Is self-assessment in religious education unique?

Brooks, Valerie; Fancourt, Nigel

doi:10.1080/01416200.2011.614747

Cited by 3 publications

(1 citation statement)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Keane and Griffin (2016) emphasize the need to revise the current guidelines and practices of world class policy on self-assessment. Moreover, even though there are impressive benefits of learner self-assessment, there is concern about its implementation (Brooks & Fancourt, 2012). This study presents specific positive outcomes of learner self-assessment and shows how learner self-assessment has been implemented at all levels of education from Primary to Higher education, including non-formal education in order to provide evidence and guidance to researchers about this type of assessment.…”

Section: Introductionmentioning

confidence: 95%

The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review

Papanthymou¹,

Δάρρα²

2018

JEL

View full text Add to dashboard Cite

The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student’s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.

show abstract

Section: Introductionmentioning

confidence: 95%