Student Self-Evaluation in Grade 5-6 Mathematics Effects on Problem- Solving Achievement

By John A. Ross, Anne Hogaboam-Gray, Carol Rolheiser. 2002

96 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f95632c04e958d1ab04111933fc21e5686c5c7c0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Gavin T. L. Brown
2. Heidi L. Andrade
3. Ernesto Panadero
4. Fei Chen
5. John A. Ross
6. Anna Valtcheva
7. A. Jonsson
8. Zi Yan

In Education

1. Gavin T. L. Brown
2. Heidi L. Andrade
3. Ernesto Panadero
4. Fei Chen
5. Zi Yan
6. Anna Valtcheva
7. John A. Ross
8. A. Jonsson

Citations in the corpus

• Accuracy in student self-assessment: directions and cautions for research (2015, background): “Some have raised concerns about their psychological safety when their self-evaluations are made public to peers, parents and teachers (Cowie, 2009; Harris & Brown, 2013; Raider-Roth, 2005; Ross et al., 1998b, 2002).”
• The Reliability, Validity, and Utility of Self-Assessment (2006, background): “Students trained in these processes over 8-12 week periods outperformed control samples in grade 4-6 narrative writing (J. Ross et al., 1999), grade 5-6 mathematics problem solving (J. Ross et al., 2002-b), and grade 11 geography (Ross & Starling, 2005).”
• Promoting Learning and Achievement Through Self-Assessment (2009, background): “In a study of fifth- and sixthgrade math classes, Ross et al. (2002) found that students who were taught to self-assess outperformed other students on word problems.”