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

Autor/inn/en	Brown, Gavin T. L.; Harris, Lois R.
Titel	The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency
Quelle	In: Frontline Learning Research, 2 (2014) 1, S.22-30 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Self Evaluation (Individuals); Self Management; Minimum Competencies; Alternative Assessment; Competency Based Education; Evaluation Methods; Research Tools + Suchen Sie Ihr Suchwort? Selbstmanagement; Fundamentum; Mindestwissen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Forschungsmittel
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. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01