Self-Evaluation in the Global Classroom

By John MacBeath; Hidenori Sugimine | Go to book overview

18

Talking about learning

Students as self-evaluators

Duane Henry and Mary Lee

How good are students at evaluating their own learning? This was the focus of Learning School 3's inquiry, unearthing some penetrating and disturbing insights. What became very clear from both the quantitative data and the qualitative data from student interviews is that students can reflect on their learning but have often never been given the opportunity to do so, and have never engaged in a conversation about their learning, or rarely if ever been asked to think about the internal and external influences on their motivation. Confirmation for this comes from teachers who were also interviewed and agreed that their students were not good self-evaluators, admitting that often the pressures of time and assessment produced a collusion to just 'get through'. It is a reminder of Entwistle's work on surface and deep learning and what he called 'strategic' (or tactical) learning designed for examination purposes and not for life after school.

In this chapter the focus is on a German school because this was the first from which a complete data set was available at the time of writing. But the issues which emerge here are, according to the two LS3 research teams, representative of what was emerging consistently in other countries, in Hong Kong, Sweden, Scotland and South Africa.

The following questions attempt to ascertain whether students reflect on their learning or not.

1 When you have finished some study, do you think about whether you have understood it?

This question attempts to explore whether students' reflection is important to self-evaluation, as it involves students thinking about whether or not they are satisfied with what they have done. A student can learn a new fact, but may not fully understand it. As Figure 18.1 shows, only 1 in 5 do this on a regular basis but 65 per cent say they do it often. A small minority say they rarely or never try to understand their work.

2 Do you think about the process of your learning?

-183-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Self-Evaluation in the Global Classroom
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 241

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.