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Self Assessment By Students: An Effective, Valid, And Simple Tool?

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Conference

1999 Annual Conference

Location

Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999

ISSN

2153-5965

Page Count

6

Page Numbers

4.458.1 - 4.458.6

Permanent URL

https://peer.asee.org/7934

Download Count

156

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Paper Authors

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Scott Danielson

author page

Sudhir Mehta

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3530

Self-Assessment By Students: An Effective, Valid, and Simple Tool?

Sudhir Mehta and Scott Danielson North Dakota State University

Abstract

This paper gives a progress report of work investigating self-assessment of knowledge by engineering students. Initial results indicate this technique has promise as a tool for assessment of student learning as well as teaching a life-long learning skill. Thus, the technique could be useful for accreditation efforts under ABET 2000. Data from student self-assessment in a senior-level mechanical engineering class were gathered in Spring 1998 (and will continue in Spring 1999). Results from four “in-semester” and a cumulative self-assessment done at the final exam are included.

Introduction

Assessment is typically used for at least one of three purposes: to improve, to inform, and to prove. Tools are available for classroom assessment as described by Angelo and Cross (1993)1 and for program assessment as described by Porus and Johnson (1994)5. Interest in assessment by engineering educators has increased significantly since adoption of ABET’s Engineering Criteria 2000. Meeting ABET 2000 requirements is aided by course learning objectives being clearly articulated and an outcomes-based assessment process used to ensure the learning objectives are being met.

While not as well known as other assessment methods, “self-assessment” may be a tool that could be used at a class level to probe student learning and allow an instructor to tailor classroom instruction to enhance student learning. A comprehensive study on validity of self- evaluation was done by Mabe and West (1982) 3. They reviewed 55 studies in which self– evaluation of ability were compared with the measures of performance. The study covered a broad range of activities, clerical, managerial, athletic, etc., but did not address ability of engineering students to self evaluate their knowledge. More recently, Fitzgeral, et al. (1997) 2, addressed medical students’ self-assessment of knowledge.

This paper gives a progress report of work investigating self-assessment of knowledge by engineering students. Initial results indicate this technique has promise as a tool for assessment of student learning as well as teaching life-long learning skills..

Danielson, S., & Mehta, S. (1999, June), Self Assessment By Students: An Effective, Valid, And Simple Tool? Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7934

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