Self-assessment is a behavior of successful learners. McMillan and Hearn (2008) write that, “Correctly implemented, student self-assessment can promote intrinsic motivation, internally controlled effort, a mastery goal orientation, and more meaningful learning” (p. 40). They define self-assessment as not simply checking ones own work but, “…monitor(ing) and evaluat(ing) the quality of thinking and behavior…and identify(ing) strategies (to) improve…understanding and skills” (McMillan, et. al., 2008, p.40). Self-assessment is supported by several theories of learning including cognitive and constructivist theories, metacognition theory and self-efficacy theory. Self-efficacy refers to one’s perception of their ability to do well and the value of doing well (McMillan, et. al., 2008, p.44). Self-assessment allows students to attribute their success to ability and effort and encourages students to, “….commit more resources to continued study…” (McMillan, et. al., 2008, p.44).
Self-assessment is not consistently used in middle and high school math and science classes at Plainville High School. Technology based student self-assessments will be designed to support a student-learning objective of the middle and high school math and science departments. These self-assessments will increase student motivation for learning as measured by students’ problem solving ability. This project will include student and teacher training and will be span a period of six months. A quality management plan will be used to determine success of the project.
This project will provide teachers with background and examples of self-assessment and train them how to use Google Classroom to quickly and easily integrate self-assessment into their problem-solving lessons. Teaching students to use Google Classroom to complete their self-assessments will also be part of the project. Quality management will determine the success of teacher and student training and the degree of implementation.