The development of self-assessment accuracy in mathematical word problems: A study of primary school learners

Irena Smetáčková; Anna Páchová

doi:10.14712/18047106.5068

Vol 16 No 2 (2025): Scientia in educatione Výzkumné stati

The development of self-assessment accuracy in mathematical word problems: A study of primary school learners

Irena Smetáčková, Anna Páchová,

DOI: https://doi.org/10.14712/18047106.5068

Smetackova2025 (angličtina)

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Smetáčková, I., & Páchová, A. (2025). The development of self-assessment accuracy in mathematical word problems: A study of primary school learners. Scientia in educatione, 16(2), 48-59. https://doi.org/10.14712/18047106.5068

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Abstrakt

Self-assessment, as a critical component of self-regulated learning, plays a significant role in improving learning achievement. This study focuses on the accuracy of self-assessment in the context of mathematical word problems among primary school students. The evolution of self-assessment accuracy was examined between the second and third grades. The impact of cognitive abilities, mathematical knowledge, and teacher evaluations was investigated. Data were collected from a sample of 542 primary school pupils. Our findings reveal that students demonstrated greater accuracy in self-assessing their performance in mathematical word problems in Year 2 compared to Year 3. This self-assessment accuracy varied based on cognitive abilities and the pedagogical environments. These findings suggest the importance of creating adequate classroom conditions to enhance self-assessment accuracy.

Klíčová slova self-assessment learning metacognition self-regulation primary school mathematics

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The development of self-assessment accuracy in mathematical word problems: A study of primary school learners

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