Tagging skills and completing challenges engaged students in self-assessment and reflection on their skill development¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The self-assessment process of tagging a skill and completing reflection challenges was valued by teachers and students as helping students think about their actions, goals and outcomes. → Ourania Miliou 2024

Evidence¶

Ourania Miliou 2024¶

Ourania Miliou, Maria Adamou, Aekaterini Mavri, Andri Ioannou. (2024). An exploratory case study of the use of a digital self-assessment tool of 21st-century skills in makerspace contexts. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10314-0

q2 · i? · qualitative · r3

Theme 2 finding from teacher and student interviews in the case study. Students rated their skill use and progression, and researcher observations noted students "wanted to engage" and improved at identifying, tagging and reflecting as they used the tool over time.

"the self-assessment process via tagged skills followed by challenges was valued by both students and teachers who agreed that the process allowed students to think about what they were doing, what they wanted to learn, and what would be the final learning outcome."

Discussion¶

Related Claims¶

• Teachers and students reported that the digital self-assessment tool raised students' awareness of 21st-century skills and helped them identify the skills during making — related
• Students' baseline SRL profiles show help-seeking as the highest and reflection FOR action as the lowest skill in both cohorts — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related