Exploring students’ perceptions of self-assessment in the context of problem solving in STEM
Lämsä, J., Virtanen, A., Tynjälä, P., Maunuksela, J., & Koskinen, P. (2023). Exploring students’ perceptions of self-assessment in the context of problem solving in STEM. LUMAT, 11(2), 35-59. https://doi.org/10.31129/LUMAT.11.2.2028
Julkaistu sarjassa
LUMATPäivämäärä
2023Oppiaine
Kiihdytinfysiikka ja subatomäärinen fysiikkaKasvatustiedeNanoscience CenterFysiikkaOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)Accelerator and Subatomic PhysicsEducationNanoscience CenterPhysicsTeacher education research (teaching, learning, teacher, learning paths, education)Tekijänoikeudet
© 2023 Joni Lämsä, Anne Virtanen, Päivi Tynjälä, Jussi Maunuksela, Pekka Koskinen
Central goals of higher education in STEM domains include learning of problem solving and self-assessment skills. To achieve these goals, we propose a novel self-assessment method called the Solve-Correct-Assess-Negotiate (SCAN) method of assessing problem solving that includes both formative and summative elements. We study students’ learning experiences in courses involving different methods of assessing problem solving (Course 1 including teacher-led assessment, Ntrad = 53; Course 2 including SCAN method, NSCAN = 56) and specifically associations between these learning experiences and students' perceptions of the SCAN method. We found that the students relied on teacher-led assessment more than the self-assessment. The perceived utility of the self-assessment was positively associated with a deeper approach to learning in Course 2 than in Course 1. Students who found the self-assessment less beneficial also perceived less support from the learning environment. Our findings suggest that the successful implementation of novel self-assessment-based practices for problem-solving requires personalized support for self-assessment, teachers’ awareness of the different perceptions that students have towards these practices, and discussion among teachers and students on the rationale, utility, and reliability of the different practices.
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Julkaisija
Helsingin yliopisto. LUMA-keskus; Kansallinen LUMA-verkostoISSN Hae Julkaisufoorumista
2323-7112Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/184894639
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen Akatemia; Opetus- ja kulttuuriministeriöRahoitusohjelmat(t)
Profilointi, SA; MuutLisätietoja rahoituksesta
This work was supported by the Academy of Finland under Grant number 318905; and the Finnish Ministry of Education and Culture under Grant number OKM/280/523/2017.Lisenssi
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