Self-Assessment: Challenging Students to Take Charge of Learning
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2010
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| _version_ | 1867181455670509568 |
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| author | Harada, Violet H. |
| author_facet | Harada, Violet H. Harada, Violet H. |
| collection | Education Resources Information Center |
| contents | Self-Assessment: Challenging Students to Take Charge of Learning Harada, Violet H. Self Evaluation (Individuals) Student Evaluation Learning School Libraries Critical Thinking Reflection Metacognition Instructional Materials Flow Charts Letters (Correspondence) Students are frequently unaware that they hold the power of learning in their own hands. Their ability to figure out what they are doing and where they are heading are crucial keys to consciously applying learning strategies, developing effective work habits, and assessing their own performance. The ability to regulate one's own learning means that a person is intrinsically motivated, strategic in approaching problems, and metacognitive in examining one's progress. Self-assessment makes students more aware of their own journey through the stages of genuine inquiry. Being able to assess one's own progress contributes to a student's sense of confidence and self-satisfaction--major elements in motivation. School librarians can promote self-assessment by engaging students in critical reflection as they perform various learning tasks in the library. In this article, the author presents several assessment tools which school librarians can use to help students nurture self-assessment. (Contains 2 figures.) |
| format | Recurso educativo Open Access |
| id | eric_EJ886981 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2010 |
| record_format | eric |
| spellingShingle | Self-Assessment: Challenging Students to Take Charge of Learning Harada, Violet H. Self Evaluation (Individuals) Student Evaluation Learning School Libraries Critical Thinking Reflection Metacognition Instructional Materials Flow Charts Letters (Correspondence) Self-Assessment: Challenging Students to Take Charge of Learning Harada, Violet H. Self Evaluation (Individuals) Student Evaluation Learning School Libraries Critical Thinking Reflection Metacognition Instructional Materials Flow Charts Letters (Correspondence) Students are frequently unaware that they hold the power of learning in their own hands. Their ability to figure out what they are doing and where they are heading are crucial keys to consciously applying learning strategies, developing effective work habits, and assessing their own performance. The ability to regulate one's own learning means that a person is intrinsically motivated, strategic in approaching problems, and metacognitive in examining one's progress. Self-assessment makes students more aware of their own journey through the stages of genuine inquiry. Being able to assess one's own progress contributes to a student's sense of confidence and self-satisfaction--major elements in motivation. School librarians can promote self-assessment by engaging students in critical reflection as they perform various learning tasks in the library. In this article, the author presents several assessment tools which school librarians can use to help students nurture self-assessment. (Contains 2 figures.) |
| title | Self-Assessment: Challenging Students to Take Charge of Learning |
| topic | Self Evaluation (Individuals) Student Evaluation Learning School Libraries Critical Thinking Reflection Metacognition Instructional Materials Flow Charts Letters (Correspondence) |
| url | https://eric.ed.gov/?id=EJ886981 |