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The Relationship between Students’ Prior Mathematical Attainment, Knowledge and Confidence on their Self-Assessment Accuracy

Hosein, Anesa and Harle, Jamie (2017) The Relationship between Students’ Prior Mathematical Attainment, Knowledge and Confidence on their Self-Assessment Accuracy Studies in Educational Evaluation, 56. pp. 32-41.

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Abstract

The ability of students to assess their own performance accurately may allow them to self-regulate their learning through metacognitive monitoring. This research investigates factors affecting undergraduate radiation physics students’ ability to self-assess their work accurately in a mathematical subject test. The factors investigated are demographics, mathematics confidence, prior mathematical attainment and prior level of mathematical knowledge. Students’ accuracy of their self-assessment was found to be associated with their prior mathematical attainment and their overall mathematics confidence. Students with good and poor prior mathematical attainment self-assessed more accurately than students who had a moderate level of prior attainment. These results have implications for how students may determine their own learning strategies and the use of summative self-assessments.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Hosein, Anesaa.hosein@surrey.ac.uk
Harle, Jamie
Date : 14 November 2017
Identification Number : 10.1016/j.stueduc.2017.10.008
Copyright Disclaimer : © 2017 Elsevier Ltd. All rights reserved.
Uncontrolled Keywords : Self-regulation; Self-assessment; Accuracy; Mathematics; Higher education
Depositing User : Clive Harris
Date Deposited : 07 Nov 2017 11:20
Last Modified : 14 Mar 2018 13:28
URI: http://epubs.surrey.ac.uk/id/eprint/844842

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