Students’ self-assessment in the field of fractions: How accurate are they?
Conference contribution (Article) › Research › Peer reviewed
Publication data
| By | Alexander Wolff, David Bednorz, Barbara Schmidt-Thieme |
| Original language | English |
| Published in | Claudia Cornejo, Patricio Felmer, David M. Gómez, Pablo Dartnell, Paula Araya, Armando Peri, Valeria Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (vol. 2) |
| Pages | 403-410 |
| Editor (Publisher) | PME |
| DOI/Link | https://www.igpme.org/publications/current-proceedings/ |
| Publication status | Published – 07.2025 |
Self-assessment is a central component of self-regulated learning in mathematics. For this, students must be able to assess themselves accurately, ensuring that their selfassessment aligns with their actual performance. To investigate the accuracy of students' self-assessment in the field of fractions, we conducted a quantitative empirical study with 214 students. The results show that students can assess themselves overall accurately. However, when looking at the different underlying skills, it showed that the accuracy varies between the skills requiring the mastery of procedures and those requiring the mastery of application. While students can rather assess themselves accurately regarding procedures of fractions, they tend to be less accurate in their selfassessment of the skill of applying fractions.
