Student Self Assessment Strategies
This research focuses on the use of self-assessment strategies and investigates the question, “Can Student Self-Assessment Strategies Create Higher Achievement Gains?”
In order to answer the first question, What is the effect of self-assessment/progress monitoring strategies on student achievement based upon end-of unit assessments?, a pre-test, post-test, and formative assessment data were collected from sixty sixth grade science students over an eight week period. To answer the second question, in the students’ opinions, do self-assessment strategies improve their learning?, surveys were collected from students at the beginning and end of the research study.
Type of Methodology
For this research, a mixed-method design was used. Mixed-method research includes both quantitative and qualitative data in a single study (Mills and Gay, 2016). To determine the effect of self-assessment on student achievement quantitative data was collected and used. To get student opinions on whether self-assessment strategies improve learning, quantitative and qualitative data was collected through student surveys and reflections.
There are 262 students in the sixth grade at R.A. Jones Middle School in Boone County, Kentucky. Students involved in this study were two sixth grade science classes, which result in a total of sixty students or about 23% of the sixth grade population at R.A. Jones Middle School. Student age ranged from eleven to twelve…