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Self-Assessment in Self-Directed Learning: A Critical Analysis, Exams of Dynamics
The concept of self-assessment in self-directed learning, discussing its theoretical background, relationship with self-directed learning, and implications for continuing professional development. It also covers research findings on self-assessment accuracy, validity, and stability, as well as its influence on self-regulated learning. various self-assessment exercises and examples from college students and faculty.
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Self-assessment in
Self-Directed Learning:
Can we trust it?
Do we have a choice?
Larry D. Gruppen University of Michigan
Supported in part by the NBME Stemmler Fund
Overview
-^
Self-assessment theory andresearch
-^
Self-assessment and self-directedlearning
-^
Implications for continuingprofessional development
How would you rate your
ability to get along with
other people?
A.
Much better than the norm B.
Better than most C.
About the same as everyone else D.
I have issues with people in general
How many state capitals
can you name?
A.
All 50 B.
40 to 50 C.
30 to 40 D.
20 to 30 E.
10 to 20 F.
Fewer than 10
Which of the followingproblems is easiest for
you to solve:
A.
Fixing an internet connection that won’twork B.
Advising my best friend on relationshipproblems C.
Planning for retirement (soon!) D.
Selecting a better play than the coachjust called E.
Organizing a dinner party for 10 guests
Self-Assessment Process
-^
Metacognitive judgment of some aspectof self^ •
Potential (knowledge, ability) • Reality (performance)
High
High
Low
Self-assessed Low
performance
Actual Performance
100 90 80 70 60 50 40 30 20 10 0
Bottom
Second
Third
Top
Performance Quartile
Actual
Ability
Test Performance
Logical Reasoning Study
Self-Assessment:College Students
-^
Self-Rated Athletic Ability60% “above average”34% “average”6% “below average”
-^
Self-Rated Leadership Ability70% “above average”28% “average”2% “below average”
-^
Self-Rated Ability to Get Along with Othersall respondents rate self at least “average”60% rate selves in “90th percentile and up”25% rate self in the “99th percentile”
College Board Survey 1976-
Self-Assessment:
Faculty
-^
Among college professors94% say they do above average work
-^
68% rated themselves in the top 25% forteaching ability.
Cross (1977)
SA Research Findings
-^
The number of studies do not reflecteducational significance ofphenomenon
-^
Low SA validity and accuracy inmost studies
-^
Different raters use different criteriafor assessments
SA Research Findings
-^
Self-assessment of knowledge lessvalid than self-assessments ofperformance
-^
Global self-assessments reflectstable personality dimensions & self-concept rather than assessments ofskill, knowledge, or performance
Gordon (1991)
The Double Burden
-^
Difficulty in produce correct responses(cognitive tasks)
-^
Difficulty in recognizing when accuratejudgments have been made (meta-cognitive tasks)
-^
individuals with a lower IQ rate selves asmore intelligent than those around them
(C. L. Downing)
SA Research Methods
-^
Problems with group-level analyses^ •
Assumption that every individual in thegroup is comparable in self-assessment ability • Ignores individual differences
Do self-assessment abilities vary with
individual characteristics or taskcharacteristics?^ •
SA accuracy does not appear related to:
-^
Academic performance
-^
Ethnicity
-^
Gender
-^
Academic background or preparation
-^
Accuracy MAY be slightly higher with more familiartasks, but this is ambiguous
How does clinical experience influence the
development of self-assessment?^ •
Early experience may increase confidencefaster than it does competence
How stable are self-assessment abilities
over time?^ •
Comparable to stability of actualperformance • Suggests it is an individual characteristic
Do self-assessments influence
subsequent self-regulated learning?^ •
SA influences SRL in different ways forindividual students • SA influenced by SRL in expected direction(generally) • SA accuracy, per se, may be less importantthan the behavioral consequences of self-assessment
Summary
-^
Students vary widely in the accuracy oftheir self-assessments
-^
Self-assessment accuracy appears to bea stable characteristic of the individual
-^
Early experience may decrease accuracyby increasing overconfidence
-^
The relationship of self-assessment withself-regulated learning is complex andindividualistic
Self-Assessment and
Self-Regulated Learning
-^
If self-assessment generally inaccurate,why bother with it?^ •
Because self-regulated learningdepends on it (at least in part)
Why Should We Care?
-^
Role in education^ •
Motivation for learning • Development of metacognitive skills • Source of educational problems
Why Should We Care?
-^
Role in practice^ •
Error detection and correction • Information-seeking and decisionsupport • Augmenting knowledge and skills • Professionalism, self-monitoring andself-management • Source of complacency
Self-Regulated Learning
-^
Three elements^ •
Controlling available resources (time,learning sources) • Controlling self-efficacy related tolearning • Controlling cognitive learning strategies
Pintrich (1995, 1999)
Self Assessment
KnowledgeFeedbackSelf-Concept
Social Judgment