វិទ្យាស្ថានគរុកោសល្យរាជធានីភ្នំពេញ

Education:
Short Course Training
- September 12 – September 30, 2022: Joint Course Development Program, JICA Sponsorship, Japan.
- September 02 - September 27, 2019: Joint Course Development Program, JICA Sponsorship, Japan.
- October 12 - October 25, 2017: Capacity Building for Developing the in-service teacher training program at Korea university of Technology and Education (Supported by KOICA)
- Sept 2016 - Oct. 2016: Methods and Techniques of Pre-service Teacher training course at Miyagi University of Education, Japan.
- Sept 2013 - Oct. 2013: Child Rights, Classroom, and School Management at Lund University, Sweden.
- 2006-2008: Master of Education majoring in Educational Technology at Royal University of Phnom Penh.
- 1988-1992: Bachelor of Education in Psycho-Pedagogy at Phnom Penh University.

Implementation of Student Teachers’ Self-Assessment to Improve Student Learning Outcomes and Their Attitude Towards Self-Assessment: A Case Study of Student Teachers at Phnom Penh Teacher Education College Saint Meassnguon (1); Hou Saomoline (2)

Abstract

Instruction is a complex process that inevitably requires assessment to monitor students’ academic progress and abilities. However, generally, most educational practices do not focus on students’ self-assessment. Therefore, this study aims to investigate the impact of student teachers’ self-assessment on their academic learning outcomes and to explore student teachers’ attitudes towards this self-assessment. This research employs a pre-experimental research design, involving second-year physics major student teachers in their academic year 2023 – 24 in semester 2. A convenience sampling technique, as determined by the Office of Academic Affairs and In-service Training, was used, resulting in a sample size of 25 participants. The research instruments consisted of two types: 1. a pre-test and a post-test to measure student teachers’ academic learning outcomes, and 2. a student teachers’ self-assessment form. The research results revealed that student teachers’ academic learning outcomes significantly increased, with the mean score rising from 14.04 and a standard deviation of 4.58 in the pre-test to a mean score of 27.48 and a smaller standard deviation of 2.70 in the post test, with a p-value of less than 0.05, as determined by a paired-sample t-test using Excel 2019. The findings related to the second objective highlighted four key areas: an overview of classroom assessment, the development of assessment tools, the use of basic statistics, and solutions in the course of study assessment.

Keywords: Assessment; Self-assessment; Learning outcome; Attitude