Self-assessment as a function of entering skills analysis in Adult Basic Education Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/1z40kz61t

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  • The purpose of the study was to determine if a self-assessment procedure provides data with acceptable accuracy for use in Adult Basic Education placement diagnostic batteries. Several factors descriptive of the population and the treatment were studied: 1. The overall degree of accuracy in computation and word pronunciation. 2. The effect of formal schooling, age, sex, orientation, and order of test administration on computation and word pronunciation accuracy. A self-assessment tool (experimental procedure) was adapted from a standardized test (Wide Range Achievement Test). Both the experimental and standardized procedures were administered to 107 qualifying Adult Basic Education students entering programs at six- Oregon community colleges. Results of Paired T, Student's t, and Analysis of Variance statistical tests revealed that: 1. Adult Basic Education students overestimated their computation skills by three grade levels, and overestimated their word pronunciation skills by almost two grade levels. 2. There were no statistically significant differences in the effect of formal schooling, age, sex, or orientation on the accuracy of self-assessment of computation and word pronunciation skills. 3. There were statistically significant differences found in order of test administration. Participants who received the standardized test prior to self-assessment were more accurate in their estimates of their skills. 4. Females were found to be slightly more accurate than males in self-assessment of both computation and word pronunciation. However, these findings were not statistically significant. 5. Students who received an orientation statement as well as basic instruction tended to be slightly more accurate in their self-assessments of both computation and word pronunciation skills. However, these findings were not statistically significant. Several recommendations were suggested as a result of data analysis: 1. To insure standardization of the procedure for data collection, subsequent research should be conducted utilizing methodology designed to assure consistency in the assessment procedure. 2. Subsequent research regarding the sex effect of self-assessment procedures should be studied in detail. 3. An orientation statement which acquaints the student with the placement process should be developed and tested. 4. A longitudinal study of self-assessment should be undertaken to provide information on self-assessment as it relates to placement of students into program materials. 5. A self-assessment procedure should be preceded by a warm-up session in which students practice the problems and/or words they will encounter in the placement process.
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