Increasing Academic Performance through the

The present study was designed to determine if students would improve their test performance in order to earn the right to self-evaluate their daily tasks, and then, whether they would maintain high test performance in order to keep this privilege. A second purpose was to demonstrate a practical way in which teachers could effectively reduce the amount of time they spent evaluating students ' daily tasks, without adversely affecting student test performance. Subjects were students in two third-grade classrooms in an inner-city school. Classrooms made use of the Individually Prescribed Instruction Math Program designed by the Learning Research and Development Center, wherein students, to master a skill, must complete workbook pages and pass a test which measures skill performance. The variable manipulated was the opportunity.to self-evaluate workbook performance. Self-evaluation was defined as