Extending Learning Progressions to Self-Assessment: Students Finding "Best Fit" for Learning and Instruction

• In Event: Roundtable Session 57
  In Roundtable Session: Use of Formative and Diagnostic Assessments: Embedded Teaching and Learning Opportunities

Abstract

Fifty-eight elementary students used a language learning progression to complete a self-assessment of discourse stamina and vocabulary usage in oral mathematics explanations. Fifty percent of the students self-assessed accurately, as determined by their agreement with researchers' ratings. Significant grade-level and gender differences in self-assessment accuracy were found. Third, fourth, and sixth grade students were more accurate than second grade students, and girls were more accurate than boys. However, unlike prior studies (cf. Butler & Lee, 2006) findings also suggest success amongst even the youngest students may be attributable to the format, scaffolding, and contextualization of the self-assessment activity. Over ninety percent of students found the self-assessment activity to be a useful learning experience. Implications for research and practice are discussed.

Authors

• Despina Pitsoulakis, University of California - Los Angeles

• Alison L. Bailey, University of California - Los Angeles