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

Lämsä, Joni
Virtanen, Anne
Tynjälä, Päivi
Maunuksela, Jussi
Koskinen, Pekka

Publication details

All authors or editors: Lämsä, Joni; Virtanen, Anne; Tynjälä, Päivi; Maunuksela, Jussi; Koskinen, Pekka

Journal or series: LUMAT

eISSN: 2323-7112

Publication year: 2023

Publication date: 15/09/2023

Volume: 11

Issue number: 2

Pages range: 35-59

Publisher: Helsingin yliopisto. LUMA-keskus; Kansallinen LUMA-verkosto

Publication country: Finland

Publication language: English

DOI: https://doi.org/10.31129/LUMAT.11.2.2028

Publication open access: Openly available

Publication channel open access: Open 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.

Keywords: higher education (teaching); problem solving; self-evaluation; students; learning experiences

Free keywords: assessment; higher education; problem solving; self-assessment; STEM

Fields of science: