Supporting quality of learning by letting students give their own grades : An innovative self-assessment model in university mathematics

We describe a digital self-assessment model (DISA) designed to offer a meaningful alternative to the traditional end exam in university mathematics courses. Students assess their own competencies throughout the course with the help of a detailed rubric, and at the end of the course, they give themselves their own final grades. Feedback for self-assessments is offered by an automatic digital system. DISA brings self-assessment skills to the forefront as a learning goal. In line with the definition of Assessment as Learning, the assessment method generates learning opportunities through students’ engagement in seeking evidence for their self-assessment. We present the DISA model in the context of the Finnish educational system, in which teachers have a lot of autonomy and most assessment is not high-stakes. We describe its implementation and report on research findings published in earlier studies. Based on these results, it can be said that the model has a positive effect on students’ approaches to learning, their perceptions of their own capabilities, and the way they view learning and assessment.We describe a digital self-assessment model (DISA) designed to offer a meaningful alternative to the traditional end exam in university mathematics courses. Students assess their own competencies throughout the course with the help of a detailed rubric, and at the end of the course, they give themselves their own final grades. Feedback for self-assessments is offered by an automatic digital system. DISA brings self-assessment skills to the forefront as a learning goal. In line with the definition of assessment-as-learning, the assessment method generates learning opportunities through students' engagement in seeking evidence for their self-assessment. We present the DISA model in the context of the Finnish educational system, in which teachers have a lot of autonomy and most assessment is not high-stakes. We describe its implementation and report on research findings published in earlier studies. Based on these results, it can be said that the model has a positive effect on students' approaches to learning, their perceptions of their own capabilities, and the way they view learning and assessment.Peer reviewe

Opiskelijoiden itsearvioinnin laaduntarkastelua suuren kurssin kontekstissa

This study is part of an ongoing larger project concerning student self-assessment skills in university courses. We have developed a method enabling large cohorts of students to assess their own learning outcomes and to give their own course grades with the help of an automatic verification system. This paper explores the question of accuracy, namely, whether the self-assessed grades correspond to the students’ actual skills, and how well the automatic system can pick up issues in the self-assessment. Based on an expert’s evaluation of the skills of two students, we conclude that although for large part the model works as intended, there are some cases where neither the self-assessment nor the computer verification seem to be accurate.Peer reviewe

University students’ interest and burnout profiles and their relation to approaches to learning and achievement

School burnout has been studied extensively in schools but its relation to learning and studying processes at the university level is still an under-researched topic. The purpose of this study is to explore burnout and study interest profiles among university students and how these profiles differ according to approaches to learning, academic achievement and gender. The data were gathered from 538 first-year life science students. Five profiles combining students' interest and relevance and school burnout components were found. The results showed that students representing the Exhausted and inefficacious and Burned-out not interested profiles scored higher on surface approaches to learning than students who experienced less burnout. In addition, burnout profiles differed according to the credits earned and study success. There were also differences in the gender distribution of the profiles, as women were overrepresented in the burnout and exhausted profile.Peer reviewe

Factors related to study progress among first-year agriculture students

The first study year at university predicts the progress and quality of later studies. The aim of our study was to explore factors that affect first-year agriculture students. In the end of their first year, 49 students answered a questionnaire measuring self-efficacy, approaches to learning and study-related burnout. They also reported the factors that enhanced or impeded their studies. According to their approaches to learning, students were clustered into three profiles. One of these represented successful students with an organized approach, strong self-efficacy and little burnout, and another a more unorganized group. The third group had a dissonant profile, and suffered from the highest burnout levels. The enhancing factors most often mentioned were peer support and regular assignments. These were recognized by the organized group. The most common impeding factors were activities outside of studies, recognized by the unorganized group, and high workload, recognized mostly by the dissonant group. Pedagogical implications are discussed.The first study year at university predicts the progress and quality of later studies. The aim of our study was to explore factors that affect first-year agriculture students. In the end of their first year, 49 students answered a questionnaire measuring self-efficacy, approaches to learning, and study-related burnout. They also reported the factors that enhanced or impeded their studies. According to their approaches to learning, students were clustered into three profiles. One of these represented successful students with an organized approach, strong self-efficacy and little burnout, and another a more unorganized group. The third group had a dissonant profile and suffered from the highest burnout levels. The enhancing factors most often mentioned were peer support and regular assignments. These were recognized by the organized group. The most common impeding factors were activities outside of studies, recognized by the unorganized group, and high workload, recognized mostly by the dissonant group. Pedagogical implications are discussed.Peer reviewe