The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency.

By Gavin T. L. Brown, Lois R. Harris. 2014

179 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/149738338a47842c12e183c26b07497a77b8cee2

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Thus, it is possible that SSA, despite its nomenclature, should be treated more as a component of SRL than assessment proper, a position advocated elsewhere (Andrade, 2010; Brown & Harris, 2014).”
Accuracy in student self-assessment: directions and cautions for research (2015, background): “The outlines of a curriculum for the structured implementation of self-assessment in schooling are available (Brown & Harris, 2014), but considerable work is needed to refine those ideas.”
A cyclical self-assessment process: towards a model of how students engage in self-assessment (2017, background): “…need to begin in developing a curriculum for student self-assessment that identifies pedagogical tools and processes by which students can learn to identify appropriate feedback sources and ways of evaluating their own work relative to appropriate standards (Brown and Harris 2014; Yan 2016a).”
Sustainable assessment revisited (2016, background): “…to face their future learning needs, much research is required, specifically in the creation of assessment strategies to develop self-assessment (Brown and Harris 2014; Major, Meakin, and Perrin 2011), to develop skills to contribute to students’ ability to make judgements (Cassidy 2007) and…”