Effect of Feedback Strategies on Accuracy of Self Assessment of Achievement in Chemistry of Eleventh Graders

The present study entitled “Effect of Feedback Strategies on Accuracy of Self Assessment of Achievement in Chemistry of Eleventh Graders” falls under the area of Measurement and Evaluation. There are multifarious techniques of assessment to assess the students. One of the alternative techniques of assessment is Self Assessment. Self Assessment is collaborative form of assessment that allows students to make judgments on their own learning as well as reflect upon that learning. According to Boud (1995) Self Assessment is characterized by ‘the involvement of students in identifying standards and/or criteria to apply to their work and making judgments about the extent to which they have met these criteria and students.’ The objective of the study was to compare the adjusted mean scores of Accuracy of Self Assessment of Achievement in Chemistry of students belonging to three different feedback strategies by considering Self-Confidence and Intelligence as covariates. The Sample comprised of 124 students of Eleventh Grade of Indore and Dewas city of Madhya Pradesh. The variables assessed in this study were Accuracy of Self Assessment of Achievement in Chemistry (ASAAC), Intelligence and Self Confidence. Assessment of Achievement in Chemistry was done with the help of three Achievement Tests in Chemistry developed by the Investigator. Intelligence was assessed with the help of Ravens Standard Progressive Matrices, whereas Self Confidence was assessed using Self Confidence Scale developed by Bhawalkar. One way ANCOVA was used to analyse the data. The study found that Accuracy of Self Assessment of Achievement in Chemistry was significantly affected by Feedback when the groups were equated on Intelligence and Self Confidence. Students were most accurate in Self Assessment of Achievement in Chemistry when given Teacher Feedback as compared to the Peer Feedback or No Feedback.