A Study on the Effectiveness of Various Assessment Strategies, Such as Formative Assessment, Self-assessment, and Peer Assessment, in Promoting Meaningful Feedback, Reflection, and Student Learning in Senior Secondary School

A Study on the Effectiveness of Various Assessment Strategies, Such as Formative Assessment, Self-assessment, and Peer Assessment, in Promoting Meaningful Feedback, Reflection, and Student Learning in Senior Secondary School

Chapter One

Objective of the study

The objectives of the study are;

1. To examine the effectiveness of formative assessment in promoting meaningful feedback, reflection, and student learning in senior secondary school.
2. To investigate the impact of self-assessment on students’ ability to engage in reflective thinking, develop metacognitive skills, and enhance their learning outcomes in the senior secondary school context.
3. To explore the role of peer assessment in facilitating collaborative learning among senior secondary school students and its influence on students’ understanding of the subject matter and their ability to provide constructive feedback to peers.

CHAPTER TWO

REVIEWED OF RELATED LITERATURE

INTRODUCTION

It is generally agreed that self-assessment is the ability of a student to judge his/her performance, that is, to make decisions about one’s self and one’s abilities. Although the term self-evaluation is common in related literature, for the purpose of this study self-evaluation is considered to be similar to self-assessment. Although there are a number of definitions of the term self-assessment, the definitions are, for the most part, quite general. For example, Rolheiser and Ross (2000) defined selfevaluation as “students judging the quality of their work, based on evidence and explicit criteria for the purpose of doing better work in the future”(p. 3). Blatchford (1997) described self-assessment as a specific element of student self-concept, that is, academic achievement “involve(s) judgments of one’s own attainment in relation to other children” (p. 2). This assumes however, that self-assessment is a more normative judgment, which some may see as contrary to the concept of self-assessment. Other definitions of self-assessment are set in the context of teachers’ classroom assessment practices. For example, Gronlund and Cameron (2004) emphasize the importance of formative assessment where the purpose is to “monitor learning progress and to provide corrective prescriptions to improve learning” (p. 14). Montgomery (2000) provided a similar definition of self-assessment as ” an appraisal by a student of his or her own work or learning processes” (p. 5). Thus although there are somewhat different definitions of the term ‘selfassessment’, a common understanding has developed of the purpose of self-assessment. From the perspective of meaningful student learning, Kitsantas, Reisner and Doster (2004) suggest that self-evaluative judgments (self assessment) are closely linked to improved achievement outcomes and that performance predicts motivation and persistence in task completion. Kitsantas et al. also suggest that high school students’ improved performance results from a focus on process goals and produces higher levels of self-efficacy. This view supports that of Black and Wiliam (1998) who concluded that selfassessment is an essential component of formative assessment if it is to be used to improve student learning. Similarly, McDonald and Boud (2003) describe self-assessment as a skill to be developed in high school students and that training in selfassessment may have a positive effect on students’ school performance. Such skill acquisition is seen as a process of constructing, validating, applying, and evaluating criteria applied to students’ work. Students can be taught to make choices about how to respond to the presented material (e.g. evaluate their work and make use of assessment activities) at their own developmentally appropriate pace. Selfassessment training was more effective than coaching, relative to content of examinations, due to the focus “on general self-assessment skills for ‘real life’ that became student-driven with the teacher acting as facilitator” (McDonald & Boud, 2003, p. 214). In some curriculum areas (e.g business studies, humanities, science, technical studies) students trained in self-assessment practices performed significantly better on standardized examinations than the control group. Arter and McTighe (2001) also agree with instructional benefits in teachers using more generic rubrics and in teaching students to use them as well. From a similar perspective, Bruce (2001) proposed that selfassessment is a way to operationalize the current focus on standards-based assessment. To use rubrics successfully she suggests that setting clear goals for oneself and using effective feedback from others provides the opportunity for the selfcorrection and reflection that improves student learning. Peer assessment has a somewhat different focus than self-assessment, and is generally recognized as an integral part of formative assessment. Some experts view peer-assessment as a strategy on its own, but more often it is seen to be complementary to self-assessment (Black, Harrison, Lee, Marshall & Wiliam, 2004). Definitions of peer assessment have been quite varied although evaluators generally agree that peer-assessment involves one student’s assessment of the performance or success of another student. Peer-assessment has also been described as a strategy involving students’ decisions about others’ work that would typically occur when students work together on collaborative projects or learning activities. Peer assessments are usually intended as formative assessment early in the learning process (Johnson, 2004). To optimize peer assessment activities they should be scheduled as soon as students begin learning a concept or skill and preferably before any skill errors are habituated (Johnson, 2004). Teachers use peer and selfassessment to enhance learning: (1) to increase student involvement in the learning process (e.g. students assume teaching responsibilities), (2) to increase social interactions and trust in others, (3) to facilitate individual feedback, and (4) to focus students on the process rather than the product. Peer assessments used as formative evaluations are especially useful with group instruction and can both enhance the learning experience and positively influence student achievement (Johnson, 2004). Limited research evidence exists of the effects of using peer-assessment as a classroom assessment strategy. Some disciplines where performance is explicit (such as physical education or the arts) have described the value of peer-assessment. For example, Butler and Hodge (2001) studing the effects of peer assessment in high school physical education, found that peer assessment had practical applications and value for students.

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CHAPTER THREE

RESEARCH METHODOLOGY

INTRODUCTION

In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.

RESEARCH DESIGN

Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.

POPULATION OF THE STUDY

According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.

This study was carried to examine A study on the effectiveness of various assessment strategies, such as formative assessment, self-assessment, and peer assessment, in promoting meaningful feedback, reflection, and student learning in senior secondary school. Selected secondary schools in Ikorodu, Lagos state form the population of the study.

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

INTRODUCTION

This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Introduction

It is important to ascertain that the objective of this study was to ascertain A study on the effectiveness of various assessment strategies, such as formative assessment, self-assessment, and peer assessment, in promoting meaningful feedback, reflection, and student learning in senior secondary school. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing A study on the effectiveness of various assessment strategies, such as formative assessment, self-assessment, and peer assessment, in promoting meaningful feedback, reflection, and student learning in senior secondary school

Summary

This study was on a study on the effectiveness of various assessment strategies, such as formative assessment, self-assessment, and peer assessment, in promoting meaningful feedback, reflection, and student learning in senior secondary school. Three objectives were raised which included: To examine the effectiveness of formative assessment in promoting meaningful feedback, reflection, and student learning in senior secondary school, to investigate the impact of self-assessment on students’ ability to engage in reflective thinking, develop metacognitive skills, and enhance their learning outcomes in the senior secondary school context and to explore the role of peer assessment in facilitating collaborative learning among senior secondary school students and its influence on students’ understanding of the subject matter and their ability to provide constructive feedback to peers. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Ikorodu, Local government area of Lagos state. Hypothesis was tested using Chi-Square statistical tool (SPSS).

 Conclusion   

In conclusion, the findings of this study support the use of formative assessment, self-assessment, and peer assessment as effective strategies for promoting meaningful feedback, reflection, and student learning in senior secondary school. Implementing these strategies in a supportive and well-designed framework can empower students, improve educational outcomes, and foster a culture of continuous growth and improvement. By adopting these assessment strategies and addressing the challenges associated with their implementation, educators can enhance the quality of education and prepare students for success in their academic journey and beyond.

Recommendation

Based on the findings of the study on the effectiveness of various assessment strategies, such as formative assessment, self-assessment, and peer assessment, in promoting meaningful feedback, reflection, and student learning in senior secondary school, the following recommendations can be made:

1. Educator Training: Provide comprehensive training programs for educators to develop their understanding and proficiency in implementing formative assessment, self-assessment, and peer assessment strategies. Training should focus on effective feedback strategies, assessment design, and providing guidance on how to facilitate student reflection and metacognition.
2. Clear Assessment Criteria: Establish clear and transparent assessment criteria and learning objectives that align with the curriculum. Communicate these criteria to students to ensure a shared understanding of expectations and facilitate their self-assessment. This clarity will enable students to monitor their progress and make meaningful reflections on their learning.
3. Scaffolded Self-Assessment: Implement scaffolded self-assessment activities to support students in developing the skills necessary to evaluate their own work effectively. Provide explicit instruction on self-assessment techniques, model the process, and provide rubrics or checklists to guide students in their self-reflection. This support will enhance students’ ability to identify strengths, areas for improvement, and set realistic goals.
4. Peer Assessment Guidelines: Establish clear guidelines and criteria for peer assessment activities. Provide students with training on constructive feedback and effective peer assessment techniques. Emphasize the importance of providing specific, actionable feedback and encourage students to engage in dialogue and reflection on each other’s work.
5. Technology Integration: Utilize technology tools and platforms to facilitate and enhance assessment practices. Digital platforms can streamline the process of collecting and analyzing assessment data, provide opportunities for online self-assessment and peer assessment, and support timely feedback. Integrate digital tools that promote student engagement, reflection, and collaboration.

 References

• Chetcuti, D. & Cutajar, C. (2014). Implementing Peer Assessment in a Post-Secondary (16–18) Physics Classroom. International Journal of Science Education, 36(18), 3101-3124
• Cornell University (n.d.). Assessment and evaluation. Retrieved from https://teaching.cornell.edu/teaching-resources/assessment-evaluation Double, K.S., McGrane, J.A. & Hopfenbeck, T.N. The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies. Education Psychology Review, 32, 481– 509. https://doi.org/10.1007/s10648-019-09510-3
•  Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: the MASRL model. Educational Psychologist, 46(1), 6-25.
• Elliot, S.N., Kratochwill, T.R., Cook, J.L. Travers, J.F. (2000). Educational psychology: Effective teaching, effective learning. Boston: McGraw Hill.
• Gibson, K., & Shaw, C. (2017, December 22). Assessment of active learning. Oxford Research Encyclopedia of International Studies. Retrieved from https://oxfordre.com/internationalstudies/view/10.1093/acrefore/9780190846626.001.0001/acrefor e-9780190846626-e-120.
• Hernández, R. (2012). Does continuous assessment in higher education support student learning? Higher Education, 64(4), 489-502. https://doi.org/10.1007/s10734-012-9506-7
• Jhangiani, R. S. (2016). The impact of participating in a peer assessment activity on subsequent academic performance. Teaching of Psychology, 43(3), 180–186. https://doi.org/10.1177/0098628316649312
• Li, L & Gao, F. (2015). Effect of peer assessment on project performance of students at different learning levels. Visual Communication and Technology Education Faculty Publications, 33. https://scholarworks.bgsu.edu/vcte_pub/33
• McDonald, B & Boud, D. (2003). The Impact of Self-assessment on Achievement: The effects of selfassessment training on performance in external examinations. Assessment in Education: Principles, Policy

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