Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21684
Title: 
Authors: 
Keywords: 
Self-assessment
Primary school
Students
Singapore
Assessment for learning
Formative assessment
Issue Date: 
2017
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://dx.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.
Description: 
This is the final draft, after peer-review, of a manuscript published in Pedagogies: An International Journal. The published version is available online at https://dx.doi.org/10.1080/1554480X.2017.1362348
URI: 
ISSN: 
1554-480X (print)
1554-4818 (online)
Other Identifiers: 
10.1080/1554480X.2017.1362348
Appears in Collections:Journal Articles

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