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Ti m epresentationsbgm-1

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What is self-assessment? A. Evaluation of a learner’s competence B. Objective assessment of a learner’s perceptions regarding his/her competence C. Subjective assessment of a learner’s competence D. Reflective exercise on a learner’s perceptions regarding competence
What can it tell us? A. What areas where learners may need additional resources B. What learners believe they know (and don’t know) C. What learners know D. What learners want to know
How can it help us? A. By telling us what we need to teach differently B. By telling us what the learner understands C. By allowing us to understand student perceptions of course content D. By showing us areas where students need additional practice

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Ti m epresentationsbgm-1

  • 1. What is self-assessment? A. Evaluation of a learner’s competence B. Objective assessment of a learner’s perceptions regarding his/her competence C. Subjective assessment of a learner’s competence D. Reflective exercise on a learner’s perceptions regarding competence
  • 2. What can it tell us? A. What areas where learners may need additional resources B. What learners believe they know (and don’t know) C. What learners know D. What learners want to know
  • 3. How can it help us? A. By telling us what we need to teach differently B. By telling us what the learner understands C. By allowing us to understand student perceptions of course content D. By showing us areas where students need additional practice

Hinweis der Redaktion

  1. Discuss here the systematic review and its results showing that self-assessments most often do not match up with objective assessments
  2. Relate this to student expectancy and value (chapter 3, motivating students). If students rate themselves highly and believe they have mastered a skill, then it may behoove the teacher to use an objective test to allow this material to be put to rest and move on to more interesting content. If the students rate themselves low in an area, they may be have a low expectancy of success and the teacher can spend additional time constructing scaffold to limit the cognitive load on these topics. If the students rate themselves highly on an area but are objectively not competent, then they may see the value of additional learning in this area.