International Journal on New Trends in Education and Their Implications
ISSN (Online): 1309-6249

Research article    |    Open Access
International Journal on New Trends in Education and Their Implications 2011, Vol. 2(4) 44-57

The Influence of Peer and Self-Assessment on Learning and Metacognitive Knowledge: Consequential Validity

Irfan YURDABAKAN, Muge OLGUN

pp. 44 - 57

Publish Date: December 31, 2011  |   Single/Total View: 0/0   |   Single/Total Download: 0/0

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Abstract

The validity of peer and self-assessment is discussed under the title consequential validity. One of the important reasons is the conception of what influence the peer and self-assessment practices in group works would have on learning and metacognitive knowledge levels of students. This study aims to identify the influence of peer and self-assessment methods used during group work studies on students’ learning and metacognitive knowledge levels. For treatment-control group, pre-post test design was used in this research. The results of the study revealed that learning and metacognitive knowledge levels in the treatment group were higher than those in the control group.

Keywords: Cooperative learning, self-assessment, peer assessment, consequential validity

How to Cite this Article?

APA 7th edition
YURDABAKAN, I., & OLGUN, M. (2011). The Influence of Peer and Self-Assessment on Learning and Metacognitive Knowledge: Consequential Validity. International Journal on New Trends in Education and Their Implications, 2(4), 44-57.

Harvard
YURDABAKAN, I. and OLGUN, M. (2011). The Influence of Peer and Self-Assessment on Learning and Metacognitive Knowledge: Consequential Validity. International Journal on New Trends in Education and Their Implications, 2(4), pp. 44-57.

Chicago 16th edition
YURDABAKAN, Irfan and Muge OLGUN (2011). "The Influence of Peer and Self-Assessment on Learning and Metacognitive Knowledge: Consequential Validity". International Journal on New Trends in Education and Their Implications 2 (4):44-57.

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