The future of self-assessment in classroom practice: Reframing self- assessment as a core competency

Abstract

Formative assessment policies and self-regulation theories argue that student selfassessment 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.

Sustainable assessment revisited

“…Indeed, as many authors suggest, to prepare students to face their future learning needs, much research is required, specifically in the creation of assessment strategies to develop self-assessment (Major, Meakin and Perrin 2011;Brown and Harris 2014), to develop skills to contribute to students' ability to make judgments (Cassidy 2007) and the elaboration of new tools to introduce self-assessment in continuing education (Fotheringham 2011). Other authors have also focused on self-assessment but point to the need to incorporate it as part of and overall assessment strategy:…”

“…It would however be inappropriate simply to add it as an additional attribute to existing lists. Brown and Harris (2014) have identified student self-assessment as a core competency and have strongly linked it to the development of capacity for self-regulation. The development of informed judgement encompasses self-assessment and the same argument can be applied to establish it as a feature that undergirds all specific learning outcomes and enables them to be met.…”

Self-assessment: A critical competence for Industrial Engineering

“…Por otra parte, si se consigue garantizar que la autoevaluación sea precisa, en cuanto a que exista coincidencia entre las puntuaciones de un valorador y las de otras fuentes de valoración consideradas como referencia [6,[9][10][11] se está contribuyendo a desarrollar el espíritu crítico del estudiante con su propio trabajo y, por tanto, a estimular el aprendizaje continuo del mismo, tanto en el plano académico como profesional.…”

Self-Corrected Homework for Incentivizing Metacognition

“…This is a question that has been addressed previously in the literature in other disciplines 4,5,6,7,8,9,10,11 where it has been demonstrated repeatedly that most -but not all -students tend to assign themselves slightly lower grades than instructors, and we seek to compare our results with others. To do so, we graded a photocopied version of each student's initial homework submission without the students' knowledge; meanwhile, the students used an answer key and grading rubric to grade their own initial homework submission, which they subsequently resubmitted, and the results were compared.…”

“…While previous studies have investigated the use of self-grading 4,5,6,7,8,9,10,11 and self-correcting 12,13 , most of them have left traditional incentive mechanisms in place. This work considers an alternate incentive mechanism with the aim of encouraging students to attempt problems on their own while removing the incentive to plagiarize.…”