Student self-evaluation in biology studies
A general description of the Doctoral dissertation
At the end of the 20th century, as the paradigm of education was changing, opinion
also changed about what constitutes a qualitative study process and the importance of
schooling in the development of a personality. The existing concept of what makes a
knowledgeable and socially valuable person was changed by the humane pedagogical
realization that every human being is unique and develops individually. In order to
promote the development of such a personality, schools will need to introduce certain
changes. Pedagogues are now called upon to contribute to the opening-up and selfdevelopment of their students; moreover, teachers not only need to teach students, but
also to learn from and together with them.
There is current concern over the ability of Latvian students to compete at the
European level in the market for continuing education and jobs. One of the problems
could be the lack of skill among Latvian students in evaluating their own work, which
will be and already is essential for our teachers to be able to prepare our pupils for
competition in Europe, not to mention the teacher's own professional and personal
development {Rose, et al, 2003) - the ability to evaluate process and outcome together,
as well as the ability to organise self-control, self-analysis and self-evaluation as one of
the components of organisational work (Špona, 2004).
The very fact that a teacher and student are thinking over what happens during class
and why inevitably brings certain changes about as this process involves selfreflection.
Under the current Latvian educational system, evaluation is a procedure wherein
the conformity of a student's knowledge, skills and attitudes are ascertained according
to the level set in the educational curricula for a particular subject, i.e., conformity
with the standard requirements of the educational system. It must be acknowledged
that evaluation is considered an important part of the study process, which includes
not only the comparison of examination results and determination of levels, but also
acts as a system in many aspects of the curriculum: in the determination of students'
achievements and the effectiveness of the study course, the teacher's work and the
curriculum. Such type of system notes deviance from accepted norms rather than
evaluates work for its own sake. If a student has gotten used to such forms of control
that only test achieved results, rather than habituating the student to learn for himself,
he will reproduce the acquired knowledge and adjust himself to these forms of control
or even try to avoid them. That is why this raises objective contradictions and questions.
Does the evaluation system at schools promote learning or the opposite - hinder it?
What drives the learning process - the creative and self-driven actions of a student or
unconditional obedience? Imitation of given examples or new explorations? And first of
all, are teachers, parents and society as a whole ready for these changes? What criteria
should be established to evaluate both process and result?
An evaluation system must support and stimulate students' learning, providing both
students and teachers with the opportunity to evaluate the study process as well as the
results thereof together.
Findings in the field of medicine are also forcing reconsideration of the current
evaluation
system.
Research
carried
out
in
the
field
of
neuroscience
(Neurowissenschaftler, Gotze, 1997; Linke, 2000; Roth, 1997, 2001) has proven that
synapses at the contact points of braincells can bifurcate more markedly during the
learning process. Thus a teacher should understand that each student is learning and
understanding information individually, which can be explained by the unique
evaluation systems we each have in our brains. The Education Law of the Republic of
Latvia defines general education as acquiring an understanding of the diversity and
commonality amongst the people and other phenomena in this world, and selfevaluation of the understanding of the interconnections between things, characteristics,
relationships and processes. Therefore self-evaluation possibilities for qualitative
learning should be provided, which is a pre-condition for future professional education
and activity.
The introduction of a new evaluation system has successfully begun in Latvia's
primary schools. A mechanism has been created by which a pupil learns to analyse his
or her own activity and the results thereof according to a self-evaluation scale,
anticipating the next steps in the learning process. This evaluation system could serve
as an example as we continue to introduce such changes also in elementary schools
and secondary schools. Standards for subjects are being prepared at the Ministry of
Education. This is the first document to serve as a primary guideline for teachers to
create a self-evaluation programme for particular subjects, choosing textbooks and
additional materials. Examination and clearly defined evaluation methods and
approaches are being developed in conformity with the requirements of this standard.
The pupil should also fully understand the evaluation criteria (criteria - the principles
and basic demands by which we evaluate the quality of learning) of a particular subject.
Knowing these criteria, a student will be able to evaluate and construct his own learning
process.
This study posed the following main problem:
The external mode of evaluation at schools is currently dominant because elementary
school teachers are not aware of the methods they could use to carry out selfevaluation in their classrooms. The grounds for this problem is that students, teachers
and parents do not understand the importance of self-evaluation, in addition to the
preconception that grades provide more objectivity compared with self-evaluation.
The need to ascertain with what pedagogical resources self-evaluation skills could be
facilitated for students in their teens determined the choice of theme for this thesis.
Title of the study: Student self-evaluation in biology studies.
Object of the research: evaluation activity in biology studies.
Subject of the research: students' self-evaluation skills.
Goal of the research: through studying the implementation of the evaluation model to
develop prototypes for self-evaluation by students, which would best characterise their
self-evaluation skills.
The working hypothesis of the study: the self-evaluation skills of students will
develop more successfully, if
• self-evaluation of the teacher's work and the student's learning is ensured during
the study process;
• teachers use self-evaluation not as a means for control, but rather as a self-control
instrument of one's own learning activity, thereby encouraging the students' and
teacher's own initiative in the process;
• students, by performing continuous self-evaluation of their studies, actually
improve the quality thereof;
Research tasks:
1. To analyse the psychological and pedagogical literature on the essence and the
importance of self-evaluation and self-esteem.
2. To substantiate the essence of self-evaluation and realize the implementation
thereof in an evaluation system for a humane learning process.
3. To analyze self-evaluation as an evaluative activity in the context of humane
pedagogy.
4. To select the best pedagogical measures for developing students' self-evaluation
skills and perform a pedagogical study of the effectiveness thereof for biology
studies.
5. To develop prototypes to best characterise the students' ability to evaluate the
quality of their biology studies.
6. To compare internal evaluations and self-evaluations with external experts'
evaluations.
Methodological background of the present study
1. Philosophical findings about the value of self-reflection (Dewey, 1938; Freire,
1970; Skinner, 1953;1957; Kolb, 1984; Knowles, 1984; Burner, 1986; Schoen,
1987; Belenky, Clinchy, Goldberger and Tarule, 1992; MacGregor, 1993; Wolf,
1993; Klafki, 1998,1999; Muresan, Heyworth, Matheidesz, Rose, 2003).
2. Research in psychology where self-esteem is expressed as an emotional experience,
as pleasure at success, disappointment at failure (Stipek, Recchia, McClintic, 1992;
Plotnieks, 1998; Svence, 1999; Martinsone, 1999; Meidinger, 2001),
3. Understanding of self-evaluation as a process where both teacher and student
analyze their work and acquire a self-assessment as a result (self- evaluation, Angelo
and Cross, 1993; MacGregor, 1993; Baker, Niemi, 1996; Kunzel, 1999; Hativa,
2000; Ксензова, 2001; Зимная, 2002; Krastiņa 2002; MacBeath, Sugimine, 2003).
4. Understanding of student cooperation or the self-evaluating student in the learning
process and in the evaluation of results, which help to acquire skills of control and
self-control, evaluation and self-evaluation (Belenky, Clinchy, Goldberger and
Tarule, 1986; Stipek, Recchia, McClintic, 1992; MacGregor, 1993; Rolheiser,
1996; Murphy, 1999; Vesna, 2000; Kleinfenz, Ingvaeson, Chadbourne, 2002;
MacBeath, Sugimine, 2003).
5. Understanding of self-directed learning (selbstgeusteurten Lernens, Richard, 1995;
Deitering &Skell, 1996; Kunzel, 1999; Hubert, Blank, Koop, 2002/2003). The
concepts used in English „self-directed learning" (Knowles, 1984) and „ selfregulated learning" (Johnson etc, 2000; Baumeister, 2002; Zimmerman, 2002;
Kopp, 2003; Tony, Lam, Bengo, 2003 u.c.) designate the self-directed learning
process, wherein learners alter their mental and physical abilities so that they
become useful in performing different actions. The unity of self-evaluation and
evaluation; self-evaluation skills are the condition and result of education, the
condition of self-regulated life-long education (Meyer, 1993; Kraft, 1999;
Airasian, 2001; Zogla, 2001).6.
6. Research in neuroscience on evaluation activity in the brain (Neurowissenschaftler,
Gotze, 1997; Linke, 2000; Roth, 1997-2001).
Methods of research
Theoretical methods: analysis of pedagogical and psychological literature, analysis of
international experience.
Empirical methods: methods of data collection and analysis with direct participation
by the author of the present study: pedagogical observation, set-up and analysis of
pedagogical situations, surveys, open or narrative interviews and group interviews,
discussions, creation of self-evaluation cards, modeling of prototypes (Mayring, 1996;
2000; 2002) and the analysis of evaluations by external experts.
Statistical methods of data processing: descriptive statistics, Kolmogrov - Smirnov
method (K-S test), Kendall's τB (tau-b) method, Chi Square (Chi Square; tests for
mutual independence of variables and divisions) method, factor and cluster analyses.
The basis of the research
The pedagogical study was carried out at Sigulda State Gymnasium from 2001
through 2004. In order to ascertain the situation with regard to self-evaluation, 300
students were involved in the research from the 7th to the 9th grade, aged 13 to 15.
However, in the pedagogical study on the implementation of self-evaluation, 30
students aged 13-15 participated. The students took part in the study with the goal of
improving their own studies.
Stages of research
1. From 1999 through 2000 - analysis of pedagogical, psychological, methodological
literature of subjects. Defining problems of and setting objectives for research, the
first stage of the the study. Development of a methodological basis for the
research.
2. From 2000 through 2001 - preparation of the educational research: discussions,
familiarization with the situation, context analysis, creation of the questionnaire,
selection of questions for interviews and student interviews, surveys, observation,
processing and analysis of obtained data, analysis of problem situation. 3. From 2002
through 2004 - the educational research. Development and testing of the selfevaluation card. Organization and analysis of student self-evaluation activities in
biology. Introduction of portfolio. Refining of theoretical conclusions, additional
polling and interviewing of students, observation, modeling of prototypes, analysis of
external experts' evaluations, summarization and analysis of results, processing of the
study.
Scientific novelty of the study
1. Substantiation of use of the term "self-evaluation" in pedagogy. In psychology, selfevaluation is based on the emotional aspect, whereas in pedagogy self-evaluation is
based on reflection upon the learning process.
2. A model for self-evaluation in biology studies has been advanced. The types of selfevaluation specified in the Latvian Law on General Education (evaluation
according to goal - diagnostic, formative and summative, and evaluation according
to the evaluator - self-evaluation, internal and external evaluation).
3. Four prototypes for student self-evaluation have been designed, which best
characterize students' skills in evaluating the quality of their learning in the situation
of biology studies at Sigulda State Gymnasium.
Practical significance of the research
• A portfolio for a continuous self-evaluation system has been developed and tested
for the process of biology studies, both for students and teachers, which helps direct
the learning process and improve self-evaluation skills.
• The developed student self-evaluation prototypes could help other teachers in
studies of self-evaluation.
• Recommendations for teachers who will wish to comence self-evaluation have been
developed and applied in practice;
The thesis consists of an introduction, two sections, a conclusion, bibliography and 13
appendices. Altogether 245 literature sources in Latvian, Russian, German and English
were analysed. The results of the analyses of theoretical and practical conclusions have
been represented visually in 35 figures and 14 tables.
Content of the doctor's thesis
In the introduction the author substantiates the choice of theme and its relevance,
defines the subject, object, goals, as well as the hypothesis, enabling objectives and
methods of the research, gathers the methodological foundation, and describes the basis
and stages of research. Also the theoretical and practical contributions and research
structure are described.
Part I - Student self-evaluation in the context of humane pedagogy
Section 1.1. - "Understanding the essence of self-evaluation and self-esteem in
pedagogy and psychology" looks at the concepts of "self-evaluation" as the
fundamental component in the idea of self, and "self-evaluation" as a pedagogical
category. In Section 1.1. the concept of "self-esteem" is considered as the basic
component of the Self-conception. The formation of self-esteem is undoubtedly related
to the concept of self-awareness. Self-awareness is a person's ability to be aware of
himself as a personality, to be aware of his knowledge, interests, values, ideals,
motivations for action and his place in society. Within the context of self-esteem, one of
the components of Self-conception - self-regulation - is emphasized. It includes selfcognition and the emotional evaluation of oneself. The subject acquires the ability of
self-control, self-direction, self-creation and is able to direct his actions independently
(Шибутани, 1969; Чеснакова, 1977; Rons, 1982; Бернс, 1986; Mārtinsone, 1999;
Reņģe, 2000; Meidinger, 2001; Barter, 2003).
I. Kons (1982) writes that, in evaluating oneself, the individual either deliberately
or inadvertently compares the self with others, but not always with what has been
accomplished, the work invested and learning methods utilised. Therefore, to achieve
changes in the self-esteem of a person, one must learn to conduct self-assessment - to
rethink one's learning. The research looks at philosophical and pedagogical findings on
the importance of self-reflection (Dewey, 1938; Bruner, 1986; Schoen, 1987; Belenky,
Clinchy, Goldberger and Tarule, 1992; MacGregor, 1993; Wolf, 1993; Muresan,
Heyworth, Matheidesz, Rose, 2003), where self-reflection is such a type of reflection
in which a student carries out analysis of his work, develops critical thinking skills, the
ability to apply his knowledge in a particular subject, provide opinions based on wellgrounded argumentation, see the connection between theory and the everyday world.
The importance of self-reflection has been emphasized for all types of self-evaluation
mentioned in this work. This type of reflective work should be integrated into the entire
learning process for studies have shown that episodic self-evaluation is not as effective
(MacGregor, 1993). It must become like a regular habit.
It is concluded that self-evaluation in pedagogical and psychological literature is
interpreted as a component that develops personality and regulates its behaviour
(comp. Pedagoģijas terminu skaidrojošā vārdnīca, 2000; psiholoģijas vārdnīca
1999). In psychology, self-evaluation is based on the emotional aspect, whereas in
pedagogy self-evaluation is based on reflection upon the learning process.
Section 1.2. „Self-assessment in the evaluation system of a human learning
process". The author analyses historical experience as well as the current situation and
developmental trends.
Upon examining the historical experience in Latvia of evaluation of student
achievement in the natural sciences, we learn that until 1940 emphasis was placed on
the importance of finding errors rather than on the importance of marking grades.
Students' practical involvement was of high importance, which meant not only
examining natural phenomena in the laboratory, but also under natural conditions, as
the contextual understanding of the natural sciences mainly relates to the exploration
of nature and the environment. (Ģirupnieks, 1931; Mežsēts, 1931; Kupčs, 1944).
They point out the didactic meaning of evaluation and the negative aspects of
intuitive evaluation. We can find the explanations on evaluation criteria for
examination works in the natural sciences and methods of obtaining valuable data on
student progress, errors, failures, possible reasons therefore as well as solutions.
During Soviet times (until 1990) the main evaluation instrument was the five-point
marking system. The existing assumption held that a grade was the most productive
way of raising the motivation to learn.
At the beginning of the 1990s, the introduction of the ten-point grading system
made it possible to analyze the quality of students' learning achievements on a much
broader scale and much more substantively. At the same time, a non-grading system
was introduced for the 1st and 2nd grades. Teachers had to evaluate each student's
achievements and provide an oral report twice per year as well as a written form once
each year, recording the final assessment in the student's school-report at the end of
the term. For the 3rd and 4th grades, teachers had to briefly assess how the student had
mastered separate subjects and twice per year enter this assessment into the schoolreport, using the evaluative terms "excellent, good, medium, poor".The new non-grade
evaluation system must be looked at from two aspects. First of all, a non-grading system
does not mean a non-evaluation system. One should not perceive this as a denial of
the grading-system as such. Secondly, the main goal and aim of a non-grading system
is not to allow for separate comparison amongst students, but rather to pay attention to
each student's individual development and attitude towards education (Iļjenkovs,
1989; Krastiņa, Pipere, 2004). Humane pedagogy forms the foundation for the nongrading evaluation system - a child is not compared to others, he himself compares his
previous achievements with present successes and plans his future. Although society
has accepted this system slowly, it was then already seen as a step towards a democratic
school.
However, on September 1, 2004 once again new changes were introduced into the
evaluation system for primary school students i.e., 1st grade students are now to be
evaluated descriptively in all subject areas, whereas 2nd and 3rd grade students shall be
assessed according to the 10-point marking system in the subjects of mathematics and
Latvian language, while 4th grade students shall be evaluated according to the 10-point
system also in the natural sciences.
Discussions on evaluation are still taking place all over the world, because the change
of paradigms in theoretical self-analysis of pedagogy is also still underway (selbstbezug,
Kunzel, 1999). At the turn of the century the issue of evaluation was labelled "the
problem of the Millenium" among scientists {Millenium problem, Kunzel, 1999;
MacBeath, Sugimine, 2003), because the understanding of education was changing on
a global scale. At a time when we speak about a society that consciously directs its
learning process (Learning society, Richard, 1995; Koķe, 2003), the evaluation system
is an especially relevant concern. The most far-reaching changes have occurred to the
very concept of "evaluation". If within the evaluation system the process of evaluation
as such was traditionally a means to measure a student's knowledge, skills and
comprehension, with an emphasis on measuring results, then now the main stress is
placed on the evaluation process itself, emphasizing the importance of self-evaluation
to this process. This is the evaluation model for the future, where learning and
teaching, evaluation and self-evaluation will become integrated processes (Dochy,
2002).
As a result of the theoretical analysis an evaluation model for the biological sciences
has been developed, that is taken as the basis for the educational research (see Fig. 1).
It integrates the following types of evaluation of learning set forth in the EU document
Quality Management in Language Education, 2003 as well as in Latvia's General
Education Law:
1. Assessment according to objective (diagnostic - usually at the beginning of a
course of study, in order to gauge students' level of information and skill, formative
- usually performed throughout the duration of the course, in order to assess the
students' gradual progress and summative - at the end of the course, to ascertain
how students have managed their goals, whether they may graduate to the next
(higher) level of education.
2. Evaluation according to the type of evaluator: self-evaluation - a process, in which
the student thinks, analyses and plans his or her own learning according to criteria
worked out jointly with the teacher, obtaining a written report - self-assessment as
a result. An internal evaluation is an evaluation of a student carried out by a teacher
or peers in accordance with common criteria or it can be an evaluation of a teacher
performed by students and administration. As a result, a written report - internal
assessment is produced. Within the scope of this research an external evaluation is
an evaluation performed by an outside expert in conformity with a common criteria,
in which one may evaluate the work of a teacher, student or administration. As a
result, a written report - external assessment is produced.
Figure 1
Section 1.3. „Self-evaluation as an evaluating activity in the learning process". In
the theoretical analysis the author concludes that the term "assessment" designates an
external action, executed by an expert from outside, whereas the term "evaluation"
designates an internal action, where both a student and teacher are involved in the
evaluation of their own work. In the standard of the basic education in Latvia (1998)
it is emphasized that the content of the basic education is formed by seven aspects one
of which is the aspect of evaluating activity.
For its part, the concept of "assessment" in Europe and the U.S.A. has been
perceived differently. U.S. researchers (Rodger, Richardson, 1985; Knefelkamp,1989;
Thompson, 1991; Stipek, Recchia, McClintic,1992; MacGregor,1993; Rolheiser,1996;
Vesna,2000; Kleinfenz, Ingvaeson, Chadbourne, 2002; Kopp,2002; MacBeath,
Sugimine, 2003; Tony, Lam, Bengo,2003 u.c.) perceive the concept "assessment" as a
process, which is mainly pointed toward the results of learning, whereas in Europe
(Schiefele, Perkun 1993; Muresan, Heyworth, Matheidesz, Rose, 2003 u.c.) the
concept "evaluation" implies a reflection upon this process.
In the Latvian language there are problems with the translation of the term
"evaluation". The concept "evaluation" has been translated into Latvian as
"novērtējums" (comp. Pedagoģijas terminu skaidrojošā vārdnīca, 2000, 111; Geidžs,
Berliners, 1999), however in this translation the term designates a completed action. In
reality the concept (evaluation) designates a process, therefore should be translated as
"novērtēšana" with the ending "šana".
A complete evaluation process implies both concepts (evaluation and assessment) the evaluation is an action in which the end result - an assessment - is obtained.
If we speak about an internal process - an evaluation of one's own work, the author of
this study proposes the use of the term "self-evaluation"', as a result of which a selfassessment is obtained.
However, in psychology the term "self-esteem" is used to denote satisfaction with
oneself in general as well as with one's own abilities, character and success in various
aspects. As follows from the theoretical analysis, self-esteem in psychology is based
on an emotional aspect, but in pedagogy self-evaluation is based on the analysis of
one's own learning (reflection). The uniqueness of the evaluation process can be seen
in the latest discoveries made in neuroscience on the functioning of the human brain.
(Gotze,1997; Linke, 2000; Roth, 1997-2001). Evaluation is one of the primary thinking
operations (Guilford,1996). Achievements in this important area of brain research can
significantly influence the learning process. G. Roth (Roth, 1997, 2001) has formulated
the thesis that through an intensive cooperation amongst different fields of the cortex
(a total of 54 according to Brodman), with the limbic system and brain trunk, an
individual' s learning is based on evaluation processes in the brain. If until now the
learning process had been described as a rational process with a linear structure, then
today we see it as an endless process, which proceeds in concentric developmental
patterns, therefore much more attention is paid to the individual, creative and
constructive process (Maslo, 2004).
Theoreticians in the field of learning (Dewey, 1938; Bruner, 1986; Belenky, Clinchy,
Goldberger, and Tarule, 1986; Thompson, 1991, 1992; MacGregor, 1993; Angelo,
and Cross, 1993; Chickering, and Reisser, 1993) have raised the problem of the
student's conscious learning. Self-evaluation is to be perceived more as a narrative
description rather than as a self-grading system (Allen and Roswell, 1989; Thompson,
1991. 1992; Angelo and Cross, 1993; Wolf, 1993). The main idea behind selfevaluation is to explore one's own learning and make qualitative changes (Alverno
College Assessment Council, 1989).
Therefore the definition in which evaluation as an activity is a system in which the
subject and object are both contained and in the course of the activity both of them
change, replaces the definition of evaluative activity, because the student is not an
object, but a subject. The evaluative activity is a person's goal-oriented activity,
because as a result of the evaluation the personal, intellectual and social growth is
revealed. It must always take place in the first person, and according to the findings of
neuroscientists, it must be on an individual basis.
The most contributing factor to self-evaluation is the learning environment in which
students synthesize, analyze, explore, criticize and create their own concepts about the
learning material. Whereas the task of a teacher is to provide such a learning
environment that would foster purposeful work and fit the particular age of the students.
This assumption has also been acknowledged by D. Pret: "A secure and well-arranged
environment is a precondition to effective learning" (Prets, 2000).
Section 1.4. „Pedagogical measures for encouraging teenagers to develop their selfevaluation skills"
This section deals with such questions as how educational work should be organized,
according to what principles a teacher should select learning materials, how they should
be planned and interpreted, what means for a creative learning of the material should
be offered. This is important because a teenager's need for activity, self-exposure and
self-assurance may be employed as a motivating force in the self-evaluation process,
thus developing the ability to learn and ensure qualitative progress. As a result of the
theoretical analysis the best pedagogical measures have been selected for developing
students' self-evaluation skills.
The research defines student self-evaluation skills i.e., the skill of analyzing one's
completed work, to determine and recognize what is important, admit one's own
failures and concentrate on reaching one's aims, as well as to plan subsequent actions.
Thus, self-evaluation skills should be understood as the condition of self-regulated
lifelong education and they develop individually.
The author suggests using portfolio in order that students could more easily analyse
their own learning quality. Work with a portfolio is not aimed at achieving particular
results, but is more a never-ending process where the student determines what each
following step will be. This is also considered as a method for information storage
and delivery. Portfolio is a selection or collection of the best works and achievements
that reveal the growth of the personality. The author of the work suggests three
approaches in the creation of a portfolio - the analytical, combined - analytical
(composed by a total summing of the analytical results) and the holistic approach. The
present study considers four types of portfolio - the portfolio of a student's
development, the portfolio of curriculum development (created by the teacher), the
portfolio of a student's achievements, and a student's combined or integrated portfolio.
The use of a portfolio could help students to improve their self-evaluation skills.
At the end of Part I, self-evaluation is defined as a pedagogical category. A student's
self-evaluation should be understood both as a process wherein the student thinks and
writes about his learning and as a result, because he also analyzes, describes and plans
his next steps in the learning process.
In Part II "The investigation of students' self-evaluation in biology studies"
In Part II of the present study the author investigates the implementation of the
evaluation model for biology studies and establishes prototypes for students' selfevaluation. In the first chapter of this section a macro- and micro-contextual analysis
of the pedagogical research is given. In an international study {Self - Evaluation in the
Global Classroom, 2003) involving students (aged 13-15) and teachers from seven
countries, special attention was paid to evaluation and self-evaluation as well
as motivation issues at school. The author compares these data with the data obtained
from the students of Sigulda State Gymnasium. Overall 300 students aged 13-15 were
polled. The international study is to be considered as the macro-context and the research
carried out at Sigulda State Gymnasium (hereinafter SSG) is to be considered as the
micro-context. It would be advisable to compare these data throughout Latvia so as to
also obtain a mezzo-context. The analysis of data on using self-evaluation in studies
provided by the authors of the international research (MacBeath, Sugimine, 2003)
reveals that a large amount of students (75%) had not even thought about this question.
At SSG this score was 74%. Apparently we should pay much more attention to the
question of self-evaluation of one's own learning and results at school.
However, the question on self-reflection revealed the following student
answers:
International research
Have frequently thought about what and
why they learn - 65%
Always think about it - 20,7%
Have rarely thought about it - 13%
Have never thought about it - 1,1 %
SSG
36%
7,4%
55,%
1%
The responses differ, yet the answers obtained from our students are a matter for
concern because self-reflection is an important part of self-evaluation; it encourages
students to think and analyze. The conclusions arrived at in the international research
could be applied also to the practical work in Latvia's schools; we should implement the
self-evaluation process for students and teachers and introduce changes into the gradingsystem, especially to the extent this concerns evaluation issues. We may conclude that
students do think about the conscious learning process, however there is no confidence
that students are able to apply their knowledge in order to evaluate their own learning
critically and improve its effectiveness. Students evaluate their work and set forth their
own criteria but not always applying such in practice and these criteria differ from those
set by teachers. Macro- and micro-context analysis of the research work informed the
working hypothesis of the study.
In the second chapter of Part II the author describes the basis for the research and
characterizes research methods as well as the planned progress of the research. In the
program of pedagogical research, evaluation according to goals (diagnostic, formative
and summary) and evaluation according to the type of evaluator (self-evaluation,
internal and external evaluation) were integrated.
The author in the program for pedagogical research emphases the benefits to be
gained by students if they take part in the program.
Section 2.3. includes the progress of pedagogical research. The in-between results
obtained in the research have been analysed. During the first and second stage of the
pedagogical research students' self-esteem was measured.
The measuring was performed during the school year 2001/2002 and repeatedly at
the beginning of 2003/2004. These data allowed comparison of the students' selfesteem at the beginning of the pedagogical research and after a year's time. The author
would like to draw attention to the decrease in those students whose self-esteem was
low (from 23% to 7%). This can be explained by the fact that, during the study, a
significant amount of attention was paid to the awareness of one's strong and weak
points and the planning of further actions. The next step of the research was an
analysis of the differences between the features of the student's real and ideal "self.
For this reason, factor and cluster analysis were applied. The results of factor analysis
affirm which features of the students' real and ideal "self coincide; however the
concept of "self-evaluation" determined the further course of the study. Further
research was focused entirely on the improvement of students' self-evaluation skills.
Section 2.4. „Analysis of educational research results" includes the testing, analysis
and interpretation of correlations between student self-evaluations and teacher
assessments performed in biology studies. In order to achieve the goal, the evaluation
model of biology studies presented in the theoretical section was used (see Figure 1).
In order to become better acquainted with the students (diagnostic assessment), open
or narrative interviews were organized at the beginning of the school year with an aim
to ascertain the students' conceptions of biology. The acquired answers were classified
into two groups: A - favorably, and B - unfavorably disposed. Having heard the
students'opinions, the author of the present study was forced to thoroughly reconsider
the further plan of action as the majority had expressed a negative attitude towards
biology. The author established a difficult and gradually attainable aim - to "awaken"
in the students an interest in biology. Subsequent interviews were organized at the end
of the school year. After a year the students' responses reflected a marked change in
attitudes.
It was essential to organize the self-evaluation process properly so that students
could fully master the biology course, be aware of the value of self-evaluation therein,
so that they might perceive this process as something personally important to them
and find satisfaction in their work. Because teenagers at this age start to organize their
learning process much more independently, they develop self-control, create their own
assessments of themselves and others, the author developed and offered to the students
self-evaluation cards for biology studies, first in the field of botany, then in zoology
and anatomy. At the students' suggestion, when we began botany at the beginning of
the second term, the self-evaluation cards were modified (see Table 1). These cards
included not only analysis of the achieved results (see the column "How am I doing?" in
the excerpt from a sample card) but also the analysis of the study process (see columns
"How do I know?", "What have I achieved?", "What will I do further?"). Reflection
should be considered an important part of the learning process, because it offers the
opportunity to learn from one's own experience.
By summarizing the results of student self-evaluations, the author gained information
on both the learning process as well as the results. The results reflect the following
tendency: in the students' opinion 30% fully mastered the program in botany, while
70% were able to do so partly, in the zoology program 47% mastered the material fully,
while 53% - partly. Whereas regarding the anatomy course, already 65% considered
to have mastered the course fully, but 25% - partly. Interviews revealed that, with the
introduction of such new actions, the students felt uncertain in the classroom, not
particularly confident in their knowledge and skills "...it was difficult to look at
myself through another's eyes", therefore several students checked the answer "partly
mastered", though in reality they knew much more about the subject. However, the
interviews at the end of the school year reflected that,by mastering self-evaluation skills
in biology classes, students organized their work more purposefully. At the interviews
students also pointed out that anatomy and zoology courses seemed more interesting
and exciting to them. Students also noted that initiative in self-evaluation helps to better
master other subjects as well. In order to determine correlations, calculations for the
correlation coefficients were made (Kendall's τB (tau-b) method). These calculations
proved that, after a one year's worth of intensive, deliberative and reflective work in
biology studies, significant changes in the two parameters could be observed. There
was a highly significant correlation between the parameter self-evaluation skill and selfevaluation (p=0.005) and the parameter self-evaluation skill and teacher's assessment
(p=0.013).
Table 1
A fragment of the card
Title of the theme
Systemics of flowering plants
I understand why angiosperma is
called flowering plants
I know the units of the systemics
of botany or taxons
I can prepare systematics for a
plant after a sample
I can prepare systematics on my
own
How am I suceeding?
I have
mastered
completely
I have
mastered
partly
I have
not
mastered
How do I know it?
From
teachers
evaluation
From
peer's
evaluation
From selfevaluation
What have I What am I
done?
going to do?
The results affirm that, if such self-evaluation has been carried out in a classroom
where a student plans, controls, organizes and is aware of his actions, he feels more
confident, improves his self-evaluation skills and the teacher's assessment is
commensurate with the work invested by the student.
In order to improve the self-evaluation system, students and the administration
evaluated the work of the teacher according to common criteria. The completed selfevaluation and internal evaluation confirm this. The analysis of the obtained data
shows that the teacher's self-assessment fully corresponds with that of the students
and manager of studies. The teacher can consider areas that need improvement and
introduce evenmore interesting and diverse methods of learning and evaluation as well
as get students familiar with the criteria for evaluating examinations (tests) as well as
improve on their self-evaluation skills.
Further on in the course of research, the correspondence between the student selfevaluation and teacher assessment in biology studies was determined and compared
(see Figure 2). Figure 2
Correspondence of self-evaluation and assessment
As illustrated, in the school year 2001/2002, 67% of the students, but in 2002/2003
83% of the students in the class confirmed that these two scores coincide, however
lower self-evaluation scores decreased from 23% to 10%, while higher self-evaluation
scores - from 10% to 7%.
Is there a connection between these variables? Is it significant or not? The answer
to these questions is given by results obtained according to the Chi Square method
(Chi Square; test for mutual independence of the variables and divisions): p=0.013.
The calculations prove that there exists a significant correlation between the
parameter "correspondence of self-evaluation and assessment". This is an indication of
significant changes in the pedagogical process. As a result of self-evaluation, not only
do students judge their learning more adequately, but also the teacher, upon selfevaluation, introduces changes into his work. The subject-object relationship is
transformed into a subject-subject relationship. In order for a teacher to draw more
thorough conclusions based on his work, an analysis was also made of the answers
regarding the quality of biology classes.
In the course of the fact-establishing phase of the study the author also explored the
question of how students feel about the amount of work in their biology classes.
93.3% of students reported that they do not have enough of a workload. Only 6.7%
said that the amount of work is sufficient. This made the teacher reconsider and change
the course of the class, its pace and learning content. At the spring interviews it turned
out that the amount of work in class matches to the students' work pace. The students'
workload in class is also connected to .their own initiative. In practice we can observe
cases where the students are dissatisfied when they have been "disturbed" during class
by being pushed to complete a task, come to the board, get involved in a discussion,
carry out group work etc. Therefore the questionnaire included a question on student
initiative in biology class. In order to prove the claim of this research that students'
self-evaluation development is proceeding successfully, if self-evaluation is not used
as a means of control but rather as an instrument of self-control over one's own
learning process, thus enhancing student initiative, the author calculated correlations
between the variables "student initiative" and "self-evaluation" for the school years
2001/2001 and 2002/2003. The results of Kendall's τB (tau-b) method and Chi Square
(Chi Square; test for mutual independence of the variables and divisions) method
showed that there were highly significant correlations between these scores. If in
2001/2002 there was an insignificant correlation (p=0.492) between the parameter
"student initiative" in self-evaluation, then the calculation made for the next school
year revealed that there was a significant correlation between the parameter "student
initiative" in self-evaluation and "self-evaluation" (p=0.041).
Consequently, if self-evaluation becomes an integral part of the learning process
alongside with evaluation according to common criteria, and the process of selfevaluation is continuous and it is not used as a controlling process but rather as
a self-control instrument of one's own learning activities, thus enhancing student
initiative, then student self-evaluation develops more successfully.
Calculations showed that, after performing self-evaluations in biology class over a
period of one school year, there was a highly significant correlation between the
parameter "self-evaluation" and student achievements in biology (p=0.005).
Having made a variety of observations and analyzed the theoretical literature, the
author of the present research works out a system for the creation of a combined
portfolio. This system was also introduced to the students. The author suggested that
students make a database of the dynamics of their learning achievements. A student
includes in the portfolio the evidence of the results of his work. Thus a student can
analyze his development in all subjects and note down his stronger and weaker sides as
well as plan future actions and improvements.
In accordance with the proposed evaluation model for biology studies (Figure 1), the
internal evaluation was to be compared to an external experts' evaluation.
The report on the compliance of Sigulda State Gymnasium with Regulation No.
129, (issued on March 20, 2001 by the Cabinet of Ministers and prepared by the State
Education Inspection of the Ministry of Education and Sciences) was analyzed. It
concluded that Sigulda State Gymnasium was in conformity with the requirements of
the regulation. The results achieved in the fields of mathematics and natural sciences
by the investigated selection (8th graders at Sigulda State Gymnasium) for the school
year 2002/2003. The analysis was performed within the framework of an international
study of education development trends. The conclusions showed that knowledge of
the natural sciences was comprehensive for the entire class. At the national level the
class corresponds with the average. Results obtained during the accreditation process at
Sigulda State Gymnasium were also analyzed (school year 2003/2004), concluding that
the self-evaluation of the school corresponds with the assessment given by the external
experts.
In order to attain the objectives set forth in the thesis, the final stage of pedagogical
research was introduced - the modeling of prototypes. By performing a case study
(Einzelfallanalyse, Mayring, 2003), the most typical, common and differing
characteristics which appeared in the interviews and in other obtained data (especially
in those among which there existed a close connection) are summarized, then the cases
are compared and data reduced, and in the end a description of prototypes is given.
The author models four prototypes, which at best characterise the correlation between
student achievements in biology, their self-evaluation and initiative in biology class.
Student self-evaluation prototypes
1st type
• Students rate their initiative in biology class as very high.
• Self-evaluation corresponds with the teacher's assessment in biology.
• Student success, development in biology has increased
2nd type
• Students rate their initiative in biology class as increasing.
• Self-evaluation approximates the teacher's assessment.
• Student success, development in biology has increased
3rd type
• Students rate their initiative as moderate.
• Self-evaluation is lower than the teacher's assessment.
• Student success, development in biology has increased
4th type
• Students rate their initiative as medium or poor.
• Self-evaluation is higher than the teacher's assessment.
• There is no development or success in biology studies.
After the modeling of prototypes the author concludes that all students were
categorized. The descriptions of the prototypes could be of help to other teachers
working with the same grade levels, however we should keep in mind that
generalisation based on the results of qualitative research can be problematic. At the
end of the study the author provides a corresponding example to illustrate each
prototype description.
The author of the study has accordingly come to the conclusion that one should
evaluate both the process and the result for it is precisely the process that serves as the
way to achieve the results. By solving one problem we facilitate the resolution of the
next problem or another problem. The analysis of self-assessment should include
three levels:
•
The level of student-teacher co-operation;
•
The level of student-student co-operation;
•
The level of assessment of the teacher as a pedagogue;
If we wish to test and study results, then self-assessment must be performed after
completion of any task (after an examination, after a lesson, after learning a larger
subject, at the end of the school year), but, if we wish to direct our learning, develop our
self-assessment skills fully, then self-assessment must be conducted while beginning
and mastering learning.
Upon the basis of the data and statistical analysis, the following conclusions are
reached:
1. The result of the research approve that the main problem in self-evaluation is the
inability to evaluate one's work and knowledge, students are not accustomed to
thinking about it. The evaluation criteria are not known to the students, only to the
teachers.
2. The four developed prototypes of self-evalution characterizes the students' reflexive
activity. One student might find it important to raise his or her self-evalution, which
is undoubtedly linked with the development of self-esteem, another would prefer to
develop his or her initiative in the learning process, yet others would consider
specific achievement in the biological sciences his or her priority.
3. A portfolio is an integrated pedagogical tool that facilitates students' perception,
observation and documentation of positive changes in their achievements. The
greatest benefit of using this measure is that the student is compared only with his or
her own previous self. Work with a portfolio is not just a result to be achieved, but a
process that never ends and which is determined by the student herself or himself.
4. The analysis of the results obtained in the process of research on self-assessment
grounds the need to continue studies on the integration of self-evaluation within
Latvia's evaluation system. Research should commence in classes where children
of many cultures are learning together, because signs of possible differences in selfassessment can be gleaned from a theoretical analysis.
The validity of the theoretical analysis and obtained data allows the conclusion that
the hypothesis developed has been tested and that the objective of the research has
been attained. This allows us to consider the hypothesis of the present study to have
been valid.
The following regular patterns were ascertained over the course of the research and
are introduced in further defense of the thesis:
1. While testing and studying student's results self-evaluation should be carried out
after the completion of any task (after a test, after a lesson, after learning a wider
topical unit, at the end of the school year), but guiding their study process and
developing self-evaluation skills pupils should start self-evaluation at the beginning
and while mastering the given material.
2. If self-evaluation is integrated into the learning process alongside with evaluation
according to agreed criteria, students' achievements develop more successfully.
Thus we encourage students' initiative in self-evaluation.
3. If a continuous student's self-evaluation and teacher's assessment takes place during
the study process, by making the study process an interaction between teacher and
student, it increases the objectivity of self-evaluation and teacher's assessment.