A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders

Denise Villanyi, Romain Martin, Philipp Sonnleitner, Christina Siry, Antoine Fischbach


Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.


tablet-computer-based testing, student self-assessment, elementary education

Full Text:


Copyright (c) 2018 Denise Villanyi, Romain Martin, Philipp Sonnleitner, Christina Siry, Antoine Fischbach

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
Creative Commons License
Scopus logo Clarivate Analyatics ESCI logo EI Compendex logo IET Inspec logo DOAJ logo DBLP logo Learntechlib logo EBSCO logo Ulrich's logo Google Scholar logo MAS logo