Student Self-Assessment

Student self-assessment is the process by which a learner collects information about themselves and reflects on their own learning (Shatri & Zabeli, 2018). The student assesses their personal progress in their own knowledge, skills, processes, or attitudes. Students assessing themselves can become more self-directed in the learning process and develop a better understanding of learning goals, assessment criteria, and feedback that assists them in their future learning (Lam, 2016). Research suggests that this type of reflection results in deeper, more conceptual understandings of content and deeper learning.

Students should be as involved as possible with the assessment process because it helps them develop new perspectives, greater cognitive flexibility, and increased and more sophisticated knowledge (Barnes & Gillis, 2015). Stiggins suggests that students may be more important than adults in the assessment process because their motivation determines much of what and how they learn (2008). Students should be trained and should be given lots of practice to evaluate their own learning. A reflective and critical lens must be developed to do this well. Giving students the opportunity to develop their own assessments can engage them in this process and help them to understand what learning is expected for mastery. 

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References

Barnes, N. & Gillis, A. (2015). Assessment360: A promising assessment technique for preservice teacher education. The Teacher Educator, 50 , p. 288-304. https://doi.org/10.1080/08878730.2015.1071904 Chowdhury, F. (2018). Application of rubrics in the classroom: A vital tool for improvement in assessment, feedback, and learning. International Education Studies, 12 (1), 61-68. https://doi.org/10.5539/ies.v12n1p61 Fives, H., Barnes, N., Dacey, C., & Gillis, A. (2016). Assessment assessment texts: Where is planning? The Teacher Educator, 51 , p. 70-89. https://doi.org/10.1080/08878730.2015.1107442 Gillis, A. (2019). Reconceptualizing participation grading as skill building. Teaching Sociology, 47 (1), 10-21. https://www.doi.org/10.1177/0092055X18798006   Guskey, T. (2009). Practical solutions for serious problems in standards-based grading . Corwin Press.   Kamariah, A., Husain, D., Atmowardoyo, H., & Salija, K. (2018). Developing authentic-based instruct...
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