A1 Journal article (refereed)
Exploring students’ perceptions of self-assessment in the context of problem solving in STEM (2023)


Lämsä, J., Virtanen, A., Tynjälä, P., Maunuksela, J., & Koskinen, P. (2023). Exploring students’ perceptions of self-assessment in the context of problem solving in STEM. LUMAT, 11(2), 35-59. https://doi.org/10.31129/LUMAT.11.2.2028


JYU authors or editors


Publication details

All authors or editorsLämsä, Joni; Virtanen, Anne; Tynjälä, Päivi; Maunuksela, Jussi; Koskinen, Pekka

Journal or seriesLUMAT

eISSN2323-7112

Publication year2023

Publication date15/09/2023

Volume11

Issue number2

Pages range35-59

PublisherHelsingin yliopisto. LUMA-keskus; Kansallinen LUMA-verkosto

Publication countryFinland

Publication languageEnglish

DOIhttps://doi.org/10.31129/LUMAT.11.2.2028

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/89175


Abstract

Central goals of higher education in STEM domains include learning of problem solving and self-assessment skills. To achieve these goals, we propose a novel self-assessment method called the Solve-Correct-Assess-Negotiate (SCAN) method of assessing problem solving that includes both formative and summative elements. We study students’ learning experiences in courses involving different methods of assessing problem solving (Course 1 including teacher-led assessment, Ntrad = 53; Course 2 including SCAN method, NSCAN = 56) and specifically associations between these learning experiences and students' perceptions of the SCAN method. We found that the students relied on teacher-led assessment more than the self-assessment. The perceived utility of the self-assessment was positively associated with a deeper approach to learning in Course 2 than in Course 1. Students who found the self-assessment less beneficial also perceived less support from the learning environment. Our findings suggest that the successful implementation of novel self-assessment-based practices for problem-solving requires personalized support for self-assessment, teachers’ awareness of the different perceptions that students have towards these practices, and discussion among teachers and students on the rationale, utility, and reliability of the different practices.


Keywordshigher education (teaching)problem solvingself-evaluationstudentslearning experiences

Free keywordsassessment; higher education; problem solving; self-assessment; STEM


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Ministry reportingYes

Reporting Year2023

JUFO rating1


Last updated on 2024-03-07 at 20:25