The Effects of Self-Evaluation as an Instructional Feedback Strategy.
Abstract
This study investigated the effects of (a) student self-evaluation and (b) instructor feedback on the self-evaluations on the ability of students to evaluate their own materials and on their performance. Fifty-six education students were rated with respect to materials which they produced in an instructional media course. Students in the first experimental group used a check list to evaluate their own products prior to submitting them for grading by the instructor. Students in the second group did the same, but received comments from the instructor regarding their self-evaluation; students in the control group did not engage in any form of self-evaluation. The relationship between student score predictions and instructor scores on the final class product was reasonably high for the control group. However, the combination of self-evaluation and instructor feedback on self-evaluation raised this figure to .81. Criteria specific feedback on self-evaluation seems to be an effective way to develop student skills in estimating the quality of their performance. It was anticipated that self-evaluation itself without any instructor feedback on the accuracy of the evaluation would raise the correlation between student and instructor scores. Analysis revealed that self-evaluation itself had no beneficial effects, and in fact, seemed to have a negative effect. It is our contention that self-evaluation (i.e., the effective use of objectives) is contingent upon an ongoing process of critical comparison.
Document Details
- Document Type
- Technical Report
- Publication Date
- Dec 30, 1978
- Accession Number
- ADA084244
Entities
People
- Larry Israelite
- Lou M. Carey
- Richard F. Schmid
Organizations
- Arizona State University