The Differences of Perceived Efficacy Between Pupils and Experts in Fostering 21st-Century Skills

The Differences of Perceived Efficacy Between Pupils and Experts in Fostering 21st-Century Skills

Chi-Syan Lin, Cheng-Ying Lin
Copyright: © 2022 |Pages: 13
DOI: 10.4018/IJCDLM.290386
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Abstract

This study examines differences of perceived efficacy on blended PBL in fostering 21st century skills between pupils’ self-assessment and teachers’ expert assessment. For collecting empirical data, an international collaborative learning program with PBL courses is embodied online for a 10-week span. Two rubrics are administered to pupils and their corresponding teachers at the end of the learning program respectively. In addition to acknowledge that self-assessment is a tool with validity in an authentic learning environment, results of the study reveals that self-assessment and expert assessment have their own roles to play respectively while evaluating the broad range of competencies. Whereas covering different domains of competencies, self-assessment and expert assessment could compensate each other in measurement. In light of the emerging PBL in the future of schooling, the study suggests conducting more empirical studies to verify the validity and the strength of self-assessment on competencies in authentic learning environments.
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Theoretical Framework

Assessment is a significant part of curriculum. However, it has long been unanimously recognized as a hurdle or intricacy among instructors and instructional designers in designing an assessment tool and administering it to learners (Reigeluth, 1999). In this vein, education professionals have long been looking at the development of self-assessment as a valid substitute for expert assessment to reduce the cost of assessment of learning performance in general (Sarin & Headley, 2002; Ross, 2006). The trend is picking up enormous attention nowadays in the field of PBL in specific after studies revealed that self-assessment could also be used as a tool of assisting and enhancing learning processes (Center for Curriculum Redesign, 2015; Lin, 2017; Black & Wiliam, 1998; Crooks, 1988). As exploiting self-assessment in the learning tasks of PBL has long been one of the significant tenets in the field (Common Core State Standards Initiative, 2021; Duke et al., 2020), validating it is of vital importance.

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