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KMID : 1059520230670040253
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Journal of the Korean Chemical Society
2023 Volume.67 No. 4 p.253 ~ p.270
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The Effect of Student-led Assessment on Students’ Achievement Emotions and Science Concept Understanding in Middle School Science Class
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Yun Da-Jeong
Kim Ji-Hyun
Nam Jeong-Hee
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Abstract
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The purpose of this study was to examine the effect of student-led assessment on achievement emotions and science concept understanding in middle school science classes. For this purpose, 4 of the 7 classes in the third grade of middle school in small and medium-sized cities were selected as the experimental group and conducted student-led assessment, while the comparative group (3 classes) conducted teacher-led assessment. The student-led assessment consisted of 4 stages in which learners took initiative to set learning goals and develop assessment criteria, conduct self assessment and peer assessment, and carry out seven assessment activities. Student-led assessment was effective in improving positive achievement emotions and relieving negative achievement emotions and increasing students' science concept understanding in middle school students. Students perform student-led assessment, grasp their reach, and repeatedly go through reflective thinking to compensate for deficiencies in the learning process. Therefore, student-led assessment can be used as a tool to increase science concept understanding by continuously checking the level of science concept understanding.
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KEYWORD
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Student-led assessment, Achievement emotions, Science concept understanding
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