Students’ Perceptions on Assessment for Learning in Science: How Can Students’ Self-directed Learning Be Encouraged?
Abstract
Assessment for learning remains under-utilized in the science classrooms as greater emphasis is placed on assessment of learning. The aim of this paper was to find out how students perceived assessment for learning and how self-regulation in the learning of science could be enhanced. This study also included focus groups with 50 students aged between 12 years and 15 years from the three middle schools. Results showed that assessment for learning positively impacts on students’ motivation, engagement, self-efficacy, autonomy, promotes cooperation with peers while making assessment interesting and stress free. Most students also reported that formative assessment provided them with platforms for self-assessment and self-feedback as they compare their work against set standards and criteria for success. Students highlighted the importance of recognition for their effort from their peers and teachers and felt comfortable working on their own when teachers had provided adequate criteria for success. Students further stressed that lack of adequate feedback and encouragement from teachers is demotivating.
Keywords
Self-regulated learning, Assessment of Learning, Assessment for Learning, Self-efficacy, Motivation, Testing.
Citations
IRE Journals:
Shelton Jeri , Chryso Hadjikou
"Students’ Perceptions on Assessment for Learning in Science: How Can Students’ Self-directed Learning Be Encouraged?" Iconic Research And Engineering Journals Volume 8 Issue 5 2024 Page 72-84
IEEE:
Shelton Jeri , Chryso Hadjikou
"Students’ Perceptions on Assessment for Learning in Science: How Can Students’ Self-directed Learning Be Encouraged?" Iconic Research And Engineering Journals, 8(5)
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