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

Journal article


Brown, Gavin T. L. and Harris, Lois. (2014). The future of self-assessment in classroom practice : Reframing self-assessment as a core competency. Frontline Learning Research. 2(1), pp. 22-30. https://doi.org/10.14786/flr.v2i1.24
AuthorsBrown, Gavin T. L. and Harris, Lois
Abstract

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

KeywordsStudent Self-assessment; Compulsory Schooling; Curriculum; Research Synthesis
Year01 Jan 2014
JournalFrontline Learning Research
Journal citation2 (1), pp. 22-30
PublisherEuropean Association for Research on Learning and Instruction
ISSN2295-3159
Digital Object Identifier (DOI)https://doi.org/10.14786/flr.v2i1.24
Web address (URL)https://journals.sfu.ca/flr/index.php/journal/article/view/24
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range22-30
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online25 Apr 2014
Publication process dates
Accepted26 Feb 2014
Deposited09 May 2024
Additional information

FLR adopts the Attribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND). That is, Copyright for articles published in this journal is retained by the authors with, however, first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

Place of publicationBelgium
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