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    Student Self-Assessment: Relationships between Accuracy, Engagement, Perceived Value, and Performance

    Source: Journal of Civil Engineering Education:;2022:;Volume ( 148 ):;issue: 003::page 04022004
    Author:
    Joel A. Sloan
    ,
    Lauren F. Scharff
    DOI: 10.1061/(ASCE)EI.2643-9115.0000063
    Publisher: ASCE
    Abstract: The ability to self-assess is a key component of learning and particularly of life-long learning. Knowledge surveys (KS) are a self-assessment tool where respondents rate their ability to answer a question or perform a skill rather than answer directly with knowledge content or by solving a problem as they would on an exam. KS were implemented in a junior level hydraulics class in three successive semesters, with a total of 64 students, to evaluate the accuracy of student self-assessments compared with instructor assessments (exams). Students’ self-reported behaviors and attitudes towards KS were assessed through qualitative feedback surveys. Results of this study show that: (1) students are reasonably accurate self-assessors, (2) accuracy improves with feedback and practice during the semester, and (3) higher exam scores are correlated with both earlier and more engaged use of KS, and with more positive self-reported attitudes. Given the successful use of KS in this study, civil engineering faculty should be encouraged to use KS in their courses to stimulate metacognitive reflection and learning. Further, KS and self-assessment have the potential to be a significant tool for achieving the Accreditation Board for Engineering and Technology (ABET) student outcome for acquiring and applying new knowledge, both in academic and professional settings as civil engineers adapt to an ever-changing world.
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      Student Self-Assessment: Relationships between Accuracy, Engagement, Perceived Value, and Performance

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    contributor authorJoel A. Sloan
    contributor authorLauren F. Scharff
    date accessioned2022-05-07T21:01:44Z
    date available2022-05-07T21:01:44Z
    date issued2022-03-16
    identifier other(ASCE)EI.2643-9115.0000063.pdf
    identifier urihttp://yetl.yabesh.ir/yetl1/handle/yetl/4283214
    description abstractThe ability to self-assess is a key component of learning and particularly of life-long learning. Knowledge surveys (KS) are a self-assessment tool where respondents rate their ability to answer a question or perform a skill rather than answer directly with knowledge content or by solving a problem as they would on an exam. KS were implemented in a junior level hydraulics class in three successive semesters, with a total of 64 students, to evaluate the accuracy of student self-assessments compared with instructor assessments (exams). Students’ self-reported behaviors and attitudes towards KS were assessed through qualitative feedback surveys. Results of this study show that: (1) students are reasonably accurate self-assessors, (2) accuracy improves with feedback and practice during the semester, and (3) higher exam scores are correlated with both earlier and more engaged use of KS, and with more positive self-reported attitudes. Given the successful use of KS in this study, civil engineering faculty should be encouraged to use KS in their courses to stimulate metacognitive reflection and learning. Further, KS and self-assessment have the potential to be a significant tool for achieving the Accreditation Board for Engineering and Technology (ABET) student outcome for acquiring and applying new knowledge, both in academic and professional settings as civil engineers adapt to an ever-changing world.
    publisherASCE
    titleStudent Self-Assessment: Relationships between Accuracy, Engagement, Perceived Value, and Performance
    typeJournal Paper
    journal volume148
    journal issue3
    journal titleJournal of Civil Engineering Education
    identifier doi10.1061/(ASCE)EI.2643-9115.0000063
    journal fristpage04022004
    journal lastpage04022004-11
    page11
    treeJournal of Civil Engineering Education:;2022:;Volume ( 148 ):;issue: 003
    contenttypeFulltext
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