Using Formative Assessment to Improve Grade 4 and 6 Students' Self-Assessment and Critical Thinking Skills

• In Event: Current Directions and New Insights in Formative Assessment

Abstract

Teaching young students to think critically and self-assess is important for learning to think independently. We conducted a study, using formative assessment, with grades 4 and 6 students to improve their critical thinking and self-assessment skills. Student learning was determined quantitatively through students’ responses to formative assessment tasks as part of the intervention, a pre- and posttest, and pre- and post–instructional student focus groups. Student understandings were revealed qualitatively through students’ written self-assessment comments and focus group comments. The intervention improved both self-assessment and aspects of critical thinking, although there were differences in how and what the grade 4 and 6 students learned.

Authors

• Henry W. Schulz, Memorial University

• Beverly Ann Fitzpatrick, Memorial University