effects of self-assessment in networked university learning

8/3/2019 Effects of Self-Assessment in Networked University Learning

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Effects of self-assessment in

networked university learningMg. Laura Llull

Dr. Gustavo D. Constantino


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Assessment and self-assessment

Process of on-line education differs from the

presencial.

Assessment must be coherent with the different ways

of teaching and of learning to form a quality process.

Beyond the specific ends of the assessment, it

produces effects, generates impacts in teachers and

pupils (Centeno, Primogerio, Llull, 2007).


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Effects of assessment

They can be not awaited or deliberately looked.

Some effects related with motivation, consolidation,

anticipation (Barber, 2006)

The assessment serves like a device for the

improvement of educational results when it turns

into SELF-ASSESSMENT, for pupils, teachers and

authorities.


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Self regulated learning

Active and constructive process

Where students regulate and control their cognitive

processes, motivation and behavior according to their

goals and the context (Pintrich, 2000).

Components: regulation of metacognitive strategies,administration of efforts and cognitive strategies to

learn (Pintrich and Of Groot, 1990)

Typical of the expert pupils.

It is needed a positive o favorecedor educational

context and a positive perception of the students

motivation: FORMATIVE EVALUATION.


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Feedback and assessment

Feedback propitiates the self-assessment

It feeds the self-regulation processes and the

metacognitive conscience: goal of the formativeevaluation.

Used by autonomous and successful learners.

Feedback: key point of on-line interactionbetween pupils and teachers.


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Objective

To show the relation between assessment,

self-assessment and self regulated learning

from the consideration of the effects

according to what students and teachers said

of three on-line academic programs and its

relation with the feedback gave by the

teachers.


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Hipotesis

The assessment is a regulation tool and itmust promote self regulated learningbecoming self assessment.

The feedback given might be a key for this.

The validity and significativity of universitylearning depends on the possibility of thepupils to empower their learning.


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Method

Qualitative study

Effects that took place according to pupils and

teachers after having received feedback.

Aspects that promote effective feedback.

Three careers of higher education dictated on-line in

Argentina.

Questionnaires to 14 teachers and 109 pupils.


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Results I: Effects in learning according

to pupils

Fix knowledge and to clarify concepts.

Reflect on their performance.

Reinforce ways of learning.

More inclined to read and to look for extra information. Reflect on their responsibility in the study.

Transfer learnings out of the classroom.

Motivate to continue the studies.

Improve formal presentation Modify their personal attitude

Work colaborativamente


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Results II

Effects in learning according to the teachers:

Their activity level increased and their participationswere better.

They corrected errors. They identified study topics that need to improve.

They improved academic writing. They modified its points of view about some topics. Better valuation of the learned.

Effects in the teaching:

Modification of activities or in the consignas. Modification and enlargement of bibliography and

study materials.

Times adequacy.

More reflection on the teaching process.


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Feedback and self regulation

Feedback like comments and explanations,

especially written.

Detailed, punctual comments linked to every

item of the test.

Feedback given on time.

Possibility of re-writing or of redoing its works.

Clearly delimited and well-known

communicated criteria.


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Conclusions

The evaluation produces positive effects in the students afterthey received feedback from their teachers.

These effects were linked to learning self regulation processes(motivational, cognitive and metacognitive) not specifics of theon-line education.

On-line feedback must have certain characteristics to beeffective and to promote self-assessment and progress inlearnings.

Also the assessment serves as a teaching regulatory strategyand improve the confidence in students that they were beingwell evaluated.

Evaluation self-assessment - self-regulation: equalizepossibilities to be expert students capable of confrontingthe life long learning and re significate university learningand teaching

effects of self-assessment in networked university learning

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