Comparison between Self-Assessment and Assessment by the Teacher in Physics at Secondary Level

Tariq Javed, Professor Dr. Muhammad Aslam Asghar


Self-evaluation and evaluation by teacher are considered as the basic ingredients or tools to create awareness about the strengths and weaknesses of the students during the teaching and learning process, through which students are prepared to achieve high academic achievement. The purpose of the study was to compare self-assessment and assessment by the teacher groups in the subject of physics for class IX students. The study was experimental in nature, and 72 secondary school students were distributed equally in experimental and control groups on the basis of their academic achievement in class VIII. Total thirty six students were taken from each group. Eighteen students from each group were designed as high achievers on the basis of their academic performance, while eighteen students were designed as low achievers in each group (High achievers in both groups = 50% and above, Low achievers in both groups = 33% - 49%). Furthermore, high and low achievers were sub divided into self-assessment and assessment by the teacher groups for different types of treatment received. Formative tests were the research tool. The table of specification was constructed in the light of the content to be covered during each week. Teacher made tests were developed and administered for ten continuous weeks. Formative tests were constructed according to table of specifications. The lower order of thinking was specified under the topics remembering, understanding and applying while the higher order of thinking was specified under the topics analyzing, evaluating and creating. The post-test collected data were analyzed through statistical t-test and mean. It was found the performance of the self-assessment, group was better than assessment by the teacher group.

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