Title

Students Self Evaluations in Mathematics Courses

Proposal Type

Poster

Additional Presenter Information

Assistant Professor, College of Science and Mathematics, Department of Mathematics, Gainesville Campus

Keywords

Mathematics, self-assess, grades, evaluation, estimates

Subject Area

Education

Start Date

11-11-2016 11:45 AM

End Date

11-11-2016 1:15 PM

Description/Abstract

Several research studies have shown that high-achieving students self-evaluate their ability quite differently from the low-achieving students. It has been suggested that higher-ability students also have better metacognitive skills (Chi et al, 1989; Recker & Pirolli, 1992; Shute & Gluck, 1996; Wood & Wood, 2000). Langendyk’s (2006) study showed that low-achieving students are less likely to be able to assess accurately their own weaknesses. This study further showed that those who are at the lower range of faculty grades tend to grade themselves significantly more generously than the faculty and their peers. In some cases students think that they are doing just find and they are not aware of the kind of help and support they need in order to be successful (Aleven & Koedinger, 2002).

This presentation will be about a research project that is underway in the University of North Georgia, Gainesville campus to study the level of accuracy of students self-assessments in undergraduate math courses. We will talk about the methodology and important findings of the research project.

Bio

Dr. Ramjee Sharma received his MS and Ph.D. in mathematics from Oklahoma State University. His research areas include nonlinear partial differential equations, scientific computations, numerical analysis, integration of technology in math classes and undergraduate math education. His papers on partial differential equations and scientific computations have been published in international journals. Some of his recent papers on undergraduate math education have been submitted for publication. He has been regularly presenting his research work in several regional, national and international conferences. He is currently an assistant professor of mathematics at the University of North Georgia - Gainesville campus.

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Nov 11th, 11:45 AM Nov 11th, 1:15 PM

Students Self Evaluations in Mathematics Courses

Several research studies have shown that high-achieving students self-evaluate their ability quite differently from the low-achieving students. It has been suggested that higher-ability students also have better metacognitive skills (Chi et al, 1989; Recker & Pirolli, 1992; Shute & Gluck, 1996; Wood & Wood, 2000). Langendyk’s (2006) study showed that low-achieving students are less likely to be able to assess accurately their own weaknesses. This study further showed that those who are at the lower range of faculty grades tend to grade themselves significantly more generously than the faculty and their peers. In some cases students think that they are doing just find and they are not aware of the kind of help and support they need in order to be successful (Aleven & Koedinger, 2002).

This presentation will be about a research project that is underway in the University of North Georgia, Gainesville campus to study the level of accuracy of students self-assessments in undergraduate math courses. We will talk about the methodology and important findings of the research project.