Browsing by Subject "21. vuosisadan taidot"

Today's learners need the skills to meet the challenges of the future. These 21st-century skills include, among other things, collaboration, and interaction skills, but also understanding and mastering digital technologies and learning to learn skills for the student. Self-assessment skills belong to the latter and are part of formative assessment. Formative assessment takes part during learning and its aim is to develop student’s learning skills. 21st-century skills can be practiced as part of various multidisciplinary entities, such as invention projects based on invention pedagogy. Invention projects are wide-ranging entities that combine learning technology skills along with craft skills. In these projects students have the opportunity to be part of the process of co-invention. Invention projects are organised in handicraft classes. Practicing self-assessment skills supports the student's learning in invention projects. It is also part of the formative evaluation of projects. Both self-assessment and invention projects have been studied to some extent in Finland. This study utilises the division of self-assessment types developed by Saarnilahti, Lindfors and Iiskala (2019) into evidence-based, affirming, reflective and pragmatic self-assessment. This study was conducted as a case study. Its aim was to map out what kind of assessment the students would manifest within the project and how students express the types of self-assessment during their verbal interaction. Another interesting topic was how these verbal self-assessments occur at different stages of an invention project. The research material was collected in spring 2019 as part of the Growing Mind research project, and it included videos of teaching sessions (14 teaching sessions), videotaped material of interviews with researchers (3) and learning portfolios of invention project groups (3). The data was analysed in a theory-driven manner. In the videotaping of the lessons, the analysis of the material was guided by “making-process-rug” analysis method. The videos of the interviews and lessons were analysed by means of interactive analysis. Content analysis was used in the analysis of learning portfolios. The results of the study showed that the material of the invention project included expressions from all types of self-assessment. Expressions of reflective and evidence-based self-assessment were more common than others. Expressions related to self-assessment appeared at different stages of the invention project, but the largest number occurred at the end of the project as part of the evaluation phase or the written final evaluation. Of the materials in this study, self-assessment expressions were most common in interview videos, in which researchers from the Growing Mind project asked students questions related to the project. Assignments and discussions with teachers are important factors for pupils' self-assessment activities.