Auto-correction

Students are not only expected to be able to reproduce knowledge; they also have to possess skills to construct knowledge themselves and to solve complex problems.The focus has switched from instruction to learning.
In this case there is a great need for intensive support and supervision of the learning process by the teacher.

Research has shown that the method of evaluation has a great impact on the way the students approach their learning process.
Within the new philosophy it  is  necessary to look at what students are able to do. It is searching for the correct mapping of the skills and knowledge that students all control. In other words, the quality of the learning  process is very important!

Evaluation and the way we prepare for this evaluation should be closely linked to each other. It is very important to choose the right methods that help the students to develop their own skills and knowledge.
If teachers today use  other forms of instruction, other methods, other evaluation forms, there is a switch  from a test  culture to  a counselling or assessment culture.
Autocorrect encourages self-evaluation and self-reflection.

By listing up the objectives in questions; pupils are able to correct  themselves. When they  do so carefully they  will automatically come to self-reflection. If this is not done automatically, the teacher coach this process. An enlightening conversation and a comparison of the evaluation by the teacher and the auto correction of the pupil can lead to self-reflection.

 

Self-evaluation

>> Project objectives

Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. When we teach students how to assess their own progress, and when they do so against known and challenging quality standards, we find that there is a lot to gain. Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation. Perhaps just as important, students like to evaluate their work.

When students evaluate their performance positively, self-evaluations encourage students to set higher goals (1) and commit more personal resources or effort (2) to them. The combination of goals (1) and effort (2) equals achievement (3). A student's achievement results in self-judgment (4), such as a student contemplating the question, "Were my goals met?" The result of the self-judgment is self-reaction (5), or a student responding to the judgment with the question, "How do I feel about that?"
Goals, effort, achievement, self-judgment, and self-reaction all can combine to impact self-confidence (6) in a positive way. Self-evaluation is really the combination of the self-judgment and self-reaction components of the model, and if we can teach students to do this better we can contribute to an upward cycle of better learning.

 

>> Method: How Self-evaluation cotributes to learning

http://www.cdl.org/resource-library/articles/self_eval.php



STAGE 1: goals / objectives - Involve students in defining the criteria that will be used to judge their performance.
STAGE 2: activities : - Teach students how to apply the criteria to their own work.
STAGE 3: self-evaluation Give students feedback on their self-evaluations.
STAGE 4: feedback en restart- Help students develop productive goals and action plans