This book provides the basics of student self-assessment and implementation challenges, and it offers practical solutions and examples for navigating the use of student self-assessment in various subject disciplines in primary schools, secondary schools and higher education. It provides an informed approach for educators to understand the complexities and subtleties involved in implementing self-assessment, and how this might include and impact on teachers and students.
Involving students in assessment is not a new idea nor is student self-assessment a new assessment tool in schools. Despite the advantages and the necessity for including it in our pedagogic processes explicitly, the use of student self-assessment has been far from commonplace and consistent in classrooms, schools and universities. This book makes clear the choices of what, how and why student self-assessment is important and usable in the classroom.
This book is designed for educators at different levels, and educational researchers. It will provide food for thought for pre- and in-service teachers and school leaders who are interested in nurturing independent and self-directed learners by involving students in the assessment process and maximising student learning through the use of student self-assessment.
Author(s): Maddalena Taras, Hwei Ming Wong
Series: Assessment in Schools: Principles in Practice
Publisher: Routledge
Year: 2022
Language: English
Pages: 196
City: London
Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Foreword
Preface
Dedications and Acknowledgements
Section 1: Exploring (Fundamentals of) Student Self-Assessment
Chapter 1: Student Self-Assessment: What It is, Why It is Important, and Why Educators Should Use It Explicitly
Introduction
What is Assessment?
Challenging Ourselves as We Read
What is Assessment in the Literature?
Assessment Process
Assessment, Summative, Formative Assessment, and Their Relationship in K12 and HE
Summative Assessment
Formative Assessment
K12, Higher Education, and SA-FA Dichotomy
Assessment Expertise and Responsibilities in Tutors and Students
Working Definition of SSA
Is Student Self-Assessment the Same or Similar to Assessment and Peer Assessment?
Research Supporting Mandatory SSA
How Learning Theories Lead to Mandatory SSA
Assessment Theories Lead to Mandatory SSA
Theories Linking SA, FA, and SSA
(Assessment) Summative, Formative, Peer, and Self-Assessment Processes
Why Self-Assessment?
Conclusion
References
Chapter 2: Student Self-Assessment in Practice, What are the Choices: Models, Strategies/Techniques
Introduction
Self-Assessment Developments
Self-Assessment in K-12 and Higher Education
Evaluation of SSA Models
For All SSA Models
Pre-work Discussions
During Production of Work
All SSA Processes
Standard SSA Process
Self-Marking
Sound Standard Process
Model with Integrated Feedback Processes
Each Step of the Variations of the Taras Models Will be Evaluated in Turn
Empirical Evidence for Different SSA Models
Group 1. Standard Model
Group 2a. Self-Marking
2b. Sound Standard
Group 3. Models with Integrated Feedback
Empirical Evidence Supporting Taras SSA Version 1 (Taras, 1999, 2001, 2002)
Empirical Evidence Supporting Taras SSA Version 2 ( Taras, 2003)
Empirical Evidence Supporting Taras SSA Version 2, Dragemark Oscarson (2009) in Sweden
Conclusion
References
Chapter 3: Implementing Student Self-Assessment: Conditions and Climate
Introduction
Implementation of Self-Assessment: Two Case Studies in Primary Schools
Interventions Conducted in the Studies
Discussion of Factors Contributing to Self-Assessment Implementation
Implementation of Self-Assessment: Conditions
Lesson Planning and Preparation
Enactment of Lesson
Assessment and Feedback
The Classroom
Classroom Environment and Climate
Good Relationships
Clear Communication
Trust
Social Cultural Environment
Instructional Environment
Physical Environment
Summary
References
Chapter 4: Student Self-Assessment and Feedback
Introduction
Purposes and Functions Versus Processes of Assessment
Is Student Self-Assessment Summative or Formative Assessment?
Assessment of the Ongoing Process of Production
Assessment of the Final Product
Where Does Feedback Come From?
Processes of Assessment
How the Three SSA Groups Conceptualise Feedback
Conceptualisations of Feedback in the Learning Process in the Three Model Groups
Feedback as a Gift: Emotional Issues with Feedback
How Does External Feedback, Teachers’ and Peers’, Differ From One’s Own?
Self-Esteem and Personal Opinion of Oneself
Conclusion
References
Section 2: Student Self-Assessment in Practice
Chapter 5: Enhancing Student Self-Assessment Using Technology
Recapping the Fundamentals of and Conditions for SSA
The Use of Educational Technology in SSA
Examples of Tech-Enhanced SSA
Background
Background
Conclusion
References
Chapter 6: Student Self-Assessment in Primary Schools
Introduction
Teachers’ Self-Assessment Implementation in Primary Schools
Contributions From Primary School Teachers on Their Self-Assessment Experiences
Science in Primary School
Contributed by Mr. Gene Lim, Singapore
Physical Education in Primary School
Contributed by Mr. Muhammad Jabbar Bin Jaafar, Singapore
Art in Primary School
Contributed by Ms Nurjannah Ayub, Singapore
English in Primary School
Contributed by Ms Stefanie Jardine Watson, England, United Kingdom
English in Primary School
Contributed by Mdm Ng Hui Lan, Singapore
Mother Tongue (Chinese Language) in Primary School
Contributed by Mdm Chen Shuangshuang, Singapore
Self-Assessment in General
Contributed by Mr. Tom Stephenson, England, United Kingdom
Summary
Acknowledgement
References
Chapter 7: Student Self-Assessment in Secondary Schools
Introduction
Teachers’ Self-Assessment Implementation in Secondary Schools
Contributions From Secondary School Teachers on Their Self-Assessment Experiences
Science in Secondary School
Contributed by Ms Yap Ching Ying, Singapore
Using Self-Assessment to Improve Learners’ Presentation of Problem Solving
Using Self-Assessment to Improve Learners’ Graphical Skills During Practical
English in Secondary School
Contributed by Mdm Shagun, Singapore
Mathematics in Secondary School
Contributed by Mr. Martin Scott, England, United Kingdom
Self-Assessment – General Certificate of Secondary Education Mathematics
Art in Secondary School
Contributed by Mdm Ira Wati Bte Sukaimi, Singapore
Forethought Phase
Performance Phase
Reflection Phase
Reflection-in-Action
Reflection-on-Action
Design and Technology in Secondary School
Contributed by Mr. Edward Leow Mun Tat, Singapore
Current Assessment Practice
Implementation
Reflection
Summary
Acknowledgement
Note
References
Chapter 8: Student Self-Assessment in Higher Education
Introduction
In-Service Teachers’ Staff Development: Dr Tay Hui Yong, Singapore
Masters Module MAEM 842: Dr Kelvin Tan, Singapore
July 09 MEM 840 Bb Task (1)
Examples of SSA in FE in England
Vocational Education, FE: Emma Little, England
Lesson Observations and GCSE Maths, FE: Martin Scott, England
Lesson Observations
GCSE Maths, FE
Conclusion
Acknowledgement
References
Section 3: Challenges and Future of Student Self-Assessment
Chapter 9: Using Student Self-Assessment to Best Effect
Introduction
Using Self-Assessment to Best Effect
Self-Assessment to Best Effect: Teachers’ Experiences
How Can We Understand and Use SSA to Best Effect?
Self-Assessment to Best Effect: Power and Merit
What Is the Power and Merit of SSA to Best Effect?
Self-Assessment to Best Effect: Student Voice
SSA and Student Voice
Implementation of Student Self-Assessment: Challenges
Possible Challenges for Students
Possible Challenges for Teachers
Summary
References
Chapter 10: Unresolved Dilemmas in Self-Assessment: Looking to the Future
Introduction
Clarifying Theory
Feedback and Power
Issues Surrounding Feedback
Feedback has been Confused by the Use of Dichotomies
Student Self-Assessment, Grading, and Self-Regulated Learning
Assessment for Learning a New Role for SSA in K-12
Self-Regulated Learning Research Supporting SSA
Self-Regulated Learning Models
SRL Models and Analogous “processes” in Pedagogic Practices
Zimmerman’s Four Models
Difference Between Zimmerman’s Cyclical Phases Model 2 and His Multi-Level Model 4
Empirical Evidence from Self-Regulated Learning Research
Findings from Four Meta-analyses
Student Level and Optimal Self-Regulated Learning Interventions
Educational Implications
Conclusion
References
Index
