Date Approved

7-1-1998

Embargo Period

8-12-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

Educational tests and measurements; Fifth grade (Education); Sex differences (Psychology) in children

Disciplines

Elementary Education and Teaching

Abstract

The goal of student self assessment in this study was to give the instructor feedback – first hand knowledge of the level of understanding/comprehension the students have of the concepts in a given subject area. The purpose for test score predictions was to enable the classroom teacher to teach the areas of subject matter that were needed, not teach what has already been mastered as a skill.

Previous research has shown mixed results in the area of whether gender or subject area affects test score prediction. This provided support for the dual null hypotheses. There is not a significant relationship between test score prediction and gender in the fifth grade. There is not a significant relationship between subject matter content (including: spelling, mathematics, social studies, science, and language arts) and test score prediction for students in the fifth grade.

A fifth grade involving 49 total participants had their test score predictions recorded and then analyzed by a chi square statistical operation. Mathematics, spelling, language/grammar, and reading/vocabulary were subject areas that males could consistently predict their scores more correctly than females. The subject areas of science and social studies were not predicted more accurately by either gender.

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