Teaching Young Students to Self-Assess Critically

• In Event: Classroom Assessment Research on Interventions and Student Learning

Abstract

Teaching critical thinking skills is important for young students (Lipman, 2003), and self-assessment is important to students learning to think independently (Brookhart, 2007). We conducted a study with grade 4 students to improve their critical thinking and self-assessment skills, using formative assessment. Student learning was determined through students’ responses to formative assessment tasks as part of the intervention, a pre and posttest, and pre- and post–instructional student focus groups. The intervention improved the clarity of student responses to a story, but did not affect the logical relevance. However, intervention students could discuss the clarity and relevance of their answers to questions, and could articulate how they improved their answers. Their self-assessments aligned more closely with those of the researchers.

Authors

• Beverly Ann Fitzpatrick, Memorial University

• Henry W. Schulz, Memorial University