Assessment of Student Self‐Evaluation Skills

Abstract

Students in the University of Pittsburgh's Individually Prescribed Instruction program are taught to self‐score their own math performance as a means of encouraging the development of the ability to be a self‐managed and self‐evaluative learner. This study describes the development and initial use of a technique to evaluate the degree and form of student misuse of self‐scoring opportunities provided by the program. The results demonstrated that the technique was highly effective and that the majority of the third through fifth grade students were not using the self‐scoring process the way the program developers intended.

Developers of new educational programs that encourage student self‐evaluation should consider building in structured procedures to detect and evaluate various forms of student misuse of the self‐evaluative opportunities provided.

*This paper was presented at the 1972 meeting of the American Educational Research Association. The research reported here was completed while the author was at the Learning Research & Development Center, University of Pittsburgh, Pittsburgh, Pennsylvannia.

Notes

*This paper was presented at the 1972 meeting of the American Educational Research Association. The research reported here was completed while the author was at the Learning Research & Development Center, University of Pittsburgh, Pittsburgh, Pennsylvannia.