Using self-assessment in an introductory structures course for construction managers

Assessment of student performance is a necessary component of every academic program, but all too often this is a one-way street with only the instructor performing the evaluation. Using assessment of learning by the students themselves is an approach that encourages students to actively engage in their own learning. Studies have shown that self-assessment can have a positive effect on achievement and that such assessments can be a reliable source of data. It is the formative use of their own assessments by the students that will allow them to focus and close the gap between current and desired performance. The objective of this paper is to demonstrate an approach to using a self-assessment of conceptual understanding in an introductory construction management structures course to help students improve learning of concepts that are personally challenging. Findings suggest that identification and focus on challenging concepts can have a positive effect on learning. In addition, the cyclic nature of action research used in this study provides stimulus for pedagogical improvement.