Evaluation and students’ self-assessment of transversal skills in secondary school mathematics. Case study in Latvia
Lāma, Gatis
To provide qualitative and sustainable education school reforms are taking place in many countries around the world. The transition to competence-based learning also alters expectations for learning outcomes. To ensure student-centred learning, it is necessary to equip them with transversal skills required to: address subject content challenges, use different teaching and learning methods; address everyday life problems. The aim of the study is to assess students' transversal skills in secondary school mathematics. There were 50 participants in the study, who ware all studying mathematics at an in-depth level. Transversal skills were measured in action with a test as well as with student self-assessment. While test results showed that students excel in interpretation skills, collaboration skills and digital skills, as well as analysing skills tested at high levels in students’ self-assessment. There is no strong correlation between student self-assessment and student performance evaluated by test. Consequently, it can be concluded that the overall development of transversal skills in secondary school mathematics are sufficient, but it is necessary to understand the inconsistency between self-assessment and performance evaluated by test so that the factors affecting the development of transversal skills can be further analysed.
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