Building Ownership Inside Out: Self-Assessment and Writing in a Science Classroom

• In Event: Tilting Toward Inquiry: Implications for Teaching, Learning, and Professional Development

Abstract

Purpose
This teacher inquiry examined self-assessment of knowledge/skills gained through science inquiry activities as a method for developing students who were more independent in their learning.

Theoretical Framework
Most of the school reform efforts over the last 30 years, and continuing today with the Common Core standards, were intent on developing life-long, self-directed learners. This independence requires student to formulate a question, use an inquiry process to find an answer, and reflect on the value of that answer (Leonard & Penick, 2009). The ability to self-reflect on one’s work is often absent in schools where the teacher’s assessment tends to end the learning cycle. This study extends the cycle back to the student particularly focusing on written reflection for deepening conceptual understanding (McDonald & Dominguez, 2009). In building scientific explanations through their reflections this study builds on the work of Ruiz-Primo, Li, Tsai, & Schneider (2010) that found a link between construction of the explanation and learning.

Methods and Data Sources
Students were prompted with self-assessment sheets to guide the writing of their lab reports for inquiry activities. After each writing assignment, teacher feedback was provided on the same rubric along with mini-lessons with model student work and published scientific literature. The project encompassed two units of study: Genetics and Food & Digestion in three integrated biology and chemistry classes for 9th graders (n=85). Self-assessments were done over four activities. Data set came from three sources: 1) comparison of teacher assessment and student self-assessment for each of three activities and analysis of student growth over time; 2) corroborating evidence of student’s ability to support a claim in writing using a school-wide on-demand writing rubric; 3) observational notes on student self-directing behavior in class.

Results
Overall, self-assessments matched closely to the teacher’s over time. Regardless of whether students scored themselves high or low on their self-assessments, those students whose self-evaluations came closest to those of the teacher (within 0.5 out of 10 points) tended to be more independent and self-directed in their learning. While those students who rated themselves the highest and lowest still asked for confirmation of accuracy from the teacher, the independence was demonstrated by a decrease in “Is this right?” type questions and increase in questions that asked for clarification or probed for more information. Self-assessments were least likely to be completed by students who would receive low scores on the rubric when assessed by the teacher.


Significance
This study considers development of students’ ability to self-direct and self-assess. While the study finds that it takes a lot of time, effort and energy to support students to be able to be independent inquirers, once students have developed the basic skills in questioning, gathering evidence, analysis, and communication, they begin to feel more confident in developing these skills on their own. It is the development of these types of skills that are at the basis of the Common Core standards.

Author

• Joyce Kong, New York City Department of Education