Fourth-graders' competence beliefs in mathematics

Poster (2018, February 15)

A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders

in International Journal of Emerging Technologies in Learning (2018), 13(10), 225-251

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students ... [more ▼]

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool. [less ▲]

Différences interindividuelles dans l’autoévaluation des compétences scolaires à l’école primaire

Poster (2016, June)

Unterschiede zwischen Schullaufbahnen

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Konstruktion und Validierung einer domänenspezifischen Need for Cognition-Skala

Scientific Conference (2014, September)

Need for Cognition: Messinvarianz, Domänenspezifität, Stabilität und prädiktive Validität

Presentation (2014, January)

Unterschiede zwischen Schulformen und das Pilotprojekt PROCI

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

Evaluation externe d’un lycée-pilote au Luxembourg – utilisation de questionnaires en miroir pour comparer l’opinion des différents acteurs de la communauté scolaire.

in Actes du 25ème colloque de l’ADMEE-Europe Fribourg 2013 : Evaluation et autoévaluation, quels espaces de formation (2013)

L’évaluation de la perception de la relation école/familles dans un établissement pilote au Luxembourg : recours à la méthode EVA.

in Poncelet, Débora (Ed.) acte du XIVe congrès international de l’AIFREF : les méthodes en éducation familiale (2011)

Regards croisés des parents, de l’équipe éducative et des élèves sur les relations et la communication école-famille au « Neie Lycée »,

Scientific Conference (2010)