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
© 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. ...
PublisherHelsingin yliopisto. LUMA-keskus; Kansallinen LUMA-verkosto
Publication in research information system
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Related funder(s)Academy of Finland; Ministry of Education and Culture
Funding program(s)Research profiles, AoF; Others
Additional information about fundingThis 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.
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