ACCURACY OF PUPILS SELF-ASSESSMENT

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10451594" target="_blank" >RIV/00216208:11410/22:10451594 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=mHWs5UQ1fg" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=mHWs5UQ1fg</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

ACCURACY OF PUPILS SELF-ASSESSMENT

Popis výsledku v původním jazyce

In this study, we investigated the accuracy of pupils self-assessment in two main school domains -mathematics and Czech language. The analysis explores whether pupils are able to evaluate adequately theirown results in the didactic tests and then use some individual parameters to explain the level of self-assessment.The aim of the study was to analyze whether groups of pupils with different self-assessments of school tasks inthe Czech language and mathematics (significant underestimation, adequate self-assessment, significantoverestimation) differ in some of the cognitive skills studied.Our study questions were as follows: (1) Do pupils assess their achievements in particular school tasksaccurately, or inaccurately? (2) Do pupils self-assessments differ in mathematics and language? (3) Do thepupil s self-assessment correlate with individual parameters?The main tool used in the study was a didactic test on mathematics and a didactic test on the Czech languagebased on the Czech National Curricula Document and created by an expert team. In addition, Raven&apos;s ColorProgressive Matrices (CPM), Similarities from the Wechsler Intelligence (WISC-SIM), and the Rey-OsterriethComplex Figure (ROCF) were used. Considering the nature of the data, the non-parametric Kruskal-WallisANOVA was used.The present study is a part of the larger research project, involving 29 primary school classes, 657 pupils in total.Based on the data obtained, it can be concluded that the accuracy of pupils&apos; self-assessments is low, while theaccuracy of pupils&apos; self-assessments in mathematics and Czech language differs (in mathematics there are morechildren with more accurate estimates and more pupils who underestimate themselves, in Czech language thereare more pupils who overestimate their performance. Statistically significant differences were observed in thedomains of Raven&apos;s Color Progressive Matrices and Rey-Osterrieth Figure, and in terms of the focus of each test,it could be concluded that there are significant differences between the groups in the domain of non-verbalreasoning skills and in the domain of analytical and organizational perceptual activity and memory. In the areaof verbal intellectual abilities, there were no significant differences between the groups.

Název v anglickém jazyce

ACCURACY OF PUPILS SELF-ASSESSMENT

Popis výsledku anglicky

In this study, we investigated the accuracy of pupils self-assessment in two main school domains -mathematics and Czech language. The analysis explores whether pupils are able to evaluate adequately theirown results in the didactic tests and then use some individual parameters to explain the level of self-assessment.The aim of the study was to analyze whether groups of pupils with different self-assessments of school tasks inthe Czech language and mathematics (significant underestimation, adequate self-assessment, significantoverestimation) differ in some of the cognitive skills studied.Our study questions were as follows: (1) Do pupils assess their achievements in particular school tasksaccurately, or inaccurately? (2) Do pupils self-assessments differ in mathematics and language? (3) Do thepupil s self-assessment correlate with individual parameters?The main tool used in the study was a didactic test on mathematics and a didactic test on the Czech languagebased on the Czech National Curricula Document and created by an expert team. In addition, Raven&apos;s ColorProgressive Matrices (CPM), Similarities from the Wechsler Intelligence (WISC-SIM), and the Rey-OsterriethComplex Figure (ROCF) were used. Considering the nature of the data, the non-parametric Kruskal-WallisANOVA was used.The present study is a part of the larger research project, involving 29 primary school classes, 657 pupils in total.Based on the data obtained, it can be concluded that the accuracy of pupils&apos; self-assessments is low, while theaccuracy of pupils&apos; self-assessments in mathematics and Czech language differs (in mathematics there are morechildren with more accurate estimates and more pupils who underestimate themselves, in Czech language thereare more pupils who overestimate their performance. Statistically significant differences were observed in thedomains of Raven&apos;s Color Progressive Matrices and Rey-Osterrieth Figure, and in terms of the focus of each test,it could be concluded that there are significant differences between the groups in the domain of non-verbalreasoning skills and in the domain of analytical and organizational perceptual activity and memory. In the areaof verbal intellectual abilities, there were no significant differences between the groups.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

EduPort [online]

ISSN

2695-0936

e-ISSN

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Svazek periodika

6

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

13

Strana od-do

13-25

Kód UT WoS článku

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EID výsledku v databázi Scopus

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