Using Self-Assessment to Improve College Students’ Engagement and Performance in Introductory Genetics

Year 2013, , 1 - 17, 01.12.2013

Mehmet Aydeniz Michael A. Gilchrist

https://doi.org/10.12973/nefmed200

Abstract

The purpose of this study was to explore the role of structured self-assessment in receiving feedback on students’ perceptions of classroom instruction, the learning strategies they use, and the type of instructional support they need to comprehend the course material in a 90-student college sophomore genetics course. The results indicate that weekly-administered structured self-assessments make a range of information accessible to the professor and engage students in self-reflection about their learning and the teaching strategies used in the classroom. Preliminary statistical analysis of participation in self-assessment and student performance on exams suggest that self-assessments have a moderately positive effect on student performance. Our discussion focuses on the challenges and opportunities presented to the course professor while administering and evaluating self-assessments. Finally, we discuss the role of technology in facilitating students’ effective engagement with self-assessment

Keywords

self-assessment, college science, instruction, genetics

Using Self-Assessment to Improve College Students’ Engagement and Performance in Introductory Genetics

Abstract

Bu çalışmanın amacı, öz-değerlendirmenin üniversite öğrencilerinin genetik dersindeki derse etkin
katılımı ve dersteki başarıları üzerindeki etkilerini araştırmaktır. Bu çalışmaya 90 üniversite öğrencisi katılmıştır.
Bu araştırmanın sonucunda öz-değerlendirmenin dersin hocasına ve öğrencilere çeşitli yararlı bilgilere
ulaşmasında katkı sağladığı görülmüştür. Öz-değerlendirmeler sayesinde öğrenciler, konuyla ilgili değişik
zayıflıklarının farkına varma şansı elde edebilmiş ve bu zayıflıklarını gidermek için değişik çalışma metotları
hakkında düşünme aktivitelerine girişmişlerdir. Ders hocası öğrencilerden aldığı dönütler sayesinde kullandığı
öğretim metotlarının etkinliği ve öğrencilere faydası hakkında değişik bilgilere sahip olma şansı yakalamıştır.
Öğretim görevlisi bu bilgileri kullanarak derslerini daha etkili metotlar kullanarak anlatmak için motive
olmuştur. öz-değerlendirme her ne kadar öğrencilerin basarisi üzerinde olumlu bir etki yapsa da bu etki istatiksel
olarak anlamlı bir etki değil. Öğretim görevlisinin öz-değerlendirmeleri uygulama ve sonuçlarını kullanma
aşamasında yaşamış olduğu sorunlar hakkında bilgi verilmektedir. Bu noktada teknolojinin bu sureci
kolaylaştırma ve etkinleştirmesindeki rolü tartışılmıştır.

Keywords

öz-değerlendirme, üniversite fen dersi, öğretim, genetik.

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