"Teaching the Students How to Learn": Toward a Typology of Student Self-Assessment in STEAM Education (Poster 14)

• In Event: AERA Poster Session 7
  In Poster Session: Classroom Assessment Trends in the United States and Internationally (San Diego)

Abstract

While researchers have begun to develop theories of assessment to support integrated learning within STEAM education, the role of student self-assessment (SSA) - a core aspect of classroom assessment - is understudied. The purpose of this study was to develop an initial praxis-oriented typology of SSA in STEAM education. Through an in-depth qualitative methodology drawing on interview and artifact data from 14 purposefully selected exemplary STEAM teachers, this study identified seven types of SSA activities: (a) self-documentation of learning; (b) self-reflection; (c) metacognition; (d) strategy selection; (e) goal setting; (f) self-testing; and (g) interactional SSA. Results provide an initial typology of SSA activities in STEAM education to support the advancement of assessment theory in integrated education.

Authors

• Nathan H. Rickey, Queen's University - Kingston

• Michelle Dubek, OISE/University of Toronto

• Christopher DeLuca, Queen's University - Kingston