The Impact of Self-Assessment Processes on the Learning Outcomes of Primary School Students

PDF (ελληνικά)
Published: Apr 6, 2025
DOI: https://doi.org/10.12681/codiste.7559
Keywords:
electrical circuit learning through practices student self-assessment rubrics
Sevastianna Rousettou
Michael Skoumios
University of the Aegean
Abstract

The study examines the impact of a teaching intervention about electric circuit, which engages students in self-assessment procedures, on their conceptions of the electrical circuit and their attitudes towards the application of self-assessment procedures. Instructional material was developed based on a “learning through practices” approach, involving students in self-assessment through a rubric. This material was applied to 42 fifth-grade primary school students. The data of the research were the students' responses to two questionnaires. Their analysis revealed that students improved their conceptions of the electrical circuit and formed positive attitudes towards self-assessment processes.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Afra, N.C., Osta, I., & Zoubeir, W. (2009). Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies. International Journal of Science and Mathematics Education, 7(1), 103–132. https://doi.org/10.1007/s10763-007-9106-7
Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students' writing. Assessment in Education: Principles, Policy & Practice. 17(2), 199–214. https://doi.org/10.1080/09695941003696172
Andrade, H., & Valtcheva, A. (2009). Promoting Learning and Achievement Through Self-Assessment, Theory Into Practice, 48(1), 12-19. https://doi.org/10.1080/00405840802577544
Bybee, R. W. (2015). The BSCS 5E instructional model: Creating teachable moments. National Science Teachers Association Press. ISBN: 978-1-941316-00-9
Psillos, D., Koumaras, P. & Valassiades, O. (1987). Pupils' representations of electric current before, during and after instruction on DC circuits. Research in Science and Technological Education, 5(2), 185-199. https://doi.org/10.1080/0263514870050209
Schwarz, C. V., Passmore, C., & Reiser, B. J. (2017). Helping students make sense of the world using next generation science and engineering practices. NSTA Press. ISBN: 9781938946042
Vasileiadou, D., & Karadimitriou, K. (2021). Examining the impact of self-assessment with the use of rubrics on primary school students’ performance. International Journal of Educational Research Open, 2(2). https://doi.org/10.1016/j.ijedro.2021.100031
Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247–1262. https://doi.org/10.1080/02602938.2016.126009
Yan, Z., & Carless, D. (2021). Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116–1128. https://doi.org/10.1080/02602938.2021.2001431