The focus of this study is to explore the implementation of a proposed self-assessment framework in grades 6, 7 and 8. Educational assessment literature proposes a number of advantages regarding the use of self-assessment. Assessment experts recommend that it provides an excellent way of familiarizing the students with the proposed learning standards as both students and teacher must have similar understandings of the assessment criteria. Others suggest that students are also able to participate more responsibly and enthusiastically in the learning process if they have a deeper understanding of the learning goals and related standards for performance. Although self-assessment is recommended with enthusiasm in the professional teaching literature, there is little scientific research that supports its use as an assessment process in the elementary grades. The present study is exploratory in nature and examines the self-assessment process by investigating the implementation of a researcher-proposed framework for student self-assessment. Six teachers participated in this study and worked with their students to develop rubrics that were used for student self-assessment in paragraph writing. The framework included implementational steps as well as checks to ensure the validity and reliability of the process. The self-assessment process undergone by these six classes is documented and the assessment results are analyzed to determine levels of validity and reliability. In addition, the researcher has identified important factors which can impact the validity and reliability of the results. (Abstract shortened by UMI.)
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/8585 |
| Date | January 1999 |
| Creators | McLeod, Leslie. |
| Contributors | Simon, Marielle, |
| Publisher | University of Ottawa (Canada) |
| Source Sets | Université d’Ottawa |
| Detected Language | English |
| Type | Thesis |
| Format | 116 p. |
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