Student self-evaluations of open-ended projects in a grade 9 science classroom

Student self-evaluations have considerable potential in helping students become better learners. The present study was one teacher's first attempt to understand the role of students' self evaluations of their process and products in a science unit centred on open- ended projects. The research was interpretive and attempted to construct meanings relevant to the participants in the classroom. The data collected for this study included video tapes, transcripts of the videotapes, student self-reflection and self-evaluation writings, student project reports, student interviews, discussions with parents, teacher notes and observations, teaching assistant notes and observations and the assignment outlines. This article provides an interesting perspective on the social structure in student group self evaluation and a better understanding of the important role students' self-evaluations can play as part of an open-ended learning environment.