Assessing Self-Assessment: Can Age and Prior Literacy Attainment Predict the Accuracy of Children's Self-Assessments in Literacy?

Autor/inn/en	Keane, Lainey; Griffin, Claire P.
Titel	Assessing Self-Assessment: Can Age and Prior Literacy Attainment Predict the Accuracy of Children's Self-Assessments in Literacy?
Quelle	In: Irish Educational Studies, 37 (2018) 1, S.127-147 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2018.1449001
Schlagwörter	Self Evaluation (Individuals); Prior Learning; Age Differences; Evaluation Problems; Developmental Psychology; Educational Attainment; English Instruction; Writing Achievement; Cognitive Development; Elementary Secondary Education; Questionnaires; Essays; Scoring Rubrics; Accuracy; Cognitive Structures; Foreign Countries; Statistical Analysis; Ireland + Suchen Sie Ihr Suchwort? Vorkenntnisse; Age; Difference; Age difference; Altersunterschied; Entwicklungspsychologie; Bildungsabschluss; Bildungsgut; English langauage lessons; Englischunterricht; Kognitive Entwicklung; Fragebogen; Essay; Aufsatzunterricht; Scoring formulas; Auswertungsbogen; Cognitive structure; Kognitive Struktur; Ausland; Statistische Analyse; Irland
Abstract	Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children's learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and Griffin 2015; Nicol 2009). Using Piaget's Theory of Cognitive Development (1970) as a theoretical framework, the present study sought to investigate whether children's academic self-assessments became more accurate in line with increased age and higher prior literacy attainment. Following training in the use of self-assessment writing rubrics, 85 school children from second class, fifth class and Transition Year wrote an English essay and later self-assessed their work using rubrics devised by Andrade, Du, and Wang (2008). Results indicated that overall, children's self-assessment scores held a weak relationship with their actual performance scores (r = 0.24). However, findings illustrated that children's self-assessments became significantly more accurate in line with increased developmental stages. Strong correlations also emerged between higher prior literacy attainment and children's accuracy in self-assessments, amongst second class (r = -0.45) and fifth class (r = -0.73) children only. The findings suggest that Irish school children, in particular, primary school children with low literacy attainment, display difficulty making accurate self-assessments of their academic work in literacy. Stemming from the research, implications for practice and future research directions are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01