Student Self-Assessment: At the Intersection of Metacognition and Authentic Assessment.

Abstract

The hypothesis that task-specific criterion-referenced self-assessment can have a positive effect on students' metacognitive engagement and learning was tested. Seventh graders (n.47) were asked to invent, apply, and explain a classification system for a group of animals. Treatment subjects periodically assessed their performance in terms of a written rubric that listed the criteria for each task and gradations of quality for each criterion. Students in the control group were not asked to assess their work. Think-aloud protocols were collected and coded to provide insight into spontaneous self-assessment, the classification of self-assessment, and the influence of self-assessment on metacognitive engagement and learning. Approximately three-quarters of the students assessed themselves spontaneously. Girls in the treatment group were more metacognitive than boys, but no statistically significant differences were found for boys in treatment and control groups. Treatment students tended to outperform the control group on posttests. The rubric appeared to have a positive effect on the criteria that students used in their spontaneous self-assessments, and students who assessed their own work were remarkably willing to revise it. An appendix contains the scoring rubric given to the experimental group. (Contains 18 tables and 109 references.) (Author/SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Student Self-Assessment: At the Intersection of Metacognition and Authentic Assessment Heidi Goodrich Andrade Harvard Graduate School of Education Longfellow HallProject Zero Cambridge, MA 02138 A paper presented at the annual meeting of the American Educational Research Association April 20, 1999 Montreal, Canada U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2.,11(docurnent has been reproduced as received from the person or organization