self-evaluation

(noun)

allowing students to evaluate their own performance on assignments

Related Terms

Examples of self-evaluation in the following topics:

  • Potential Challenges and Solutions

    • Several strategies are available for evaluating learner achievement, such as individual or group self-evaluation, or comparison between student performance and class objectives.

  • Assessment Strategies

    • This has prompted many teachers to design alternative assessments that they feel better match and evaluate the content of the instruction.
    • Many teachers are now also experimenting with self-evaluation and peer-evaluation.

  • Self-Regulation and Volition

    • Personal influences--students' knowledge and goals Behavioral influences--self-observation, self-judgment, and self-reaction Environmental influences--verbal persuasion and modeling
    • Teacher and students list ways that students usually handle distractions; then match the response with the distraction and evaluate how well it works.The most effective way is to refocus on the task.
    • Using written scenarios, small groups of students role play more effective strategies for handling distractions.Peer audience evaluates actors' strategies.
    • Teacher reminds students that he or she will be looking for evidence of the students using strategies to handle distractions and do their work.The teacher selects key tasks to observe and records the amount of time on task by groups and individuals.Students self-evaluate; then results are discussed with students.
    • The strategies being used are: Self-evaluating, Organizing and Transforming, Goal-setting and Planning, Seeking Information, Keeping Records and Monitoring, Environmental Structuring, Self-consequating, Rehearsing and Memorizing, Seeking Social Assistance and Reviewing Records.

  • Andragogy

    • Has an independent self-concept and who can direct his or her own learning
    • Knowles used these principles to propose a program for the design, implementation and evaluation of adult learning.
    • Knowles' main focus with the development of andragogy was the notion of the material being very learner centered and the learner being very self-directed.
    • Adults need to be involved in the planning and evaluation of their instruction
    • Andragogy is very self-directed and allows the learner to take control of his or her learning

  • Learning Theories Related to Adult Learning

    • "Informal and incidental learning is at the heart of adult education because of its learner-centered focus and the lessons that can be learned from life experience (Marsick, 2001, p.25). " Self-directed learning in an example of informal learning.It is defined as the process in which individuals take on the responsibility for their own learning process by diagnosing their personal learning needs, setting goals, identifying resources, implementing strategies and evaluating the outcomes.In 1999, more than 95% of adults participated in self-directed learning.Typical learners spend an average of 15 hours per week on a self-directed learning project (Rager, 2003).
    • There are three categories involved with self-directed learning: the goals, the process, and the learner.In an adult learning context, the goals are generally self-determined, as is the process.Self-directed learning can be enhanced with facilitation, particularly through providing resources.Motivation is key to a successful self-directed learning experience.
    • Learners are self-directed depending on the situation.They will not necessarily be self-directed in all situations.
    • Not all adults prefer the self-directed option, and even the adults who practice self-directed learning also engage in more formal educational experiences such as teacher-directed courses.
    • In recent years, less research has been conducted on self-directed learning.

  • Additional Resources

    • Critical Issue: Working Toward Student Self-Direction and Personal Efficacy as Educational Goals: Collection of many resources (including video clips) on how to enhance student self-efficacy (http://www.ncrel.org/sdrs/areas/issues/students/learning/lr200.htm).
    • Information on self-efficacy: Professor Albert Bandura's web site on self-efficacy.
    • This site collects many learning theories and models in relation to self-efficacy http://www.des.emory.edu/mfp/self-efficacy.html#bandura).

  • Behavior Modification

    • Specification of the desired outcome (What must be changed and how it will be evaluated?
    • A student receives an intrinsic reinforcer by correctly answering in the presence of peers, thus increasing self-esteem and confidence.

  • Questioning Vignette

    • Clark wants to make the internal process of self-questioning visible for the students, so before she starts the story, she models asking herself questions about the story she is about to read.
    • While she is reading the story, she continues modeling self-questioning about what she is reading.
    • Clark then reads Cinderella, another simple book that the students know and models self-questioning before, during, and after reading.
    • The third pig is asking an evaluative question: Should I help my brothers?
    • The third pig is asking an evaluative question: ?

  • Conceptual Change Instructional Model

    • If this is the teacher's first conceptual change learning activity, it is wise to begin with the latter; such discussions allow the teacher to model the evaluation process before students evaluate each other's ideas in smaller groups.
    • After all conceptions are presented, the teacher leads the class in evaluating each for its intelligibility, plausibility, and fruitfulness in explaining the exposing event.
    • After the whole-class discussion, students with differing conceptions work in pairs or groups to evaluate each other's ideas.
    • Each group selects one conception (or a different conception modified through evaluation), provides a rationale for the selection, and presents that rationale to the whole class.
    • One research study (Dreyfus, A., Jungwirth, E., & Eliovitch, R., 1990) found that low achieving students experienced a loss of self-confidence, viewing the conflict as another failure.

  • Toolkit for Facilitators of Adult Learning

    • The basics of design and delivery - needs assessment, developing objectives, creating an agenda, selecting appropriate activities, providing for transfer, and designing and conducting evaluation activities
    • The use of learner-centered instruction, especially self-directed learning, means trainers will need to create better ways to include opportunities for reflection, clarification, and guidance