The Study of Students’ Self-Assessment by Using Lesson Study and Open Approach with AssessToday

Abstract

The objectives of this research were to 1) compare the students’ self-assessment before and after learning mathematics through algebraic activities by using Lesson Study and Open Approach with AssessToday and 2) study students’ opinion on the role of student and teacher in mathematics learning activities on topic of algebra using Lesson Study and Open Approach with AssessToday. The target group was 67 seventh-grade students, Kangkrowittaya School, 2016 academic year. The research instrument consisted of 1) lesson plan using Lesson Study and Open Approach with AssessToday, 2) observation fieldnote of self-assessment, and 3) questionnaire of students’ opinion on the role of student and teacher in mathematics learning activities using Lesson Study and Open Approach with AssessToday. Data were collected by using observation and evaluation of students’ self-assessment before and after use algebraic learning activities by using Lesson Study and Open Approach with AssessToday, and ask students to respond the questionnaire. Data were analyzed by using the mean, standard deviation, and t-test. Research findings show that: 1) The students’ score on self-assessment after using algebraic learning activities by using Lesson Study and Open Approach with AssessToday (=2.31), was significantly higher than that of before (=0.78) at .01 level of statistical significance, with a t-value of 22.49.
2) The students’ rating means for opinion on the role of student and teacher in mathematics learning activities using Lesson Study and Open Approach with AssessToday, both of student and teacher roles were at the high level by overall.