Student Self-Assessment In HOCS Science Examinations: Is There A Problem?

摘要

A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-ori- entation and the "testing culture"-a total separation between testing and learning--in con- temporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so.