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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/30005

Title: The reliability, validity, and utility of self-assessment
Authors: Ross, John A.
Keywords: Self-assessment
Self-evaluation
Student self-assessment
Student evaluation
Student achievement
Student behaviour
Assessment techniques
Student performance
Student assessment
Grade 4
Grade 5
Grade 6
Peer assessment
Teacher assessment
Training programs
Self-judgment
Self-observation
Self-reaction
Self-efficacy
Student confidence
Student assessment techniques
Issue Date: 2006
Publisher: University of Maryland
Citation: Ross, J.A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research, and Evaluation, 11(10), 1-13.
Abstract: Despite widespread use of self-assessment, teachers have doubts about the value and accuracy of the technique. This article reviews research evidence on student self-assessment, finding that (1) self-assessment produces consistent results across items, tasks, and short time periods; (2) self-assessment provides information about student achievement that corresponds only in part to the information generated by teacher assessments; (3) self-assessment contributes to higher student achievement and improved behavior. The central finding of this review is that (4) the strengths of self-assessment can be enhanced through training students how to assess their work and each of the weaknesses of the approach (including inflation of grades) can be reduced through teacher action.
Description: Also available at: http://pareonline.net/getvn.asp?v=11&n=10 Author: Dr. John A. Ross, Professor and Centre Head, PO Box 719, 1994 Fisher Dr. Peterborough, ON K9J 7A1 Canada
URI: http://hdl.handle.net/1807/30005
ISSN: 1531-7714
Appears in Collections:Faculty (CTL)

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