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Heidi Andrade - One of the best experts on this subject based on the ideXlab platform.
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A Critical Review of Research on Student Self-Assessment
Frontiers in Education, 2019Co-Authors: Heidi AndradeAbstract:This article is a review of research on student Self-Assessment conducted largely between 2013 and 2018. The purpose of the review is to provide an updated overview of theory and research. The treatment of theory involves articulating a refined definition and operationalization of Self-Assessment. The review of 76 empirical studies offers a critical perspective on what has been investigated, including the relationship between Self-Assessment and achievement, consistency of Self-Assessment and others’ Assessments, student perceptions of Self-Assessment, and the association between Self-Assessment and Self-regulated learning. An argument is made for less research on consistency and summative Self-Assessment, and more on the cognitive and affective mechanisms of formative Self-Assessment.
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Promoting Learning and Achievement Through Self-Assessment
Theory Into Practice, 2009Co-Authors: Heidi Andrade, Anna ValtchevaAbstract:Criteria-referenced Self-Assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, or standards; and revise accordingly. The authors argue that Self-Assessment must be a formative type of Assessment, done on drafts of works in progress: It should not be a matter of determining one's own grade. As such, the purposes of Self-Assessment are to identify areas of strength and weakness in one's work in order to make improvements and promote learning. Criteria-referenced Self-Assessment has been shown to promote achievement. This article introduces criteria-referenced Self-Assessment, describes how it is done, and reviews some of the research on its benefits to students.
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Self-Assessment Through Rubrics
2008Co-Authors: Heidi AndradeAbstract:During Self-Assessment, students reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise. SelfAssessment is formative—students assess works in progress to find ways to improve their performance. Self-evaluation, in contrast, is summative—it involves students giving themselves a grade. Confusion between the two has led to these misconceptions about Self-Assessment that make many teachers hesitant to try it: (1) Students will just give themselves As, and (2) They won't revise their work anyway, so there's no point in taking time for Self-Assessment.
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student responses to criteria referenced Self Assessment
Assessment & Evaluation in Higher Education, 2007Co-Authors: Heidi AndradeAbstract:This paper reports on a study of undergraduate students’ experiences with criteria‐referenced Self‐Assessment. Fourteen students who had taken a course involving Self‐Assessment were interviewed in focus groups segregated by gender. The findings suggest that students had positive attitudes toward Self‐Assessment after extended practice; felt they can effectively Self‐assess when they know their teacher’s expectations; claimed to use Self‐Assessment to check their work and guide revision; and believed the benefits of Self‐Assessment include improvements in grades, quality of work, motivation and learning. There were indications that some students sensed a tension between their own standards for good work and some of their teachers’ standards. There was no evidence of differences in the responses of male and female students. The paper concludes with the suggestion that Self‐Assessment involves a complex process of internalization and Self‐regulation, and with implications for research and practice.
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Student responses to criteria‐referenced Self‐Assessment
Assessment & Evaluation in Higher Education, 2007Co-Authors: Heidi AndradeAbstract:This paper reports on a study of undergraduate students’ experiences with criteria‐referenced Self‐Assessment. Fourteen students who had taken a course involving Self‐Assessment were interviewed in focus groups segregated by gender. The findings suggest that students had positive attitudes toward Self‐Assessment after extended practice; felt they can effectively Self‐assess when they know their teacher’s expectations; claimed to use Self‐Assessment to check their work and guide revision; and believed the benefits of Self‐Assessment include improvements in grades, quality of work, motivation and learning. There were indications that some students sensed a tension between their own standards for good work and some of their teachers’ standards. There was no evidence of differences in the responses of male and female students. The paper concludes with the suggestion that Self‐Assessment involves a complex process of internalization and Self‐regulation, and with implications for research and practice.
C Randy Duncan - One of the best experts on this subject based on the ideXlab platform.
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Peer and Self-Assessment in High Schools
Practical assessment research and evaluation, 2005Co-Authors: Brian Noonan, C Randy DuncanAbstract:Formative Assessment is recognized as an important component of teachers classroom Assessment strategies; recent research has pointed to peer and Self-Assessment as a way to operationalize the principles of formative Assessment. The purpose of this study was to explore the nature and frequency of high school teachers use of peer and Self-Assessment. The results indicate that many teachers find peer and Self-Assessment useful and that there is potential for greater classroom applicability but that more research is needed to guide wide spread use of these Assessment strategies.
Brian Noonan - One of the best experts on this subject based on the ideXlab platform.
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Peer and Self-Assessment in High Schools
Practical assessment research and evaluation, 2005Co-Authors: Brian Noonan, C Randy DuncanAbstract:Formative Assessment is recognized as an important component of teachers classroom Assessment strategies; recent research has pointed to peer and Self-Assessment as a way to operationalize the principles of formative Assessment. The purpose of this study was to explore the nature and frequency of high school teachers use of peer and Self-Assessment. The results indicate that many teachers find peer and Self-Assessment useful and that there is potential for greater classroom applicability but that more research is needed to guide wide spread use of these Assessment strategies.
Nigel Fancourt - One of the best experts on this subject based on the ideXlab platform.
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Is Self-Assessment in religious education unique?
British Journal of Religious Education, 2011Co-Authors: Valerie Brooks, Nigel FancourtAbstract: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; 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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Self Assessment in religious education
2008Co-Authors: Nigel FancourtAbstract:This research investigates the nature of pupil Self-Assessment in religious education. It considers the implications of theories of Self-Assessment as Assessment for leaming for Self-reflection in pedagogies of pluralistic religious education, and vice versa. Assessment for learning: Research on Assessment has claimed that SelfAssessment is essential in formative Assessment, to combat the negative effects of summative Assessment. Other recent research has considered the situated nature of classroom practice. How would these classroom factors affect SelfAssessment in RE? Policy and pedagogy In religious education: The history of the current policy documents is analysed using policy scholarship, and the tension is revealed between measurable intellectual skills and a wider understanding of the place of religious education in developing tolerance and respect, both in the England and Wales, and internationally. Are policy and Assessment properly aligned? Practitioner research: Virtue theory is developed as a research paradigm for practitioner research for professional development. Rigour is established through a reflexive use of qualitative, largely ethnographic methods, especially group interviews. Analysis includes consideration of pupils' Assessment careers. Reflexive Self-Assessment: As a result of analyzing the data on Assessment and religious education an original form of Self-Assessment is proposed. Reflexive Self-Assessment is a subject-specific model of Self-Assessment, linked to interpretive approaches. This harmonizes classroom Self-Assessment of both intellectual skills and intercultural values. The classroom conditions necessary to allow it to develop are examined. The implications of this for theories of Self-Assessment, learning autonomy and current policies of religious education are considered. Finally, the research is reviewed, notably the implications for researching and teaching, and future developments. The quality of the research is defended, in terms of significance, originality and rigour.
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Challenges for Self-Assessment in religious education
British Journal of Religious Education, 2005Co-Authors: Nigel FancourtAbstract:This article explores the place of Self‐Assessment in religious education in the light of general research into Self‐Assessment, particularly as part of Assessment for learning. In particular, it analyses the problems of ‘enculturation’ of learners into classroom Assessment practice in religious education. The distinction between Assessment of learning and Assessment for learning is described and, applied to the distinction between learning about religions and learning from religion. The four types of Self‐Assessment are set out, with an analysis of the challenges facing teachers in getting pupils to apply common current Assessment criteria to their own work. Overall, four problems arise from pupils using current Assessment criteria. They are identified as: (i) the issue of ‘plasticity’, (ii) the timing of Self‐Assessment processes, (iii) the problem of Assessment of affective qualities, and (iv) the confusion between Self‐Assessment and learning from religion. Finally, the implications of these problems ...
David Boud - One of the best experts on this subject based on the ideXlab platform.
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The impact of Self-Assessment on achievement: the effects of Self-Assessment training on performance in external examinations
Assessment in Education: Principles Policy & Practice, 2003Co-Authors: Betty Mcdonald, David BoudAbstract:Can the quality of students' work be improved through training in Self- Assessment practices? This paper considers the impact of training high school students on their performance in external examinations. Teachers were selected from a sample of high schools and trained in how to develop students' Self-Assessment skills. Ten high schools representative of the top, middle and bottom levels of academic achievement in national examinations were chosen and students trained in Self-Assessment by their normal class teachers as part of their final year curriculum. An experimental group comprising 256 participants received formal training in Self-Assessment skills for the entire three terms of the academic year. A control group was selected from matched classes not receiving such training. A significant difference favouring those trained in Self-Assessment was found overall and in each curriculum area. While it is demonstrated that Self-Assessment training can have an impact on student performance the paper consi...
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The Impact of Self-Assessment on Achievement: the effects of Self-Assessment training on performance in external
2003Co-Authors: Betty Mcdonald, David BoudAbstract:Can the quality of students' work be improved through training in Self- Assessment practices? This paper considers the impact of training high school students on their performance in external examinations. Teachers were selected from a sample of high schools and trained in how to develop students' Self-Assessment skills. Ten high schools representative of the top, middle and bottom levels of academic achievement in national examinations were chosen and students trained in Self-Assessment by their normal class teachers as part of their final year curriculum. An experimental group comprising 256 participants received formal training in Self-Assessment skills for the entire three terms of the academic year. A control group was selected from matched classes not receiving such training. A significant difference favouring those trained in Self-Assessment was found overall and in each curriculum area. While it is demonstrated that Self-Assessment training can have an impact on student performance the paper considers the circumstances of the study and whether similar outcomes might be possible in less favourable conditions.
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Enhancing learning through Self Assessment
1995Co-Authors: David BoudAbstract:Part 1 Self-Assessment, learning and Assessment: what is learner Self-Assessment? Self-Assessment and ideas about learning Self-Assessment and ideas about Assessment what is the scope of Self-Assessment? Part 2 Examples of practice: Self and peer marki
