ABSTRACT

The effects of relevant factors related to self-assessment have not been systematically investigated. We explored four factors and their effects on self-assessment and self-efficacy: (1) feedback (with vs without), (2) subject matter (Spanish vs mathematics), (3) year level (K7 vs K10 vs K11), and (4) gender. The participants included 64 secondary education students who self-assessed during a set of Spanish and mathematics activities while being video-recorded. Data came from think-aloud protocols, direct observations, and self-reported instruments. The use of self-assessment strategies and criteria was more frequent and advanced without feedback and in females. There were differences in the self-assessment of Spanish and mathematics. As for year level, results showed more similarities than expected, though the use of advanced strategies and criteria varied across levels. Additionally, none of the factors had significant effects on self-efficacy. This study opens a new avenue for self-assessment research, unveiling the black box of self-assessment.

摘要

与自我评估有关的相关因素的影响尚未得到系统的研究。我们探讨了四个因素及其对自我评估和自我效能的影响：（1）反馈（有无），（2）主题（西班牙语与数学），（3）年级（K7，K10，K11）， （4）性别。参与者包括64位中学教育学生，他们在进行一系列西班牙和数学活动时进行了自我评估，同时进行了录像。数据来自思考型协议，直接观察和自我报告的工具。在没有反馈的情况下，女性使用自我评估策略和标准的频率更高，更先进。西班牙语和数学的自我评估存在差异。至于年级，结果显示出比预期更多的相似性，尽管高级策略和标准的使用因级别而异。此外，这些因素都没有对自我效能产生重大影响。这项研究为自我评估研究开辟了一条新途径，揭开了自我评估的黑匣子。