Browsing by Subject "itsearviointitaidot"

Objectives. The aim of this Bachelor’s thesis was to find out what kind of connections are there between pupils’ self-assessment skills and self-regulation skills and to collect information about student’s experiences and perceptions about self-assessment as a part of one’s learning process based on earlier studies in the field. The purpose was to examine the impact of the child’s age on their self-assessment skills and self-regulation skills. Theoretical framework for this study was constructed on Inhelder’s and Piaget’s (1977) theory of cognitive development. According to them, universal stages and features can be found in cognitive development. Every stage of cognitive development is always connected to the previous and following stages. According to Inhelder and Piaget (1977), the cohorts of the target group are on two different stages depending on their age. These stages are concrete operational stage and formal operational stage. Methodology. The study was implemented as a narrative literature review. Target Group consisted of elementary school students aged 9-13 who studied in grades 3-6. The material of this study was collected from the internet using carefully selected keywords in five different data bases. The material consisted of five research articles. One of these articles was published in Finland, two in Australia, one in the Netherlands and one in New Zealand. All these articles were published within five years and they were peer reviewed. Results and conclusions. Pupils’ experiences about self-assessment varied a lot. Some students thought that self-assessment had positive impacts on their learning. Others, on the other hand, felt that self-assessment didn’t have any significant impacts on their learning. With some students the attitude was more like careless. They filled out the self-assessment forms only because they were compulsory tasks. However, studies showed a clear link between pupils’ self-assessment skills and self-regulation skills. Self-assessment appears to be a significant contribution to the development of pupils’ self-regulation. The results point out that pupils can improve their self-regulation skills and raise academic performance through self-assessment. This research showed that pupils have difficulties to understand the structure of a learning process. They were not able to understand different parts of it, for instance self-assessment, and benefits of these individual parts. This might explain why many of these pupils felt that self-assessment didn’t have any significant impacts on their learning.