ISSN:
1573-1839
Keywords:
Self-Assessment
;
science exams
;
college science teaching
;
HOCS and LOCS orientation
Source:
Springer Online Journal Archives 1860-2000
Topics:
Natural Sciences in General
,
Technology
Notes:
Abstract A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the “testing culture”—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic (“correct/incorrect”) questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1023/A:1022512423569
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