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Introduction

Student-led conferences have become increasingly popular in educational settings as a way to promote student self-assessment and metacognitive skills. This practice involves students taking an active role in reflecting on their own learning, setting goals, and sharing their progress with teachers, parents, and peers. By actively participating in the assessment process, students are able to develop a deeper understanding of their own strengths and weaknesses, as well as take ownership of their learning journey.

Background of Study

The concept of student-led conferences has its roots in student-centered learning approaches, which prioritize student agency and autonomy in the learning process. Research has shown that when students are actively involved in assessing their own learning, they are more likely to develop critical thinking skills, self-regulation, and a growth mindset. However, there is still a need for more empirical studies to further explore the impact of student-led conferences on student self-assessment and metacognitive skills.

Problem Statement

Despite the potential benefits of student-led conferences, there is limited research on how this practice specifically impacts student self-assessment and metacognitive skills. It is important to address this gap in the literature in order to better understand the mechanisms through which student-led conferences influence student learning outcomes.

Objective of Study

The main objective of this study is to investigate the effects of student-led conferences on student self-assessment and metacognitive skills. Specifically, this research aims to explore how student-led conferences impact student motivation, self-efficacy, and academic achievement.

Limitation of Study

This study is limited by its focus on a specific group of students in a particular educational setting. Generalizability of the findings may be limited to similar demographic and socio-economic contexts.

Scope of Study

This study will focus on students in grades 6-8 at a middle school in a suburban area. Data will be collected through surveys, interviews, and student artifacts over the course of one academic year.

Significance of Study

Understanding the impact of student-led conferences on student self-assessment and metacognitive skills is important for educators, policymakers, and researchers. This research has the potential to inform best practices in assessment and promote student agency in the learning process.

Structure of the Thesis

Chapter One: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter Two: Literature Review
2.1 Student-led conferences
2.2 Self-assessment
2.3 Metacognitive skills
2.4 Student motivation
2.5 Self-efficacy
2.6 Academic achievement
2.7 Student-centered learning
2.8 Assessment practices
2.9 Impact of student-led conferences on student learning
2.10 Gaps in the literature

Chapter Three: Research Methodology
3.1 Research Design
3.2 Participants
3.3 Data Collection
3.4 Data Analysis
3.5 Ethical Considerations
3.6 Validity and Reliability
3.7 Limitations of the Study
3.8 Research Timeline

Chapter Four: Discussion of Findings
4.1 Student perceptions of student-led conferences
4.2 Impact of student-led conferences on self-assessment
4.3 Impact of student-led conferences on metacognitive skills
4.4 Implications for practice
4.5 Recommendations for future research

Chapter Five: Conclusion and Summary
5.1 Summary of Findings
5.2 Conclusion
5.3 Implications for Research and Practice
5.4 Limitations of the Study
5.5 Directions for Future Research

Thesis Overview on Effects of Student-Led Conferences on Student Self-Assessment and Metacognitive Skills

The Effects of Student-Led Conferences on Student Self-Assessment and Metacognitive Skills is a comprehensive study that aims to investigate the impact of student-led conferences on student learning outcomes. This research will explore how student-led conferences influence student motivation, self-efficacy, and academic achievement through the development of self-assessment and metacognitive skills.

The study will be conducted at a middle school in a suburban area, focusing on students in grades 6-8. Data will be collected through surveys, interviews, and student artifacts over the course of one academic year. The research methodology will include a mixed-methods approach to gather both quantitative and qualitative data.

The findings of this study will contribute to the existing literature on student-led conferences and their effects on student self-assessment and metacognitive skills. The implications of this research can inform best practices in assessment and promote student agency in the learning process. By understanding the mechanisms through which student-led conferences impact student learning outcomes, educators, policymakers, and researchers can enhance student engagement and achievement.

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