1. Introduction
Tran Thi Tuyet Oanh [9] has systemized the terminology and concepts, principles, methods,
techniques and contents of self-assessment in education. She mentioned the self-assessment like a
terminology and concepts, and stated that it, a form of prediction (diagnosis), is a common form
of formative assessment-evaluation.
Dao Lan Huong [10] studied on theoretical and practical basis of self-evaluation of students
learning attitude, tested and confirmed ways to enhance self- evaluation to appropriate attitudes
of students during learning Mathematics. In the study, she found that there are differences
in self-evaluating of the attitudes about Maths among various students with diverse learning
outcomes.
The issues of assessment, self-assessment in education and teaching process have taken
much more interests by researchers. They referred to different aspects of self-assessment such
as from the learner’s self-reflection, theories of self-assessment models, some techniques for
self-assessment, the most common principles on assessment as well as the principles of ensuring
consistency between assessment and self-assessment; the role of self-assessment in education.
with a variety of subjects. However, there is no longer research which studies on the content to
develop the skill of self-assessment to learning outcomes for students in education major.
Developing training content on self-assessment skill in students major in education have an
important role, which helps lecturers provide their students’ skill of self-assessment, in addition
students could evaluate their level of knowledge, skill by themselves, then to adjust their learning
processes to meet the learning goals and learning tasks. Practicing their self-assessment skills
helps the future teachers to know how to evaluate students as well as to instruct the self-assessment
procedures for their students. That is a requirement of teachers in general education to provide
instruction to their students to make their self-assessment. In this research, we focus on developing
those contents which build self-assessment skill to learning outcomes for students in education
major.
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JOURNAL OF SCIENCE OF HNUE DOI: 10.18173/2354-1075.2016-0221
Educational Sci., 2016, Vol. 61, No. 11, pp. 99-104
This paper is available online at
DEVELOPING TRAINING CONTENT OF SELF-ASSESSMENT SKILL TO
LEARNING OUTCOMES FOR STUDENTS IN EDUCATION MAJOR
Duong Thi Thuy Ha
Institute of Education Research, Hanoi National University of Education
Abstract. The paper presents a scientific basis to determine the training content
of self-assessment on academic outcomes of students in education major including:
understanding self-assessment to learning outcomes, defining goals, assessing by
themselves and making plan and its implementation...
Keywords: Skill, self-assessment, skill practicing, evaluation, self-assessment on learning
outcomes.
1. Introduction
Tran Thi Tuyet Oanh [9] has systemized the terminology and concepts, principles, methods,
techniques and contents of self-assessment in education. She mentioned the self-assessment like a
terminology and concepts, and stated that it, a form of prediction (diagnosis), is a common form
of formative assessment-evaluation.
Dao Lan Huong [10] studied on theoretical and practical basis of self-evaluation of students
learning attitude, tested and confirmed ways to enhance self- evaluation to appropriate attitudes
of students during learning Mathematics. In the study, she found that there are differences
in self-evaluating of the attitudes about Maths among various students with diverse learning
outcomes.
The issues of assessment, self-assessment in education and teaching process have taken
much more interests by researchers. They referred to different aspects of self-assessment such
as from the learner’s self-reflection, theories of self-assessment models, some techniques for
self-assessment, the most common principles on assessment as well as the principles of ensuring
consistency between assessment and self-assessment; the role of self-assessment in education...
with a variety of subjects. However, there is no longer research which studies on the content to
develop the skill of self-assessment to learning outcomes for students in education major.
Developing training content on self-assessment skill in students major in education have an
important role, which helps lecturers provide their students’ skill of self-assessment, in addition
students could evaluate their level of knowledge, skill by themselves, then to adjust their learning
processes to meet the learning goals and learning tasks. Practicing their self-assessment skills
helps the future teachers to know how to evaluate students as well as to instruct the self-assessment
procedures for their students. That is a requirement of teachers in general education to provide
instruction to their students to make their self-assessment. In this research, we focus on developing
Received date: 10/11/2016. Published date: 15/12/2016.
Contact: Duong Thi Thuy Ha, e-mail: duongha108@gmail.com
99
Duong Thi Thuy Ha
those contents which build self-assessment skill to learning outcomes for students in education
major.
2. Content
According to Bui Thi Hanh Lam [1], Self-assessment skill is considered as the ability to
perfom an activity by using one’s knowledge, experiences to identify the levels of acoupuired
knowledge, skills in comparision to learning objectives.
Theoretically, self-assessment on learning outcomes is a part of the assessment process and
belongs to formative assessment. However, it can also be a feature of summative assessment in
some cases. On the other hand, this is an activity of self- reflections of learners on what they have
learned, how to learn better...
Skill refers to an ability to complete a task effectively, based on earlier knowledge and
experiences in the specific conditions.
As we defined, "Self-assessment of students to learning outcomes is a process in which
subjects are evaluated the extent of their achievement by comparing to their own objectives of
lessons (including a system of standards, criteria); Then, they make their plans to self-regulate
behavior and learning activities aimed at improving academic achievements to reach their goals
and so on".
From the above concepts, we suggested the definition of the skill of the self-assessment on
learning outcomes for students major in education as follows:
Skill of self-assessment to learning outcomes is a competency of students in education
major when they perform a task or series of activities within their knowledge and experiences
to determine the level of their knowledge and skills compared to proposed criteria/
standards/objectives/lessons/ subjects... Then, they are considering themselves and making plans
how to learn and practice... to attain the proposed goals as well as have appropriate manners and
performances by themselves to reach excellent level.
From the teaching perspective onhow to provide cognitive skill instruction to learners, skill
of self-assessment on learning outcomes referred to the ability to perform atask or certain activities
within their knowledge and experiences to compare their knowledge and skill level to previously
proposed system of criteria/ standards /objectives /lessons/subjects..... Since then, the structure of
self-assessment skill to learning outcomes is determined and included the following components:
gathering information and skill of analyzing, sub-skill of comparing to objectives or standards
regulated by themselves or others, sub-skill of identifying personal strengths and weaknesses;
Proposing some solutions to improve the existing situations of learning outcomes.
In summary, self-assessment skill to learning outcomes is considered in relation to
assessment and instructional activities, which is a feature of assessment that is learners adjust
effectively learning process and also of self-learning and lifelong learning.
2.1. Baseline to select content of self-assessment skill to learning outcomes of
students in education major
Skill on how to self-assessment learning outcomes is a complex structure of skills consisting
of many sub-skills. Therefore, it should select sub-skills based on structure of activity organization,
structure of educational activities, and procedure to self- assessment on learning outcomes.
Structure of activity organization
According to L. I. Umanxki, an effective or ineffective teamwork depends much on ability
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Developing training content of self-assessment skill to learning outcomes for students...
of organizers. Activity organization is a process in which involve people into a task that has been
planned in advance. The implementation will be effective if we take use of all the facilities and
materials. Thus, L.I. Umanxki suggested a general structure to organize activities including 9
steps: Mastering duties; Identifying ability of each member; Identifying conditions and facilities
for organization; Planning; assigning tasks; Buildingup mutual relations; Establishing relations
through cooperation; Completing tasks; and Assessing [11]. These are the most common steps for
different types of activities. Order of the steps also needs to be flexible that could be integrated
or changed in specific conditions. Thus, structure of L.I.Umanxki on performance regarded to
fundamentally theoretical basis for learning skills to educational activity performance.
Structure of educational activities
Studies on structure of educational activities always get much attention from educational
science field. In the point of view as teachers are whom coordinate, organize, control, instruct and
monitor learners, so that any activity organization should be followed as:
Awareness activities relate to acquire knowledge of activities such as its target, means and
conditions, how to deal with these activities.
Designing activities refer to plan optimally process of task performance.
Prepared activities regard the selection and arrangement of the duties before its
performances.
Communication activities refer to build inter-relationship among members during the task
implementation process.
Organized Activities aim at performing tasks with the designed methods and contents,
sequences.
Separating elements of structure of educational activity allows us to examine each specific
steps in one activity. Then, it helps us not only have a good overview of teaching activities, but
also recognize the close relationship and interaction among elements of an activity [5].
Process of activity organization for self-assessment on learning outcomes
To gain the goals, taking steps seems to be a process of activity coordination. Process is
specifically clarified with direct influences to make the work effective and timely. Therefore, it gets
much more attention from scientists who study the process or procedure of activity organization.
2.2. Content of self-assessment skill to learning outcomes
Perspective on how to provide cognitive skills instruction to learners showed that
self-assessment skill is understood as an ability to perform a task or a series of tasks within their
knowledge and experiences to identify level of knowledge and skill through compared to proposed
system of criteria / standards / objectives / lessons / subjects ...... we thought that to improve
self-assessment skill to learning outcomes for student in education major effectively, it needs to
train students with basic skills sorted by groups of sub-skills based on an analysis of the content
selection to provide self-assessment skill instruction on students’ learning outcomes associated
with researches on assessment, self-assessment.
Group of cognitive skills on self-assessment of learning outcomes
Cognitive skill is a significant component of skillful structure. Any activities must have
their requirements, methods and conditions. A skillful person who is usually aware of requirements
and coordination methods, could work effectively. Therefore, mastering purposes, requirements,
methods of organizing an activity and characteristics of participants are essential conditions to
build those skills. Without this component we can not build skill of self-assessment.
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Duong Thi Thuy Ha
Cognitive skills on assessment and self-assessment on learning outcomes have brought
an overview of learners to academic achievements and future works and its meaning for their
improvement and development in the future. Those skills allow learners to actively access the
resources, expand their knowledge about contents related to their lessons or courses ... It probably
helps lecturers coordinate to self-assessment activities of learners transparently and not only based
on their experiences.
Cognitive skills on self-assessment of learning outcomes should be built for students in
education major consist of 2 sub-ones as:
+ Learning about assessment and self-assessment of learning outcomes.
+ Gathering and analyzing information.
Skills to define goals
Skill to defining goals is a person’s ability to set out certain targets of life such as mastery,
a specific task, or an attitude ... in a specific circumstance or a certain time. Setting goals help
students carry out a task by a clear, actual plan that we scheduled. The more specific objectives
are, the better students attain the achievement.
Goal is what students want to reach or gain in the future. Skill to set goals helps students
live with purpose and well–preparation, well-orientation and well-planning for their study to attain
their targets.
Learners clarify specific and realistic goals by using their skill. The feasible objectives
consistent with their own circumstances and learners should recognize some advantages and
difficulties ahead and make schedule for completing the task. In some difficult cases, learners
need to find supports and the most important thing that learners should make efforts to attain our
goals.
Commitment to reach the goals required students to pursue their goals until to the end, and
also to improve and adjust objectives by certain circumstances. Commitment to achievement is
important skill for not only learners but also for whom graduate and become teachers in future
life.
Skill of setting goal includes 2 sub-ones:
+ Compare to objectives and standards.
+ Identify their strengths and weaknesses by themselves.
Group of implementing skills of self-assessment of learning outcomes
These important skills are crucial to an effective implementation. A well-prepared
and reasonable plan is the condition to effective implement. For some reasons if steps of
implementation process is not well-prepared will make previous steps become worthless.
Moreover, no matter how a plan is well-prepared it is not fully consistent with the reality. Thus,
applying theory into practice is the mission of implementing skill.
Learners who practice those implementing skills on self-assessment to learning outcomes
have competency of well-instruction to their students to participate in activities in a professional
order in the future. Learners could address difficult situations inflexible, creative and proactive
manners. During practicing those skills, learners also gain essential characteristics of one teacher
such as self-control, self-responsibility, flexible and sensitive, care for students... Especially,
learners could overcome their limitations of being timid, shy, machinery, conservative ...
Group of skills to implement self-assessment on learning outcomes includes:
+ Sub-skill to provide instruction to students to assess their learning outcomes /
self-learning outcomes by themselves
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Developing training content of self-assessment skill to learning outcomes for students...
+ Sub-skill to solve some situations arising in teaching
Group of skills oneself-evaluating their schedule and its implementation
Those skills provide instructions to students to create their schedules (daily- weekly,
monthly or annual). It helps students recognize whether they comply with their schedule, how
effectiveness of their implementation, what adjustment should be done...
Based on those skills, learners could review objectively the whole process of working,
identify their strengths and weaknesses in the processes, determine causes of consequences then
adjust the next steps. Assessment skills are used to plan learners’ self-learning and training.
Practicing those skills also improve learners’ confidence, create their optimism, be a motivation
for them to study.
Group of skills on self-assessment of their schedule and its implementation includes 2
sub-skills:
+ Create schedule and implementing.
+ Review their experiences on how to self-assessment of learning outcomes / recommend
some solutions to improve self-assessment of learning outcomes.
3. Conclusion
Developing training contentonself-assessment skill for students major in education has an
important role, which helps lecturers provide their students’ skill of self-assessment, in addition,
students could evaluate their level of knowledge, skill by themselves, then to adjust their learning
processes to meet the learning goals and learning tasks.
Training contenton self-assessment skill of learning outcomes provides a group of
complex structure of sub-skills. Therefore it should be based on structure of organization,
structure of educational activity and procedures of practicing the general skills and specific
skills of self-assessment on learning outcomes to determine sub-skills of group of the skill on
self-assessment for students in education major.
Training content onself-assessment skill for students in education major should be applied
flexibly into each subject, educational activity and specific situations. In addition to general skill
above on how to self-assess learning outcomes, lecturers should add some more skills to train
students accordingly to the characteristics of regions and localities.
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University Publishing House.
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