Self Assessment in Action

FORLANG Cudzie jazyky v akademickom prostredí., 2019

Students at universities come from high schools with different learning styles and are used to different types of evaluations. Studying at the university level requires an independent and self-regulated learner. Many scholars throughout the world call for self-assessment as a method for developing a holistic learner. This article examines reasons for different types of assessment and how to provide learners with feedback built on reinforcement, confidence and boosting their strengths.

2009

The SAGE handbook of special …, 2007

Theory Into Practice, 2009

Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, or standards; and revise accordingly. The authors argue that self-assessment must be a formative type of assessment, done on drafts of works in progress: It should not be a matter of determining one's own grade. As such, the purposes of self-assessment are to identify areas of strength and weakness in one's work in order to make improvements and promote learning. Criteria-referenced self-assessment has been shown to promote achievement. This article introduces criteria-referenced self-assessment, describes how it is done, and reviews some of the research on its benefits to students.

The Impact of Feedback in Higher Education

Over the past few decades, the field of education has accumulated extensive literature on self-assessment and its effects on educational outcomes

Electronic Journal of Research in Educational Psychology, 2013

Self-assessment is one of the most customary activities in the classroom from all differ-ent educational levels. However a high percentage of teachers report not knowing how self-assessment influences students’ learning or how to implement it successfully in their classrooms. In this article two different lines of research concerning self-assessment will be analyzed (self-regulation and formative assessment) along with a new conceptualization of what self-assessment is. Later the relationship between self-assessment and the use of learning strategies by students will be examined explaining how this skill can be acquired. The last sections examine how the use of different peda-gogic strategies can enhance successful implementation of self-assessment in class-rooms.

P.< rootenboer, G. Oevenbergen, & M. …

1997