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Implementing self-assessment in Singapore primary schools: Effects on students’ perceptions of self-assessment
Citation
Wong, H. M. (2017). Implementing self-assessment in Singapore primary schools: Effects on students’ perceptions of self-assessment. Pedagogies: An International Journal, 12(4), 391-409. https://doi.org/10.1080/1554480X.2017.1362348
Abstract
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-post-test 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 (SAQ), 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.
Date Issued
2017
Publisher
Taylor & Francis
Journal
Pedagogies: An International Journal