The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core CompetencyReport as inadecuate




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Frontline Learning Research, v2 n1 p22-30 2014

Formative assessment policies and self-regulation theories argue that student self-assessment of their own work and processes are useful for raising academic performance and self-regulatory skills. However, research into student self-evaluation raises serious doubts about the quality of self-assessment as an assessment process and identifies conditions which must be met if students' judgments are to be useful, valid, and reliable. This paper recommends that student self-assessment should no longer be treated as an assessment, but instead as an essential competence for self-regulation. As such, we describe a potential curriculum approach that could guide teachers to appropriate use of self-assessment tools.

Descriptors: Self Evaluation (Individuals), Self Management, Minimum Competencies, Alternative Assessment, Competency Based Education, Evaluation Methods, Research Tools

European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info[at]frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index





Author: Brown, Gavin T. L.; Harris, Lois R.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2572&id=EJ1090831



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