抄録
The study focused on finding the difference of inclination towards self-assessment behavior between students with higher constructivist learning approach and lower constructivist approach. A self-assessment questionnaire was used to collect data from students of science in grade five over a period of almost two months during learning about "solution". The score Constructivist Learning Scale (CLS) was used to group them and high and low pro-constructivist learners. It was found that in quantitative terms the students of high CLS group were better able to make self-assessment as compared to the students of low CLS group but the same cannot be said in terms of qualitative relevance and depth of wording and ideas used by the students in the second part of the each question.
