The Effects of Self-Assessment on Academic Achievement

Abstract

This study was designed to determine whether self-assessment and self-directed learning impacted student achievement for students in a third grade math classroom. Students were not randomly selected. The students were taught a self-assessment strategy as a whole group and it was reinforced in small group math instruction. At the beginning of the year, they were given a fall MAPP score to determine their baseline in math. During the study, they were given three pretest and posttests, as well as a winter MAPP test to determine their progress. The results indicate that there was a significant change in performance due to being taught self-assessment strategies.