The Effect of SMART-Based Goal Free Evaluation Approach on Students' Analytical Skills and Self-Reflection

Abstract

Developing students' analytical skills and self-reflection is crucial in fostering higher-order thinking abilities. However, traditional assessment methods often emphasize rigid evaluation criteria, limiting students' ability to critically assess their own learning processes. This study examines the effect of the SMART-Based Goal Free Evaluation (GFE) approach on students' analytical skills and self-reflection in an educational setting. A quasi-experimental research design was employed, involving a sample of students divided into experimental and control groups. Data were collected using analytical skill tests and self-reflection test. The data were analyzed using multivariate analysis of variance (MANOVA) to determine the effectiveness of the intervention. The findings indicate that students exposed to the SMART-Based GFE approach demonstrated significantly higher improvements in analytical skills and self-reflection compared to those in the control group. The flexible nature of GFE, which focuses on open-ended evaluation without predefined success criteria, allowed students to critically engage with their learning processes and develop a deeper understanding of the subject matter. These results suggest that integrating the SMART framework into goal-free evaluation enhances students' cognitive and metacognitive abilities, promoting independent learning and critical self-assessment. The study implies that a shift toward more adaptive and student-centered assessment strategies can significantly improve students' higher-order thinking skills and reflective learning practices.