Type of Document	Master's Thesis
Author	Hotard, Daniel James
Author's Email Address	dhotar2@lsu.edu
URN	etd-07052010-214944
Title	The Effects of Self-Assessment on Student Learning of Mathematics
Degree	Master of Natural Sciences (M.N.S.)
Department	Natural Sciences (Interdepartmental Program)
Advisory Committee	Advisor Name Title Madden, James Committee Chair Chan, Julia Y. Committee Member Neubrander, Frank Committee Member
Keywords	rubrics formative assessment self-regulation self-evaluation self-assessment
Date of Defense	2010-06-25
Availability	unrestricted
Abstract Self-assessment can be defined as students judging their own work, based on evidence and explicit criteria, for the purpose of improving future performance. Many researchers agree that implementation of student self-assessment in the classroom is an important tool for improving academic performance and self-efficacy. In this thesis, I investigated the effects of student self-assessment on learning gains of 81 alternative high school Algebra I students. This study took place over the course of two units of instruction. Classes were divided into two groups. One group of students utilized rubrics to self-assess their own work for the first unit, while the other group did not. During the second unit, treatments for both groups were switched. Pretest and posttest data for both units was collected. Student learning gains under each treatment were compared using a paired t-test. Mean learning gains under both treatments were also examined using a two-sample t-test for comparing two population means. In all cases, no significant difference was found.
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