work samples, (3) student interview after the intervention, and (4) teacher interviews before and after the intervention. Self-assessment work samples from 18 intervention students were scored by teachers using similar rubrics to the students’ self-assessment rubrics.
The results showed that there were significant differences between the intervention group and comparison group of students and in the intervention students’ perceptions toward student self-assessment before and after the use of self-assessment. The intervention students had more positive perceptions of self-assessment after the intervention. The analysis of the students’ self-assessment work samples illustrated that the students were more critical of their work than the teachers. Both the students’ and teachers’ interviews offered insights into the use of self-assessment, and revealed positive perceptions of self-assessment.
The findings suggests that primary school students, with training in the use of self-assessment, are capable of using self-assessment and are able to experience and perceive the value of self-assessment. These findings have significant implications for students, teachers, schools, and policy-makers. This thesis therefore adds to growing amount of evidence that primary school students have the ability to self-assess and that training in the use of self-assessment is important. This thesis also provides a systematic method and template for the implementation of self-assessment in primary schools.
Date Issued
2012
Call Number
LB3051 Won
Date Submitted
2012