Using Self-Assessment Methods and Techniques in the Context of Evaluative Actions Performed with Romanian Preschoolers
DOI:
https://doi.org/10.18662/rrem/17.2/1007Keywords:
didactic strategies, formative evaluation, kindergarten, personal development, continuing educationAbstract
This study investigates the use of self-assessment in preschoolers by teachers in kindergartens in Romania, in the context of research that shows the essential role of self-regulation skills for child development. We wanted to find the answer to the question of whether there are significant differences between the use of evaluation performed by teacher, self-evaluation and inter-evaluation performed by preschoolers. The use of different self-assessment techniques was also investigated and we also wanted to identify the teachers' expectations regarding continuous training. The results show teachers' choice for classical assessment at significant differences from the use of self-assessment and inter-assessment. Self-assessment techniques based on scoring and correction are most commonly used by teachers, to the detriment of those that require personal reflection or the use of visual tools. There are significant differences and we could observe inconstancy in teachers regarding the use of self-assessment in preschoolers, depending on the didactic degree and work experience, but not according to the environment in which they carry out their activity. The results show that teachers consider continuing education courses the most suitable for better use of self-assessment in preschoolers.
References
Agenţia Română de Asigurare a Calităţii în Învăţământul Preuniversitar. (2023). Raport de evaluare externă periodică [Periodic external evaluation report]. Bucureşti. https://aracip.eu/descarca/raee/3469
Andrade, H. L. (2010, October 20-22). Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning. NERA Conference Proceedings (paper 25), Rocky Hill, Connecticut, USA. http://digitalcommons.uconn.edu/nera_2010/25
Andrade, H. L. (2019). A critical review of research on student self-assessment. Frontiers in Education, 4, Article 87. https://doi.org/10.3389/feduc.2019.00087
Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory Into Practice, 48(1), 12–19. https://doi.org/10.1080/00405840802577544
Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. A. (2020). Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers. Developmental Psychology, 56(11), 2027–2039. https://doi.org/10.1037/dev0001115
Bagnato, S., Macy, M., Dionne, C., Smith, N., Brock, J. R., Larson, T., Londoño, M., Fevola, A., Bruder, M. B., & Cranmer, J. (2024). Authentic assessment for early childhood intervention: In-vivo & virtual practices for interdisciplinary professionals. Perspectives on Early Childhood Psychology and Education, 8(1), 43–74. https://doi.org/10.58948/2834-8257.1066
Boud, D. (1995). Enhancing learning through self-assessment. Routledge Falmer. https://doi.org/10.4324/9781315041520
Boud, D. (1999). Avoiding the traps: Seeking good practice in the use of self-assessment and reflection in professional courses. Social Work Education, 18(2), 121–132. https://doi.org/10.1080/02615479911220131
Brenes-Jiménez, C. (2015). Reflections from my pedagogical practice: Spontaneity versus formalization. Revista Electrónica Educare, 19(1), 421–433. https://www.scielo.sa.cr/scielo.php?script=sci_arttext&pid=S1409-42582015000100023
Cerghit, l. (2008). Sisteme de instruire alternative şi complementare. Structuri, stiluri şi strategii [Alternative and complementary training systems. Structures, styles and strategies]. Polirom.
de Bruin, A. B. H., & van Gog, T. (2012). Improving self-monitoring and self-regulation: From cognitive psychology to the classroom. Learning and Instruction, 22(4), 245–252. https://doi.org/10.1016/j.learninstruc.2012.01.003
DiBiase, R., & Miller, P. M. (2015). Self-perceived peer acceptance in preschoolers of differing economic and cultural backgrounds. The Journal of Genetic Psychology, 176(3), 139–155. https://doi.org/10.1080/00221325.2015.1022504
Dulamă, M. E. (2005). Tehnici de autoevaluare şi interevaluare [Self-assessment and Peer-assessment Techniques]. Didactica Pro, 5-6, 90–96. http://www.prodidactica.md/revista/Revista_33_34.pdf
Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produces underachievement: Inaccurate self-evaluations undermine students’ learning and retention. Learning and Instruction, 22, 271–280. https://doi.org/10.1016/j.learninstruc.2011.08.003
Ernst, J., & Stelley, H. (2024). Supporting young children’s self-regulation through nature-based practices in preschool. Behavioral Sciences, 14, Article 1013. https://doi.org/10.3390/bs14111013
Igna, C. (2019). Theoretical contributions and coherent strategies in early education in Romania. Journal Plus Education, 25(2), 171–178. https://www.uav.ro/jour/index.php/jpe/article/view/1380
Klaar, S., & Wank, A. C. (2022). ECE as an educative and multifaceted practice for growth: To assess and evaluate teaching and learning by documenting children’s actions and re-actions. European Early Childhood Education Research Journal, 30(4), 557–571. https://doi.org/10.1080/1350293X.2022.2070649
Levy, B., Sabato, H., Bereby-Meyer, Y., & Kogut, T. (2021). Who's more generous than me? Children's self-evaluation of their prosociality in normative social comparisons. Journal of Experimental Child Psychology, Article 104996. https://doi.org/10.1016/j.jecp.2020.104996
Ministerul Educaţiei Naţionale. (2019). Curriculum pentru educaţia timpurie [Curriculum for early education], 4.694(02.08), 1–42. https://www.edu.ro/sites/default/files/Curriculum%20ET_2019_aug.pdf
National Centre for External Evaluation of Education Zagreb. (2013). Handbook for the self-evaluation of early childhood and preschool education institutions. https://www.ncvvo.hr/wp-content/uploads/2021/07/handbook_for_the_self_evaluation.pdf
National Research Council. (2008). Early childhood assessment: Why, what, and how? In C. E. Snow & S. B. Van Hemel (Eds.), Board on Children, Youth and Families, Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. The National Academies Press. https://www.acf.hhs.gov/sites/default/files/documents/opre/early_child_assess.pdf
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004
Pânişoară, I. O., & Manolescu, M. (Eds.) (2019). Pedagogia învăţământului primar şi preşcolar. Vol. 2 [Pedagogy of primary and preschool education. Vol. 2]. Polirom.
Popovici, A., & Opriş, D. (2024). Aspects regarding the use of didactic strategies in the realization of moral education: Teachers' opinions and equal opportunities in primary education in Romania. Journal of Educational Sciences & Psychology, 14(1), 16–27. https://doi.org/10.51865/JESP.2024.1.03
Pupíková, E., Gonda, D., Páleníková, K., Medová, J., Kolárová, D., & Tirpáková, A. (2021). How kindergarten teachers assess their own professional competencies. Education Sciences, 11, Article 769. https://doi.org/10.3390/educsci11120769
Raaijmakers, S. F., Baars, M., Paas, F., van Merriënboer, J. J. G., & van Gog, T. (2018). Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains? Applied Cognitive Psychology, 32(2), 270–277. https://doi.org/10.1002/acp.3392
Rawson, K. A., & Dunlosky, J. (2007). Improving students' self-evaluation of learning for key concepts in textbook materials. European Journal of Cognitive Psychology, 19(4–5), 559–579. https://doi.org/10.1080/09541440701326022
Sakellariou, M., & Mitsi, P. (2019). The evaluation techniques in early childhood education: A comparative research. Journal of Educational System, 3(4), 1–9. https://doi.org/10.22259/2637-5877.0304001
Shih, Y.-H. (2024). Learning for children in an educational enrichment: A perspective derived from Taiwan's early childhood education & care curriculum framework. Frontiers in Education, 9, Article 1412972. https://doi.org/10.3389/feduc.2024.1412972
Slunjski, E., & Petrovic-Soco, B. (2011). The reconceptualization of early childhood curriculum and children’s civic competences. Croatian Journal of Education, 13(3), 88–116. https://hrcak.srce.hr/77308
Sonnenschein, S., & Stites, M. L. (2024). Introduction to pedagogical possibilities for early childhood education. Education Sciences, 14, Article 876. https://doi.org/10.3390/educsci14080876
Stan, L. (2021). The "traffic-light" method in context evaluation – self-evaluation of preschoolers. Acta Didactica Napocensia, 14(1), 208–213. https://doi.org/10.24193/adn.14.1.18
Stan, L. A., & Băbuţ, T. M. (2021, November 8–9). Self-Assessment Methods Used in Preschool Education. Teachers' Perspective. ICERI2021 Proceedings, 14th annual International Conference of Education, Research and Innovation (pp. 5591-5597), Online Conference. https://doi.org/10.21125/iceri.2021.1261
Stan, L., & Opriş, D. (2024). Teachers' opinion about initial and continuing training on issues related to preschoolers’ self-assessment: Quantitative study. Acta Didactica Napocensia, 17(2), 89–98. https://doi.org/10.24193/adn.17.2.7
Stoian, A. C. (2018). The progress in early childhood learning as response of skills’ assessment. The European Proceeding of Social & Behavioural Sciences, 124–131. https://doi.org/10.15405/epsbs.2018.06.15
Su, J., & Zhong, Y. (2022). Artificial Intelligence (AI) in Early Childhood Education: Curriculum Design and Future Directions. Computers and Education: Artificial Intelligence, 3, Article 100072. https://doi.org/10.1016/j.caeai.2022.100072
Tymchuk, L., Marysynets, M., Perepeliuk, I., & Mykyteihcuk, K. (2019). Organizational and Pedagogical Conditions of Preschool Educational Institution and Family Partnership in the Republic of Poland. Revista Romaneasca pentru Educatie Multidimensionala, 11(3), 290-307. https://doi.org/10.18662/rrem/152
Urban, K., & Urban, M. (2021). Effects of performance feedback and repeated experience on self-evaluation accuracy in high- and low-performing preschool children. European Journal of Psychology of Education, 36(1), 109–124. https://doi.org/10.1007/s10212-019-00460-6
Ureña, N., Fernández, N., Cárdenas, D., Madinabeitia, I., & Alarcón, F. (2020). Acute effect of cognitive compromise during physical exercise on self-regulation in early childhood education. International Journal of Environmental Research and Public Health, 17, Article 9325. https://doi.org/10.3390/ijerph17249325
van Loon, M. H., & Roebers, C. M. (2017). Effects of feedback on self-evaluations and self-regulation in elementary school. Applied Cognitive Psychology, 31(5), 508–519. https://doi.org/10.1002/acp.3347
Veijalainen, J., Reunamo, J., Sajaniemi, N., & Suhonen, E. (2019). Children’s self-regulation and coping strategies in a frustrated context in early education. South African Journal of Childhood Education, 9(1), Article a724. https://doi.org/10.4102/sajce.v9i1.724
Warash, B. G., & Workman, M. (2016). Teaching preschoolers to self-assess their choices in pre-K. Journal of Educational Research and Practice, 6(1), 97–104. https://doi.org/10.5590/JERAP.2016.06.1.07
Weisi, H., & Karimi, M. N. (2013). The effect of self-assessment among Iranian EFL learners. Procedia - Social and Behavioral Sciences, 70, 731–737. https://doi.org/10.1016/j.sbspro.2013.01.117
Yan, Z., Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review, 37, Article 100484. https://doi.org/10.1016/j.edurev.2022.100484
Yan, Z., Wang, X., Boud, D., & Lao, H. (2021). The effect of self-assessment on academic performance and the role of explicitness: A meta-analysis. Assessment & Evaluation in Higher Education, 48(1), 1–15. https://doi.org/10.1080/02602938.2021.2012644
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 The Authors & InManifest Network
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
