Student engagement and student self‐assessment: the REAL framework

Munns, Geoff; Woodward, Helen

doi:10.1080/09695940600703969

Cited by 58 publications

(42 citation statements)

References 11 publications

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“…This research has included large scale international correlational studies involving PISA data (Chiu & McBride-Chang 2006), tightly-controlled observational studies looking at achievement on individual tasks (Anmarkrud & Braten 2009), and theoretical explorations of how variables related to motivation and achievement might be related (Munns & Woodward 2006;Wigfield & Guthrie 1997). This work confirms what has generally been found in the reading research literature: the more children read, the better their reading abilities become (see e.g., Baker & Wigfield 1999;Cipielewski & Stanovich 1992).…”

Section: Students' Self-perception Of Reading Ability and Actual Readsupporting

confidence: 73%

Students' self-perception of reading ability, enjoyment of reading and reading achievement

Smith

Gilmore

et al. 2012

Learning and Individual Differences

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Section: Students' Self-perception Of Reading Ability and Actual Readsupporting

confidence: 73%

Students' self-perception of reading ability, enjoyment of reading and reading achievement

Smith

Gilmore

et al. 2012

Learning and Individual Differences

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“…Likewise, students gain power and experience less anxiety when using rubrics for self-assessment (Andrade and Du 2005). Improved student motivation, self-efficacy, engagement, student behavior, and quality of student-teacher relationships have all been found as a consequence of self-assessment (Glaser et al 2010;Griffiths and Davies 1993;Munns and Woodward 2006;Olina and Sullivan 2002;Schunk 1996). Yet, would such benefits be enough or should we still expect greater learning?…”

Section: Different Students = Different Self-assessment? In the Pursumentioning

confidence: 91%

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

2015

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This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy, and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students' expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students' expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field. Student self-assessment (SSA) most generally involves a wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign merit or worth to (i.e., evaluate) the qualities of their own learning processes and products. This involves retrospective monitoring of previous performance (Baars et al. 2014) and reporting, hopefully truthfully, the quality of work completed. The purpose of this manuscript is to review what it is known and unknown about student self-assessment (SSA) after decades of research and, based on such evidence, highlight plausible lines of research that could make better known what we currently know is unknown. SSA has been extensively and vigorously recommended as an appropriate approach to student involvement in formative assessment, wherever the Bassessment for learning^reform agenda has been advocated (Berry 2011; Black and Wiliam 1998). Hence, it is important for education that we have a clearer understanding of SSA.While the field of empirical studies into SSA is increasing, it seemed timely to review what has been established in SSA since so many studies seem to only be replicating, in new contexts, what we already know about SSA. Hence, the purpose of this paper is to expand upon these known and unknown issues and consider plausible directions for future research. We consider that the known unknowns, which will be established in this review, are so substantial that our recommendations are unlikely to be a roadmap with clear signposts and indicators of progress. Rather, we consider that this paper functions more as a series of lighthouses highlighting well-trodden rocky shores and pointing out more profitable directions in which SSA research should head.SSA is an important skill for at least four reasons. First, students who are trained in SSA have shown an increase in their learning and academic performance Panadero et al. 2012;Ramdass and Zimmerman 2008). Additionally, accuracy (i.e., reliable and val...

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“…This is different from values education, which often includes the development of ethical reasoning (Narvaez, 2005), because it is embedded within subject pedagogy. It is also different from taking the non-cognitive aspects of the process of learning into account (Munns and Woodward, 2006). However, it obviously shares with both these two differing concerns an appreciation of the role and effect of values and attitudes in learning.…”

Section: Implications For Generic Theories Of Self-assessmentmentioning

confidence: 94%

“…A recent Australian study explored the capacity of self-assessment across the curriculum to enhance engagement amongst primary pupils regarded as ‗hard to reach' (Munns and Woodward, 2006). Schools in the Fair Go Project served catchment areas with high levels of socio-economic deprivation, unemployment, lone parenting, pupil mobility and ‗the largest concentration of Aboriginal people in the country ' (p. 196).…”

Section: The Generic Literature On Self-assessmentmentioning

confidence: 99%

Is self-assessment in religious education unique?

Brooks

Fancourt

2011

British Journal of Religious Education

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This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state secondary school (Fancourt 2010); this was used to propose a variant of self-assessment which is tailored to the demands of religious education -reflexive self-assessment. Its implications for more general understandings of the relationship between subject pedagogy and self-assessment are discussed, especially the recognition of values not only in religious education but in other subjects too, reinforcing the need to develop subject-specific variants of self-assessment that reflect the breadth of learning outcomes.

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Student engagement and student self‐assessment: the REAL framework

Cited by 58 publications

References 11 publications

Students' self-perception of reading ability, enjoyment of reading and reading achievement

Students' self-perception of reading ability, enjoyment of reading and reading achievement

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

Is self-assessment in religious education unique?

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