Abstract :
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 posttest 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
Keyword :
Self-assessment, Assessment by the teacher, Assessment, Academic achievement, Feedback.