The Impact of Self-assessment on Academic Performance: A Meta-analysis Study
Yazarlar (1)
Doç. Dr. Pınar KARAMAN Sinop Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | International Journal of Research in Education and Science | ||
| Dergi ISSN | 2148-9955 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 10-2021 |
| Cilt / Sayı / Sayfa | 7 / 4 / 1151–1166 | DOI | 10.46328/ijres.2344 |
| Makale Linki | http://dx.doi.org/10.46328/ijres.2344 | ||
| UAK Araştırma Alanları |
Eğitim Programları ve Öğretim
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| Özet |
| This meta-analysis study synthesizing the results of experimental and quasi experimental studies examined the effects of self-assessment interventions on student academic performance from primary education to higher education. A total of 16 studies with 46 effect sizes involving more than 7,650 participants were included in the analysis. Research synthesis showed that an overall small influence of self-assessment interventions on academic performance (g=0.37, p<0.05). Additionally, moderator analysis was used to examine moderating effects of some variables. The analysis indicated that traditional self-assessment interventions without external feedback have significantly a larger effect (g =0.47, p<0.05) than self-assessment with external feedback (g=0.28, p<0.05) on academic performance. However, effectiveness of other moderating variables (e.g. education level, assessment criteria type, self-assessment training) on academic performance were not statistically significant. |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 72 |