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10 juillet 2023
- handle: 10670/1.86hg9w
- isbn: 978-963-7031-04-5
- hal: hal-04413558
info:eu-repo/semantics/OpenAccess
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Johanna Rämö et al., « Students' self-assessment predictors and practices in an undergraduate mathematics course », HAL-SHS : sciences de l'éducation, ID : 10670/1.86hg9w
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In this study, we investigated students' self-assessment practices and predictive dispositions. The participants (N = 280) were undergraduate students who practised self-assessment during a firstyear mathematics course. For the final summative assessment method, the students could choose between self-grading and exam. We analysed how students' self-assessment predictors and practices changed during the course and how the changes were linked to the students' choice of final assessment method. Our results show that students' attitudes towards self-assessment, selfassessment efficacy belief and their intention to self-assess improved during the course. Selfassessment practices changed from seeking external to relying more on internal feedback. In the selfgrading group, self-assessment predictors shifted to a more positive direction than in the exam group.