Several research studies have shown that high-achieving students self-evaluate their ability quite differently from the low-achieving students. It has been suggested that higher-ability students also have better metacognitive skills (Chi et al, 1989; Recker & Pirolli, 1992; Shute & Gluck, 1996; Wood & Wood, 2000). Langendyk’s (2006) study showed that low-achieving students are less likely to be able to assess accurately their own weaknesses. This study further showed that those who are at the lower range of faculty grades tend to grade themselves significantly more generously than the faculty and their peers. In some cases students think that they are doing just find and they are not aware of the kind of help and support they need in order to be successful (Aleven & Koedinger, 2002).
This presentation will be about a research project that is underway in the University of North Georgia, Gainesville campus to study the level of accuracy of students self-assessments in undergraduate math courses. We will talk about the methodology and important findings of the research project.